Jun 20, 2024  
2020-2021 Undergraduate Catalog 
    
2020-2021 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 (EDF)

  
  
  • EDF 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  • EDF 398 - Special Topics


    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDF 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
  • Learning Agreement Forms

    EDF 490 - Cooperative Education


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

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  
  • EDF 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  • EDF 498 - Special Topics


    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDF 499 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:

Education: Foundation and Curriculum (EFC)

  
  • EFC 210 - Seminar


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

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

    Credits: (1)

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

    • Begin using an electronic portfolio to maintain a record of their progress through the Teacher Preparation Program.
    • Describe activities observed in the Pre-Admission Observation Experience as they relate to classroom management, methods of instruction, assessment, and diversity.
    • Plan their academic coursework and experiences to graduation.

    Learner Outcomes Approval Date:
    10/17/13

    Anticipated Course Offering Terms and Locations:
  
  • EFC 250 - Introduction to Education


    Description:
    Introduction to teaching as career, foundations and overview of American public education, effective teachers, responsibilities of schools in democratic society, essential professional competences, preparation, and certification. Culturally anchored, and offers a framework of equity pedagogy.

    Credits: (4)

    General Education Category: K2 - Community, Culture, & Citizenship

    General Education Pathways: P1 Civic & Community Engagement, P4 Social Justice, P6 Ways of Knowing

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

    • Apply knowledge of how schools are governed at federal, state, local, school and classroom levels to identify possible avenues of action to address a current issue in education.
    • Describe the beliefs of the major schools of educational philosophy and psychology.
    • Identify emerging personal ideology of education, including the influence of historical foundations, the purpose of schools, the role of teachers, the diversity of students, the dynamics of learning, and ways of knowing.
    • Identify personal characteristics in terms of the characteristics of effective teachers, and apply them to teaching and learning scenarios.
    • Develop and identify elements of and strategies to promote a culturally responsive and productive learning community using research, theory, observations and practice.
    • Apply theories of culture, learning and development to better understand their own identity and that of peers, professionals, family members and future students.
    • Identify bias and discrimination, and practice critical reflection to address biases or assumptions that interfere with learning or teaching.
    • Apply concepts related to learner differences and development to understand and identify strategies to holistically support students.

    Learner Outcomes Approval Date:
    1/18/18

    Anticipated Course Offering Terms and Locations:
    Fall Locations: Ellensburg Winter Locations: Ellensburg Spring Locations: Ellensburg Summer Locations: Ellensburg
  
  • EFC 298 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EFC 299 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
  • EFC 310 - Orientation to Teaching


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

    Prerequisites:
    Co- or prerequisite: EFC 210.

    Credits: (3)

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

    • Articulate the beliefs of the major schools of educational philosophy and psychology.
    • Articulate their emerging personal ideology of education, including the purpose of schools, the role of teachers, the diversity of students, the dynamics of learning, and the knowledge of most worth.
    • Reflect on their personal characteristics in light of the characteristics of effective teachers, and analyze teaching/learning scenarios using the language of the profession.
    • Outline the basic trends of educational history.
    • Describe the structure of public education in the state of Washington, including the legal bases from the constitution through the EARLs, and the legislative and administrative agencies involved with education.
    • Write in a professional manner.

    Learner Outcomes Approval Date:
    2/17/11

    Anticipated Course Offering Terms and Locations:
  
  • EFC 315 - Educational Assessment


    Description:
    The assessment/planning/instruction cycle. Standards-based assessment. Reliability, validity, bias. Basic statistics used in test construction and interpretation. Construction of classroom tests: multiple-choice, short answer, essay, etc. Performance assessment, portfolio assessment, affective assessment. 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 or Instructional Foundations. Pre- or Co-requisite: EFC 320.

    Credits: (3)

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

    • Apply multiple diagnostic, formative, summative, and self-assessment strategies to assess student learning.
    • Use assessment results to determine effectiveness of instruction.
    • Align instruction and assessment with content standards and Common Core State Standards (CCSS).

