Mar 28, 2024  
2018-2019 Undergraduate Catalog 
    
2018-2019 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: Foundation and Curriculum (EFC)

  
  • EFC 398 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EFC 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  • EFC 416 - Educational Technology


    Description:
    Concepts and resources related to appropriate and effective integration of technology and media in school settings. CS 101 or IT 101 recommended prior to enrollment. Course will be offered every year (Fall, Winter, Spring, Summer).

    Prerequisites:
    Prerequisites: PSY 314 and EFC 320 and [EFC 250 OR (EFC 210 AND EFC 310)] with a grade of C or higher and full admission to the Teacher Certification Program or Instructional Foundations. Pre- or Co-requisites: EFC 315 and EFC 330 and EFC 340 with a grade of C or higher.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Incorporate into instruction current education technology standards to enhance student learning and develop critical thinking skills. 
    • Incorporate into instruction current education technology standards to model and teach digital citizenship.
    • Incorporate into instruction current education technology standards to inform instruction and make other educational decisions.
    • Develop, analyze and evaluate lessons that involve students collaborating with others to solve problems or create products.
    • Develop, analyze, and evaluate lessons through field experience that demonstrate the safe, legal, and responsible use of technology.
    Learner Outcomes Approval Date:
    4/19/18
  
  • EFC 440 - Education Law


    Description:
    Major legal issues confronting educators, including student and teacher rights, due process, torts, current laws, equity, and the identification and reporting of child abuse. Course will be offered every year (Fall, Winter, Spring, Summer).

    Prerequisites:
    Prerequisites: PSY 314 and EFC 315 and EFC 320 and [EFC 250 OR (EFC 210 AND EFC 310)] with a grade of C or higher and full admission to the Teacher Certification Program. Pre- or Co-requisites: EFC 340 and EFC 350 and EFC 416 and EDSE 302 and (EDBL 401 OR EDBL 430) with a grade of C or higher.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Articulate and apply policies, laws, and court decisions to common situations in the K-12 public educational setting.
    • Articulate and apply laws regarding students’ and teachers’ rights and responsibilities, and legal duties and accountability pertaining to equal opportunity for all students.
    • Articulate and apply policies regarding copyright law; due process; educational equity; tort liability; identification and reporting of child abuse; and school funding.
    • Identify ethical and legal issues common to all education systems in the US.
    Learner Outcomes Approval Date:
    4/19/18
  
  • EFC 460 - Pedagogy Capstone


    Description:
    Culminating pedagogical experience for the secondary education major completed the quarter preceding student teaching. Synthesis and application of teacher preparation coursework and development of edTPA Task 1 in the assigned classroom placement for student teaching. Course will be offered every year (Fall, Winter, Spring).

    Prerequisites:

    Prerequisite: admission to Teacher Certification Program and EFC 250 and EFC 315 and EFC 320 and EFC 340 and PSY 314 with a C or higher and EFC 330 with an S grade, and current WSP/FBI fingerprint clearance, and liability insurance. Pre or Co-requisite: EDBL 401 and EDSE 302 and EFC 350 and EFC 416 and EFC 440.

    Credits: (2)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Develop a timeline for completing requirements for the edTPA state assessment and Student Teaching.
    • Complete the edTPA Context for Learning from the content area edTPA Handbook based on the assigned classroom placement for Student Teaching and write a letter to the parents.
    • Analyze and evaluate content curriculum and determine topics for lessons to teach in the assigned classroom. Identify appropriate lesson plans applicable for the edTPA and during Student Teaching.
    • Analyze and evaluate the content area edTPA Handbook and develop Task 1, Planning, Instruction, and Assessment.
    • Analyze, synthesize, and evaluate various instructional models and assessments, and articulate a culturally anchored framework of equity pedagogy to the assigned classroom.
    • Analyze and synthesize the personal classroom management plan and articulate effective strategies for a culturally based, equitable, and well-managed, orderly learning environment for the assigned classroom.
    • Develop cogent questions for interviewing the cooperating teacher in assigned classroom and reflect on what is learned.
    • Analyze, synthesize, and evaluate learning based on preparation program as a demonstration and articulation of readiness to Student Teach.
    Learner Outcomes Approval Date:
    1/18/18
  
  • EFC 470 - Student Teaching Secondary


    Description:
    Culminating field experience to demonstrate competence by Student Teaching a full quarter in a major endorsement area secondary classroom. Includes 20 hours of seminar designated by the university supervisor. Grade will either be S or U. Course will be offered every year (Fall, Winter, Spring).

    Prerequisites:

    Prerequisites: PSY 314 and (EFC 250 or (EFC 210 and EFC 310) and EDSE 302 and (EDBL 401 or EDBL 430) and EFC 315 and EFC 320 and EFC 330 and EFC 340 and EFC 416 and EFC 350 and EFC 440 and EFC 460 and Full admission to the Teacher Certifcation Program and valid WSP and FBI fingerprint clearance and liability insurance and completed Student Teacher Application and stated requirements.

    Credits: (14)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Construct, implement, and assess a curriculum that is coherent and aligned with state standards.
    • Make appropriate instructional choices from a broad spectrum of techniques to maximize the learning of all students.
    • Plan and implement instruction based on learner characteristics and the context of the school and community.
    • Demonstrate professional and ethical responsibilities, relevant law and policy requirements, and educational foundations.
    • Participate in and reflect productively on multiple and diverse instructional field experiences.
    Learner Outcomes Approval Date:
    4/19/18
  
  • EFC 480 - Student Teaching


    Description:
    Teacher candidates must demonstrate their competence by student teaching a full quarter in their major endorsement area. Includes 20 hours of seminar at a time and place designated by the university supervisor. See Student Teaching Requirements in this catalog, and the Student Teaching Handbook for other requirements and policies. SCED 325 may be substituted for EFC 350, and SCED 487, may be substituted for EFC 416. Grade will either be S or U.

    Prerequisites:
    Prerequisites: admission to the Teacher Certification Program, and completion of the Professional Education Program with grades of C or higher, and current WSP/FBI fingerprint clearance.

    Credits: (16)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidates will be able to:

    • Construct, implement, and assess a curriculum that ill coherent and aligned with state standards.
    • Make appropriate instructional choices from a broad 11pectrum of techniques in order to maximize the learning of all students.
    • Plan and implement instruction based on learner characteristics and the context of the school and community.
    • Understand teaching as a profession, including professional and ethical responsibilities, relevant law and policy, and educational foundations.
    • Participate in and reflect productively on multiple and diverse instructional field experiences.
    Learner Outcomes Approval Date:
    5/03/12
  
  • EFC 491 - Workshop


    Description:
    May be repeated for credit. Grade will either be S or U.

    Credits: (1-6)

  
  • EFC 496 - Individual Study


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EFC 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EFC 498 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EFC 499 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)


Education: Library Media (EDLM)

  
  • EDLM 298 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EDLM 299 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  • EDLM 396 - Individual Study


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EDLM 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDLM 398 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EDLM 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  • EDLM 410 - Introduction to Library Media Issues


    Description:
    This course will provide an introduction to relevant issues related to library media studies; including diversity, legal issues, curriculum development, librarian roles, connectivity issues, technology and instruction. EDLM 410 and EDLM 510 are layered courses; student may not recieve credit for both.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Create an advisory board plan as well as a selection policy which addresses the issue of diversity within the collection and as it pertains to access.
    • Produce a paper that examines and critiques three school Bring Your Own Device models with attention to equal access and school policy issues.
    • Develop multi-media policy for appropriate age groups addressing ID theft, digital footprint, online relationships, and legal (fair) use of others’ materials.
    • Draft a policy for staff outlining the usage parameters of internet access and school filtering (CIPA) obligations, including bout not limited to unblocking sites, BYOD, and other acceptable use issues.
    • Compose a personal philosophy/disposition paper addressing intellectual freedom and anticipated role at assigned grade level.
    • Develop a cope and sequence for a school library curriculum including literature, information, and technology aspects.
    • Demonstrate comprehension of multicultural issues that enhance cultural sensitivity and awareness.
    Learner Outcomes Approval Date:
    2/04/16
  
