Course Descriptions

EDHE 560 - The American Community College Student

• Articulate the organizational structure of administrative functions of a community college.
• Identify the critical issues facing community college today and in the near future.
• Articulate the theory and research of adult learning within the American community college student population.
• Frame an understanding of policies, programs and practices among American community colleges.
• Identify the issues facing students in American higher education.
• Develop an understanding of the differences and similarities in issues related to community colleges and four-year colleges and universities.
• Articulate the demographic and trends of American community colleges as they relate to student success.

EDHE 561 - Student Success in American Higher Education

• Articulate policies programs and practices to promote student success in American higher education.
• Identify and articulate the breadth of the issues relating to student success in American higher education.
• Articulate the demographics and trends of students in American higher education.
• Explain historical and emerging student development theories and apply theory to practice through case study analysis.
• Attain and demonstrate a solid knowledge of student success theory and become conversant in the cotn1non theoretical language(s) used in the field.

EDHE 572 - Leadership and Supervision in Higher Education

• Comprehend and describe the concepts of organizational and administrative theory literature within higher and postsecondary education.
• Demonstrate the ability to integrate the proven, traditional and functional approach to supervisory management, and apply it to today’s knowledge-based and multicultural workforce.
• Demonstrate the ability to analyze various frames and models that illustrate how culture influences organizational decision making and outcomes.
• Demonstrate skill in staff recruitment and selection, supervision, evaluation and personnel management, project management, assessment and strategic planning.
• Demonstrate the ability to effectively communicate on a professional level with workers, unions and other management personnel including: leading, motivating, coaching, appraising, disciplining and problem solving.
• Demonstrate the ability to analyze problem situations and suggest possible solutions.

EDHE 581 - Finance in Colleges and Universities

• Describe the critical resources to public and private institutions of higher education and recognize the degree of reliance of public and private institutions on particular resources and the implications/effects of threats or changes in these resource flows or allocation processes.
• Articulate the issues and debates surrounding state support of higher education and describe the issues and debates surrounding federal research policy and higher education’s growing entrepreneurial orientation.
• Describe the evolution of thinking about planning in higher education, how it is commonly practiced, and the utility of applying concepts developed in business to the higher education setting, and discuss key resource issues surrounding fund raising, endowment management, facilities, and information technology.

EDHE 589 - Higher Education Law

• Explain how the legal structure and governance of higher education and the judicial system affect policies and practices.
• Recognize key Constitutional and statutory provisions in the law.
• Articulate the key court rulings that establish legal parameters (students will be expected to outline or “brier• each of the assigned cases).
• Demonstrate the ability to apply legal concepts from an administrative perspective, and be able to use basic legal terminology.
• Explain how institutional regulations/directives translate the law into on-the-job requirements.

EDHE 596 - Individual Study

EDHE 598 - Special Topics

EDHE 599 - Seminar

EDHE 696 - Individual Study

EDHE 698 - Special Topics

EDHE 699 - Seminar

EDHE 700 - Master’s Thesis, Project Study and/or Examination

EDLM 510 - Introduction to Library Media Issues

• Write a five page paper addressing diversity issues as it pertains to access.
• Critique five school Bring Your Own Device models with attention to equal access and school policy issues.
• Write a five page paper addressing fair use of others’ materials.
• Create a professional development plan on internet access to implement in a school setting.
• Analyze case studies dealing intellectual freedom.
• Develop a professional development plan for staff.
• Develop a paper on cultural proficient leadership practice and present it in class.

EDLM 514 - Technology Tools for the Library

• Identify and be able to name trends in library technologies.
• List tools of technology and describe how to effectively buy technology.
• Name and describe various storage media.
• List and describe Web 2.0 and social networking technologies.
• Use word processing software for appropriate library applications.
• Use spread sheets for appropriate library applications.
• Use presentation software for appropriate library application.
• Describe the basics of how a database works.
• Use photo editing and video editing software for appropriate library applications.
• Use audio editing software and podcasting for appropriate library application
• Demonstrate how to incorporate media and technology into lesson plans.

EDLM 516 - Application of Technology Resources

• Explain the role of computer networks and library systems software in libraries.
• Demonstrate comprehension of use 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 the use of Google Earth.
• Describe information processing models and how to promote them.

EDLM 526 - Instructional Methods in the Library

• Identify the role of Library Media Center as explained in the ALA handbook
  Information Power.
• State the national and state standards for library, information literacy and technology.
• Use benchmarks and grade level indicators.
• Give examples of collaboration.
• Define curriculum mapping and describe its importance in meeting standards.
• Identify the various literature connections that can be used to enhance lesson plans.
• Explain the importance of reading promotions.
• Explain the importance of a mission statement and goals that support a diverse population.
• Design problem-based, resource-based, inquiry-based, and project- based learning to structure their authentic learning activity.

EDLM 536 - Survey of Children’s and Young Adult Literature

• Identify the seven genres of children’s literature and YA literature and be familiar with books in each genre.
• Identify leading authors and their books in the various areas of children’s and YA literature.
• List major illustrators of children’s literature.
• Prepare promotion strategies to present children’s literature and promote reading.
• Identify literature from various cultural groups around the world and compare different version of fairytales.
• Discuss issues of censorship.

EDLM 548 - Collection Development/Library Media

• Demonstrate a working knowledge of the variety of selection aids available to them in formats of book, audiovisual, and on-line sources.
• Demonstrate knowledge of methods to deal with censorship and intellectual freedom issues.
• Develop a plan for purchase of items in a specific curriculum area using the limited resources available to the library media specialist today.
• Identify with literature which can be correlated with the content areas of the curriculum.
• Design how to integrate the library media center into the various curriculum areas of the school setting.

EDLM 558 - Cataloging and Classification for Library Media

• Demonstrate an understanding of the theories and accepted principals of standardized card cataloging systems and how resources are searched, enabling candidates to provide LMC patrons with effective access to learning resources.
• Identify matching MARC records when available. Understand online bibliographic data such as OCLC, LC, and other records.
• Edit basic MARC bibliographic records for both print and non-print formats.
• Demonstrate an understanding of procedures for classifying, cataloging and processing school library media resources that facilitate computerized MARC (Machine Readable) format and resource sharing.
• Assign an appropriate Dewey Decimal Classification number to bibliographic records, and understand both the logical/intellectual organization of knowledge and information and the physical organization of resources.
• Assign appropriate Sears Subject Headings to bibliographic records.

EDLM 568 - Research and Information Fluency

• Evaluate resources before purchasing.
• Prepare effective reference services.
• Explain the importance of diverse educators in higher education.
• Explain the importance of effectively promoting new material, technology and services.
• List and describe the different research models.
• Develop skills to be an effective searcher by using proper search mechanics and search language.
• Organize appropriate resources for a library using selection tools, needs assessment and collection and curriculum mapping.
• State and use information literacy standards.

