Students should consult with the program chair if they are not sure of their preparation for a specific course. Course prerequisites specified are the minimum preparation required. In their first two university years, students need to work closely with their advisors to schedule the necessary General University Course Requirements and lower-division core courses to properly prepare for upper-division studies. The usual prerequisites for all upper-division courses include the General University Course Requirements. Some courses have additional specified prerequisites.
BILINGUAL EDUCATION/ESL
BLE 307 Language Acquisition 3 credits
Exploration of current approaches, processes, and materials used to promote first- and second-language acquisition. Introduction of the interrelationships among psychological, social, cultural, and educational factors influencing learning and language fluency. Discusses interdisciplinary perspectives of second-language acquisition and their application to classroom practices. 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) and assessment based on those conclusions. Prerequisite: ENG 330. Matched with ENG 307. Offered spring semesters.
BLE 405 Foreign Language Proficiency 0 credits
This course is a requisite for all bilingual concentration and/or endorsement candidates as a measure of 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 406W Literacy Practices in Bilingual Education/ESL 3 credits
Introductory course in developing listening, speaking, reading, and writing and comprehension in the first and second languages. Emphasis on language acquisition and developing communication competence of English language learners, with particular focus on vocabulary and comprehension building. 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. Offered spring semesters.
BLE 409 English as a Second Language in the Content Areas 3 credits
Introductory course in delivering a quality program in content area instruction to English language learners. Emphasizes rationale for adapting materials, designing a learning environment, including literature and materials from diverse cultures, and providing ESL strategies for various proficiency levels. A major focus of this course is on teaching and learning ESL through the content areas and through effective lessons using both thematic units and content-based subject matter. This course explores constructivist approaches such as sheltered language instruction. Offered fall and summer semester.
BLE 411 History and Theory of Bilingual/ESL 3 credits
Investigation of the historical, philosophical, and theoretical backgrounds of bilingual/ESL practices in the United States. This course focuses on state and federal legislation and key terminology; the various models of bilingual, ESL, and multicultural education programs; and the cognitive and metalinguistic theories of bilingualism. Offered fall semesters.
BLE 413W Instructional Methods in Bilingual/ESL Education 3 credits
Detailed study of various instructional methods, strategies, and materials to promote high expectations of linguistic and academic performance of bilingual/ESL students. Addresses program management and utilization of resources. Emphasis is placed on classroom applications of ESL and bilingual teaching and learning. Offered spring semesters.
BLE 435W Language, Culture, and Society 3 credits
Study of sociolinguistic interrelationships among language, culture, and socio-economic-political factors in societies; social processes of language change; semantics and worldview; sociolinguist issues in modern society. Prerequisite: ENG 330. Matched with ENG 435W. Offered spring semesters.
BLE 415 Equitable Assessment of English Language Learners 2 credits
This course addresses testing of students in the process of learning the English language. Students will examine assessment procedures as well as ethical standards and practices used in the assessment of culturally and linguistically diverse students. Equity and legal issues related to assessment practices will be discussed. Emphasis will be placed on existing biases in assessment and non-discriminatory assessment practices and policies. Students will examine national, state, and local assessment policies. Offered fall semesters.
EARLY CHILDHOOD EDUCATION
ECE 320 Developing Family Partnerships in the ECE Setting 2 credits
This course addresses different strategies of communicating and developing a partnership with families. Included in this course are the following: interviewing, conferencing, and collaborative planning with families in the home and classroom. Prerequisite: Admission to the Teacher Preparation Program.
ECE 321 Integrating Cultural Competency in the Early Childhood Classroom 2 credits
This course studies the impact and power of diverse cultural experiences on the ECE classroom. It identifies how children and families differ in their perspectives and approaches to learning. Teacher candidates learn how to create positive and equitable learning environments and experiences that are culturally and linguistically responsive. Prerequisite: ECE 320 or permission from the Teacher Preparation Program chair.
ECE 322 Emotional, Social Development, and Learning Theory 3 credits
This course studies theoretical positions and issues/research as they relate to the young child (birth to 5). It introduces the multiple functions of play and how to engage young children in other enriching activities. It includes review of current research, observation of children, exploration of various social skills curricula, and practical application in an early childhood setting. Field experience required.
ECE 323 Creating Effective Early Learning Environments 3 credits
This course studies how environments and other factors influence the development of the human brain. It uses case studies that apply to child development and learning theory. Candidates identify, analyze, and evaluate the effective elements of quality early learning environments. Field experience required.