  • EDLM 414 - Technology Tools for the Library


    Description:
    Provides an introduction to design and production of various instructional materials from manual to more complex computer techniques. Technology tools for the library, and storage media will be explored. Projects will be developed to explore the various technologies.  EDLM 414 and EDLM 514 are layered courses, students may not receive credit for both.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Define current trends in library technologies.
    • Recognize tools for technology and explain effective strategies for purchasing technology.
    • Recognize and discuss Web 2.0 and other social networking technologies.
    • Use office software applications for library purposes.
    • Incorporate media and technology into lesson plans.
    Learner Outcomes Approval Date:
    1/19/12
  
  • EDLM 416 - Application of Technology Resources


    Description:
    This course provides an introduction to technology tools, processes, and web applications that support information literacy. Web 2.0 and other collaboration tools will be explored. Projects will be developed to explore the application of these technologies. EDLM 416 and EDLM 516 are layered courses, students may not receive credit for both.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Explain the role of computer networks and library systems software in libraries.
    • Demonstrate and understanding of databases and electronic resources.
    • Evaluate the need for adaptive/ assistive technology.
    • Recognize technology issues and the need to plan for future technology needs in a library.
    • Identify and describe emerging technologies.
    • Use social bookmarking and graphic organizers to help with research.
    • Explain the uses of blogs, wikis and RSS feeds.
    • Demonstrate and understanding of Google Earth
    • Describe information processing models and how to promote them.
    Learner Outcomes Approval Date:
    10/17/13
  
  • EDLM 426 - Instructional Methods in the Library


    Description:
    Apply instructional strategies in teaching information literacy skills and motivating students to read. Explore collaborative learning techniques which will integrate information literacy skills into the standards based curriculum.  EDLM 426 and EDLM 526 are layered courses, students may not receive credit for both.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Describe national roles for Library Media specialists and be familiar with national and state standards for library information literacy and technology.
    • Be familiar with benchmarks and grade level indicators.
    • Name various literature connections that can be used to enhance lesson plans.
    • Describe the importance of a mission statement and goals that support a diverse population.
    Learner Outcomes Approval Date:
    1/19/12
  
  • EDLM 436 - Survey of Children’s and Young Adult Literature


    Description:
    Considers the field of children’s and young adult literature; literary genres, major literary awards, leading representative authors, historical and recent trends. Includes topics of cultural diversity and reading promotion. EDLM 436 and EDLM 536 are layered courses, students may not receive credit for both.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • List and define the seven genres of children’s literature and YA literature and know books in each genre.
    • Identify leading authors and their books in the various areas of children’s and YA literature.
    • Recognize and list major illustrators of children’s literature.
    • Promote children’s literature and reading.
    • Identify literature from various cultural groups around the world and compare different version of fairytales.
    Learner Outcomes Approval Date:
    1/19/12
  
  • EDLM 448 - Collection Development/Library Media


    Description:
    Explore the methods used and the issues and solutions involved in developing a collection in a school library media center. EDLM 448 and EDLM 548 are layered courses; students may not receive credit for both.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Grasp knowledge of aids available in Library Media.
    • Aware of knowledge of methods to deal with censorship and intellectual freedom issues.
    • Construct a purchase plan for items in a specific curriculum.
    • Summarize literature that can be correlated with the content areas of the curriculum.
    Learner Outcomes Approval Date:
    2/03/11
  
  • EDLM 458 - Cataloging and Classification for Library Media


    Description:
    Cataloging and classification of library media materials with an emphasis on MARC records. Includes Dewey Decimal classification system, authorized subject headings, and assigning MARC tags using original and copy cataloging of book and non-print items. EDLM 458 and EDLM 558 are layered courses, students may not receive credit for both.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Illustrate an understanding of the theories and accepted principals of standardized cataloging systems and how resources are searched.
    • Recognize matching MARC records when available. Will be familiar with online bibliographic data such as OCLC, LC, and other records.
    • Edit basic MARC bibliographic records for both print and non-print formats.
    Learner Outcomes Approval Date:
    1/19/12
  
  • EDLM 468 - Research and Information Fluency


    Description:
    Reference tools, information sources, search strategies, research models, and evaluative techniques will be explored as tools to enable students to be more information literate. EDLM 568 and EDLM 468 are layered courses, students may not receive credit for both.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Evaluate resources before purchasing.
    • Deliver effective reference services.
    • Understand the importance of effectively promoting new material, technology and services.
    • Organize appropriate resources for a library using selection tools, needs assessment and collection and curriculum mapping.
    • State and use information literacy standards.
    Learner Outcomes Approval Date:
    1/19/12
  
  • EDLM 478 - Administration of Library Media Programs


    Description:
    Develops competency in administering materials, equipment, and services of library media program as integral part of the school. Focus on leadership, personnel, budgets, facility planning, state and national standards in planning, evaluation and program development. EDLM 478 and EDLM 578 are layered courses, students may not receive credit for both.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Develop personal, professional, and program goals to facilitate growth that support your philosophy statement
    • Use budget and facility reports, flyers and library promotions as effective means of communication wit-h students, faculty, staff, administrators, parents, other colleagues and the general public.
    • Develop a fiscal plan and budget tracking instrument that supports the needs of the learning standards and collection needs as indicated by the curriculum and collection maps.
    • Implement and evaluate school library media programs to meet educational goals, including the management of personnel, resources, facilities, and the diverse needs of the patrons.
    Learner Outcomes Approval Date:
    1/19/12
  
  • EDLM 492 - Library Media Practicum


    Description:
    An individualized field experience in a public/private school setting supervised/coordinated by CWU faculty.

    Prerequisites:
    Prerequisite: permission to register only by the department.

    Credits: (1-4)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Integrate Web 2.0 technologies within the essential academic learnings.
    • Assess and select diverse literature appropriate for children and young adults.
    • Demonstrate utilization of existing and emerging instructional technologies.
    • Serve as a leader in promoting a positive media and technology rich learning environment that nurtures a sense of community and a respect for diverse cultures and learners in the school.
    Learner Outcomes Approval Date:
    1/22/15
  
  • EDLM 496 - Individual Study


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EDLM 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDLM 498 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EDLM 499 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)


Education: Literacy (EDLT)

  
  • EDLT 217 - Exploring Global Dynamics through Children’s and Adolescent Literature


    Description:
    Interdisciplinary connections with critical analysis of global and international children’s/adolescent literature are explored. Comparisons across contemporary, historical, social, political, and economic issues through global and international children’s/adolescent literature read and discussed. Course will be offered every year (Fall).

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Read, examine, and critically compare a wide variety of global and international children’s/international books, genres, authors and illustrators
    • Compare how countries address, present, and explain contemporary, historical, social, political, and economic issues to children and adolescents through literature
    • Critically evaluate the literary and artistic comparative viewpoint of global and international children’s/adolescent books
    • Critically evaluate issues in the field of global and international children’s and adolescent literature, such as cultural authenticity, translation, and award-giving
    • Select and read high quality global and international children’s and adolescent books
    • Demonstrate various methods for introducing children and adolescents to quality global and international books
    Learner Outcomes Approval Date:
    1/18/18
  
  • EDLT 218 - Exploring Issues of Sustainability through Writing


    Description:
    Issues of sustainability (social, political, environmental, and economic human practices) will be explored through a “flipped classroom.” Writer’s workshop will be used during class, with course information and readings presented through digital and print means. Course will be offered every year (Spring, Summer).