EDLM 578 - Administration of Library Media Programs

• Develop personal, professional, and program goals to facilitate growth that supports your philosophy statement
• Use budget and facility reports, flyers and library promotions as effective means of communication with students, faculty, staff, administrators, parents, other colleagues and the general public.
• Demonstrate knowledge in the basic principles of evaluating, selecting, and maintaining resources and equipment to provide a collection of internal holdings and external access points that supports the educational goals of the school.
• 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.
• Identify and use tools necessary to be a leader and facilitator of learning within schools and as a collaborator with staff, administrators and students in the development of effective teaching and learning strategies.
• Develop a school library media program dedicated to providing access to information and ideas.
• Develop a school library management plan that meets the school improvement plan, learning standards and needs of patrons.
• Align library curriculum to state learning standards, Information Power standards and AASL learning standards.
• Develop an understanding of the basics of copyright laws.

EDLM 592 - Library Media Experience

• 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

EDLM 596 - Individual Study

EDLM 598 - Special Topics

EDLM 599 - Seminar

EDLM 696 - Individual Study

EDLM 698 - Special Topics

EDLM 699 - Seminar

EDLT 520 - Literacy Curriculum: Design and Delivery

• Identify important principles for evaluating literacy curriculum/programs/materials WA Read Standards: 1, 3, 4, 6 IRA Standards: 1, 2, 5 CTL Standards: 1.1
• Identify and describe effective literacy curriculums/programs/materials WA Read Standards: 3 IRA Standards: 2, 5 CTL Standards: 1.1
• Construct strategies and tools for evaluating literacy   curriculums/programs/materials. WA Read Standards: 3, 5 IRA Standards: 2, 6 CTL Standards: 1.1, 1.3
• Develop strategies for reviewing literacy curriculums/programs/materials. WA Read: 3, 5 IRA Standards: 2, 6 CTL Standards: 1.1, 1.3, 1.4
• Develop effective literacy curriculum. WA Read: 3 IRA Standards: 1, 2 CTL Standards: 1.1, 1.3
• Identify processes for collaboratively developing literacy curriculum. WA Read Standards: 3, 5 IRA Standards: 2, 6 CTL Standards: 1.1, 1.3, 1.4
• Construct a plan for grade level/school/teaching team collaboration in developing literacy curriculum. WA Read Standards: 3, 5 IRA Standards: 2, 6 CTL Standards: 1.1, 1.3, 1.4
• Identify gaps in mandated curriculums WA Read Standards: 1, 3 IRA Standards: 1, 2 CTL Standards: 1.1, 1.3
• Explain the influence of literacy curriculum/program/materials on students’ learning WA Read Standards: 3, 4 IRA Standards: 2, 4 CTL Standards: 1.1, 1.3
• Construct a plan for working within the boundaries of mandated curriculum/programs and address gaps/meet the needs of all students. WA Read Standards: 3, 5 IRA Standards: 2, 6 CTL Standards: 1.1, 1.3, 1.4
• Communicate information to public and policymakers about literacy curriculum/programs/materials WA Read Standards: 3, 5 IRA Standards: 2, 6 CTL Standards: 1.4

EDLT 521 - Program Organization: Literacy Coaching and Leadership

• Identify important principles coaching and professional development WA Read Standards: 1, 2, 3, 4, 6 IRA Standards: 1, 2, 3, 4, 5, 6 CTL Standards: 1.1
• Identify and describe effective strategies for professional development in literacy WA Read Standards: 5 IRA Standards: 6 CTL Standards: 1.1
• Construct strategies and tools for improving literacy practices in K-12 classrooms and schools. WA Read Standards: 3, 5 IRA Standards: 2, 3, 6 CTL Standards: 1.1, 1.3
• Develop strategies for coaching teachers. WA Read: 3, 5 IRA Standards: 6 CTL Standards: 1.1, 1.3, 1.4
• Conduct effective literacy coaching and professional development. WA Read: 5 IRA Standards: 6 CTL Standards: 1.1, 1.3
• Identify processes for collaboratively developing literacy professional development. WA Read Standards: 5 IRA Standards: 6 CTL Standards: 1.1, 1.3, 1.4
• Construct a plan for grade level/school/teaching team professional growth in literacy. WA Read Standards: 5 IRA Standards: 6 CTL Standards: 1.1, 1.3, 1.4
• Identify gaps in literacy teaching and learning. WA Read Standards: 1, 2, 5 IRA Standards: 1, 2, 6 CTL Standards: 1.1, 1.3
• Explain the influence of literacy coach on teacher practice and student learning. WA Read Standards: 3, 4 IRA Standards:  2, 6 CTL Standards: 1.1, 1.3

EDLT 523 - Issues and Trends in Literacy Research

• Demonstrate knowledge of current issues and trends in literacy research WA Read: 1.2.8; 3.2.6; 6.1 IRA Standard: 1, 2 CTL Standard: 1
• Demonstrate knowledge of current practices in literacy teaching and learning WA Read: 1, 2, 3, 6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Examine, analyze, and reflect on current practices in literacy. WA Read: 1.3.1; 1.3.2; 1.3.3; 2.2.5; 3.1.5; 4.1; 5.1; 6.3.3; 6.3.4 IRA Standard: 1, 4, 5 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate knowledge of appropriate literacy teaching strategies for modifying instructional methods based on factors such as socioeconomic, emotional, culture, language, dialect, motivation, behavior, cognition, and ethnic diversity WA Read: 1,2,3,6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Read, analyze, and critique research related to literacy teaching and learning WA Read: 1, 5.2; 6.1 IRA Standard: 1, 4; 6 CTL Standard: 1; 4
• Revise/adjust personal practice in literacy instruction based on current research. WA Read: 5 IRA Standard: 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate knowledge of researched- based literacy practices for use of instructional technology WA Read: 3, 4, 6 IRA Standard: 2, 5 CTL Standard: 1, 2, 3,4, 5, 6, 7
• Participate as a member of a professional learning community in order to reflect and improve upon classroom practices WA Read: 5 IRA Standard 6 CTL Standard 1.4
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EDLT 525 - Psychology of Reading

• Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction. WA Read: 1.3.1; 1.3.2; 1.3.3; 2.2.5; 3.1.5; 4.1; 5.1; 6.3.3; 6.3.4 IRA Standard: 1, 4, 5 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate knowledge of reading research and histories of reading WA Read: 1, 2, 3, 6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity. WA Read: 1.3.1; 1.3.2; 1.3.3; 2.2.5; 3.1.5; 4.1; 5.1; 6.3.3; 6.3.4 IRA Standard: 1, 4, 5 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated influent reading. WA Read: 1.2.8; 3.2.6; 6.1 IRA Standard 1 CTL Standard 1.1