    Learner Outcomes Approval Date:
    4/19/18

    Anticipated Course Offering Terms and Locations:
  
  • EFC 320 - Multicultural Education


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

    Prerequisites:
    Pre- or Co-requisite: EFC 250.

    Credits: (3)

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

    • Demonstrate the knowledge, skills, and dispositions necessary to participate in a broad spectrum of culturally responsive and relevant educational practices.
    • Identify and use effective research-driven instructional techniques, strategies, and planning within the context of various racial, ethnic, cultural, socioeconomic, gender, and linguistic student populations.
    • Integrate students’ culture into classrooms in a responsible, respectful, and relevant way.
    • Reflect on and critically analyze their own attitudes and beliefs to challenge negative assumptions and stereotypes about students.

    Learner Outcomes Approval Date:
    9/17/20

    Anticipated Course Offering Terms and Locations:
    Fall Locations: Ellensburg Winter Locations: Ellensburg Spring Locations: Ellensburg Summer Locations: Online
  
  • EFC 330 - Field Experience


    Description:
    Laboratory experience for prospective teachers. Opening of school, professional relationships, school/community relationships, school district organization, instructional support, resource services. Students assigned in off-campus schools for two weeks before fall quarter or during quarter. Grade will either be S or U. Permission of department. Course will be offered every year (Fall, Winter, Spring).

    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 or Instructional Foundations and valid WSP/FBI fingerprint clearance and liability insurance. Pre- or Co-requisite: EFC 320 with a grade of C or higher.

    Credits: (2)

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

    • Assist in preparing for the beginning of a new instructional year or quarter.
    • Participate in selective instructional and student related activities within the assigned school and attend professional meetings.
    • Observe and record the professional relationships among administrators, teachers, other certified and non-certified personnel, students and their parents.
    • Observe and record the various classroom management procedures used by classroom teachers.
    • Observe and describe the different teaching methods used by classroom teachers.
    • Observe and record information about the use of Constructivism in PK-12 classrooms.
    • Describe and record the organizational structure of the district, particularly as it relates to educational decision­ making after discussion with the cooperating teacher and a building administrator.
    • Describe community resources and services available to the classroom teacher after discussion with the cooperating teacher and a building administrator.
    • Identify and record aspects of the school’s curricular and extra-curricular programs that relate to the community served by the school after discussion with the cooperating teacher and a building administrator.
    • Reflect on experience by observation and interaction in a PK-12 setting, including curriculum.

    Learner Outcomes Approval Date:
    4/19/18

    Anticipated Course Offering Terms and Locations:
  
  • EFC 340 - Methods of Instruction


    Description:
    Introduction to basic instructional methods aligned with standards and assessment for classroom. Development of a comprehensive curriculum aligned with Teacher Performance Assessment (edTPA). Methods appropriate for subject and grade level in lab and field experience. 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 with a grade of C or higher.

    Credits: (3)

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

    • Plan and implement instruction based on learner characteristics and context of the school and community. Describe the basic tenets of multiple learning theories, typical developmental progress from birth through adolescence, and how socialized and innate individual differences and environment affect learning.
    • Apply the basic tenets of multiple learning theories and develop strategies that are developmentally and situationally appropriate in design of effective instruction, by developing and aligning curriculum with content standards and Common Core State Standards (CCSS).
    • Plan and implement effective instruction aligned with content standards, CCSS standards, and assessments and apply to learning theories using the format in Teaching Performance Assessment (edTPA).
    • Design and develop a repertoire of instructional choices from a broad spectrum of research-based techniques to maximize the learning of all students.

    Learner Outcomes Approval Date:
    4/19/18

    Anticipated Course Offering Terms and Locations:
  
  • EFC 350 - Classroom Management


    Description:
    Development of philosophical values, style, confidence, assertiveness, decision-making skills, strategies, and interventions for creating an effective classroom environment and managing student behavior. Development of a comprehensive management plan for first year of teaching. 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. Pre- or Co-requisites: EFC 315 and EFC 330 and EFC 340 and EFC 416 with a grade of C or higher.