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Identify sustainable issues in communities, society, and other contexts
    • Describe issues of sustainability, particularly social, political, environmental, and economic human practices
    • Demonstrate processes, purposes, and practical aspects of writing about sustainability in a workshop format
    • Write on issues of sustainability using traits of effective writing with the support of narrative, informational, argumentative, and poetry mentor texts
    • Demonstrate strategies for finding, selecting, and refining topics about sustainability for writing
    • Demonstrate components of writing process and its recursive, interactive, and collaborative nature
    • Demonstrate traits of effective writing (e.g. development of ideas, organization, voice, word choice, sentence structure, and conventions) through writing
    • Demonstrate how purpose, audience, mode, form and perspective shape writing through writing
    Learner Outcomes Approval Date:
    2/1/18
  
  • EDLT 219 - Storytelling Across Disciplines


    Description:
    Contemporary trends and interdisciplinary connections of storytelling are explored. Selection, adaptation, and presentation of stories across culture, perspectives, histories, and societies will be emphasized.  Aesthetic judgement and critical thinking will be used in evaluating storytelling. Course will be offered every year (Winter).

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Recognize the importance and value of telling stories: communicatively, culturally, educationally, linguistically, and societally
    • Recognize and the importance of storytelling as a means of appreciating the diversity yet commonality of many cultures 
    • Demonstrate techniques for selecting stories to tell
    • Practice techniques for preparing to tell stories
    • Perform storytellings from the assigned areas
    • Cooperatively plan, organize and perform a storytelling event with peers for a community agency 
    • Demonstrates a variety of story related activities and devices to enhance the storytelling experience 
    • Identify and use storytelling assessment tools of self and others
    Learner Outcomes Approval Date:
    1/18/18
  
  
  • EDLT 298 - Special Topics


    Credits: (1-6)

  
  • EDLT 299 - Seminar


    Description:
    May be repeated for credit.

    Credits: (1-5)

  
  • EDLT 308 - Literacy I


    Description:
    First of two courses designed to prepare prospective teachers to teach literacy in elementary school classrooms. Deals with processes and products of the literacy act, methods and materials, assessment procedures, and instruments.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Foundational Knowledge: Have knowledge of the foundations for reading and writing processes and instruction. WA ELED 1.2.1, 1.2.2; 1.2.3 WA READ:1.1, 1.1.1, 1.2, 1.2.1,1.2.2, 1.2.3, 1.2.41.3.2. 1.3.3, 1.4 CTL: 1.1
    • Assessment, Diagnosis, and Evaluation: demonstrate knowledge of the assessment/evaluation/instruction cycle and how to use a variety of assessment tools and practices to plan and evaluate effective reading instruction. WA ELED 1.2.1, 1.2.2; 2.0 WA READ: 2.1.2, 2.2.4, 2.2.6 CTL: 1.1 WA Standard V
    • Instructional Strategies and Curriculum materials: have knowledge of a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. WA 1.2.1, 1.2.2, 1.2.4; 2.0 WA READ: 3.1,3.1.5, 3.2.5, 3.4, CTL: 1.1 WA Standard V
    • Creating a Literate Environment: create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials and the appropriate use of assessments. WAELED 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5;2.0 WA READ: 4.1, 4.2, 4.3, 4.4, 4.6, 4.7 CTL: 1.1 WA Standard V
    • Professional Development: view professional development as career-long effort and responsibility. WA READ: 5.1, 5.3 CTL: 1.1, 1.4
    • Demonstrate a deep understanding of the pedagogical knowledge and practice specific to the teaching of reading and writing. WA ELED 1.2.1, 1.2.2; 2.0 WA READ: 6.5.3, 6.5.5, 6.5.7 CTL: 1.1
    Learner Outcomes Approval Date:
    12/18/08
  
  • EDLT 315 - Literacy Strategies for Struggling and Advanced Learners (Put on reserve 9/16/16.)


    Description:
    Techniques for identifying and differentiating instruction for both struggling and advanced literacy learners. (Put on reserve 9/16/16. Last taught in 2012. Will go inactive 8/24/19.)

    Prerequisites:
    Prerequisite: current WSP/FBI fingerprint clearance.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Demonstrate knowledge of some of the characteristics and special literacy needs of various populations of struggling and advanced literacy learners (i.e., gender, ethnicity, SES, urban/rural, handicapped, extremely gifted, etc.); CTL: 1.3, 1.4, 1.8 WA READ: 1 WAC 181-78A-270 (#1, 2, 3) (Standard V) IRA: 1, 4
    • Demonstrate awareness of differing concepts of intelligence, creativity, learning disabilities CTL: 1.1, 1.2 1.3 WA READ: 1, 2, 5 WAC 181-78A-270 (#1, 2, 3) (Standard V) IRA: 1, 4
    • Demonstrate understanding of prevalent attitudes towards the struggling and advanced literacy learners along with an ability to articulate their own, perhaps changing, attitudes CTL: 1.1, 1.2, 1.3 WA READ: 3, 4, 5 WAC 181-78A-270 (#1, 2, 3) (Standard V) IRA: 1, 4, 6
    • Demonstrate knowledge of methods for identifying struggling and advanced learners’ CTL: 1.1, 1.2, 1.3 WA READ: 2 WAC 181-78A-270 (#1, 2, 3) (Standard V) IRA: 1, 3
    • Demonstrate competence in designing appropriate curricula and instruction to challenge and foster the continued literacy Development of struggling and advanced literacy learners. CTL: 1.1, 1.2, 1.3, 1.4, 1.8 WA READ: 3, 4 WAC 181-78A-270 (#1, 2, 3) (Standard V) IRA: 1, 2, 5
    • Develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. CTL: 1.1, 1.3, 1.4, 1.8 WA READ: 4 WAC 181-78A-270 (#1, 2, 3) (Standard V) IRA: 4, 5
    • Participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.  CTL: 1.1, 1.3, 1.4 WA READ:5 WAC 181-78A-270 (#1, 2, 3) (Standard V) IRA: 2, 5, 6
    • Plan research-based instruction based on student assessments. CTL: 1.1, 1.2, 1.3, 1.8 WA READ: 1, 2, 3, 4, 6 WAC 181-78A-270 (#1, 2, 3) (Standard V) IRA: 1, 2, 3, 4, 5
    Learner Outcomes Approval Date:
    1/09/12
  
  • EDLT 317 - Early Literacy (On reserve as of 9/16/15)


    Description:
    Aspects of early literacy acquisition and instruction including language development, phonemic awareness, writing, play and socio-cultural contexts are emphasized. Put on reserve 9/16/15. Will go inactive 8/24/18.

    Prerequisites:
    Prerequisite: current WSP/FBI fingerprint clearance.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Explain the concept of meaningful experiences that lead to language and literacy acquisition in young children. CWU-CTL.1 IRA.1, 2 WA READ 1.0 Standard 5.1, 5.2, 5.3
    • Describe a plan for establishing connections between the school and the home & community. CWU-CTL.1 IRA.1, 2, 4, 5 WA READ 1.1.3; 3.1.5, 3.2.1, 4.1, 5.1, 5.3, 6.2, 6.3.6 Standard 5.3
    • Provide definitions and examples of key concepts in these areas: (a) young children’s conceptual knowledge at various developmental levels, (b) form and structure of language, (c) social knowledge and skills, and (d) evaluation of children’s literacy acquisition. CWU-CTL.1 IRA.1 WA READ-1.1.1, 1.1.4, 1.2.1, 1.3, 2.0; 3.1.5, 4.1, 5.1, 6.3, 6.5.8, 6.6.5 Standard 5.1, 5.3
    • Demonstrate how theory is put into practice in each of these areas: (a) vocabulary development, (b) comprehension of story structure, (c) grapheme awareness, (d) sound discrimination and listening skills, (e) phoneme awareness and phonics, and (t) print awareness and spelling development. CWU-CTL. IRA.1, 2, 3, 4, 5 WA READ 1.2, 3.1.2, 3.1.3, 3.1.4, 3.3, 3.4, 6.5.2, 6.5.3, 6.5.4, 6.5.5, 6.5.7, 6.6.1 Standard 5.1, 5.3
    • Identify and explain key concepts in second language acquisition. CWU-CTL.1 IRA.1,4 WA READ 1.3, 2.2.5, 3.2.1, 3.2.3, 5.1, 6.3.3, 6.6
    Learner Outcomes Approval Date:
    1/19/12
  
  • EDLT 319 - Storytelling Techniques (Put on reserve 9/16/16.)