ECE 324 Observation and Assessment for Early Childhood Educators 2 credits
This course introduces the candidate to observation and assessment methods used with the young child (birth to 5). This course examines the principles of quantitative and qualitative methodologies for collection and analysis of data. Field experience required. Prerequisite: ED 347B.
ECE 325 Math and Science Instruction in the Early Childhood Environment 3 credits
This course studies the developmental stages of mathematics and science in the early childhood classroom. Candidates develop instructional units in math and science based on Washington State early learning benchmarks. Instructional units will include developmentally appropriate outcomes and assessments, instructional methods, and materials. Taken concurrently with ED 317 or ED 316.
ECE 405 The Arts, Health, and Fitness in Early Childhood 1 credit
The student will learn methods, appropriate materials to use, and instructional strategies in the arts, health, and fitness for the young child (birth through preschool). The emphasis is placed on implementing developmentally appropriate practices in childhood settings. Development of projects in the arts, health, and fitness, based on Washington State early learning benchmarks. Taken concurrently with ED 328.
ECE 406 Development of Oral Language and Literacy: Birth to Five 3 credits
In accordance with recommendations from the National Reading Panel and general linguistic theory for the young child (birth to 5), participants will learn and implement the continuum of language and literacy. Washington State’s early learning benchmarks will be an integral part of this course. Students will address the ways that language and literacy impact and interact with learning and development.
ECE 407 Practicum in Early Childhood Education 3 credits
This course is a practical application of knowledge, skills, and dispositions learned in the early childhood education course work. Forty hours of field experiences with five hours of seminars are required. This course is taken the semester prior to student teaching.
EARLY CHILDHOOD STUDIES
ECS 300W Literacy Development 3 credits
The foci of this course are the reading and writing skills of the candidate. It will operate as a learning laboratory, generating new meanings and understandings about how we, as experienced readers and writers, make meaning as we read and write within academic disciplines and subject areas. Candidates will examine their own reading and writing strategies and habits, set achievement goals, and work at reaching these goals. The themes of the course are reading inquiry, theory, practice, and the writing process situated within a professional development context.
PSY 331 Applied Experience of Child Development and Learning 1 credit
The purpose of this experience is to link the theory PSY 330 to practice. This course defines the self-directed performance tasks demonstrating competency. Taken concurrently with PSY 330.
ED 311 Learning in an Online Program 1 credit
The purpose of this course is to equip the candidate with the knowledge, skills, and dispositions to be successful in an online learning environment.
ESC 301W Early Childhood Literacy Development 3 credits
The purpose of this course is to learn the literacy skills of reading, writing, creative, analytic skills, and comprehension of the environment at large with the young child (birth to 5). The emphasis is on the development of young children at the emergent literacy stage. Emergent literacy refers to skills and behaviors, on a developmental continuum, that are precursors to conventional forms of reading and writing. Foci of the course are phonological awareness, alphabetic principal, print concepts, comprehension of printed material, and the enjoyment and various purposes of reading.
PSY 333 Observation, Documentation, and Assessment of Young Children 5 credits
An introduction to the assessment of behavioral variables and individual differences in human beings. The class will develop, survey, and analyze educational and psychological tests. The class will introduce assessments, including ethical and technical considerations to individuals and groups. Methods of evaluations and their impact on planning for instruction will be discussed.
PSY 334 Application Experience for Observation, Documentation, and Assessment 1 credit
Of Young Children
The purpose of this experience is to link theory of PSY 333 to practice. This course defines the self-directed performance tasks demonstrating competency in accompanying course work. Taken concurrently with PSY 333.
ECS 302W Issues in Early Learning 2 credits
This introductory course includes a multi-disciplinary perspective of serving young children and their families. Concepts will include national standards, state and federal mandates, and trends and practices in early childhood education. Candidates will learn to set professional goals and reflect on their own experiences. Candidates develop and informed initial advocacy statement for children and the profession.
ECS 305 Developmentally Effective Instructional Practices Aligned with 3 credits
Approaches to Learning and Assessments
An introductory class to learn how to build learning communities. The class will discuss the interrelatedness of curricula, instructional methods, assessments/evaluations, and classroom management. Students will prepare instructional plans to meet diverse student needs, reflect appropriate management strategies, and include appropriate assessment. Attention to appropriate use of technology in the learning environment will be included.
ECS 306 Applied Experience for Developmentally Effective Instructional Practices 1 credit
to Learning and Assessments
The purpose of this experience is to link the theory of ECS 305 to practice. This course defines the self-directed performance tasks demonstrating competency. Taken concurrently with ECS 305.