    Credits: (3)

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

    • Plan and implement instruction and manage the classroom environment based on learner characteristics and the context of the school and community appropriate for content area and grade level.
    • Design a classroom seating chart and develop daily procedures for an orderly environment appropriate for content area and grade level.
    • Develop and articulate effective classroom management theoretical constructs and strategies that promote student learning; encourage collaboration, cooperation, positive social interaction; teach conflict resolution skills; encourage individual and group motivation appropriate for content area and grade level.
    • Develop and articulate a behavior management plan including rules, consequences and rewards, and methods of communicating plan with stakeholders.
    • Identify and articulate effective management strategies from on published teaching videos and previous practica experiences.
    • Summarize rubric requirements for edTPA in content area and develop effective classroom management strategies for each edTPA Task.
    • Synthesize and refine assignments to create an individualized final classroom management plan.

    Learner Outcomes Approval Date:
    4/19/18

    Anticipated Course Offering Terms and Locations:
  
  • EFC 396 - Individual Study


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EFC 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  • EFC 398 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EFC 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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)

    General Education Category: CE - Culminating Experience

    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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • EFC 491 - Workshop


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

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EFC 496 - Individual Study


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EFC 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  • EFC 498 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EFC 499 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:

Education: Library Media (EDLM)

  
  • EDLM 298 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDLM 299 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
  • EDLM 396 - Individual Study


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDLM 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  • EDLM 398 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDLM 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • EDLM 414 - Technology Tools for the Library (Put on Reserve 9/1/2020)


    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. (Put on reserve 9/1/2020, will go inactive 8/24/23)

    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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • EDLM 496 - Individual Study


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDLM 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  • EDLM 498 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDLM 499 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:

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)

    General Education Category: K4 - Global Dynamics

    General Education Pathways: P3 Perspectives on Current Issues, P4 Social Justice, P6 Ways of Knowing

    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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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)

    General Education Category: K3 - Creative Expression

    General Education Pathways: P1 Civic & Community Engagement, P4 Social Justice, P6 Ways of Knowing

    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

    Anticipated Course Offering Terms and Locations:
  
  • EDLT 289 - Reading Workshop


    Description:
    Intended for teacher education candidates who need still to meet the minimum score requirement after taking the WEST-B reading portion. Grade will either be S or U. Permission by department.

    Prerequisites:
    Prerequisite: Reading portion of the WEST-B exam. Intended for teacher education candidates who need to meet the minimum score requirement after taking the WEST-B reading portion. Successful completion will indicate that the teacher candidate has met the minimum requirement.

    Credits: (2)

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

    • Apply context clues to improve comprehension and vocabulary
    • Read 5 print books per week
    • Read printed material 30 minutes each day
    • Discuss books read and the reading engagement process
    • Reflect on personal interest and motivation to read

    Learner Outcomes Approval Date:
    1/9/20

    Anticipated Course Offering Terms and Locations:
    Fall Locations: Ellensburg, Des Moines, Pierce County, Wenatchee, Yakima Winter Locations: Ellensburg, Des Moines, Pierce County, Wenatchee, Yakima Spring Locations: Ellensburg, Des Moines, Pierce County, Wenatchee, Yakima
  
  
  • EDLT 298 - Special Topics


    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDLT 299 - Seminar


    Description:
    May be repeated for credit.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • EDLT 324 - Literacy Across the Curriculum Grades 6-12


    Description:
    Theories of language and literacy instruction as applied to teaching across the curriculum in grades 6-12. Emphasis on reading and writing in content areas, as well as instructional strategies to support students’ literacy development. Focuses on ways that reading, writing, speaking, and listening are developed and used in learning discipline-specific 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:

    • Identify and plan strategies to use reading, writing, speaking and listening as instructional tools
    • Examine and collect a wide range of comprehension strategies to meet the varied needs of the students in content area classrooms
    • Explore and define the content teacher’s role in using student literacy assessment data to inform instruction
    • Interpret assessment data and to plan and modify instruction to meet the needs of all students
    • Evaluate a wide range of strategies to comprehend, analyze, interpret, and evaluate a variety of literary and expository texts
    • Examine 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
    • Select and adapt 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 
    • Identify and serve students who need intervention based on reading difficulties
    • Describe opportunities for integration of reading and writing across content areas.
    • Design instruction that purposefully considers context, standards and research
    • 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
    • Review and reflect on disciplinary literacy from websites

    Learner Outcomes Approval Date:
    6/4/19

    Anticipated Course Offering Terms and Locations:
    Fall Locations: Ellensburg, Online Winter Locations: Ellensburg, Online
  
  • Individual Study Registration Form

    EDLT 396 - Individual Study


    Description:
    By permission. May be repeated for credit.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDLT 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  • EDLT 398 - Special Topics


    Description:
    May be repeated for credit.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDLT 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • EDLT 410 - Literacy Teaching and Learning Birth-Grade 3


    Description:
    Theories of language and literacy development birth to third grade. Methods/materials for developing literacy - oral (listening and speaking) and written language (reading and writing). Focus on assessment, word study, fluency, writing, and vocabulary development. 

    Prerequisites:
    Prerequisites: ELEM 321 and ELEM 331, 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:

    • Read and evaluate research and histories of reading.
    • Identify and define 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.
    • Develop plans that include a 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. 
    • 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.

    Learner Outcomes Approval Date:
    6/4/19

    Anticipated Course Offering Terms and Locations:
    Spring Locations: Ellensburg, Online
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • EDLT 413 - Literacy Teaching and Learning Grades 4-8


    Description:
    Theories of literacy development for grades 4-8. Methods and materials of developing literacy skills including oral (listening and speaking) and written language (reading and writing). Specific focus on  assessment, word study, vocabulary development, fluency, and writing.

    Prerequisites:
    Prerequisite: ELEM 341.

    Credits: (3)

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

    • Demonstrate knowledge of the literacy development learning processes of learners in grades 4-8
    • Demonstrate knowledge and applications of the reading and writing process for learners in grades 4-8
    • Demonstrate knowledge and application of using materials appropriate for literacy learners in grades 4-8, including core reading, literature, information/media, and print/non-print media 
    • Provide definitions and examples of key concepts for learners in grades 4-8 in these areas: (a) 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.
    • Demonstrate how theory is put into practice in each of these areas: (a) vocabulary development, (b) comprehension (c) fluency (d) listening and speaking skills, (e) word identification, including sight words, phonics, structural analysis (f) spelling development (g) writing
    • Identify and explain key concepts in second language acquisition.
    • Demonstrate knowledge of constructing a classroom environment that fosters literacy for learners in grades 4-8 

    Learner Outcomes Approval Date:
    6/4/19

    Anticipated Course Offering Terms and Locations:
    Fall Locations: Ellensburg, Online
  
  • EDLT 414 - Linguistics and Literacy for Diverse Learners


    Description:
    Introduction to theories and the major fields of linguistics and the relationship to teaching literacy in multilingual/multicultural settings.
    Theories and strategies for teaching literacy and developing language skills in students with diverse backgrounds.

    Prerequisites:
    Prerequisites: ELEM 331 and ELEM 341, 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:

    • Explain the role of phonemic awareness (e. g., rhyming, segmenting, blending sounds) and the alphabetic principle in reading acquisition
    • Analyze the social, linguistic, and cultural influences on language and literacy learning
    • Describe 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
    • Analyze the teacher’s role in facilitating reading with a linguistic perspective
    • Explore and describe various instructional activities for teaching children from diverse populations.
    • Explore and analyze Children’s literature for diverse learners.
    • Discuss the value of and explain the components of constructing a classroom environment that would foster literacy in children from diverse populations.