    Description:
    Storytelling in the integrated curriculum. Students become familiar with a variety of stories and demonstrate the ability to tell stories. (Put on reserve 9/16/16. Last taught in 2013. Will go inactive 8/24/19.)

    Prerequisites:
    Prerequisite: current WSP/FBI fingerprint clearance.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Recognize the importance and value of telling stories to children: communicative, educational, social, cultural. CTL 1.1 WA READ 1.3.2; 3.1.1, 4.1, 4.3, 4.4, 4.5, 5.1, 6.5.1, 6.6.3 IRA 1
    • Recognize the role and value of storytelling as a means to help emergent readers come to know the concept of story. CTL 1.1 WA READ 1.1.4, 1.1.5, 1.2.6, 1.2.7, 6.5.1, 6.5.9, 6.5.10, 6.6.3 IRA 1
    • Recognize and understand the importance of storytelling as a means of appreciating the diversity yet commonality of many cultures. CTL 1.1 WA READ 1.3.2, 5.1 IRA 4
    • Master the techniques for selecting a story to tell. CTL 1.1 WA READ 5.2, 5.3, 6.6.3 IRA 4
    • Master the techniques for learning a story. CTL 1.1 WA READ 5.2, 5.3, 6.6.3 1RA4
    • Master the techniques for telling stories. CTL 1.1 WA READ 5.2, 5.3, 6.6.3 IRA 4
    • Able to work cooperatively with classmates in order to plan, organize and present a community agency. CTL 1.1 WA READ 1.3.3, 4.3, 5.3, 6.2 IRA 5.1 Standard 6
    • Masters a variety of story related activities and devices to enhance the storytelling experiences. CTL 1.1 WA READ 3.2, 4.4, 4.5, 4.6, 6.6 1RA4
    • Identify and use storytelling assessment tools. CTL 1.1 WA READ 2.1, 2.2 IRA 3.1 Standard 2
    Learner Outcomes Approval Date:
    1/19/12
  
  • EDLT 321 - Teaching Children’s Literature


    Description:
    The types of literature suited to children in grades 1-6; includes reading and evaluation of material from early folklore to present day books for children.

    Prerequisites:
    Prerequisite: current WSP/FBI fingerprint clearance.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Identify the major genres of children’s literature. CTL 1.1, 1.3 WA ELED 1.2.4 WA READ 3.2.4 IRA 2.3
    • Understands traditional and contemporary literature written in a variety of genres. CTL 1.1, 1.3 WA ELED 1.2.4 WA READ 3.2.4 IRA2.3
    • Identify major children’s authors and illustrators in a variety of genre. CTL 1.1, 1.3 WA ELED 1.2.4 WA READ 3.2.4 IRA 2.3
    • Know the criteria for selection of quality literature in each genre and is knowledgeable using the literature to design instruction appropriate to the students’ stages of development, needs, and learning style. CTL 1.1, 1.3 WA ELED 1.2.4 WA READ 3.2; 4.1, 4.2, 4.4, 4.5; 6.5 IRA 2.1; 2.3; 5.1
    • Identify the major awards given in the field of children’s literature. CTL 1.1, 1.3 WA ELED 1.2.4 WA READ 3.2.4 IRA 1.2
    • Identify, reflect upon, and debate issues in the field of children’s literature. CTL 1.1, 1.3 WA ELED 1.2.4 WA READ 3.2.4 IRA 1.2; 1.3; 4.2; 5.2
    • Have a variety of skills for reading aloud, storytelling, and sharing literature with children. CTL 1.1, 1.3 WA ELED 1.2.4 WA READ 3.1.2, 3.1.3, 4.7; 6.6.5 IRA 4.2; 4.3; 5
    • Understand that literature represents different cultures and traditions and have an acquaintance with children’s literature from a wide variety of cultural groups. CTL 1.1, 1.3 WA ELED 1.2.4 WA READ 4.1; 6.5.8 IRA4
    • Will be familiar with literature that can be incorporated into a literacy curriculum and correlated with content subjects. They will also be able to construct learning opportunities to support children’s development and motivation. CTL 1.1, 1.3 WA ELED 1.1.7; 1.2.2, 1.2.4; 1.5.9; 1.5.10; 1.5.11; WAC 181-78A-270 (#1, 2, 3) (Standard V) WA READ 1.2.8, 1.4; 3.2.4, 4.1, 4.2, 4.5; 6.6.3 IRA 2; 4; 5
    • Identify and use technology as related to children’s literature. CTL 1.1, 1.3 WA ELED 1.2.5 WAC 181-78A-270 (#3) (Standard V) WA READ 4.5 IRA4; 5
    Learner Outcomes Approval Date:
    2/08/12
  
  • EDLT 324 - Literacy Across the Curriculum


    Description:
    For K-12 school teachers, administrators. Focuses on knowledge, strategies and skills needed by K-12 students for efficient and effective use of print and non-print materials across the curriculum.

    Prerequisites:
    Prerequisite: current WSP/FBI fingerprint clearance.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Demonstrate how to use reading, writing, speaking and listening as instructional tools. WA READ: 1.0 WA Standard V, (WAC 181-78A-270), 5.1 IRA: 1.1
    • Demonstrate knowledge of a wide range of comprehension strategies to meet the varied needs of the students in content area classrooms. WA READ: 1.0, 3.0 WA Standard V, (WAC 181-78A-270), 5.1 IRA: 2.1, 2.2
    • Demonstrate understanding of the content teacher’s role in using student literacy assessment data to inform instruction. WA READ: 2.0 WA Standard V, (WAC 181-78A-270), 5.1 IRA: 3.1
    • Demonstrate ability to interpret assessment data and to plan and modify instruction to meet the needs of all students. WA READ: 2.0, 6.0 WA Standard V, (WAC 181-78A-270), 5.1 IRA: 3.1, 3.2, 3.3
    • Demonstrate knowledge of a wide range of strategies to comprehend, analyze, interpret, and evaluate a variety of literary and expository texts. WA READ: 3.0, 6.0 WA Standard V, (WAC 181-78A-270), 5.1 IRA: 2.3
    • Demonstrate knowledge of a wide range of research-based literacy instructional strategies, approaches and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. WA READ: 1.0, 3.0, 5.0, 6.0 WA Standard V, (WAC 18I-78A-270), 5.1 1RA: 2.0, 4.2
    • Demonstrate knowledge of selecting and adapting a variety of print, nonprint, and classroom-based instructional materials for literacy, including those that are technology-based and are appropriate to the developmental needs of the student. WA READ: 6.0 WA Standard V, (WAC 18I-78A-270), 5.1 1RA: 5.1
    • Demonstrate the ability to identify and serve students who need intervention based on reading difficulties. WA READ: 2.0 WA Standard V, (WAC 18I-78A-270), 5.1 1RA: 1.3, 4.3
    • Provide opportunities for integration of reading and writing across content areas. WA READ: 4.0, 6.0 WA Standard V, (WAC I81-78A-270), 5.1 1RA: 2.1, 2.2
    • Design instruction that purposefully considers context, standards and research. WA READ: 1.0, 3.0 WA Standard V, (WAC 181-78A-270), 5.1 IRA: l.l,  2.1
    • Develop teaching plans that reflect understanding of research-based best practice, demonstrate reflection and adjustment of instruction, and lead to identification of areas for professional growth. WAREAD:5.0 WA Standard V, (WAC 181-78A-270), 5.1. 1RA: 1.1, 1.3, 2.1
    • Complete regular needs-based self-reflection resulting in a draft growth plan. WAREAD:5.0 WA Standard V, (WAC 181-78A-270), 5.1 IRA: 6.2
    • Review and reflect on disciplinary literacy on OSPI website. WA READ: 5.0 IRA: 6.3
    Learner Outcomes Approval Date:
    1/19/12
  
  
  • EDLT 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDLT 398 - Special Topics


    Description:
    May be repeated for credit.