EDLT 526 - Assessing Literacy

• Demonstrate knowledge of literacy terminology WA Read: 1.2.8; 3.2.6; 6.1 IRA Standard 1 CTL Standard 1.1
• Demonstrate how school factors, culture, language, dialect, and ethnic diversity among learners can influence literacy development. WA Read: 1.3.1; 1.3.2; 2.2.5; 3.1.5; 4.1; 5.1; 6.3.3; 6.3.4 IRA Standard 1, 4, 5 CTL Standard 1.3
• Demonstrates the knowledge of the importance of including families and other interested parties in the assessment process. WA Read: 1.3.3; 6.2; 6.3.6 IRA Standard 1, 3, 4, 5 CTL Standard 1.3; 1.4
• Demonstrate knowledge of selecting a wide- range of assessment tools to match instruction. WA Read: 2.2.1; 2.2.2; 3.3; 4.1; 6.3; 6.3.5, 6.5.8 IRA Standard 2, 3 CTL Standard 1.3; 1.4
• Demonstrate knowledge of interpreting assessment results to inform instruction, including use of student strengths, targets, developmental stages, literacy levels, literacy components, and cultural and linguistic backgrounds. WA Read: 2.2.1; 2.2.2; 2.2.3; 2.2.4; 2.2.5; 3.3; 4.1; 5.1; 6.3.1, 6.3.3; 6.3.4; 6.3.5; 6.5.8 IRA Standard 2, 3, 5 CTL Standard 1.1; 1.3; 1.4
• Demonstrate purpose of on-going and long- term monitoring of student progress using a wide range of assessment tools. WA Read: 2.2.2; 2.2.6; 6.1; 6.3.2; 6.3.3; 6.3.4; 6.5.8 IRA Standard 3 CTL Standard 1.3, 1.4
• Participate as a member of a professional learning community in order to improve assessment and instruction WA Read: 5.2; 5.3; 6.1; 6.3.6 IRA Standard 6 CTL Standard 1.4

EDLT 528 - Personalizing Literacy Instruction

• Identify important principles of personalized instruction including the influence of cultural and linguistic diversity. WA Read: 1.3, 2.2.3, 2.2.5, 3.1, 3.2, 4.1, 4.4, 5.1, 6.3.3, 6.5.8 IRA Standard 1, 2, 4, 5 CTL Standard 1.1, 1.3, 1.4
• Identify and describe effective   personalized instruction for individuals and small groups. WA Read: 2.2.3, 2.2.5, 3.1, 3.2.1, 5.1, 6.1, 6.4, 6.5 IRA Standard 2, 4, 5 CTL Standard 1.3
• Construct thoughtful personalized goals and plans for individuals and groups based in data- driven assessments. WA Read: 2.2.3, 2.2.5, 4.2, 4.6, 6.1, 6.3, 6.4 IRA Standard 2. 3, 4, 5 CTL Standard 1.3; 1.4
• Construct and model instructional strategies for the essential components of literacy, including writing. WA Read: 2.2.5, 3.1, 3.2, 3.2.3, 4.5, 5.1, 6.1, 6.5, 6.6 IRA Standard 2, 4, 5 CTL Standard 1.3; 1.4
• Locate, read, synthesize, and report on current literacy research. WA Read: 1.0, 5.2, 6.1 IRA Standard 1, 2, 4, 6  CTL Standard 1.1; 1.3; 1.4
• Identify and work with other learning professionals in order to support the needs of learners WA Read: 5.3, 6.3.3, 6.3.4, 6.3.6 IRA Standard 2, 4, 6 CTL Standard 1.3, 1.4
• Construct a plan for parents in order to support literacy in the home. WA Read: 5.1, 6.2, 6.6 IRA Standard 2, 4, 5, 6 CTL Standard 1.4
• Identify materials, methods, and processes that may be used in literacy instruction. WA Read: 3.1.1, 3.2, 3.3, 4.4, 6.5 IRA Standard 2, 4, 5 CTL Standard 1.1; 1.3
• Explains the influence of school programs on students’ learning WA Read: 3.1.4, 3.1.5, 6.5, 6.6 IRA Standard 2, 4, 5, 6 CTL Standard 1.1; 1.3
• Construct a plan for a school-wide literacy program WA Read: 3.1.4, 3.1.5, 5.3 IRA Standard 1, 2, 4, 5, 6 CTL Standard 1.1; 1.3
• Communicates information to public and policymakers about literacy instruction WA Read: 5.2, 6.3.6 IRA Standard 1, 6 CTL Standard 1.1; 1.3

EDLT 534 - Learning Theories: Research and Applications

• Demonstrate knowledge of major learning theories CEC Standard 2: ACC2K2 WA Read: 1.2.8; 3.2.6; 6.1 IRA Standard: 1 CTL Standard: 1
• Demonstrate knowledge of the relationship between theories and methodologies of teaching and learning including adaptation and modification of curriculum for students with disabilities/diverse needs CEC Standard 2: ACC2K2 WA Read: 1, 2, 3, 6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Research how factors, such as school political, socioeconomic, emotional, culture, language, dialect, motivation, behavior, cognition, and ethnic diversity among learners can influence learning CEC Standard 2: ACC2Kl WA Read: 1.3.1; 1.3.2; 1.3.3; 2.2.5; 3.1.5; 4.1; 5.1; 6.3.3; 6.3.4 IRA Standard: 1, 4, 5 CTL Standard: 1, 2, 4, 5, 6, 7
• Reflect and apply learning theories to current classroom practice CEC Standard 2: ACC2S3, Standard 5: SA5K3 WA Read:   1;2;3;4;5;6 IRA Standard: 1, 2, 3, 4, 5, 6 CTL Standard: 1; 3; 4; 6; 7
• Demonstrate knowledge of developmentally appropriate strategies for modifying instructional methods and learning environment CEC Standard 2: ACC2K6 WA Read: 1, 2, 3, 6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Read, analyze, and critique learning theory research CEC Standard 3: ACC3S3 WA Read: 1, 5.2; 6.1 IRA Standard: l, 4; 6 CTL Standard: 1; 4
• Refine personal theories and beliefs CBC Standard 2: ACC2S3 WA Read: 5 IRA Standard: 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate knowledge of programs and strategies that promote meaningful school engagement for individuals with exceptional/diverse learning needs CEC Standard 2: SA2K2 WA Read: 1, 2, 4, 6 IRA Standard: 1, 2, 4 CTL Standard: 1
• Demonstrate knowledge of theories and practices for use of instructional technology for all learners CBC Standard 2: SA2S3 WA Read: 3, 4, 6 IRA Standard: 2, 5 CTL Standard: 1, 2, 3,4, 5, 6, 7
• Explain the relevance/importance of social and cultural factors within evidence-based classroom practices. CBC Standard 2: ACC2Kl WA Read: 3; 4; 6 IRA Standard 2, 3, 4. 5 CTL Standard 1, 2, 5, 6, 7
• Participate as a member of a professional learning community in order to reflect and improve upon classroom practices CBC Standard 4: ACC4K2 WA Read: 5 IRA Standard 6 CTL Standard 1.4