    Learner Outcomes Approval Date:
    6/4/19

    Anticipated Course Offering Terms and Locations:
    Winter Locations: Ellensburg, Online
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • 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)

    Anticipated Course Offering Terms and Locations:
  
  • EDLT 493 - Literacy Practicum


    Description:
    Practical experience working with children in classroom settings. By department permission. Grade will either be S or U. May be repeated up to 6 credits.

    Prerequisites:
    Prerequisites: ELEM 341 and four of the following courses; EDLT 324, EDLT 410; EDLT 411; EDLT 412; EDLT 413; EDLT 414.

    Credits: (1-6)

    Learner Outcomes:
    Upon successful completion of this course, the teacher candidate will:

    • Demonstrate an understanding of both the theoretical and knowledge base in the teaching of reading, writing, speaking, and listening.
    • Employ 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 literacy development.
    • Use effective communication and collaboration skills with students, parents and colleagues about literacy development.
    • Demonstrate understanding of and effectiveness in selecting and teaching strategies in the areas of word study, vocabulary, fluency comprehension, and study skills.
    • Demonstrate effective assessment and evaluation skills necessary for instructional decision-making.
    • Use assessment information to plan instruction and impact student learning.
    • Show an understanding of the principles of developing and evaluating curriculum; and demonstrate skill in developing individual, small group, and whole group lesson plans.
    • Analyze his/her own professional development by keeping current in the knowledge of literacy, and actively reflect on own practice to improve instruction and other services to students.

    Learner Outcomes Approval Date:
    12/5/19

    Anticipated Course Offering Terms and Locations:
    Fall Locations: Ellensburg, Des Moines, Pierce County, Wenatchee, Yakima Winter Locations: Ellensburg, Des Moines, Pierce County, Wenatchee, Yakima Spring Locations: Ellensburg, Des Moines, Pierce County, Wenatchee, Yakima
  
  • Individual Study Registration Form

    EDLT 496 - Individual Study


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

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDLT 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  • EDLT 498 - Special Topics


    Description:
    May be repeated for credit.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDLT 499 - Seminar


    Description:
    May be repeated for credit.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:

Education: Special Education (EDSE)

  
  
  • EDSE 298 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDSE 299 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
  • 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

    Anticipated Course Offering Terms and Locations:
  
  • EDSE 310 - Introduction and Foundations of Special Education


    Description:
    Designed to introduce prospective teachers to the legal requirements of special education and skills for collaborative relationships in the multidisciplinary team process. This course includes field experience observations. A valid WSPI/FBI fingerprint clearance and Liability Insurance is required; this can be obtained through the School of Education office. Course will be offered every year (Fall, Winter, Spring).

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

    Credits: (4)

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

    • Access current research regarding best practices in special education.
    • Identify the components of and create a CWU Special Education Cumulative Program portfolio.
    • Identify elements of the CEC Initial Preparation Standards related to special education.
    • Articulate a personal philosophy regarding the teaching of students with disabilities including its relationship to/with general education (Philosophy Statement Paper).
    • Use copyrighted educational materials in an ethical manner while demonstrating proficiency in oral and written communication.
    • Identify and restate the definition, prevalence, characteristics, educational needs, interventions and resources available related to a specific category within the Individuals with Disabilities Education Act (IDEA).
    • Apply knowledge of models, theories, philosophies, and regulatory history in special education.
    • Identify historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice of the field of special education.
    • Recognize the rights and responsibilities, and advocacy related to individuals with disabilities.

    Learner Outcomes Approval Date:
    4/19/2019

    Anticipated Course Offering Terms and Locations:
    Fall Locations: Ellensburg Winter Locations: Ellensburg Spring Locations: Ellensburg
  
  
  • EDSE 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  • EDSE 398 - Special Topics


    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  • EDSE 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
  • EDSE 410 - Behavior Management for Students with Disabilities


    Description:
    Fundamentals of behavior change related to the education of students with exceptionalities. Monitoring individual student progress and utilizing data collected for program instructional change. Practical Field Experience included in this course. Required: valid WSPI/FBI fingerprint clearance and Professional Liability Insurance.

