Mar 28, 2024  
2016-2017 Undergraduate Catalog 
    
2016-2017 Undergraduate Catalog [ARCHIVED CATALOG]

Course Descriptions


 Courses numbered from 101–299 are lower-division courses, primarily for freshmen and sophomores; those numbered from 300–499 are upper-division courses, primarily for juniors and seniors. The numbers 296, 396, 496, and 596 designate individual study courses and are available for registration by prior arrangement with the course instructor and approval of the department chair.

The number in parentheses following the course title indicates the amount of credit each course carries. Variable credit courses include the minimum and maximum number of the credits within parentheses.

Not all of the courses are offered every quarter. Final confirmation of courses to be offered, information on new courses and programs, as well as a list of hours, instructor, titles of courses and places of class meetings, is available online in My CWU which can be accessed through the the CWU home page, and go to www.cwu.edu/registrar/course-information

 

Education: Center for Teaching and Learning (ECTL)

  
  • ECTL 498 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • ECTL 499 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)


Education: Curriculum and Supervision (EDCS)

  
  • EDCS 298 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EDCS 299 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  • EDCS 312 - Educational Statistics


    Description:
    Use and interpretation of elementary statistical techniques.

    Credits: (4)

  
  • EDCS 392 - Practicum


    Description:
    Practical experience in a state-approved K-12 educational setting. Grade will either be S or U.

    Credits: (3-5)

  
  • EDCS 396 - Individual Study


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EDCS 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDCS 398 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EDCS 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  • EDCS 492 - Practicum


    Description:
    Experience working in educational settings. Students may accumulate no more than 15 hours of practicum credit. May be repeated for credit. Grade will either be S or U.

    Credits: (1-15)

  
  • EDCS 496 - Individual Study


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EDCS 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDCS 498 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EDCS 499 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)


Education: Early Childhood (EDEC)

  
  • EDEC 232 - Child Development


    Description:
    Developmental characteristics of children with emphasis from conception to eight years. Includes observation techniques. EDEC 232 and FCL 232 are cross-listed courses; students may not receive credit for both.

    Credits: (3)

  
  • EDEC 292 - Assisting in the Child-centered Classrooms


    Description:
    Students work with children in ECE classrooms, learning and practicing the fundamentals of guidance, curriculum implementation, and maintaining the physical environment. Students participate in a two-hour seminar each week. May be taken twice for credit with the permission of the division head. Grade will be either S or U.

    Credits: (5)

  
  
  • EDEC 298 - Special Topics


    Credits: (1-6)

  
  • EDEC 299 - Seminar


    Credits: (1-5)

  
  • EDEC 306 - Professional Growth and Expectations


    Description:
    This initial course in the Early Childhood Education sequence is a survey of the profession. Students begin a professional growth and development plan, develop philosophical underpinnings, and systematically organizing resources that will be used throughout the program.

    Prerequisites:
    Co-requisite: EDEC 307.

    Credits: (2)

  
  • EDEC 307 - Equity, Culture, and Anti-bias in ECE


    Description:
    Principles of equity, cultural relevancy, and anti-bias approaches appropriate for programs serving children from birth through eight years of age.

    Prerequisites:
    Co-requisite: EDEC 306.

    Credits: (3)

  
  • EDEC 312 - Childhood Learning


    Description:
    Childhood Learning is an exploration of the specific content knowledge and processes, such as reading, math, science, language arts, etc. that are found in preschool through third grade developmentally appropriate programs.

    Prerequisites:
    Prerequisites: EDEC 306 and EDEC 307. Co-requisites: EDEC 313 and EDEC 314.

    Credits: (3)

  
  • EDEC 313 - Materials and Manipulatives in ECE


    Description:
    Strategies are investigated for developing games and learning opportunities through the use of classic ECE manipulatives. The potential for fostering teaching knowledge and skills is emphasized.