    Credits: (1-6)

  
  • EDLT 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  • EDLT 409 - Literacy II


    Description:
    Content and methodology of early literacy, vocabulary development, phonic and structural analysis, comprehension and study skills. Field experience in a local school embedded.

    Prerequisites:
    Prerequisites: EDLT 308, current WSP/FBI fingerprint clearance, and admission to the Teacher Certification Program.

    Credits: (5)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • 1.0 Foundational Knowledge: candidates have knowledge of the foundations for reading and writing processes and instruction WA ELED: l .2.2 WA READ:  l.1.2, l.1.4, I.l.5, 1.2, 1.2.4, l.2.5, 1.2.6, 1.3, 1.3.1, 1.3.2, 1.3.3, 1.4 CTL:1.1 IRA: 1.1
    • 2.0 Assessment, Diagnosis, and Evaluation: Candidates demonstrate knowledge of the assessment/evaluation/instruction cycle and how to use a variety of assessment tools and practices to plan and evaluate effective reading instruction. WA READ: 2.1, 2.1.1, 2.1.2, 2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.6 CTL: 1.1, l.2 WA Standard V, (WAC 181-78A-270) 5.1, 5.3 IRA: 3.1, 3.2, 3.3, 3.4
    • 3.0 Instructional Strategies and Curriculum materials: Candidates have knowledge of a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. WA ELED l.2.2, 1.2.3; 1.2.3, 1.2.4, 1.2.5 WA READ: 3.1, 3.11, 3.1.2, 3.1.3, 3.1.5, 3.2.2, 3.2.6, 3.3, 3.4 CTL: 1.1 WA Standard V, (WAC l81-78A-270) 5.1, 5.2, 5.3 IRA: 2.1, 2.2, 2.3
    • 4.0 Creating a Literate Environment: Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials and the appropriate use of assessments. WA ELED 1.2.l; 1.2.2; 1.2.3, 1.2.4; 1.2.5 WA READ: 4.1, 4.2, 4.3, 4.4, 5.4 CTL: 1.1, 1.5 WA Standard V, (WAC 181-78A-270) 5.l,5.2, 5.3 IRA: 5.1, 5.3
    • 5.0 Professional Development: Candidates view professional development as a career-long effort and responsibility by developing a professional teaching/literacy plan. WA READ: 5.1, 5.2, 5.3 CTL: 1.4 WA Standard V, (WAC 181-78A-270) 5.4 IRA: 6.2
    • 6.0 Instructional Methodology: Candidates demonstrate a deep understanding of the pedagogical knowledge and practice specific to the teaching of reading and writing. WA ELED 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5 WA READ: 6.1, 6.2, 6.3, 6.3.1, 6.3.2, 6.3.3, 6.3.4, 6.3.5, 6.3.6, 6.4, 6.5, 6.5.1, 6.5.3, 6.5.5, 6.5.7, 6.5.7, 6.5.9, 6.5.10, 6.6, 6.6.1, 6.6.2, 6.6.3, 6.6.4, 6.6.5 CTL: 1.1, 1.2, 1.3, 1.5 WA Standard V, (WAC 181-78A-270) 5.1, 5.2,5.3 IRA: 1.2, 1.3, 2. l
    Learner Outcomes Approval Date:
    1/17/13
  
  • EDLT 410 - Teaching Word Recognition Skills


    Description:
    Methods for teaching word recognition skills will be developed. Decoding as an aid to comprehension, including phonetic analysis, context clues, structural analysis, and sight vocabulary.

    Prerequisites:
    Prerequisites: EDLT 308 and EDLT 409, admission to the Teacher Certification Program, and current WSP/FBI fingerprint clearance.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Demonstrate knowledge of reading research and histories of reading. CTL:  1.1 WA READ:  1.1.3; 5.2; 6.1; IRA: 1.2
    • Demonstrate knowledge of the major components of reading (phonemic awareness, word identification, and phonics, vocabulary and background knowledge, fluency and comprehension strategies, and motivation) and how they are integrated in fluent reading. CTL:  1.1 WA READ:  1.1.2; 1.2 IRA:  1.0
    • Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds. CTL:  1.1 WA READ: 3.1; 3.2. l IRA:  2.0
    • Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds. CTL:  1.1 WA READ:  3.2; 6.5 IRA:  2.0
    Learner Outcomes Approval Date:
    12/18/08
  
  • EDLT 411 - Teaching Comprehension


    Description:
    Comprehension strategies and techniques; techniques for vocabulary development.

    Prerequisites:
    Prerequisites: EDLT 308 and EDLT 409, admission to the Teacher Certification Program, and current WSP/FBI fingerprint clearance.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Understand the role language, schemata, and prior knowledge play in comprehension. CTL:  1.1 WA READ:  1.2.6; 1.2.7; 1.3.2; 3.1.5 IRA:  1.0
    • Understand the nature of reading comprehension and factors that affect a reader’s comprehension. CTL:  1.1 WA READ:  1.1.5; 1.2.6; 1.2.7; 1.3.2; 3.1.5 IRA:  1.0
    • Understand the importance of assessing and evaluating student’s comprehension and how the information gathered affects planning for instruction to meet student’s needs. CTL:  1.1 WA READ:  2.1; 2.2.5 IRA:  3.0
    • Develop and expand reader’s vocabulary. CTL:  1.1 WA READ:  3.3.6; 5.2 IRA:  1.0
    • Develop a repertoire of comprehension strategies to use with a variety of learners in a variety of situations. CTL:  1.1 WA READ: 3.1.2; 3.1.3; 6.5.7 IRA:  1.0
    • Demonstrate ability to select, design, and implement appropriate reading comprehension instruction for groups and individuals. CTL:  1.1 WA READ:  3.1.1; 3.1.4; 6.5.2; 6.5.7 IRA:  1.0
    • Identify and use technology appropriately as related to comprehension. CTL:  1.1 WA READ:  3.1.1; 6.5.1 IRA:  2.0
    Learner Outcomes Approval Date:
    12/18/08
  
  • EDLT 412 - Assessment of Literacy Skills and Processes


    Description:
    Assessment instruments, procedures, and interpretive skills for determining student reading levels and needs. Emphasizes the selection, administration, and interpretation of evaluation tools.

    Prerequisites:
    Prerequisites: EDLT 308 and EDLT 409, admission to the Teacher Certification Program, and current WSP/FBI fingerprint clearance.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Value assessment as essential in the learning process, and realizes that many different assessment strategies are necessary for evaluating learning and planning effective classroom and individual literacy instruction. IRA Standards: 4.2, 10.1, 10.2 WA READ: 2.1; 2.1.2; 2.2; 6.3.3; 6.3.4
    • Develop a working knowledge of the purposes, administration, and interpretation of various formal and informal classroom literacy assessments, e.g., IRIs, structured observations, portfolios, performance-based measures, learner self- assessment, peer assessment, and standardized tests IRA Standards: 4.2, 10.1, 10.2 WA READ 2.1; 2.2; 6.3;
    • Develop skills in administering and interpreting students’ literacy abilities using IRIs, running records, developmental continua, portfolios, cloze procedures, and other informal reading assessments IRA Standards: 4.2, 10.1, 10.2 WA READ: 2.1.1; 2.2; 6.3.1
    • Develop skills in using assessment data to plan instruction and learning opportunities that support students’ development, learning, and motivation in literacy IRA Standards: 4.2, 10.2, 11.1, 11.2, 11.3, 12.2 WA READ: 2.2.1; 2.2.3; 2.2.5; 6.3.1; 6.3.3; 6.3.4
    • Develop skills in the evaluation of students’ study, comprehension, writing, and thinking skills in content subject material,– social studies, science, mathematics, etc. IRA Standards: 4.2, 10.1, 10.2 WA READ: 2.2; 6.3.2; 6.3.4; 6.3.5;
    • Develop knowledge of national (NCATE, International Reading Association, etc.) and Washington State standards for assessment IRA Standard: 4.2, CTL Standard: 1.1 WA READ: 1.4; 5.2
    Learner Outcomes Approval Date:
    12/18/08
  
  • EDLT 413 - Methods and Materials for Literacy Instruction


    Description:
    Strategies for classroom management, implementation of learning theories.