ECS 404 Early Learning Curriculum Domains: Social, Emotional Development, 3 credits
Health, and Motor Development
Content of the course is based on the Washington State Benchmarks for Early Learning and Development and National Association for the Education of Young Children Program Standards. This course emphasizes the domains of social, emotional development and approaches toward learning. Candidates will demonstrate knowledge and skills of the domain by the development of a plan for children’s social/emotional development and disposition in the home, school, and community. The physical well-being, health, and motor development of young children are also included in this course.
ECS 405 Applied Experience for Social, Emotional Development, Physical 1 credit
Well-Being, Health, and Motor Development
The purpose of this experience is to link the theory of ECS 404 to practice. This course defines the self-directed performance tasks demonstrating competency. Taken concurrently with ECS 404.
ECS 308 Diversity and Cultural competence in Young Children and Families 3 credits
Content of the course helps candidates understand the psychological basis of parenting across a range of families and contexts. Candidates learn about, understand, and value the importance and complex characteristics of children’s families and communities. The candidates use this understanding of stages of parenting to create respectful, reciprocal relationships that support, empower, and involve families in their children’s development and learning. Candidates continue to develop a self-reflective ability that helps them think about their responses to families and then use that ability as they work with families.
ECS 309 Applied Experience for Diversity and Cultural Competence in Young 1 credit
Children and Families
The purpose of this experience is to link the theory of ECS 308 to practice. This course defines the self-directed performance tasks demonstrating competence. Taken concurrently with ECS 308.
ECS 400 Early Learning Curriculum Domain: Language, Literacy, 3 credits and Communication
Content of the course is based on the Washington State Benchmarks for Early Learning and Development and the National Association for the Education of Young Children Program Standards. This course emphasizes the domain of language, literacy, and communication. Candidates demonstrate an understanding of language, emerging reading and writing skills, and ability to communicate effectively. Candidates are able to assess, plan instruction, and demonstrate their impact on children’s leaning in all areas of this domain.
ECS 401 Applied Experience for Language, Literacy, and Communication 1 credit
The purpose of this experience is to link the theory of ECS 400 to practice. This course defines the self-directed performance tasks demonstrating competency. Taken concurrently with ECS 400.
ECS 408 Early Learning Curriculum Domain: Cognitive, and General Knowledge 3 credits
Content of the course is based on the Washington State Benchmarks for Early Learning and Development and National Association for the Education of Young Children Program Standards. This course emphasizes the domain of cognitive and general knowledge. Candidates will gain knowledge and skills to teach children to think about the physical and social worlds around them. This includes objects in the world, logic and mathematics, social conventions such as numbers and colors, and an appreciation of the arts.
ECS 409 Applied Experience for Curriculum Domains: Cognitive and 1 credit
General Knowledge
The purpose of this experience is to link the theory of ECS 408 to practice. This course defines the self-directed performance tasks demonstrating competency. Taken concurrently with ECS 408.
ECS 410 Collaboration and Communication in Early Learning 2 credits
This class is designed to facilitate learning centers, school, family, and community partnerships to enhance learning for early learners. The class focuses on understanding families, including cultural and linguistic diversity. The class examines planning for transitions. The emphasis is on developing awareness and ability for collaboration, teaming, partnerships, and supervision of staff. The class addresses collaboration and communication for learning plans to support children’s successes.
ECS 411 Applied Experience for Collaboration and Communication in 1 credit
Early Learning
The purpose of this experience is to link the theory of ECS 410 to practice. This course defines the self-directed performance tasks demonstrating competency. Taken concurrently with ECS 410.
ECS 495W Internship and Senior Project 8-10 credits
The senior research project is a mentored, integrated, sequential field experience planned by the student, the university field supervisor, and a site mentor. The candidate is required to do a research project applying theory to the real life of the early learning center in their area of specialization. The candidate will have experiences in all the roles and responsibilities in his or her area. This project is mentored by skilled professionals and practitioners in the field. The project requires a log of experiences with reflections and a professional portfolio of the candidate’s experience. A minimum of 30 to 60 hours of internship is required. During the course the candidate conducts a research project.
The seminar features the presentation of the portfolio completed during the program. During this seminar the candidates will also engage in collaborative activities to evaluate a final project, as well as the results of the project and its impact on children’s learning. Candidates will develop future professional goals. Candidates will create a multimedia presentation supporting their candidacy for the degree. While presenting their e-portfolios, the candidates will describe how they have developed the knowledge, skills, and background for performing the roles and responsibilities within public or private early learning settings. The candidates will describe their experiences with intellectual research, new ideas, and innovation. The candidates will demonstrate how they planned and met professional growth plan goals while practicing the art of self-evaluation and reflection. The assessments for this course will integrate the candidate’s experiences, knowledge, skills, performances, and dispositions. Assessments are correlated to National Association of Early Learning and Washington State Benchmarks for Early Learning. A panel of experienced early learning experts and Heritage University will evaluate the final presentation.