    Prerequisites:
    Prerequisites: EDSE 310, Required: valid WSPI/FBI fingerprint clearance and Professional Liability Insurance, and conditional or full admission to the Teacher Certification Program.

    Credits: (4)

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

    • Recall applicable laws, rules and regulations, and procedural safeguards regarding the planning and implementation of management of student behaviors.
    • Describe ethical considerations inherent in classroom behavior management.
    • Describe how teacher attitudes and behaviors positively or negatively influence student behavior and how the teacher serves as a role model for appropriate behavior.
    • Choose from a variety of techniques for graphing to meet formative evaluation goals and implement this graphing technique as a way to share collected data.
    • Analyze behavior and make appropriate educational decisions from charted data.
    • Develop and implement a behavior management plan, implementing the least intensive intervention consistent with the needs of the exceptional individual, that elicits and maintains administrative, basic education teacher, and parental support.
    • Select data collection systems appropriate to the classroom.
    • Select and use, according to specific criteria, research based best practices for effective behavior management of teaching and learning appropriate for particular service delivery models and student characteristics.
    • Select instructional strategies related to social skills for changing behaviors that (a) are appropriate to the desired behavior change and characteristics of the population, and (b) facilitate increased student self-awareness, self-control, self-reliance, and self-esteem.
    • Describe appropriate strategies for crisis prevention/intervention.

    Learner Outcomes Approval Date:
    3/19/20

    Anticipated Course Offering Terms and Locations:
    Winter Locations: Ellensburg, Online
  
  • EDSE 411 - Assessment of Students with Exceptionalities


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

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

    Credits: (4)

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

    • Explain basic terminology used in assessment of students with exceptionalities including legal provisions and ethical principles.
    • Examine child-find screening, pre-referral, referral, and eligibility procedures.
    • Explore the application and limitations of tools used for assessment of students with exceptionalities.
    • Synthesize assessment data in making eligibility, program, and placement decisions for students with exceptionalities, including those from culturally and linguistically diverse backgrounds.
    • Identify procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with exceptionalities.
    • Use assessment results to develop instructional plans.
    • Utilize assessment data to build transition plans for students, including birth to age three, age three to preschool, preschool to kindergarten, and transition from high school into the world.
    • Utilize and interpret formal and informal assessments including observation methods grades birth to grade 12.
    • Integrate assessment data for building an Individual Education Plan (IEP) and Individual Family Service Plan (IFSP).

    Learner Outcomes Approval Date:
    4/3/20

    Anticipated Course Offering Terms and Locations:
    Fall Locations: Ellensburg Winter Locations: Ellensburg Spring Locations: Ellensburg
  
  • EDSE 422 - Teaching Strategies, Curriculum, and Materials for Students with Exceptionalities


    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 admission to the Teacher Certification Program.

    Credits: (5)

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

    • Demonstrate knowledge of characteristics of various exceptionality areas and evidence-based instructional strategies to meet specific needs. 
    • Access and use scope and sequence of general and special curricula and materials including the EALR’s.
    • Discuss advantages and limitations of specific instructional strategies for students with disabilities.
    • Be familiar with and choose a type of assistive technology in the instructional process.
    • Develop an instructional plan which may align with the general education curriculum or meet the unique needs of an individual with special needs (this may include core curriculum access).
    • Use an instructional planning process, based upon evidence-based practices.
    • Design a unit of instruction, which addresses phases of learning, including acquisition, fluency, maintenance, and generalization.
    • Demonstrate use of direct instruction teaching strategies and teaching basic concepts through use of task analysis development
    • Design informal assessments for an instructional plan addressing the needs of students with special needs.
    • Design instructional accommodations and modifications, which target the specific needs of one or more students with exceptionality in an instructional plan/unit.
    • Review and evaluate curriculum materials, and discuss advantages and limitations.
    • Locate and access sources for curriculum materials that include or can be adapted to include students with special needs, including commercial sources.