EDLT 535 - Teaching Diverse Learners

• Demonstrate knowledge of the effects of the cultural and environmental milieu of the individual and the family on behavior and learning CEC Standard 2: ACC2Kl WA Read: 1.2.8; 3.2.6; 6.1 IRA Standard: 1 CTL Standard: 1
• Demonstrate knowledge of the theories and methodologies of teaching and learning, including adaptation and modification of curriculum CEC Standard 2: ACC2K2 WA Read: 1, 2, 3, 6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Explain the effects of cultural, social, and economic diversity and variations of individual development to inform the development of programs and services for individuals with diverse learning needs. CEC Standard 2: ACC2K3 WA Read: 1.3.1; 1.3.2; 1.3.3; 2.2.5; 3.1.5; 4.1; 5.1; 6.3.3; 6.3.4 IRA Standard: 1, 4, 5 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate how to coordinate educational standards to the needs of individuals with diverse learning needs CEC Standard 2: ACC2S3, Standard 5: SA5K3 WARead: 1;2;3;4;5;6 IRA Standard: 1, 2, 3, 4, 5, 6 CTL Standard: 1; 3; 4; 6; 7
• Interpret and apply current laws, regulations, and policies as they apply to the administration of services to individuals with diverse learning needs and their families CEC Standard 1: SA1Sl WA Read: 1, 2, 3, 6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Communicate a personal inclusive vision and mission for meeting the needs of individuals with diverse learning needs and their families CEC Standard 1: SA1S5 WA Read: 1, 5.2; 6.1 IRA Standard: 1, 4; 6 CTL Standard: 1; 4
• Identify evidence-based practices validated for specific characteristics of diverse learners and settings CEC Standard 3: ACC3Kl WA Read: 5 IRA Standard: 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate knowledge of programs and strategies that promote meaningful school engagement for individuals with exceptional/diverse learning needs CEC Standard 2: SA2K2 WARead: 1,2,4,6 IRA Standard: 1, 2, 4 CTL Standard: 1
• Demonstrate the use of instructional technology for all learners CBC Standard 2: SA2S3 WA Read: 3, 4, 6 IRA Standard: 2, 5 CTL Standard: 1, 2, 3,4, 5, 6, 7
• Participate as a member of a professional learning community in order to reflect and improve upon classroom practices CBC Standard 4: ACC4K2 WA Read: 5 IRA Standard 6 CTL Standard 1.4

EDLT 536 - Understanding Research Methods

• Explain the differences between qualitative, quantitative, and action research and when each is appropriate to use CEC Standard 3: WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Identify and compare the different types of quantitative, qualitative, and action research CEC Standard 3: WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Identify the ethical issues related to the use of quantitative, qualitative, and action research. CEC Standard 3 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1; 3; 4; 6; 7
• Demonstrate skills in evaluating quantitative, qualitative, and action research. CEC Standard 3: WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1; 4
• Demonstrate skills in interpreting quantitative, qualitative, and action research. CEC Standard 3; 5   WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Use the format of a research/article CEC Standard 2: WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Conduct a review/search of the literature for chosen research problem or question CEC Standard 3 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Use the current APA convention when writing and citing research CEC Standard 3 WA Read: 5.2; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Participate as a member of a professional learning community in order to reflect and improve upon scholarly writing CEC Standard 3; 5; 6 WA Read: 5.2; 5.3; 6.1 IRA Standard 1, 6 CTL Standard 1.4

EDLT 537 - Designing and Writing Research

• Demonstrate skills in evaluating quantitative, qualitative, and action research.  CEC Standard 3 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1; 4
• Demonstrate skills in interpreting quantitative, qualitative, and action research. CEC Standard 3 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate the format of a research article/thesis/project. CEC Standard 3 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Write research proposal CEC Standard 3; 5 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Write complete draft of background, literature review, and methodology of research. CEC Standard 3; 5 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Use the current APA convention when writing and citing research. CEC Standard 3 WA Read: 5.2; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Participate as a member of a professional learning community in order to reflect and improve upon scholarly writing. CEC Standard 3; 6 WA Read: 5.2; 5.3; 6.1 IRA Standard 1, 6 CTL Standard 1.4

EDLT 590 - Cooperative Education

EDLT 591 - Workshop

EDLT 592A - Practicum: Literacy Curriculum-Design and Delivery

• Identify and describe effective literacy curricula, programs, materials WA Read Standards: 3 IRA Standards 2, 5 CTL Standards, 1.1
• Construct strategies and tools for evaluating literacy curricula/programs/materials WA Read Standards: 3,5 IRA Standards 2, 6 CTL Standards, 1.1, 1.3
• Develop strategies for reviewing literacy curricula, programs, materials WA Read Standards: 3, 5 IRA Standards 2, 6 CTL Standards, 1.1, 1.3, 1.4
• Develop effective literacy curriculum WA Read Standards: 3 IRA Standards 1, 2 CTL Standards, 1.1, 1.3
• Identify processes for collaboratively developing literacy curriculum WA Read Standards: 3, 5 IRA Standards 2, 6 CTL Standards, 1.1, 1.3, 1.4
• Construct a plan for grade level/school/teaching team collaboration in developing literacy curriculum WA Read Standards: 3, 5 IRA Standards 2, 6 CTL Standards, 1.1, 1.3, 1.4
• Construct a plan for working within the boundaries of mandated curriculum/programs and address gaps to meet the needs of all students WA Read Standards: 3, 5 IRA Standards 2, 6 CTL Standards, 1.1, 1.3, 1.4
• Communicate information to public and policymakers about literacy curriculum/programs/materials WA Read Standards: 3, 5 IRA Standards 2, 6 CTL Standards, 1.4

EDLT 592B - Practicum: Program Organization

• Construct strategies and tools for improving literacy practices in K-12 classrooms and schools. WA Read Standards: 3, 5 IRA Standards: 2, 3, 6 CTL Standards: 1.1, 1.3
• Conduct effective literacy coaching and professional development. WA Read: 5 IRA Standards: 6 CTL Standards: 1.1, 1.3
• Construct a plan for grade level/school/teaching team professional growth in literacy. WA Read Standards: 5 IRA Standards: 6 CTL Standards: 1.1, 1.3, 1.4
• Construct a plan for working within the boundaries of mandated curriculum/programs and address the needs of all teachers. WA Read Standards: 3, 5 IRA Standards: 2, 6 CTL Standards: 1.1, 1.3, 1.4
• Communicate information to public and policymakers about literacy promoting growth in literacy teaching and learning. WA Read Standards: 3, 5 IRA Standards: 2, 6 CTL Standards: 1.4

EDLT 592C - Practicum: Teaching Diverse Learners

• Demonstrate knowledge of the theories and methodologies of teaching and learning, including adaptation and modification of curriculum CBC Standard 2: ACC2K2 WA Read: 1, 2, 3, 6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Explain the effects of cultural, social, and economic diversity and variations of individual development to inform the development of programs and services for individuals with diverse learning needs. CBC Standard 2: ACC2K3 WA Read: 1.3.1; 1.3.2; 1.3.3; 2.2.5; 3.1.5; 4.1; 5.1; 6.3.3; 6.3.4 IRA Standard: 1, 4, 5 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate understanding of how to coordinate educational standards to the needs of individuals with diverse learning needs CBC Standard 2:  CC2S3, Standard 5: SA5K3 WARead:   1;2;3;4;5;6 IRA Standard: 1, 2, 3, 4, 5, 6 CTL Standard: 1; 3; 4; 6; 7
• Interpret and applies current laws, regulations, and policies as they apply to the administration of services to individuals with diverse learning needs and their families CBC Standard 1: SAlSl WA Read: 1, 2, 3, 6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Demonstrates evidence-based practices validated for specific characteristics of diverse learners and settings CEC Standard 3: ACC3Kl WA Read: 5 IRA Standard: 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate knowledge of programs and strategies that promote meaningful school engagement for individuals with exceptional/diverse learning needs CEC Standard 2: SA2K2 WARead: 1,2,4,6 IRA Standard: 1, 2, 4 CTL Standard: 1
• Demonstrate use of instructional technology for all learners CBC Standard 2: SA2S3 WA Read: 3, 4, 6 IRA Standard: 2, 5 CTL Standard: 1, 2, 3,4, 5, 6, 7
• Participate as a member of a professional learning community in order to reflect and improve upon classroom practices CEC Standard 4: ACC4K2 WA Read: 5 IRA Standard 6 CTL Standard 1.4