Birth to Three Course Work
ECS 415W Infant Development: The First Three Years of Life 3 credits
An in-depth study of infants, families, and the first years of life. Issues addressed are prenatal development and its impact on a child’s development and learning. Research, theory, and field experience observations of infants both inside and outside the centers will be brought together to understand the cognitive, perceptual, sensor motor movement, and social and emotional changes that occur through interaction with the world.
ECS 416 Educating Infants: Environments for Learning 3 credits
In this course, candidates will examine, define, and expand their knowledge and skills as they apply to the early care and education of children under age three and their families. Issues of diversity and anti-bias care are addressed in order to increase the awareness and sensitivity of caregivers, which will be based on research-based evidence and best practices. Topics include the relation of spatial physical space to learning and educational development; scheduling the child’s day; care of the family; and issues in caregiving such as separation, health, safety, and the nature of care. Also addresses the risks of sudden infant death syndrome and shaken baby syndrome.
ECS 417 Play Theory 3 credits
Candidates explore the use of play with children of different ages and clarify the role of play as a strategy for learning. Candidates consider the different meanings of play, including play as communication, as a means of mastery, and as a symbolic process. Candidates analyze play sequences and their implications for learning. Field experiences required.
Agency Leadership Course Work
ECS 420 Adult Development and Organizational Foundations for Program 3 credits
Administration
This course emphasizes the nature of the adult as a learner and theories and processes for administration and organizational development. Selected theories of administration and recent administrative theory and practices are analyzed with respect to creating learning environments that are responsive to diverse cultural families of early learning sites.
ECS 421 Supervision for Effective Learning Centers 3 credits
This course is designed to study effective supervisory behavior and its related functions. Candidates are expected to acquire the knowledge, skills, and disposition requisites to managing and supervising teaching and learning in program settings. Theories and techniques of supervision, research fundamentals on effective instruction, teacher development continuum, and introductory practice in supervision are important elements of the course. Emphasis is placed on understanding the professional standards that have a positive impact on children’s learning. Field experience is required.
ECS 425 Leadership Theory and Practice in Early Learning Sites 3 credits
This course provides an introduction to classic and current administrative theory as applied to educational organizations. Topics addressed include curriculum and instruction, decision making, learning environments, communication, motivation, change, and leadership. Candidates are challenged to apply relevant theories and do research by solving contemporary site problems through analysis of authentic scenarios and in-basket activities.
EDUCATION
ED 201 Exploration of Education Career Paths 2 credits
Exploration of duties and responsibilities of pre-K-12 teachers. Includes examination of professional preparation requirements and reflection upon personal knowledge, skills, and dispositions in light of those professional requirements. Twenty hours of field experience across pre-K-12 levels required.
ED 304 Teacher Preparation Orientation 0 credits
This course is designed as a required orientation for undergraduate Teacher Preparation Program candidates. It includes program overview, requirements, research skills, use of Heritage Online and Elluminate programs, and the skills necessary to successfully develop a professional electronic portfolio based on Washington Administrative Code (WAC) learning competencies and the Heritage University conceptual framework. Students will be introduced to the requirements of pedagogical assessments and the collection of evidence related to student performance.
ED 305W Personal and Professional Foundations of Education 3 credits
Prerequisite for all upper-division teacher education courses. May be taken concurrently with professional core courses. Intensive communication skills development. Addresses social, historical, political, ethical, and legal backgrounds of U.S. public and private education. Students develop personal philosophy of education and begin professional electronic portfolio. Twenty hours of observation/participation in schools required. Offered fall and spring semesters. Prerequisite for all other upper-division courses. Co-requisite for ED 310, ED 325, and ED 347A.
ED 310 Parent and Community Involvement 2 credits
Addresses different avenues of communicating, interacting, and teaming with parents and the community. Included are the following: conferencing; parent/community involvement in the classroom and at home; use of media; and working with populations with diverse cultures, socioeconomic backgrounds, and languages. Field experience required. Offered fall and spring semesters.
ED 315 Introduction to Curriculum, Management, Methods, and Assessment 2 credits
Introduction to building learning communities and to the interrelatedness of curriculum, instructional methods, assessment/evaluation, and classroom management. Students will prepare instructional plans to meet diverse student needs, reflect appropriate management strategies, and include appropriate assessment. Attention to appropriate use of technology in the classroom included. Ten hours of observation/participation in schools required. Offered fall and spring semesters.