    Learner Outcomes Approval Date:
    5/6/19

    Anticipated Course Offering Terms and Locations:
    Fall Locations: Ellensburg, Des Moines, Pierce County, Wenatchee, Yakima
  
  • 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. A field experience practicing instructional strategies. A valid WSPI/FBI fingerprint clearance and liability insurance are required; this can be obtained through the School of Education office.

    Prerequisites:
    Prerequisites: EDSE 310 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:

    • Recognize literacy and mathematical characteristics and needs of students with mild disabilities.
    • Summarize the key essential components of literacy and mathematical instruction for students with mild disabilities.
    • Construct a collection of evidence-based assessments and strategies for meeting the needs of students with disabilities in literacy and mathematics instruction in general education classrooms students with disabilities.
    • Synthesize multiple examples of evidence based specialized instructional practices and strategies to support the unique individualized needs of students with disabilities in literacy and mathematics.
    • Organize a collection of technologies related to the instructional process, incorporating assistive technologies into the education program for reading, written expression and mathematics.

    Learner Outcomes Approval Date:
    3/19/20

    Anticipated Course Offering Terms and Locations:
    Winter Locations: Ellensburg, Online
  
  • EDSE 426 - The Child with Language Exceptionalities


    Description:
    An exploration of the child with language exceptionalities (age birth-6) from the perspective of typical language development, assessment strategies, and remedial techniques. Recommended for teachers of children with mild and severe exceptionalities. Course will be offered every year (Fall, Winter, Spring, Summer).

    Prerequisites:
    Prerequisites: Current WSP/FBI fingerprint clearance and application or admission to the Teacher Certification Program.

    Credits: (3)

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

    • Identify normal and atypical first and second language acquisition processes in children.
    • Describe the characteristics of language disorders.
    • Define the elements of language (phonology, morphology, syntax, semantics, and pragmatics).
    • Analyze students’ linguistic productive and receptive abilities and challenges.
    • Explain the implications of language acquisition models for the teaching of language skills.
    • Identify language disorders and their characteristics and relate them to the 13 categories of disability in the Individual with Disabilities Education Act (IDEA).
    • Choose and develop instructional strategies for individuals with language disorders.
    • Distinguish between language disabilities and typical second language acquisition development of culturally and linguistically diverse learners (ELLs).
    • Choose and use augmentative and alternative education technologies to enhance communication.
    • Analyze assessment tools for the structure of the assessments and the types of data the assessments yield.
    • Use creative strategies and tools to empower learners with language disabilities as they transition into adulthood.

    Learner Outcomes Approval Date:
    4/19/2019

    Anticipated Course Offering Terms and Locations:
    Fall Locations: Ellensburg Winter Locations: Ellensburg Spring Locations: Ellensburg Summer Locations: Ellensburg
  
  • EDSE 431 - Individualized Educational Programs for Students with Exceptionalities


    Description:
    Designed to introduce prospective students to the legally and professionally supported process for creating IFSP’s and IEP’s. Course will be offered every year (Fall, Winter, Spring). 

    Prerequisites:
    Prerequisites: EDSE 310 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:

    • Acquire information from parents concerning the development of the Individualized Family Service Plan (IFSP).
    • Apply family systems theory and knowledge of dynamics, roles and relationships within families and communities in the development of the IFSP.
    • Create an IFSP with a transition component, following the legal and professional guidelines required by the State of Washington.
    • Identify similarities and differences of major provisions of Part B and Part C of the Individuals with Disabilities Education Act (IDEA).
    • Create an Individualized Education Program (IEP) for a classmate that includes a transition component, following the legal and professional guidelines discussed in class.
    • Create an IEP for a student that may include a transition plan (ages 15 and up), following the legal and professional guidelines discussed in class.
    • Synthesize assessment data, parent input, teacher input, student strengths and interests in order to create relevant Measurable Annual Goals.
    • Apply recent research to the implementation of the IEP meeting, making it culturally responsive and family friendly.
    • Create an assistive technology plan for a student.