    Prerequisites:
    Prerequisites: EDLT 308 and EDLT 409, admission to the Teacher Certification Program, and current WSP/FBI fingerprint clearance.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Demonstrate knowledge of the reading process WA READ 1.0 IRA 1.1 CTL 1.1
    • Demonstrate knowledge of the major models of reading instruction WA READ 1.0 IRA 1.1 CTL 1.1
    • Demonstrate knowledge of salient features of various approaches to reading instruction: whole language, language experience, literature based, basals, phonics WAREAD3.0 CTL 1.1
    • Demonstrate knowledge of how to organize a multi-approach literacy program WAREAD4.0 IRA 4.3, 5.3 CTL 1.1
    • Examine and develop a variety of supplemental reading materials/strategies WA READ 3.1.1, 3.2.1, 3.2.2, 3.2.3, 3.3; 4.4; 5.2; 6.5.1 IRA 4.2, 4.3, 5.3 CTL 1.1
    • Reflect/refine a personal philosophy of reading/learning/instruction WA READ 1.0; 5.0 IRA 5.3 CTL 1.1
    Learner Outcomes Approval Date:
    12/18/08
  
  • EDLT 414 - Teaching Literacy in a Multi-Cultural, Multi-Lingual Setting


    Description:
    Strategies for teaching literacy and developing language skills in a multi-cultural, multi-linguistic setting.

    Prerequisites:
    Prerequisites: EDLT 308 and EDLT 409, current WSP/FBI fingerprint clearance, and admission to the Teacher Certification Program.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Demonstrate knowledge of the literacy process. WA READ 1.1 ST. 5.1
    • Demonstrate knowledge of various approaches for developing literacy. WA READ 3.1; 3.3; 6.5 ST. 5.1, 5.2
    • Demonstrate knowledge of Children’s literature for diverse learners. WA READ 3.2.3; 3.2.4 ST.5.1, 5.3
    • Demonstrate knowledge of various instructional activities for teaching children from diverse populations. WA READ 1.3; 3.1; 4.1; 4.2; 4.4; 5.1; 6.5 ST. 5.1, 5.2, 5.3
    • Demonstrate knowledge of constructing a classroom environment that would foster literacy in children from diverse populations. WA READ4.0 ST. 5.3
    • Explain various values, life styles, history & contributions of various groups. WA READ 1.3.2; 3.2.3; 5.1 ST. 5.3
    • Demonstrate knowledge of resources and professional organizations that foster literacy. WA READ 5.2 ST. 5.4
    • Demonstrate Professionalism within the categories of: preparation, attendance, quality standards, late assignments and modeling. WA READ 5.3 ST. 5.4
    Learner Outcomes Approval Date:
    5/24/10
  
  • EDLT 418 - Literacy and Linguistics


    Description:
    This course is intended to provide literacy teachers with a general introduction to the major fields of linguistics, including phonology and phonetics, morphology, syntax, semantics, discourse analysis, language acquisition, and dialects.

    Prerequisites:
    Prerequisites: EDLT 308 and EDLT 409, admission to the Teacher Certification Program, and current WSP/FBI fingerprint clearance.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Demonstrate knowledge of the role of phonemic awareness (e.g., rhyming, segmenting, blending sounds) and the alphabetic principle in reading acquisition WA READ 1.2.2
    • Demonstrate an understanding of the social, linguistic, and cultural influences on language and literacy learning WA READ 1.3, 3.2.3; 5.1
    • Demonstrate an understanding of the functions of orthography, morphology, syntax, semantic, pragmatic systems, and genre patterns, and recognition of the influences of purpose, context, and genre in constructing meaning WA READ 1.1.2; 1.2.7; 1.2.8; 6.5.3; 6.5.4 IRA: 1.1
    • Demonstrate knowledge of the relationships between oral and written language WA READ 1.1.1; 1.1.4; 1.1.5; 1.2.7; 6.5.3; IRA: 1.1
    • Demonstrate knowledge of the teacher’s role in facilitating reading with a linguistic perspective WA READ 1.1; 1.3; 3.1.1; 5.2; 5.3; 6.5 IRA: 2.3, 4.1, 4.2
    Learner Outcomes Approval Date:
    12/18/08
  
  • EDLT 422 - Teaching the Language Arts


    Description:
    Primarily for prospective elementary school teachers. Listening, writing, speaking, spelling, and handwriting development. Emphasizes curriculum, methods, materials, and research. Experienced teachers see EDEL 531.

    Prerequisites:
    Prerequisites: EDLT 308, current WSP/FBI fingerprint clearance, and admission to the Teacher Certification Program.

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Identify the steps involved in historical investigation/reasoning.
    • Write a thesis based on several data sets that they have examined in an inquiry lesson.
    • Conduct effective Socratic discussions
    • Construct effective arguments.
    • Explain economic concepts (i.e. supply, demand, scarcity, money, etc.).
    • Create a mini-unit of instruction.
    Learner Outcomes Approval Date:
    2/17/11
  
  • Learning Agreement Forms

    EDLT 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. By permission. May be repeated for credit. Grade will either be S or U.

    Prerequisites:
    Prerequisite: admission to the Teacher Certification Program.

    Credits: (1-12)

  
  • EDLT 493 - Literacy Practicum


    Description:
    Practical experience working with children in classroom settings. By permission. Grade will either be S or U.

    Prerequisites:
    Prerequisite: EDLT 409, and 5 required courses in the literacy minor.

    Credits: (6)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Demonstrate an understanding of both the theoretical and knowledge base in the teaching of reading.
    • Exhibit a repertoire of evidence-based strategies that meet the diverse needs of students and promote student competency.
    • Demonstrate the ability to prepare an effective learning environment that fosters reading/literacy. Students will exhibit an understanding and use of effective communication and collaboration skills with students, parents and colleagues about reading/literacy.
    • Demonstrate understanding of and effectiveness in selecting and teaching strategies in the areas of word study, comprehension, and study skills.
    • Demonstrate effective assessment and evaluation skills necessary for educational decision making.   Students will use assessment information plan instruction and impact student learning.
    • Exhibit an understanding of the principles of developing and evaluating curriculum; and demonstrate skill in developing individual educational plans as well as whole group lesson plans.
    • Prioritize his/her own professional development by keeping current in the knowledge of literacy, and actively reflecting on one’s practice to improve instruction and other services to student.
    • Design and implement literacy lessons that reflect enduring understandings and depth of thinking which is aligned with curriculum standards.
    • Use assessment(s) to provide useful information to inform their instruction
    • Plan instruction to move students who are not at standard to standard.
    • Create instructional plans that reflect the context of the learner, including individual variables as well as classroom, school, family, neighborhood, and community.
    • Create instructional plans that reflect understanding of research based best practice, demonstrate reflection and adjustment of instruction, and lead to identification of areas for professional growth.
    • Participate in collaborative learning communities and develop collegial relationships.
    • Complete regular needs- based self- reflection resulting in a draft professional growth plan.
    • Demonstrate dispositions that enhance learning and professional development.
    Learner Outcomes Approval Date:
    1/17/13
  
  
  • EDLT 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDLT 498 - Special Topics


    Description:
    May be repeated for credit.

    Credits: (1-6)

  
  • EDLT 499 - Seminar


    Description:
    May be repeated for credit.

    Credits: (1-5)


Education: Special Education (EDSE)

  
  
  • EDSE 298 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EDSE 299 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  • EDSE 302 - Introduction to Students with Exceptionalities


    Description:
    Introduces strategies for effective teaching and adapting standard instruction to meet needs of range of students found in a typical classroom. Provides information about students considered disabled and gifted and students with multicultural heritages. Course will be offered every year (Fall, Winter, Spring, Summer).