ED 316 Methods in Science 2 credits
Study of the content, methods, materials, and assessment approaches in elementary/middle school science. Creation of projects in science based on grade-level expectations. Classroom observation required. Prerequisites: Admission to teacher education, ED 315, MATH 350. Offered fall and spring semesters.
ED 317 Methods in Math 3 credits
Study of the content, methods, materials, and assessment approaches in elementary/middle school mathematics. Creation of projects in math based on grade-level expectations. Classroom observation required. Prerequisites: Admission to teacher education, ED 315, MATH 116, MATH 117 for Elementary Teachers. Offered fall and spring semesters.
ED 325 Human Development and Learning 3 credits
A survey of the physical, cognitive, and psychosocial factors influencing human beings throughout the life span, with emphasis on prenatal through age 18. Includes major theoretical approaches to human development and human learning, the practical applications of each, and the influence of language and cultural variables. Prerequisite: PSY 101. Offered fall, spring, and summer semesters.
ED 328 Methods in Fine Arts 2 credits
Survey of Washington State standards, methods, and materials of instruction in art, theater, and music education for elementary and middle schools. Includes emphasis on learning activities and appropriate integration of the arts in the curriculum, with and without the use of specialists. Prerequisites: Admission to teacher education, ED 315. Offered summer semesters.
ED 335 Methods in Elementary and Middle School Social Studies 2 credits
Considers the scope and nature of an adequate program of instruction in the social studies. Presents K-8 social studies content in an integrated format. Examines the construction and use of units, methods, materials, and means of classroom-based assessment. Improve knowledge of non-print media and analyze the influence of media on culture and on people’s actions and communication. Includes state standards, expectations, and frameworks; national standards; and children’s and young adult literature. Offered spring semesters.
ED 336 Methods in Health and Fitness 2 credits
Survey of EALRs, methods, and materials of instruction in health, dance, and physical education for elementary and middle schools. Prerequisites: Admission to teacher education, ED 315. Offered spring and summer semesters.
ED 345 Methods in Language Arts: K-2 3 credits
Students will address what is needed in the realm of language arts for students in kindergarten through second grade. In accordance with the recommendations from the National Reading Panel, heavy emphasis will be placed on phonemic awareness, phonics, and fluency. Penmanship, early writing, developmental spelling, and developmentally appropriate children’s literature will also be included. Students will address ways to assess reading performance and to prevent reading difficulties. The state’s standards for students at each grade level will be an integral part of this course. Field experience required. Prerequisite: ED 315.
ED 346 Methods in Language Arts: 3-5 2 credits
Students will address what is needed in the realm of language arts for students in grades 3-5. This course emphasizes the writing process, six-trait writing, vocabulary development, and comprehension strategies. Elements of literature across the genres and modes of writing are an integral part of this course. Participants will address ways to assess reading and writing performance and to work with students who have reading/writing difficulties. The state’s grade level will be an integral part of this course. Prerequisite: ED 345 or permission of the program chair. Field experience required.
ED 347A Differentiated Instruction: Diversity Issues in the School 2 credits
An overview of the diversity of children and families with whom teachers work. Addresses diversity in the following: culture, language, socioeconomic status, race and gender, issues of equity, law, and professional ethics. Introduces and models strategies, including the following: anti-bias education, cultural pluralism, multiple intelligences, inclusion, and integration of linguistic differences. Offered fall and spring semesters.
ED 347B Differentiated Instruction: Special Needs Students in a Regular Classroom 2 credits
Investigates the theories and methodologies for special needs students. Special emphasis on the exceptional child in the classroom. Field experience required. Prerequisite: Admission to teacher education. Offered fall and spring semesters.
ED 347C Differentiated Instruction: Issues in Indian Education 2 credits
A survey of the historical development of Indian education, with an emphasis on contemporary issues. Pays special attention to multiple ways of learning and the development of culturally responsive teaching.
ED 390 Advanced Topic 1-4 credits
Independent study of specialized subject matter in education. Topics vary depending upon current interests and needs. May be repeated for credit with a new topic. Prerequisite: Permission of the program chair.
ED 402W Literacy Across the Curriculum 6-12 2 credits
Students will address what is needed in the realm of literacy for grades 6-12. This class stresses strategies for reading and writing in the content areas. Technical writing, critical thinking, and researching skills will also be addressed. Participants will learn strategies to help students in grades 6-12 use reading and writing more effectively to learn content area concepts and to express themselves effectively in all the content areas. The state’s grade-level expectations will be an integral part of this course. Field experience required. Prerequisite: ED 315 or permission of the program chair. Recommend elementary education majors take ED 345 and ED 346 before this class.