EDLT 592D - Practicum: Assessing and Personalizing Literacy Growth and Development

• Use of a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. WA READ 3.1, 6.3, 6.4, 6.5 IRA 2, 4, 5
• Use of 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. WA READ 3.1, 6.3, 6.4, 6.5 IRA Standard 2, 4, 5
• Use a wide range of assessment tools and practices that range from individual and group informal classroom assessment strategies, including technology-based assessment tools. WA READ 2.1, 6.3 IRA Standard 2, 3, 4, 5
• Place students along a developmental continuum and identify students’ proficiencies and difficulties. WA READ 1.1.1, 2.2.1 IRA Standard 2, 3, 4, 5
• Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds. WA READ 2.2.5, 6.3 IRA Standard 2, 3, 4, 5
• Communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.). WA READ 6.2, 6.3.6 IRA Standard 2, 3, 4, 6
• Use students’ interests, reading abilities, and backgrounds as foundations for the reading writing program. WA READ 6.5.8 IRA Standard 2, 3, 4, 5
• Use a large supply of books, technology- based information, and nonprint materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. WA READ 3.1.1, 4.4, 4.5 IRA Standard 2, 4, 5
• Model reading and writing enthusiastically as valued lifelong activities. WA READ 6.5.7, 6.6.5 IRA Standard 2, 4, 5, 6
• Motivate learners to be lifelong learners. WA READ 6.6 IRA Standard 2, 4, 5
• Work with colleagues to observe, evaluate, and provide feedback on each other’s practice. WA READ 5.3 IRA Standard 6

EDLT 596 - Individual Study

EDLT 597 - Graduate Research

EDLT 598 - Special Topics

EDLT 599 - Seminar

EDLT 696 - Individual Study

EDLT 698 - Special Topics

EDLT 699 - Seminar

EDLT 700 - Master’s Thesis, Project Study

EDSE 501 - Orientation, Foundations, and Issues (Put on reserve 9/16/16)

EDSE 502 - Equitable Differentiated Instruction

• Identify characteristics of students who have a diagnosed disability or disorder, are highly capable, and/or who are culturally and linguistically diverse; understand and explain the effects an exceptional condition may have on an individual’s educational experience as well as an individual’s life. (PESB EC Sped 2.0)
• Explain the foundational history, legislation, and philosophies that uphold the rights of individuals with exceptionalities (including, but not limited to students with disabilities, disorders, gifts/talents, and/or cultural and linguistic diversities) to receive an education in the least restrictive environment. Recognize indicators that can contribute to the positive impact and success of an individual’s educational experience; such as the effect of relationships between the child, family, and school; cultural traditions; family values; societal factors; and abilities of the individual. (PESB EC Sped 1.0)
• Investigate research-based instructional practices effective in the impact of the learning process for specific populations (learning disabilities/disorders; gifted/talented; ELL, etc.) (PESB EC Sped 6.4)
• List and describe research-based strategies that support the learning process of students with exceptionalities (learning disabilities/disorders; gifted/talented; ELL, etc.) (PESB EC Sped 4.0)
• Evaluate research-based formative assessments that will reflect achievement in support of specific exceptionalities (learning disabilities/disorders; gifted/talented; ELL, etc.) (PESB EC Sped 3.0)
•  

EDSE 503 - High-prevalence Categories of Exceptionality (Put on Reserve 9/16/16.)

EDSE 512 - Educational Rights of Individuals with Disabilities

EDSE 520 - Behavioral Management and Interventions for Students with Exceptionalities

• Identify laws, policies, regulations, and ethical principles regarding positive behavior management planning and implementation, discipline, and aversive therapy. (PESB EC Sped 5.1)
• Understand the process and responsibility of conducting a Functional Behavior Assessment, manifestation determination, and Behavior Intervention Plan. (PESB EC Sped 5.2)
• Investigate research-based strategies for increasing acceptance and inclusion of individuals with exceptionalities (e.g.; students with disabilities/disorders, gifted/talented, ELL). (PESB EC Sped 5.3)
• List and describe research-based social skills strategies effective for students with exceptionalities needed to support success and acceptance into the educational environment, community living environments, and other relevant environments. (PESB EC Sped 5.4)
• Investigate and understand how to apply research-based strategies to support crisis prevention and de-escalation of aggressive behavior. (PESB EC Sped 5.5)

EDSE 521 - Functional Behavioral and Instructional Assessment (Put on reserve 9/16/17)

EDSE 522 - Collaboration, Consultation and the Inclusive Environment

• Identify research-based practiced designed to support collaboration and communication with school personnel, family and community members to include and accommodate individuals with exceptionalities into various settings (PESB Sped EC 6.4.7).
• Use strategies, including collaboration with families and other agencies to facilitate all transitions for individuals with exceptionalities; fulfilling the spectrum of needs from early intervention to beyond high school; within and across learning environments, including integration into the community (PESB Sped EC 6.4.15).
• Review and reflect on evidence-based practices of how to direct, observe, and provide feedback to paraeducators, classroom volunteers, and peer tutors (PESB Sped EC 6.4.16).
• Understand the concept and critical importance of designing and providing instruction in a variety of educational setting including community based settings (PESB Sped EC 6.4.18).
• Understand the practice of creating and maintaining a collegial and productive work environment that respects and safeguards the rights of individuals with exceptionalities and their families (CEC APS 5.3)
• Learn how to advocate for appropriate resources for the preparation and professional development of all personnel and stakeholders who serve individuals with exceptionalities through the understanding of ethical and legal aspects related to collaboration and consultation (CEC APS 5.5)

EDSE 524 - Curriculum, Instruction and Assessment for Students with Exceptionalities

• Review the elements of research-based assessments designed to evaluate the effectiveness of practices and programs (CEC APS 1.2; PESB Sped EC 3.0)
• Investigate and align educational standards to provide access to challenging curriculum to meet the needs of individuals with exceptionalities (CEC APS 2.1)
• Broaden and deepen professional knowledge and expand expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content for students with exceptionalities (CEC APS 2.2)
• Understand diversity and individual learning differences to inform the selection, development, and implementation of comprehensive curricula for individuals with exceptionalities (CEC APS 2.3)
• Use and model research-based strategies and interventions to facilitate inclusion in the least restrictive environment including appropriate accommodations, curriculum modifications, and alternatives such as task analysis to support educational needs connected to measurable IEP components.   (PESB Sped EC 6.4.6; 6.4.10)
• Use research-based strategies to prepare, organize, facilitate, and monitor implementation of specially designed instruction across the phases of learning  (including acquisition, fluency, generalization and maintenance of skills) which could be presented by either self, paraeducators, or general educators (PESB Sped EC 6.4.13; 6.4.17)