    Prerequisites:
    Prerequisites: EDEC 306 and EDEC 307. Co-requisites: EDEC 312 and EDEC 314.

    Credits: (3)

  
  • EDEC 314 - Learning through Play


    Description:
    Learning through play is a dynamic look at how to introduce and solidify skills through play based emergence curriculum. The use of play to developmentally explore in depth reading, math, emotions, etc.

    Prerequisites:
    Prerequisites: EDEC 306 and EDEC 307. Co-requisite: EDEC 312 and EDEC 313.

    Credits: (3)

  
  • EDEC 321 - Curriculum I


    Description:
    Historical influences and knowledge of child development/psychological theories/contemporary models will form the basis for curriculum development, implementation, and interactions with children from birth to preschool age.

    Prerequisites:
    Prerequisites: EDEC 312 and EDEC 313, and EDEC 314. Co-requisite: EDEC 412.

    Credits: (3)

  
  • EDEC 322 - Parent Involvement


    Description:
    Parent-child and parent-school interactions as educational and developmental aids. Emphasis upon the school’s use of the home and community for educational purposes.

    Prerequisites:
    Prerequisites: EDEC 321 and EDEC 412. Co-requisite: EDEC 411.

    Credits: (3)

  
  
  • EDEC 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDEC 398 - Special Topics


    Credits: (1-6)

  
  • EDEC 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  • EDEC 411 - Curriculum II


    Description:
    Historical influences and knowledge of child development, psychological theories, and contemporary models as bases for curriculum development and implementation in pre-kindergarten settings.

    Prerequisites:
    Prerequisites: EDEC 321 and EDEC 412. Co-requisite: EDEC 322.

    Credits: (3)

  
  • EDEC 412 - Responsible Childhood Assessment


    Description:
    Exploration and application of childhood assessment, birth-elementary with emphasis on responsibility, ethics, purpose, decision-making, and alignment; designed to impact individual learning outcomes, professional implementation, and program improvement.

    Prerequisites:
    Prerequisites: EDEC 321 and EDEC 322. Co-requisite: EDEC 411.

    Credits: (3)

  
  • EDEC 422 - Classroom Management in an ECE Classroom


    Description:
    This course provides students the opportunity to explore, apply, synthesize and evaluate techniques and strategies for creating positive classroom climates through organization and management techniques.

    Prerequisites:
    Prerequisites: EDEC 411 and EDEC 412. Co-requisite: EDEC 421.

    Credits: (3)

  
  • EDEC 424 - Curriculum III


    Description:
    Historical influences and knowledge of child development/ psychological theories/contemporary models will form the basis for curriculum development, implementation, and interactions with children from kindergarten through primary grades.

    Prerequisites:
    Prerequisites: EDEC 322 and EDEC 411. Co-requisite: EDEC 422.

    Credits: (3)

  
  • EDEC 432 - Theories in Child Development


    Description:
    Assists the student in formulating his or her own general assumptions about the nature of child development through study of various theoretical viewpoints and current issues. EDEC 432 and FS 432 are cross-listed courses, students may not receive credit for both.

    Prerequisites:
    Prerequisites: EDEC 422 and EDEC 424 or permission. Co-requisite: EDEC 492 and EDEC 493 or permission.

    Credits: (3)

  
  • EDEC 447 - Curriculum Exploration


    Description:
    Guided exploration of curriculum or guidance needs as identified by student self-evaluation. Consistency with the student’s personal philosophy and child development will be emphasized.

    Prerequisites:
    Prerequisites: EDEC 331 or FCSF 331.

    Credits: (3)

  
  • EDEC 465 - Directing ECE Programs


    Description:
    Budgeting, governmental requirements, staffing, nutritional and health care, parental involvement, community and agency liaison, and the integration of developmental/educational curriculum.