    Prerequisites:
    Prerequisites: PSY 314 and [EFC 250 OR (EFC 210 AND EFC 310)] with a grade of C or higher and full admission to the Teacher Certification Program.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Describe the philosophical, historical, and legal foundations of special education.
    • List and describe formative special education litigation and legislation and the effects on public education.
    • Identify the major professional organizations that facilitate research and experience-based principles for best practices in special education.
    • Define the pre-referral, referral, assessment, and eligibility purpose and processes.
    • Explain eligibility categories of special education services and characteristics of each.
    • List and describe the range of service options available and least restrictive environments, including general education classroom for students with disabilities.
    • List the components of the Individualized Education Program (IEP) and the members of the IEP team, and explain the role and responsibilities of the general education teacher in the IEP process.
    • Describe the state goals and essential academic learning requirements as they relate to inclusion of, and accommodations for, special populations.
    • Describe and demonstrate how to adapt instruction for students with disabilities.
    • Demonstrate effective written/verbal communication and collaboration skills.
    • Access current research regarding best practices in special education and technology-based support resources.
    Learner Outcomes Approval Date:
    4/19/18
  
  • EDSE 310 - Introduction to Special Education


    Description:
    Prerequisite to a Special Education course of study. Junior or senior class standing required or permission of instructor. Designed to introduce prospective teachers to the legal requirements of special education including eligibility, programming, and instruction. Skills necessary for collaborative relationships in the multidisciplinary team process will also be emphasized.

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

    Credits: (4)

  
  • EDSE 311 - Foundations of Special Education


    Description:
    Designed to provide prospective teachers with the necessary foundations for successful completion of the special education course of study including end-of-program assessment, undergraduate research, and written and oral communication skills. This course should be taken at the beginning of the special education course of study.

    Credits: (1)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Identify and describe the CWU Special Education end-of-program portfolio
    • Articulate and write a personal philosophy regarding the teaching of students with disabilities including its relationship to/with general education
    • Recognize characteristics common to disability characteristics, describe barriers to acceptance and accessibility and demonstrate a sensitivity for the culture, language religion, gender disability SES and sexual orientation of individuals
    • Access professional organization and publications that support individuals with disabilities their families and colleagues
    • Demonstrate commitment to developing the highest education and quality of life potential of individuals with disabilities, a demonstrated in professional is m exhibited in identified course activities/syllabus
    Learner Outcomes Approval Date:
    6/11/09
  
  
  • EDSE 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDSE 398 - Special Topics


    Credits: (1-6)

  
  • EDSE 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  • EDSE 410 - Behavior Management for Students with Disabilities


    Description:
    Fundamentals of behavior change related to the education of students with disabilities. Monitoring individual student progress and utilizing data collected for program instructional change.

    Prerequisites:
    Prerequisites: EDSE 310, EDSE 311, current WSP/FBI fingerprint clearance, and conditional or full admission to the Teacher Preparation Program.

    Credits: (3)

  
  • EDSE 411 - Assessment of Students with Disabilities


    Description:
    Selecting, administering, scoring, and interpreting formal assessment tools. Designing and using informal testing techniques.

    Prerequisites:
    Prerequisites: EDSE 310, 311, and conditional or full admission to the Teacher Certification Program.

    Credits: (4)

  
  • EDSE 422 - Teaching Strategies, Curriculum, and Materials for Students with Disabilities


    Description:
    Individual, small, and large group teaching strategies essential to individualized education programs, and selection, evaluation, and adaptation of commercially available materials, including computer applications.

    Prerequisites:
    Prerequisites: EDSE 310 and EDSE 311, either EDSE 410 or EDSE 411, and admission to the Teacher Certification Program.

    Credits: (5)

  
  • EDSE 423 - Instructional Practices/Strategies in Literacy and Math for Students with High Incident Disabilities


    Description:
    Specially designed instructional strategies and programming considerations for students with high incidence special needs in reading, written expression and mathematics.

    Prerequisites:
    Prerequisites: EDSE 310, EDSE 311, EDSE 410, EDSE 411, current WSP/FBI fingerprint clearance, and admission to the Teacher Certification Program.

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Demonstrate competence in identifying, discussing, analyzing and applying research-based reading practices and strategies for students with disabilities. (See syllabus for exact listing of all state and professional-based competencies).
    • Demonstrate competence in identifying, discussing, analyzing and applying research-based written expression practices and strategies for students with disabilities.
    • Demonstrate competence in identifying, discussing, analyzing and applying research-based mathematics practices and strategies for students with disabilities.
    • Discuss and use technologies in the instructional process incorporating assistive technologies into the education program for reading, written expression and mathematics.
    • Identify characteristics of research-based instructional materials and in reading, written expression and mathematics for students with high incidence disabilities.
    Learner Outcomes Approval Date:
    5/28/09
  
  • EDSE 426 - The Child with Language Disabilities


    Description:
    An exploration of the child with language disabilities (age birth-6) from the perspective of normal language development, assessment strategies, and remedial techniques. Recommended for teachers of children with mild and severe disabilities.

    Prerequisites:
    Prerequisites: EDSE 311, current WSP/FBI fingerprint clearance, and application or admission to the Teacher Certification Program.

    Credits: (3)

  
  • EDSE 431 - Individualized Educational Programs for Students with Disabilities


    Description:
    Designed to introduce prospective students to the legally and professionally supported process for creating IFSP’s and IEP’s.

    Prerequisites:
    Prerequisites: EDSE 310, EDSE 311, EDSE 410, EDSE 411 and EDSE 422 and admission to the Teacher Certification Program.

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Create an Individualized Family Service Plan, with a transition component, following the legal and professional guidelines discussed in class
    • Create an Individualized Education Program for an elementary aged student that includes a transition component, following the legal and professional guidelines discussed in class
    • Create an Individualized Education Program for a secondary aged student that includes a transition component, following the legal and professional guidelines discussed in class
    Learner Outcomes Approval Date:
    11/17/11
  
  • EDSE 432 - Strategies for Working with Students with Low Incidence Disabilities


    Description:
    Designed to introduce prospective teachers to the research supported strategies necessary for effective implementation for students with low incidence disabilities.

    Prerequisites:
    Prerequisites: EDSE 310, EDSE 311, EDSE 410, EDSE 411, and admission to the Teacher Certificate Program.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student/teacher candidate will be able to:

    • Identify evidence supported strategies for teaching students with low incidence disabilities
    • Identify research supported curricula materials and adaptations for students with low incidence disabilities
    • Identify evidence supported self-advocacy practices for students with low incidence disabilities
    Learner Outcomes Approval Date:
    11/17/11
  
  • EDSE 433 - Pre-school for Students with Developmental Delays


    Description:
    An overview of services for children with disabilities, aged birth-6, including legislation, risk factors, educational development, alternative delivery systems and intervention approaches and environments.

    Prerequisites:
    Prerequisites: EDF 302 or EDSE 310, current WSP/FBI fingerprint clearance, and admission to Teacher Certification Program.

    Credits: (3)

  
  • EDSE 460 - Collaboration with Parents, Paraprofessionals, and Community Agencies


    Description:
    Designed to introduce prospective teachers to the legal requirements of special education including eligibility, programming and instruction. Also emphasizing skills necessary for collaborative relationships in the team process.

    Prerequisites:
    Prerequisite: conditional or full admission to the Teacher Certification Program.

    Credits: (4)

  
  • Learning Agreement Forms

    EDSE 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 required. May be repeated for credit. Grade will either be S or U.

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

    Credits: (1-12)

  
  • EDSE 491 - Workshop


    Description:
    May be repeated for credit.

    Prerequisites:
    Prerequisite: admission to the Teacher Certification Program or permission of the instructor.

    Credits: (1-6)

  
  • EDSE 495 - Practicum


    Description:
    Practical experience with children having learning, behavioral or physical disabilities; using behavioral management techniques in an effort to bring the child up to maximum potential as determined by his/her flexibility, sociality and capacity. May be repeated up to 16 credits. Grade will either be S or U.