EDSE 525 - Instruction and Assessment for Students with Disabilities

EDSE 531 - Program Management for Students with Exceptionalities

Identify characteristics of students who have a diagnosed disability or disorder, are highly capable, and/or who are culturally and linguistically diverse; understand and explain the effects an exceptional condition may have on an individual’s educational experience as well as an individual’s life. (PESB EC Sped 2.0)

Explain the foundational history, legislation, and philosophies that uphold the rights of individuals with exceptionalities (including, but not limited to students with disabilities, disorders, gifts/talents, and/or cultural and linguistic diversities) to receive an education in the least restrictive environment. Recognize indicators that can contribute to the positive impact and success of an individual’s educational experience; such as the effect of relationships between the child, family, and school; cultural traditions; family values; societal factors; and abilities of the individual. (PESB EC Sped 1.0; CEC APS 3.3)

Apply the full scope of components involved in the knowledge of planning, content, and practice within special education programming to construct individual program plans (PESB Sped EC 4.0; 6.4).

Design and implement evaluation activities to improve programs, supports, and services for individuals with exceptionalities (CEC APS 3.1).

Apply the context of cultural, social and economic diversity and individual learner differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities (CEC APS 3.2).

Distinguish the individual needs of every student with an IFSP or IEP for instructional and assistive technologies to improve programs, supports, and services for individuals with exceptionalities (CEC APS 3.4)

Determine appropriate progress monitoring tools to be used to evaluate student progress toward  achieving the set focus, goals, and objectives of the IFSP or IEP; including evaluation of the program elements, services, and supports for each individual (CEC APS 3.5).
Learner Outcomes Approval Date:
6/4/19

Anticipated Course Offering Terms and Locations:
Summer Locations Ellensburg

EDSE 534 - Learning Theories: Research and Applications

• Demonstrate knowledge of major learning theories CEC Standard 2: ACC2K2 WA Read: 1.2.8; 3.2.6; 6.1 IRA Standard: 1 CTL Standard: 1
• Demonstrate knowledge of the relationship between theories and methodologies of teaching and learning including adaptation and modification of curriculum for students with disabilities/diverse needs CEC Standard 2: ACC2K2 WA Read: 1, 2, 3, 6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Research how factors, such as school political, socioeconomic, emotional, culture, language, dialect, motivation, behavior, cognition, and ethnic diversity among learners can influence learning CEC Standard 2: ACC2Kl WA Read: 1.3.1; 1.3.2; 1.3.3; 2.2.5; 3.1.5; 4.1; 5.1; 6.3.3; 6.3.4 IRA Standard: 1, 4, 5 CTL Standard: 1, 2, 4, 5, 6, 7
• Reflect and apply learning theories to current classroom practice CEC Standard 2: ACC2S3, Standard 5: SA5K3 WARead:   1;2;3;4;5;6 IRA Standard: 1, 2, 3, 4, 5, 6 CTL Standard: 1; 3; 4; 6; 7
• Demonstrate knowledge of developmentally appropriate strategies for modifying instructional methods and learning environment CEC Standard 2: ACC2K6 WARead: 1,2,3,6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Read, analyze, and critique learning theory research CEC Standard 3: ACC3S3 WA Read: 1, 5.2; 6.1 IRA Standard: 1, 4; 6 CTL Standard: 1; 4
• Refine personal theories and beliefs CEC Standard 2: ACC2S3 WA Read: 5 IRA Standard: 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate knowledge of programs and strategies that promote meaningful school engagement for individuals with exceptional/diverse learning needs CEC Standard 2: SA2K2 WA Read: 1, 2, 4, 6 IRA Standard: 1, 2, 4 CTL Standard: 1
• Demonstrate knowledge of theories and practices for use of instructional technology for all learners CEC Standard 2: SA2S3 WA Read: 3, 4, 6 IRA Standard: 2, 5 CTL Standard: 1, 2, 3,4, 5, 6, 7
• Explain the relevance/importance of social and cultural factors within evidence-based classroom practices. CEC Standard 2: ACC2Kl WA Read: 3; 4; 6 IRA Standard 2, 3, 4. 5 CTL Standard 1, 2, 5, 6, 7
• Participate as a member of a professional learning community in order to reflect and improve upon classroom practices CEC Standard 4: ACC4K2 WA Read: 5 IRA Standard 6 CTL Standard 1.4

EDSE 535 - Teaching Diverse Learners

• Demonstrate knowledge of the effects of the cultural and environmental milieu of the individual and the family on behavior and learning CEC Standard 2: ACC2Kl WA Read: 1.2.8; 3.2.6; 6.1 IRA Standard: 1 CTL Standard: 1
• Demonstrate knowledge of the theories and methodologies of teaching and learning, including adaptation and modification of curriculum CEC Standard 2: ACC2K2 WA Read: 1, 2, 3, 6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Explain the effects of cultural, social, and economic diversity and variations of individual development to inform the development of programs and services for individuals with diverse learning needs. CEC Standard 2: ACC2K3 WA Read: 1.3.1; 1.3.2; 1.3.3; 2.2.5; 3.1.5; 4.1; 5.1; 6.3.3; 6.3.4 IRA Standard: 1, 4, 5 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate how to coordinate educational standards to the needs of individuals with diverse learning needs CEC Standard 2: ACC2S3, Standard 5: SA5K3 WARead: 1;2;3;4;5;6 IRA Standard: 1, 2, 3, 4, 5, 6 CTL Standard: 1; 3; 4; 6; 7
• Interpret and apply current laws, regulations, and policies as they apply to the administration of services to individuals with diverse learning needs and their families CEC Standard 1: SA1S1 WA Read: 1, 2, 3, 6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Communicate a personal inclusive vision and mission for meeting the needs of individuals with diverse learning needs and their families CEC Standard 1: SA1S5 WA Read: 1, 5.2; 6.1 IRA Standard: 1, 4; 6 CTL Standard: 1; 4
• Identify evidence-based practices validated for specific characteristics of diverse learners and settings CEC Standard 3: ACC3Kl WA Read: 5 IRA Standard: 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate knowledge of programs and strategies that promote meaningful school engagement for individuals with exceptional/diverse learning needs CEC Standard 2: SA2K2 WA Read: 1, 2, 4, 6 IRA Standard: 1, 2, 4 CTL Standard: 1
• Demonstrate the use of instructional technology for all learners CEC Standard 2: SA2S3 WA Read: 3, 4, 6 IRA Standard: 2, 5 CTL Standard: 1, 2, 3,4, 5, 6, 7
• Participate as a member of a professional learning community in order to reflect and improve upon classroom practices CEC Standard 4: ACC4K2 WA Read: 5 IRA Standard 6 CTL Standard 1.4