ED 405A Advanced Teaching Practicum 4 credits
Supervised pre-student teaching experience requiring candidates to teach in an educational setting. Requires curriculum development, design and implementation of instructional plans, application of classroom management strategies, utilization of classroom-based assessment, and documentation of positive impact on student learning. Written assessment and feedback of teaching provided by supervisor. Also includes preparation of the student teacher interview portfolio. Must be taken in semester immediately preceding student teaching. Offered fall and spring semesters. Prerequisite: ED 315.
ED 405B Advanced Management, Methods, and Assessment 3 credits
A campus-based course requiring application of instructional methods, classroom management strategies, assessment practices, and documentation of positive impact on student learning. In addition to opportunities for micro-teaching with peers, candidates are required to teach at least two lessons in a K-12 setting. At least one of these teaching experiences must include written feedback from a teacher and submission of a video of the lesson to the course instructor for written evaluation. Also includes preparation of the student teacher interview portfolio. Must be taken in semester immediately preceding student teaching. Prerequisite: ED 315.
ED 410 Issues of Abuse and Student Teaching Seminar 2 credits
This course is taken during the student teaching seminar. It is held at a time and place designated by the university. Seminar topics include techniques, placement files, certification requirements, etc. The seminar also addresses issues associated with child abuse and the teacher’s and school’s responsibilities of being a mandated reporter. Offered fall and spring semesters.
ED 481E Elementary Student Teaching 5-10 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 481M Middle School Student Teaching 5-10 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in middle-level 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 481S Secondary Student Teaching 5-10 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in elementary or secondary classrooms. Limited to department-approved subject area(s). Includes seminars designed to develop peer support, address issues appropriate to novice teachers, and integrate theory and practice. Candidates must demonstrate a positive impact on pre-K-12 student learning. ED 481E/S are graded only as pass/no pass. Prerequisite: Completion of approved teacher education program and approval following satisfactory completion of the student teaching 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 490 Internship 1-10 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. Prerequisites: Senior standing, permission of the program chair.
ED 491M Specialty Methods in Middle-Level Teaching 3 credits
Formulation of objectives, selection and organization of content, specific methods of instruction in selected subject areas, analysis of teaching procedures, evaluation, and overview of instructional materials. Candidates must have passed the WEST-B test and have attempted the WEST-E to register for the course. Prerequisite: ED 315 or permission of the program chair. Offered spring semesters.
ED 491S Specialty Methods in Secondary Teaching 3 credits
Formulation of objectives, selection and organization of content, specific methods of instruction in selected subject areas, analysis of teaching procedures, evaluation, and overview of instructional materials. Candidates must have passed the WEST-B test and have attempted the WEST-E to register for the course. Prerequisite: ED 315 or permission of the program chair. Offered spring semesters.
ED 495 Special Project 1-3 credits
An advanced course designed to permit qualified students to pursue an approved topic through independent study under the direction of a faculty member and to produce a specific outcome. Only three semester credit hours of either 495 or 497 may be used to satisfy the upper-division concentration requirements. Prerequisites: Senior standing, permission of the program chair.
HU105
EDR 301 Reading Instruction: State Standards, Planning, Delivery and Accountability 3 credits
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, candidates will continue through setting appropriate individual goal 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 302 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 303 Instructional Planning: Types, Individualization, and Accountability 3 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 304 Math Acquisition: State Standards, Planning, Delivery, and Accountability 3 credits
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 305 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 306 English as Second Language 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 307 Professional Issues: Ethics, Responsibilities, and Professional Growth Plans 1 credit
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). Course culminates in the articulation of a code of professional conduct and professional expectations.
EDR 308 Social Studies Proficiency 3 credits
Candidates will learn and know how to design and deliver instruction for K-8 social studies instruction. Using the state standards for social studies, candidates will be able to identify appropriate annual targets for each student and work with colleagues to achieve learning targets in social studies.
EDR 309 Classroom Management and Planning 3 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, dynamic classroom environment.
EDR 310 Reading 3 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 311 Mathematics 3 credits
Having acquired acquisition-level knowledge and skills in mathematics, candidates will acquire and demonstrate the ability to teach effectively to more complex student needs in math while boosting student performance.
EDR 312 English as Second Language 2 credits
Candidates will continue to acquire deeper knowledge of the impact and influence of language and culture on learning and will be able to successfully and continuously develop and deliver instruction that integrates cultural priorities and enhances language development.