    Credits: (3)

  
  • Learning Agreement Forms

    EDEC 490 - Cooperative Education


    Description:
    An individualized contracted field experience with business, industry, government, or social service agencies. This contractual arrangement involves a student learning plan, cooperating employer supervision, and faculty coordination. Prior approval. May be repeated for credit. Grade will either be S or U.

    Credits: (1-12)

  
  • EDEC 492 - Senior Seminar


    Description:
    This capstone seminar integrates the hands-on experiences from the EDEC 493 practicum with the ECE major course content. Students will actively problem solve, develop professional resources, compile a portfolio and career growth plan. May be repeated with or without EDEC 493 practicum. Department consent required. May be repeated up to 6 credits.

    Prerequisites:
    Corequisite: EDEC 493 and EDEC 432 must be taken concurrently.

    Credits: (3)

  
  • EDEC 493 - Professional Educators Field Experience


    Description:
    Students will work in ECE settings 20 hours per credit. Classroom interactions will include group instruction, individual tutoring, assessing students’ learning, classroom management, classroom maintenance, as well as other duties determined by the site supervisors. May be repeated a second time without the EDEC 492 senior seminar. Department consent required. May be repeated up to 30 credits. Grade will either be S or U.

    Prerequisites:
    Prerequisites: EDEC 422, and EDEC 424, and current WSP/FBI fingerprint clearance. Corequisite: EDEC 432 and EDEC 492 required for the initial experience.

    Credits: (3-18)

  
  • EDEC 494 - Professional Educators Advanced Field Experience


    Description:
    A course designed to meet special needs as determined by the student, his/her advisor and the director. Grade will be S or U.

    Prerequisites:
    Prerequisite: EDEC 493.

    Credits: (3-10)

  
  
  • EDEC 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDEC 498 - Special Topics


    Credits: (1-6)

  
  • EDEC 499 - Seminar


    Credits: (1-5)


Education: Elementary (EDEL)

  
  • EDEL 120 - Educating America


    Description:
    The course takes a chronological look at how the institution of education has influenced and been influenced by the development of the U.S. socially, economically, politically, and culturally.

    Credits: (4)

  
  • EDEL 130 - Relationship Development Across the Lifespan


    Description:
    This course focuses on human interaction through the development of relationships across the lifespan with particular emphasis on relationship formation and stages of parenting.

    Credits: (4)

  
  
  • EDEL 298 - Special Topics


    Credits: (1-6)

  
  • EDEL 299 - Seminar


    Credits: (1-5)

  
  • EDEL 320 - Integrated Arts in the Elementary School


    Description:
    This course contains content and methodology for elementary majors preparing to teach all of the arts (dance, drama/theatre arts, music and visual arts) with connections to pedagogy, artistic expression, and the other content area of elementary education.

    Prerequisites:
    Prerequisites: conditional admission to the Teacher Certification Program and current WSP/FBI clearance.

    Credits: (5)

  
  • EDEL 323 - Teaching Elementary School Mathematics


    Description:
    Methods and materials for helping children learn mathematics with emphasis on the use of manipulatives, problem solving, cooperative learning, and communication.

    Prerequisites:
    Prerequisites: MATH 164, MATH 250, and full admission to the Teacher Certification Program, and current WSP/FBI fingerprint clearance.

    Credits: (4)

  
  
  • EDEL 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDEL 398 - Special Topics


    Credits: (1-6)

  
  • EDEL 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  • EDEL 401 - Foundations/Philosophy for Teaching Highly Capable Learners


    Description:

    An exploration of philosophies, concepts, and historical realities that have implications for supporting the education and development of highly capable learners.

    Credits: (2)

    Learner Outcomes, Activities and Assessments

    Learner Outcome

    Activity (optional)

    Assessment

    Explain the historical foundations of gifted and talented education including points of view and contributions of individuals of diverse backgrounds.

     

    Research paper and/or exams

    Compare philosophies, theories, program models, and research that support gifted and talented education.