EDSE 536 - Understanding Research Methods

• Explain the differences between qualitative, quantitative, and action research and when each is appropriate to use CEC Standard 3: WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Identify and compare the different types of quantitative, qualitative, and action research. CEC Standard 3: WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Identify the ethical issues related to the use of quantitative, qualitative, and action research. CEC Standard 3 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1; 3; 4; 6; 7
• Demonstrate skills in evaluating quantitative, qualitative, and action research. CEC Standard 3: WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1; 4
• Demonstrate skills in interpreting quantitative, qualitative, and action research. CEC Standard 3; 5 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Use the format of a research/article CEC Standard 2: WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Conduct a review/search of the literature for chosen research problem or question CEC Standard 3 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Use the current APA convention when writing and citing research CEC Standard 3 WA Read: 5.2; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Participate as a member of a professional learning community in order to reflect and improve upon scholarly writing CEC Standard 3; 5; 6 WA Read: 5.2; 5.3; 6.1 IRA Standard 1, 6 CTL Standard 1.4

EDSE 537 - Designing and Writing Research

• Demonstrate skills in evaluating quantitative, qualitative, and action research. CEC Standard 3 WA Read: 5.2; 5.3; 6.1. IRA Standard: 1, 6 CTL Standard: 1; 4
• Demonstrate skills in interpreting quantitative, qualitative, and action research. CEC Standard 3 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate the format of a research article/thesis/project.  EC Standard 3 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Write research proposal CEC Standard 3; 5 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Write complete draft of background, literature review, and methodology of research. CEC Standard 3; 5 WA Read: 5.2; 5.3; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Use the current APA convention when writing and citing research. CEC Standard 3 WA Read: 5.2; 6.1 IRA Standard: 1, 6 CTL Standard: 1
• Participate as a member of a professional learning community in order to reflect and improve upon scholarly writing. CEC Standard 3; 6 WA Read: 5.2; 5.3; 6.1 IRA Standard 1, 6 CTL Standard 1.4

EDSE 590 - Cooperative Education

EDSE 591 - Workshop

EDSE 592C - Practicum: Teaching Diverse Learners

• Demonstrate knowledge of the theories and methodologies of teaching and learning, including adaptation and modification of curriculum CEC Standard 2: ACC2K2 WA Read: 1, 2, 3, 6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Explain the effects of cultural, social, and economic diversity and variations of individual development to inform the development of programs and services for individuals with diverse learning needs. CEC Standard 2: ACC2K3 WA Read: 1.3.1; 1.3.2; 1.3.3; 2.2.5; 3.1.5; 4.1; 5.1; 6.3.3; 6.3.4 IRA Standard: 1, 4, 5 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate understanding of how to coordinate educational standards to the needs of individuals with diverse learning needs CEC Standard 2: ACC2S3, Standard 5: SA5K3 WARead:  1;2;3;4;5;6 IRA Standard: 1, 2, 3, 4, 5, 6 CTL Standard: 1; 3; 4; 6; 7
• Interpret and applies current laws, regulations, and policies as they apply to the administration of services to individuals with diverse learning needs and their families CEC Standard 1: SA1S1 WA  Read: 1,2,3,6 IRA Standard: 1, 2, 3, 4 CTL Standard: 1
• Demonstrates evidence-based practices validated for specific characteristics of diverse learners and settings  CEC Standard 3: ACC3Kl WA Read: 5 IRA Standard: 6 CTL Standard: 1, 2, 4, 5, 6, 7
• Demonstrate knowledge of programs and strategies promote meaningful school engagement for individuals with exceptional/diverse learning needs CEC Standard 2: SA2K2 WA Read: 1, 2, 4, 6 IRA Standard: 1, 2, 4 CTL Standard: 1
• Demonstrate use of instructional technology for all learners CEC Standard 2: SA2S3 WA Read: 3, 4, 6 IRA Standard: 2, 5 CTL Standard: 1, 2, 3,4, 5, 6, 7
• Participate as a member of a professional learning community in order to reflect and improve upon classroom practices CEC Standard 4: ACC4K2 WA Read: 5 IRA Standard 6 CTL Standard 1.4

EDSE 596 - Individual Study

EDSE 597 - Graduate Research in Special Education

EDSE 598 - Special Topics

EDSE 599 - Seminar

EDSE 684 - Internship in Professional Affiliated Disciplines

EDSE 696 - Individual Study

EDSE 698 - Special Topics

EDSE 699 - Seminar

EDSE 700 - Master’s Thesis and/or Project Study

ETSC 500 - Professional Development

ETSC 501 - Industrial and Academic Research Methods

• Describe various qualitative and quantitative research methods.
• Write succinct problem statements and outline research strategies for addressing these problems using appropriate research methods.
• Write a research proposal and outline the body of a research report and a thesis paper according to university and APA style requirements.
• Critically evaluate published research.
• Apply ethical standards to research projects.
• Identify and find sources of information for conducting reviews of literature.
• Perform fundamental descriptive and parametric statistical calculations, using Microsoft Excel, and correctly interpret the results.
• Develop linear mathematical models of industrial processes and use software to solve sets of linear equations.
• Use software to perform linear regression on a set of data pairs.
• Use software to generate a times series forecast using the moving average, exponential smoothing, trend projection, seasonal variations, and seasonal variations with trend methods.
• Set up and solve minimization and maximization problems using graphical linear programming techniques.
• Use software to design and run a set of experiments using basic two-level factorial design of experiments (2k DOE) methods, and to analyze the results using graphical and mathematical methods.

ETSC 512 - Alternative Energy Systems (Put on reserve 9/16/19)

• Develop an understanding of the practical aspects of alternative energy systems.
• Gain an appreciation of the technical, geopolitical, economic, and environmental aspects of energy resources and its conversion to other useful forms.
• Become familiar with the terminology in the energy conversion technical field so that he or she may read energy literature with understanding.
• Become a better informed citizen who can take a leadership position when discussions arise dealing with energy issues.

ETSC 521 - Product Design and Development

• Learn the meaning of product design in terms of industrial and consumer products.
• Gain experience with the integrated product and process design and development team method.
• Learn how to translate customer requirements into products.
• Learn how to select materials under constraints of strength, manufacturability, and cost.
• Learn the process of developing a design to a consumer ready product.

ETSC 523 - Development of Emerging Technologies

• Locate, interpret, and synthesize information about emerging technologies in various disciplines.
• Describe how technology evolves and discuss the various patterns of technology adoption and diffusion.
• Describe the various mechanisms by which new technologies evolve, to differentiate between incremental and radical changes, and to apply these principles on demand, generating innovative ideas driven by need and/or by opportunity.
• Describe how to identify customer needs and how to satisfy those needs by the development of an appropriate set of product or service features, by correct positioning in the market, and by employing appropriate pricing strategies.
• Evaluate the feasibility of developing various emerging technologies within the context of addressing the needs of individuals, organizations, and societies.
• Devise an appropriate organizational strategy for the management of technology and the development of products and services.
• Apply rational decision making to select from among potential technology development projects.
• Map out organizational structures that facilitate the accomplishment of strategies for innovating and developing emerging technologies.
• Identify appropriate means for protecting intellectual property and maintaining competitive advantages.