EDR 401 Reading Proficiency 3 credits
Candidates will demonstrate mastery of reading assessment, goal setting, instructional design, instructional delivery, and daily and weekly monitoring strategies with individuals and groups of children. Candidates will be able to discuss instructional needs and differences in reading across grades K-8 and will be able to use intervention strategies for special education and other at-risk students.
EDR 402 Assessment Strategies 3 credits
Candidates will demonstrate proficiency in diagnostic, formative, and summative assessments for the areas of reading, writing, mathematics, social studies, and science. Demonstration of competencies will be with individual students, small groups of students, and large groups of students. Competency will be demonstrated with individual as well as small and large groups of students.
EDR 403 Instructional Planning with Emphasis on ELL/Role of Language and Culture 2 credits
Candidates will be able to demonstrate that they have the ability to design and deliver instructional plans in all academic areas that include appropriate attention to the needs of learners for whom English is a second language.
EDR 404 Math and Science Acquisition 3 credits
Candidates will continue to acquire advanced 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 405 Classroom Management 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 406 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% of all prepared and delivered lessons.
EDR 407 Theories of Development, Education History, and Philosophy of Learning 2 credits
Working within their teaching-learning team and within their school-based professional learning community, candidates will be able to discuss in detail critical developments in educational theory, educational philosophies, and the history of education. Candidates will be able to discuss how such theories and history impact their current viewpoints or professional dispositions.
EDR 408 Parent and Community Engagement 1 credit
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 409 Fitness and Wellness, Art, and Music 2 credits
Having been introduced to general aspects of student fitness and 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 410 Math and Science 4 credits
Candidates will demonstrate mastery of the content and pedagogy associated with math and science instruction in K-8 environments. This mastery will include proficient behaviors in assessment; goal setting (annual, semiannual, monthly, weekly, and daily); effectiveness in instructional design, delivery, and accountability; and the ability to work successfully with high-risk student populations.
EDR 411 Special Education Issues and Practices 4 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 412 English as Second Language 2 credits
Candidates will demonstrate that they can work effectively with students for whom English is a second language. This work will ensure that such students are not disadvantaged as a result of language skills.
EDR 413 PGP and Student Transition 0 credit
Candidates must update their professional growth plan while transitioning the learners in their care to a new TLT team member.
PSYCHOLOGY
PSY 101 Introduction to Psychology 3 credits
Survey of the theories, research methods, and major findings in the field of psychology; provides the student with a broad background in psychology, including knowledge of important concepts necessary for further study in social sciences and education. Offered fall and spring semesters.
PSY 102 Introduction to Human Relationships 3 credits
A training course in human relations. Emphasizes the development of skills in self-expression, listening and responding, challenging, and confronting. Especially recommended for those planning to enter human services fields. Does not substitute for other psychology courses. No prerequisite.
PSY 222W Psychology of Adjustment 3 credits
Application of psychological principles to the student’s life and career. Topics include the following: description, development, and dynamics of the self; motivation, emotion, and stress; managing human relationships; and life choices and change. Prerequisite: PSY 101. Offered spring semesters.
PSY 224 Introduction to Case Management 3 credits
Explores definitions and practical application to inter-professional case management, with an emphasis on relevant functions, including child and family needs assessment, development of case management plans, and case monitoring. Does not substitute for other psychology courses. No prerequisite.
PSY 321W Social Psychology 3 credits
Study of persons as social beings, i.e., how they influence and are influenced by others. Topics covered include conformity, persuasion, self-justification, attitude change, aggression, prejudice, interpersonal attraction, and small group processes. Prerequisite: PSY 101. Offered fall semesters of alternate years.
PSY 325W Developmental Psychology 3 credits
A survey of the biological and social factors that influence the development of the human being throughout the life cycle. Major theoretical approaches to development and their practical applications are also presented. Prerequisite: PSY 101. Offered fall semesters of alternate years.
PSY 326 Behavior Modification 3 credits
Study of the principles and techniques of behavior modifications. Covers paradigms of classical and operant conditioning and social modeling. Examines their application in applied behavior analysis and approaches to behavior modification. Student will learn to design behavior modification programs for the modification of habits and addictions, child behavior management, and other applied areas. Prerequisite: PSY 101, PSY 222, or PSY 325. Offered spring semesters of alternate years.
PSY 330 Human Learning and Cognition 3 credits
Historical development of learning and major theoretical positions and issues. General survey covering perception, attention, memory, attitudes, personality, motivation, learning styles, and thinking, including language and cultural variables. Prerequisite: PSY 101. Offered fall semesters of alternate years.