     

    Research  paper  and/or exams

    Compare definitions of giftedness and identification of individuals with gifts and talents, including those with diverse backgrounds and/or exceptional learning needs.

     

    Research  paper  and/or exams

    Identify and utilize organizations and publications relevant to the field of gifted and talented education

     

    Resource collection

    Collaborate with stake holders outside of the school setting who serve gifted and talented learners and their families.

     

    Resource collection

    Explain local, state, and federal laws and policies related to gifted and talented education.

     

    Research paper and/or exam

    Explain FERPA as it relates to gifted and talented learners.

     

    Exam

    Evaluate issues and trends interconnecting general, special, and gifted and talented education.

     

    Research paper and/or exam



  
  • EDEL 405 - Societal and Cultural Perceptions of Giftedness


    Description:

    Exploration of the cultural and societal influences that shape perceptions of what it means to be “gifted” and the implications for the appropriate education of highly capable learners.

    Prerequisites:
    Prerequisite: junior standing. Acceptance into TPP or have a valid WA teaching certificate.

    Credits: (3)

    Learner Outcomes, Activities and Assessments

    Learner Outcome

    Activity (optional)

    Assessment

    Compare definitions of giftedness and identification of individuals with gifts and talents, including those with  diverse backgrounds  and/or exceptional learning needs.

     

    Research paper and exam. Situational video-based case study, analysis

    Compare the cognitive and affective characteristics of gifted and talented learners, including those from diverse backgrounds, in intellectual, academic, creative, leadership, and artistic domains.

     

    Research paper and exam. Situational video-based case study, analysis

    Explain the similarities and differences among gifted and talented learners as well as compared to the general population.

     

    Research paper and exam. Situational video-based case study, analysis

    Analyze the academic and affective characteristics and learning needs of gifted and talented learners, including the underachieving and twice-exceptional student.

     

    Research paper and exam. Situational video-based case study, analysis

    Evaluate the influences of different beliefs, traditions, and values across and within diverse groups on relationships among gifted and talented learners, their families, schools, and communities

     

    Research paper and exam. Situational video-based case study, analysis

    Advocate for the benefit of gifted and talented learners and their families.

     

    Advocacy plan and collection of resources for families



  
  • EDEL 410 - Identification of Highly Capable Learners


    Description:
    A review of the criteria, tools, and data interpretation for identifying and assessing highly capable learners.

    Prerequisites:
    Prerequisite: junior standing. Acceptance into TPP or have a valid WA teaching certificate.

    Credits: (2)

    Learner Outcomes, Activities and Assessments

    Learner Outcome

    Activity (optional)

    Assessment

    Identify and use non-biased and equitable approaches for identifying gifted and talented learners.

     

    Annotated collection of identification approaches and assessments. Application  within  individual  case study

    Identify and use technically adequate qualitative and quantitative assessments for identifying and placing gifted and talented learners.

     

    Annotated collection of identification approaches and assessments. Application within individual case study

    Explain uses, limitations, and interpretation of multiple assessments in different domains for identifying individuals with exceptional learning needs.

     

    Critical evaluative paper of annotated collection. Application within individual case study

    Design and implement processes and procedures for the identification of gifted and talented learners.

     

    Process and procedural plan. Application within individual case study



  
  • EDEL 415 - Learning Environments for Highly Capable Learners


    Description:
    An exploration of the unique criteria for establishing appropriate learning environment for highly capable learners across a broad spectrum of capabilities and content areas.

    Prerequisites:
    Prerequisite: junior standing. Acceptance into TPP or have a valid WA teaching certificate.

    Credits: (3)

    Learner Outcomes, Activities and Assessments

    Learner Outcome

    Activity (optional)

    Assessment

    Design learning opportunities for gifted and talented learners that promote self awareness, positive peer relationships, intercultural experiences, self efficacy, lifelong learning, and leadership.