ETSC 524 - Quality Control

• Solve problems using basic quality improvement techniques.
• Use fundamental statistical concepts to construct and interpret control charts for variables to determine manufacturing process capabilities.
• Use fundamental concepts of probability to construct and interpret control charts for attributes to determine product quality.
• Use attribute and variable concepts to determine appropriate acceptance sampling systems.
• Discuss the basic concepts of ISO 9000 and ISO 14000.

ETSC 525 - Systems Analysis and Simulation

• Learn the methods of modeling physical systems.
• Gain a sound physical understanding of the basic principles of automatic controls.
• Learn how to simulate the performance of a physical system such as a production work cell or a fluid/thermal system.
• Gain experience in system testing and evaluation.

ETSC 526 - Engineering Project Cost Analysis

• Describe the criteria for making economic based decisions.
• Apply cash flow analysis problem solving techniques such as: net present worth, future worth, equivalent uniform annual worth and arithmetic gradient.
• Understand and calculate nominal and effective interest rates w.r.t. loans, and other economic factors.
• Understand and apply present worth analysis techniques.
• Implement annual cash flow analysis.
• Calculate minimum life cycle cost tradeoffs between initial costs, salvage value and repair costs.
• Apply rate of return (ROR) analysis to determine the internal rate of return (i *) and compare it to the minimum attractive rate of return (MARR).
• Apply and calculate problems relating to: incremental rate of return analysis, Future worth, benefit-cost ratio analysis, payback period, sensitivity and breakeven analysis.
• Understand how to gather information relating to different stocks and the stock market or determine the costs of purchasing a home.

ETSC 530 - Fundamentals of Lasers (Put on reserve 9/16/18)

ETSC 532 - Generation and Transmission of Electrical Power (Put on reserve 9/16/19)

• Have an understanding of three-phase power systems.
• Learn the concepts of dynamic system performance.
• Understand power flow concepts.
• Have an understanding of transmission line faults and means of protection.

ETSC 540 - Work Design and Facilities Layout

• Design the layout of production workspaces and equipment, using the least amount of space that will still achieve optimum production workflow.
• Incorporate adjacency requirements between and among administrative offices, production areas, and service departments.
• Identify the types of material handling systems and equipment that are required to facilitate a work process and select equipment to meet the needs of the work to be performed.
• Integrate material handling systems and building electromechanical systems into the design of a work process and the layout of the facility for that process.
• Design a manufacturing workstation that satisfies production demands while adhering to ergonomic principles that protect the workers’ safety and health.
• Develop time standards.
• Assign tasks to workstations, balance the work line, and optimize throughput.
• Identify issues that require the application of human-factors and ergonomics principles, and the use of safety and health guards, and they will be able to select appropriate measures to address the concerns.

ETSC 541 - Industrial Operations Management

• Select appropriate forecasting methods and correctly apply those methods to generate product demand forecasts.
• Assess the capacity of work processes, equipment, and facilities, to compare this assessment with forecasted demands for the work in question, and to suggest appropriate decisions about matching capacity with demand.
• Create aggregate plans that specify the production capacity, inventory, labor, overtime, and subcontracting needs for given product mixes and demand levels and to compute the costs associated with resource selection options available to meet demand.
• Calculate system reliability and mean time between failures for various system components, and they will be able to suggest appropriate strategies for improving system performance.
• Select appropriate maintenance methods matching the needs placed on production by market demand with constraints presented by capacity and by the condition of a facility and its equipment and systems.
• Configure storage facilities and specify material handling systems to accommodate the needs presented in various scenarios, given the inventory management practices being used in that facility .
• Identify how quality requirements such as ISO9001 and how engineering standards impact the collaboration between partners in a supply chain in terms of everyday operations and in terms of governing the product development process.
• Apply decision making tools such as decision tables, decision trees coupled with expected monetary value.
• Determine optimal solutions for constrained problems using linear programming techniques and Monte Carlo analysis.

ETSC 552 - LEED in Sustainable Construction

• Learn about development of LEED, its role in the construction industry, and state regulations.
• Analyze green building techniques.
• Able to apply LEED to building design.
• Tabulate costs for green building elements as compared to lowest cost or traditional materials and methods.
• Identify major items for LEED consideration: site, water, energy, materials, indoor air, innovation
• Demonstrate flexibility toward best practices.
• Demonstrate the compromises necessary between best practices and project budget. Compare benefits between different options.
• Demonstrate awareness of the various groups’ responsibility: owner/architect/contractor.
• Know what expertise and experience is most desirable in a contractor firm for achieving a smooth process in the design and construction of a green building (or other hardscape).
• Demonstrate written communication skills.
• Demonstrate oral communication.
• Incorporate green construction concepts into other school, work, or home projects.
• Explain green construction concepts into ideas for improving projects within the media.
• Demonstrate the ability to perform research on sustainability.

ETSC 555 - Engineering Project Management

• Understand the role of people in Project Management.
• Able to determine the effects of change, develop leadership skills, communicate, work in teams, and understand the how to create a constructive climate of diversity.
• Describe and work with two scheduling techniques: Gnatt charts and CPM.
• Understand and implement; goal setting, resource management, and project control techniques.
• Describe in writing and orally a real-world project management system.
• Define the variables used in developing a risk assessment and analyze the project impacts based on the associated risks.

ETSC 560 - Finite Element Analysis

• Learn the basic principles and applications of finite element analysis (FEA).
• Use appropriate FEA techniques for given engineering scenarios.
• Generate valid FEA results for given engineering scenarios.
• Solve engineering problems through approximations, convergence and good engineering judgment.
• Be fluent in the language of finite element analysis and be able to use common FEA software applications.

ETSC 577 - Robotics (Put on reserve 9/16/18)

• Link to the World-Wide-Web sites of robotic information.
• Learn the concepts of Computer-Integrated Manufacturing (SIM).
• Learn the theory of practical robots.
• Learn how to program robots to perform a specific task.
• Gain the experience of sending commands to robots via the Web and observing robotic manipulation.

ETSC 582 - Plastics and Composites

• Classify and Identify Polymers and Composites in engineering context
• Characterize polymer constituents and describe their life cycle
• Design and process polymers and composites to obtain predicted properties
• Fabricate basic polymer/composite parts
• Select and improve polymer/composite processes for increased manufacturing efficiency

ETSC 583 - Ceramics and Composites (Put on reserve 9/16/19)

• Classify and identify ceramics and composites in an engineering context.
• Characterize ceramic composition, structure and properties.
• Design and process ceramics and composites to obtain predicted properties.
• Fabricate basic ceramic/composite parts.
• Select and improve ceramic/composite processes for increased manufacturing efficiency.

ETSC 589 - Master’s Capstone

• Articulate the utility and relative importance of each of four required courses and three elective courses - including techniques, knowledge, attitudes, and skills content.
• Achieve readiness for the comprehensive examination through group reviews of the course subject matter to be examined.
• Evaluate the quality of instruction, course content, course goals, teaching methods, and tools used in the MSET courses in order to facilitate professional practice and teaching capability.

ETSC 592 - Field Studies

ETSC 595 - Graduate Research

• Select a reading list of references relevant to research project.
• Collect test data if project is of an experimental nature.
• Correlate findings.
• Follow instructors study guide and answer test questions.

ETSC 596 - Individual Study