    Prerequisites:
    Prerequisite: current WSP/FBI fingerprint clearance.

    Credits: (5-16)

  
  
  • EDSE 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

  
  • EDSE 498 - Special Topics


    Credits: (1-6)

  
  • EDSE 499 - Seminar


    Credits: (1-5)


Electronics Engineering Technology (EET)

  
  • EET 101 - Everyday Electronics


    Description:
    An introduction to electronics history, analog and digital circuit components, common troubleshooting practices, and circuit analysis techniques, with an emphasis on modern devices and their impact on society. Course will be offered every year (Fall, Winter, Spring, Summer).

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Develop a written report that communicates a subset of electronics history, and analysis of its social, political and ethical implications
    • Demonstrate an ability to identify electronic components
    • Demonstrate an ability to differentiate between analog and digital circuits
    • Demonstrate an ability to make a presentation that communicates an analysis of a modern electrical device and its impact on society
    • Demonstrate an ability to prototype and solder an electrical circuit
    • Demonstrate an ability to identify common circuit analysis techniques
    Learner Outcomes Approval Date:
    1/18/18
  
  • EET 221 - Basic Electricity


    Description:
    The fundamental principles of DC and steady state AC circuit analysis are introduced. Analysis techniques include series/parallel equivalence, nodal, mesh, and phasor analysis. Three hours of lecture per week. Course will be offered every year (Fall).

    Prerequisites:
    Prerequisite: MATH 154 or instructor permission. Co-requisite: EET 221LAB.

    Credits: (3)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Use the basic electrical laws (Ohm’s Law, Kirchhoffs Voltage Law, Kirchhoffs Current Law, power) to analyze electrical circuits.
    • Solve direct current (DC) series, parallel, and series-parallel networks.
    • Solve alternating current (AC) series and parallel networks using complex notation.
    Learner Outcomes Approval Date:
    4/6/18
  
  • EET 221LAB - Basic Electricity Laboratory


    Description:
    Basic Electricity Laboratory.  Must be taken concurrently with EET 221. Two hours of laboratory per week. Course will be offered every year (Fall).

    Credits: (1)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Classify resisters, capacitors, and inductors by shape, size, and part makings.
    • Measure voltage, current, and resistance using a multimeter.
    • Measure voltage, frequency, and time using an Oscilloscope.
  
  • EET 231 - Introduction to Electrical Power


    Description:
    An introduction to electrical power and energy conversion in DC, single phase AC and balanced three phase AC systems.

    Prerequisites:
    Prerequisite: EET 221 and MATH 172.

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Identify DC, single phase AC, and three phase AC systems.
    • Determine power in DC systems.
    • Determine Complex, Real, Reactive, and Apparent power in single phase AC systems.
    Learner Outcomes Approval Date:
    12/3/2014
  
  • EET 271 - Digital Circuits


    Description:
    Introduction to number systems, Boolean algebra, combinational logic, and the analysis and design of digital logic circuits. Formerly EET 371; student may not receive credit for both. Three hours lecture and two hours laboratory per week. Course will be offered every year (Winter).

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Demonstrate an ability to compute equivalents for numbers moving them between the binary, decimal, octal and hexadecimal number systems
    • Demonstrate an ability to use Boolean algebra, truth tables, and Karnaugh maps to analyze and optimize digital circuits
    • Demonstrate an ability to implement given digital circuit designs using combinational logic
    • Demonstrate an ability to use manufacturer’s data sheets to select appropriate digital logic components and verify their proper operation
    • Demonstrate an ability to communicate their development process, work, assumptions, and evaluations to their peers and instructor
  
  • EET 298 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

  
  • EET 299 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

  
  • EET 312 - Basic Electronics


    Description:
    Analysis of semiconductor devices and their application in power supplies, amplifiers, and control circuits. Three hours lecture and two hours laboratory per week. Course will be offered on on odd numbered years (Winter).

    Prerequisites:
    Prerequisite: EET 221 and EET 221LAB.

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Demonstrate an ability to construct and analyze Diode circuits.
    • Demonstrate an ability to construct and analyze Bipolar Junction Transistor (BJT) circuits.
    • Demonstrate an ability to construct and analyze Field-Effect Transistor (FET) circuits.
    • Demonstrate an ability to design, assemble, and analyze voltage regulator circuits
    • Demonstrate an ability to assemble and analyze voltage, current, and power amplifiers.
    • Demonstrate an ability to communicate assumptions, results, and conclusions about technical information in a coherent and prescribed format.
  
  • EET 323 - Active Linear Circuits


    Description:
    Analysis and design of operational amplifier circuits including amplifiers, comparators, active filters, controls, and instrumentation devices. Three hours lecture and two hours laboratory per week. Course will be offered on on odd numbered years (Spring).

    Prerequisites:
    Prerequisites: EET 312 and MATH 172.

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Design, analyze, and implement electronic circuits containing operational amplifiers and other active linear devices.
    • Demonstrate an ability to design and construct multistage amplifiers and analyze their output.
    • Demonstrate an ability to analyze amplifiers frequency response.
    • Demonstrate an ability to explain the behavior of typical amplifier and comparator circuits using active linear devices.
    • Demonstrate an ability to use electronic test instruments and software tools to evaluate electronic circuits.
    • Demonstrate an ability to execute an analog hardware development process (design, implementation, and verification).
    • Demonstrate an ability to communicate assumptions, results, and conclusions about technical information in a coherent and prescribed format.
  
  • EET 325 - Electrical Networks


    Description:
    Introduction to continuous-time linear signals and systems. Topics include differential-equation models, convolution, and Fourier analysis. Formerly EET 313; student may not receive credit for both. Four hours of lecture per week. Course will be offered every year (Fall).

    Prerequisites:
    Prerequisites: EET 221 and EET 221LAB and MATH 173.

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Demonstrate an ability to use Ohm’s law and Kirchhoff’s voltage and current laws to develop resistive circuit equivalency models.
    • Demonstrate an ability to Ohm’s law and Kirchhoff’s voltage and current laws to analyze circuits using mesh equivalencies.
    • Demonstrate an ability to Ohm’s law and Kirchhoff’s voltage and current laws to analyze circuits using node equivalencies.
    • Demonstrate an ability to analyze inductive transients and equivalent circuits.
    • Demonstrate an ability to analyze capacitive transients and equivalent circuits.
    • Demonstrate an ability to analyze initial, final, and first-order circuits.
  
  • EET 332 - Generation of Electrical Power


    Description:
    An introduction to the generation of electrical power. the economic considerations associated with power plant operation will be introduced as well as methods used to analyze three phase systems. Theory is re-enforced with field trips to power generation sites.  Three hours lecture and two hours laboratory per week. Course will be offered on even numbered years (Winter).

    Prerequisites:
    Prerequisite: EET 221 and EET 221LAB or permission of instructor.

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Demonstrate an ability to analyze the magnetics of motors, generators, and transformers.
    • Demonstrate an ability to analyze DC generators circuits.
    • Demonstrate an ability to analyze ideal and practical transformers.
    • Demonstrate an ability to analyze single and three phase AC generators circuits.
    • Demonstrate an ability to analyze single and three phase induction motors.
  
  • EET 343 - Process Control


    Description:
    Application of analog and digital controller principles to process control systems. Three hours lecture and two hours laboratory per week.

    Prerequisites:
    Prerequisites: EET 324 and IET 242.

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student will be able to:

    • Develop an understanding of the fundamental mathematical and physical characteristics and rudimentary uses of standard mechanical sensors.
    • Acquire an understanding of the fundamental mathematical and physical characteristics and elementary uses of accepted optical sensors.
    • Gain a basic understanding of the operation and uses of traditional final control elements.
    • Attain a basic understand of discrete-state control and the prevailing equipment used to carry out its processes.
    • Gain an understanding of the long- established controller modes of operation.
    • Introduced to the fundamental concepts of fuzzy logic and control.
 

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