     

    Resource collection of strategies and projects that promote self awareness, positive peer relationship, intercultural experiences, self efficacy, lifelong learning, and leadership. Application within case study and learning segment

    Create safe learning environments for gifted and talented learners that encourage active participation and student voice in individual and group activities to enhance independence, interdependence, and positive peer relationships.

     

    Environment plan within case study. Application within case study and  learning segment

    Create learning environments and intercultural experiences that allow gifted and talented learners to appreciate their own and others’ language and cultural heritage.

     

    Resource collection to include cultural heritage and language experiences. Application within case study and learning segment

    Develop social interaction and coping skills in gifted and talented learners to address personal and social issues, including discrimination and stereotyping.

     

    Resource collection to include strategies for teaching social interaction and coping skills. Application within case study and learning segment



  
  • EDEL 420 - Social Sciences in the Elementary School


    Description:
    Methods, techniques, content, and materials for the various grade levels with an emphasis on history, geography, economics, civics, political science, and social studies skills, through the use of inquiry, primary source documents, and integration of content within the elementary school curriculum.

    Prerequisites:
    Prerequisite: full admission to the Teacher Certification Program and senior level status or by permission.

    Credits: (4)

  
  • EDEL 423 - Integrated Methods for the Elementary School


    Description:
    In this capstone course, elementary teacher candidates will explore interdisciplinary instruction and design standards-based unit plans that incorporate best teaching practices for specific teaching assignments.

    Prerequisites:
    Prerequisites: EDEL 323 and EDEL 420 and EDLT 409 and EDLT 422 and SCED 322 and complete four of the following courses: EDEL 320 or EDLT 321 or HED 446, or PE 334 and full admission to the Teacher Certification Program.

    Credits: (3)

  
  • EDEL 425 - Curriculum Development/Modification-Highly Capable Learners


    Description:
    Practical and specific strategies for creating curriculum tasks and adapting given curricular resource materials to support highly capable learners; their growth, development, and personal goals.

    Prerequisites:
    Prerequisite: junior standing. Acceptance into TPP or have a valid WA teaching certificate.

    Credits: (3)

    Learner Outcomes, Activities and Assessments

    Learner Outcome

    Activity (optional)

    Assessment

    Design differentiated learning plans/curriculum for gifted and talented  learners.

     

    Case  study which includes  differentiation plan

    Select curriculum resources, strategies, and product options that respond to cultural, linguistic, and intellectual differences among gifted and talented learners.

     

    Resource collection, case study

    Develop scope and sequence plans for gifted and talented learners.

     

    Case study and learning segment

    Select and adapt a variety of differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive and complex content.

     

    Curricula review and adaptation plan

    Develop differentiated curriculum-based assessments for use in instructional planning and delivery for gifted and talented learners.

     

    Curricula review and adaptation plan, case study. Application within implementation of learning  segment

    Align differentiated curriculum with instructional plans to meet local, state, and national curricular standards appropriate to the assessed academic strengths of the gifted and talented learner.

     

    Case study which includes alignment between assessment, curriculum modifications, and standards.

    Collaborate with gifted and talented learners, their families, general and special educators, and other school staff to articulate a comprehensive education program.

     

    Case study which includes evidence of collaboration. Application within case study and learning segment.



  
  • EDEL 430 - Individual Development of Highly Capable Learners


    Description:
    Exploration of the unique development of highly capable learners and how teachers, families, and the learners collaborate to support the learner in and our of school settings.

    Prerequisites:
    Prerequisite: junior standing. Acceptance into TPP or have a valid WA teaching certificate.

    Credits: (3)

    Learner Outcomes, Activities and Assessments

    Learner Outcome

    Activity (optional)

    Assessment

    Analyze the role of families and communities in supporting the development of gifted and talented learners.

     

    Research paper and exam. Situational video-based cased study analysis

    Analyze the unique academic, social, and emotional developmental milestones of gifted and talented learners  from early childhood  through  adolescence.