PSY 332 Professional Ethics 3 credits
An in-depth exploration of the values and ideas that guide professional practice in psychology, including, but not limited to, the APA Ethics Code, general ethical principles, and other sources of guidance. Topics will include informed consent, dual relationships, competence, respect, and resolving ethical dilemmas. Prerequisite: PSY 101.
PSY 335W Introduction to Theories of Personality 3 credits
Overview of theories, concepts, methods, and discoveries in the psychology of personality. Emphasis on examination of major personality theories with application to the helping professions. Prerequisites: PSY 101. Offered spring semesters of alternate years.
PSY 345 Measurement and Evaluation 3 credits
Introduction to the assessment of behavioral variables and individual differences in human beings; survey, development, and analysis of educational and psychological tests; introduction to individual and group psychological testing; and ethical and technical considerations. Methods of evaluation. Prerequisite: MATH 221 or SOC 220. Offered spring semesters of alternate years.
PSY 390 Advanced Topic 3 credits
A study in a specialized subject in psychology. Topics vary depending upon current interests and needs. May be repeated for credit with a new topic. Maximum of 6 credits count toward psychology major. May take more than 6 credits for electives. Prerequisite: Permission of the program chair. Offered summer semesters.
PSY 410W Introduction to Experimental Psychology 3 credits
Students learn to apply the scientific methods of study of psychological phenomena. This course examines the principles of qualitative and quantitative methodologies for collection and analysis of data. Students will gain experience in organizing, conducting, and evaluating research. The course provides the foundation for the preparation of independent, basic psychological research and evaluation. Students will complete a research proposal demonstrating a mastery of the concepts taught in the course. Prerequisites: PSY 101, successful completion of two additional psychology courses at the 200-level or above. Offered spring semesters of alternate years.
PSY 412 History and Systems of Psychology 3 credits
A thematic historical exploration of contemporary psychology’s evolution. The course helps students understand psychology’s history, from philosophy and natural sciences to its present standing as a science. Prerequisite: PSY 101. Offered fall semesters of alternate years.
PSY 420W Introduction to Abnormal Psychology 3 credits
Problems of abnormality from traditional and evolving points of view: types of abnormal behaviors, societal reactions, therapies, outcomes, and preventive techniques. Prerequisite: PSY 101. Offered fall semesters of alternate years.
PSY 490 Internship 1-6 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. Prerequisites: Senior standing, permission of the program chair. Forty-five (45) hours of internship practice required for each credit hour. Graded pass/no pass. Offered fall and spring semesters as needed.
PSY 495 Special Project 1-3 credits
An advanced course designed to permit qualified students to pursue an approved topic through independent study under the direction of a faculty member and to produce a specific outcome. Only three semester credit hours of either 495 or 497 may be used to satisfy the upper-division requirements. Prerequisites: Senior standing, permission of the program chair. Offered fall and spring semesters as needed.
PSY 497 Senior Thesis 1-3 credits
An advanced course allowing a student to complete an independent research project or scholarly investigation that demonstrates mastery of methodology appropriate to the student’s field of study. Only three semester credit hours of either 495 or 497 may be used to satisfy the upper-division requirements. Prerequisites: Senior standing, permission of the program chair. Offered fall and spring semesters as needed.
PSY 499 Capstone 3 credits
A course allowing seniors to integrate principles, theories, and methods learned in their psychology major courses. By the end of the course, students will have completed three projects: first, a capstone project analyzing and summarizing an area of interest in the field of psychology; second, a portfolio that includes 1) a reflection essay focusing on personal education/experiences, and 2) a résumé; and third, a formal presentation that includes an informative poster of the capstone project. Prerequisites: Senior standing, permission of the program chair. Offered spring semesters.
SPECIAL EDUCATION
SPED 420 Instructional Methods in Early Childhood Special Education 2 credits
A survey of current issues, trends, and research-based methods in early childhood 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 430 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 433 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 the 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 438W 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, including 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 430.
SPED 436 Curriculum and Instructional Strategies for Students with Mild 3 credits
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 430.
SPED 437 Curriculum and Instructional Strategies for Students with Moderate or 3 credits
Severe Disabilities
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 430.
SPED 464 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 430.
SPED 468 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); the Washington Administrative Code (WAC), Section 504; and the Americans with Disabilities Act (ADA).
SPED 470W 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 481E Student Teaching in Elementary Special Education 4-6 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in elementary-level special education classrooms. Limited to departmentally approved subject area(s). Prerequisite: Approval based on 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.
SPED 481S Student Teaching in Secondary Special Education 4-6 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in secondary-level special education classrooms. Limited to departmentally approved subject area(s). Prerequisite: Approval based on 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.