    Learner Outcomes Approval Date:
    4/19/2019

    Anticipated Course Offering Terms and Locations:
    Fall Locations: Ellensburg Winter Locations: Ellensburg Spring Locations: Ellensburg
  
  • 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. This course includes a clinical field experience. A valid WSPI/FBI fingerprint clearance and Liability Insurance are required; this can be obtained through the School of Education office. Course will be offered every year (Winter, Spring). 

    Prerequisites:
    Prerequisites: EDSE 310 and admission to the Teacher Certificate Program.

    Credits: (4)

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

    • Analyze evidence supporting learning strategies for teaching students with low-incidence disabilities.
    • Assemble a collection of research-based curricula materials for students with low-incidence disabilities.
    • Practice research-based adaptations for students with low-incidence disabilities.
    • Identify research-based self-advocacy practices for students with low-incidence disabilities.
    • Performance-Based Assessment appropriate for a student/classroom of a low-incidence focused classroom (e.g., Life Skills Classroom, LRC, etc.).
    • Identify local, state, and national organizations that support transition of young adults with low-incidence disabilities to life skills and employment with as much independence as possible for the individual.

    Learner Outcomes Approval Date:
    4/19/2019

    Anticipated Course Offering Terms and Locations:
    Winter Locations: Ellensburg Spring Locations: Ellensburg
  
  • EDSE 460 - Collaboration with Parents, Paraprofessionals, and Community Agencies


    Description:
    Designed to emphasize skills necessary for collaborative relationships in the team process, including collaboration with other teachers, families, paraprofessionals, administration, and community agencies. A practical field experience is included in this course. Course will be offered every year (Winter, Spring).

    Credits: (4)

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

    • Describe procedures for utilizing community resources.
    • Review research of and apply procedures for communicative and consultative relationships with students, parents, teachers, and other school and community personnel within school and other diverse settings.
    • Identify services and roles of professionals who work within schools and other agencies who contribute to individual student programs for students with disabilities and evaluation of program effectiveness.
    • Describe ways to interact with parents that reflect (a) knowledge of the student characteristics (b) concerns and needs of parents of children with disabilities, and (c) strategies to help parents deal with these concerns in ways that foster respectful and beneficial relationships between families and professionals.
    • Use research-based methods that meet specific criteria to demonstrate and evaluate parent conferencing skills, including (a) planning and conducting collaborative conferences with parents/caregivers, and (b) encouraging and assisting families to become active participants in the educational team.
    • Demonstrate effective strategies (e.g., two way communication skills) for maintaining on-going positive relationships via communication with parents, other educators, other service providers, paraprofessionals, and community members.
    • Utilize research-based strategies for identifying dynamics of team roles, interaction, communication, team building, problem solving, conflict resolution, and stress management.
    • Generate feedback and evaluate performance in collaboration with other adults.
    • Identify ways to strengthen the teacher/paraprofessional team.
    • Describe the importance of clearly defined job responsibilities and supervision expectations for paraprofessionals.
    • Identify ways for a supervising teacher to identify paraprofessional training needs as well as ways for teachers to meet identified needs.
    • Describe how family dynamics play an influential role in the lives of students who are culturally and linguistically diverse in relation to the provision of special education services.
    • Demonstrate effective written and verbal communication skills.
    • Demonstrate effective collaboration skills.
    • Use copyrighted educational materials in an ethical manner.

    Learner Outcomes Approval Date:
    4/19/2019

    Anticipated Course Offering Terms and Locations:
    Winter Locations: Ellensburg Spring Locations: Ellensburg
  
  • 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)

    Anticipated Course Offering Terms and Locations:
  
  • 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)

    Anticipated Course Offering Terms and Locations:
  
  • 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)

    Anticipated Course Offering Terms and Locations:
 

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