     

    Research paper and exam. Situational video-based cased study analysis

    Analyze the idiosyncratic learning patterns of gifted and talented learners, including those from diverse backgrounds.

     

    Research paper and exam. Situational video-based cased study analysis

    Evaluate the societal, cultural, and economic factors, including anti-intellectualism and equity vs. excellence, that may enhance or inhibit the developments of gifts and talents.

     

    Research paper and exam. Situational video-based cased study analysis

    Compare ways in which groups are stereotyped and experience historical and current discrimination and discuss implications for gifted and talented  education.

     

    Research paper and exam. Situational video-based cased study analysis

    Evaluate the effects of culture and environment on the  development  of gifted  and talented learners.

     

    Research paper and exam. Situational video-based cased study analysis

    Evaluate the influences of diversity factors on gifted and talented  learners.

     

    Research paper and exam. Situational video-based cased study analysis



  
  • EDEL 435 - Introduction to Project-Based Learning (PBL)


    Description:
    This course explores project-based learning (PBL) as defined by best-practices and established criteria from recognized long-term PBL advocates.

    Prerequisites:
    Prerequisite: junior standing. Acceptance into TPP or have a valid WA teaching certificate.

    Credits: (2)

    Learner Outcomes, Activities and Assessments

    Learner Outcome

    Activity (optional)

    Assessment

    Apply the essential components of a quality project- based learning (PBL)

     

    Curriculum  project  creation with  differentiation

    Modify and/or create a project for highly capable learners

     

    Project creation/modification

    Justify a project’s creation/modification according to expectations for gold-standard PBL

     

    Project  creation/modification  with  differentiated  reasoning

    Compare resources for supporting understanding and implementation of PBL

     

    Resource collection and analysis project



  
  • EDEL 450 - Planning and Instruction I: Highly Capable Learners


    Description:
    Exploration and application of a variety of methodologies and planning tools to support highly capable learners for a variety of capabilities. Takes place in field-based clinical setting.

    Prerequisites:
    Prerequisite: junior standing. Acceptance into TPP or have a valid WA teaching certificate.

    Credits: (3)

    Learner Outcomes, Activities and Assessments

    Learner Outcome

    Activity (optional)

    Assessment

    Utilize community and school resources to support differentiated  instruction.

     

    Integrated learning segment utilizing problem based learning principles

    Use curricular, instructional and management strategies effective for gifted and talented learners including the underachieving and twice-exceptional student.

     

    Integrated learning segment utilizing problem based learning principles

    Adjust instruction for gifted and talented learners based  on formative  and summative assessment.

     

    Integrated learning segment utilizing problem based learning principles

    Pace delivery  of curriculum  and  instruction consistent  with needs  of gifted  and talented learners.

     

    Integrated learning segment utilizing problem based learning principles

    Apply pedagogical content knowledge to instructing gifted and talented learners.

     

    Integrated learning segment utilizing problem based learning principles

    Apply higher-level, critical, and creative thinking and metacognitive and problem solving models to content areas to meet the needs of gifted and talented learners

     

    Integrated learning segment utilizing problem based learning principles

    Provide opportunities for gifted and talented learners to explore, develop, or research their areas of  interest or talent.

     

    Integrated learning segment utilizing problem based learning principles



  
  • EDEL 455 - Planning and Instruction II: Highly Capable Learners


    Description:
    Continued and deeper exploration and direct application of a variety of methodologies and planning tools to support highly capable learners for a variety of upper-grade levels capabilities and content areas. Takes place in field-based clinical setting.

    Prerequisites:
    Prerequisite: junior standing. Acceptance into TPP or have a valid WA teaching certificate.

    Credits: (3)

    Learner Outcomes, Activities and Assessments

    Learner Outcome

    Activity (optional)

    Assessment

    Engage gifted and talented learners from all backgrounds in challenging, multicultural curricula.

     

    Integrated learning segment utilizing problem based learning principles

    Use advanced oral and written communication tools, including assistive technologies, to meet the needs of individuals with exceptional learning needs.

     

    Integrated learning segment utilizing problem based learning principles

    Access resources and develop strategies to enhance communication skills for gifted and talented learners, including those with advanced communication skills and/or English language

     

    Integrated learning segment utilizing problem based learning principles

    Use alternative assessment and technologies to evaluate academic growth of gifted and talented learners.

     

    Integrated learning segment utilizing problem based learning principles

    Integrate perspectives of diverse groups into planning instruction for gifted and talented learners.

     

    Integrated learning segment utilizing problem based learning principles

    Integrate academic and career guidance experiences into the learning plan for gifted and talented learners.

     

    Integrated learning segment utilizing problem based learning principles

    Communicate and consult with school personnel about the characteristics and needs of gifted and talented learners.

     

    Integrated learning segment utilizing problem based learning principles

    Collaborate with families, community members, and professionals in assessment and instruction of gifted and talented learners.

     

    Integrated learning segment utilizing problem based learning principles



  
  • EDEL 468 - Teaching Problem-solving Techniques for Upper Elementary and Middle School Mathematics


    Description:
    Methods and materials for helping the upper elementary/middle school (5th-8th grade) students learn mathematics with emphasis on appropriate manipulatives, teaming, problem solving, and communication strategies. Department reactivated 9/16/15.

    Prerequisites:
    Prerequisites: EDEL 323 and MATH 164 and MATH 250 and full admission to the Teacher Certification Program.

    Credits: (3)

  
  • EDEL 476 - Integrated Humanities at the Middle-level Grades


    Description:
    This course focuses on integrated instructional strategies and methods for working with middle-level (grades 4-9) students in the humanities (English, reading, social studies, history, civics, economics, and geography) content areas. EDEL 476 and ENG 476 are cross-listed; students may not receive credit for both.

    Prerequisites:
    Prerequisites: ENG 320 and admission to the teacher education or hold a valid Washington teaching certificate.

    Credits: (5)

  
  • EDEL 477 - Middle School Students and Their Environment


    Description:
    An in-depth exploration of the developmental learning needs of 5th-8th grade students and the physical, social, and management systems utilized by middle-level education programs. The major focus of this course is to create developmentally appropriate classroom practices that merge educational developmental needs.

    Prerequisites:
    Prerequisites: full admission to the Teacher Certification Program and current WSP/FBI fingerprint clearance.

    Credits: (4)

  
  • EDEL 478 - Developmentally Responsive Curriculum in the Middle Grades


    Description:
    An in-depth exploration of research-based middle school curriculum that meets the development needs of young adolescents. This course focuses on middle school curriculum and its process by which it is designed, integrated, and evaluated.

    Prerequisites:
    Prerequisite: full admission to the Teacher Certification Program and current WSP/FBI fingerprint clearance.

    Credits: (3)

  
  • EDEL 482 - Instruction and Assessment for the Middle-level: Grades Five through Eight


    Description:
    This course provides the future middle-level educator with comprehensive skills in instructional methods, curriculum alignment, lesson development, and assessment methodology within the middle school environment. Department reactivated 9/16/15.

    Prerequisites:
    Prerequisites: PSY 314, EFC 310, EDCS 311, and admission to the Teacher Certification Program.

    Credits: (3)

  
  • Learning Agreement Forms

    EDEL 490 - Cooperative Education


    Description:
    An individualized, contracted field experience with business, industry, government, or social service agencies. This contractual arrangement involves a student learning plan, cooperating employer supervision, and faculty coordination. May be repeated for credit. Grade will be either S or U.

    Prerequisites:
    Prerequisites: prior approval and conditional or full admission to the Teacher Certification Program.

    Credits: (1-12)

  
  • EDEL 491 - Workshop


    Description:
    May be repeated for credit.

    Credits: (1-6)

  
  • EDEL 493 - Professional Educators Field Experience


    Description:
    Experience working in educational settings. Application must be submitted before registration - see department of TEACH office. Students may accumulate no more than 15 hours of practicum credit. Formerly EDEL 492, students may not receive credit for both. Grade will either be S or U.

    Prerequisites:
    Prerequisite: full admission to the Teacher Certification Program and current WSP/FBI fingerprint clearance.

    Credits: (1-15)

  
  
  • EDEL 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDEL 498 - Special Topics


    Credits: (1-6)

  
  • EDEL 499 - Seminar


    Credits: (1-5)


Education: Foundation (EDF)

  
  
  • EDF 298 - Special Topics


    Credits: (1-6)

  
  • EDF 299 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  
  • EDF 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDF 398 - Special Topics


    Credits: (1-6)

  
  • EDF 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  • Learning Agreement Forms

    EDF 490 - Cooperative Education


    Description:
    An individualized, contracted field experience with business, industry, government, or social service agencies. This contractual arrangement involves a student learning plan, cooperating employer supervision, and faculty coordination. Prior approval. May be repeated for credit. Grade will either be S or U.

    Credits: (1-12)

  
  
  • EDF 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDF 498 - Special Topics


    Credits: (1-6)

  
  • EDF 499 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)


Education: Foundation and Curriculum (EFC)

  
  • EFC 210 - Seminar


    Description:
    Discussion of field observation and program planning for prospective teachers.

    Prerequisites:
    Prerequisite: prior completion of pre-admission observation, sophomore standing.

    Credits: (1)

  
  • EFC 298 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EFC 299 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  • EFC 310 - Orientation to Teaching


    Description:
    Teaching as a career and essential features of preparation. Study of the teacher’s role and function in the school; characteristics of good teachers; preparation for professional competencies and certification; the American public school system; and the responsibilities of schools in a democratic society.

    Prerequisites:
    Co- or prerequisite: EFC 210.

    Credits: (3)

  
  • EFC 315 - Educational Assessment


    Description:
    The assessment/planning/instruction cycle. Standards-based assessment. Reliability, validity, bias. Basic statistics used in test construction and interpretation. Construction of classroom tests: multiple-choice, short answer, essay, etc. Performance assessment, portfolio assessment, affective assessment.

    Prerequisites:
    Prerequisites: EFC 210 and PSY 314 and admission to the Teacher Certification Program.

    Credits: (3)

  
  • EFC 320 - Multicultural Education


    Description:
    Exploration of marginalized groups and the implications for change in education. Examination of foundational elements of and approaches to Multicultural Education as the underpinning to the development of cultural competence.

    Prerequisites:
    Prerequisites: grade of C or higher in EFC 310 and PSY 314, current WSP/FBI fingerprint clearance and admission to the Teacher Certification Program or the Instructional Foundations Program.

    Credits: (3)

  
  • EFC 330 - Field Experience


    Description:
    A laboratory experience for prospective teachers. The opening of school, professional relationships, school/community relationships, school district organization, instructional support, and resource services. Students are assigned in off-campus centers for approximately two weeks prior to fall quarter. Grade will either be S or U. By permission only.

    Prerequisites:
    Prerequisites: grade of C or higher in EFC 310 and PSY 314, and current WSP/FBI fingerprint clearance and full admission to the Teacher Certification Program or the Instructional Foundations Program.

    Credits: (2)

  
  • EFC 340 - Methods of Instruction


    Description:
    Introduction to basic methods of classroom instruction. Development of a comprehensive curriculum unit plan. Methods appropriate for subject and grade level in lab and field experience.

    Prerequisites:
    Prerequisites: grade of C or higher in EFC 310 and full admission to the Teacher Certification Program or the Instructional Foundations program. Co-requisite: EFC 315, EFC 320, and EFC 330.

    Credits: (3)

 

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