Jan 31, 2023  
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: Bilingual (EDBL)

  
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    EDBL 440 - Development of Literacy with Linguistically Diverse Students


    Description:
    Reading instruction for K-12 students who are speakers of a language other than English. Linguistic theory and information for developing and implementing strategies and techniques for literacy acquisition in English.

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

    Credits: (3)

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

    • Identify and explain diverse perspectives of the concept of literacy.
    • Summarize linguistic theory and research applicable to the development of second language literacy.
    • Describe research-based, methods and techniques that foster the literacy development of ESL learners.
    • Select, adapt, and develop appropriate materials and instructional sequences.
    • Describe and conduct procedures and methods appropriate to the assessment of second language readers and writers.

    Learner Outcomes Approval Date:
    2/15/07

    Anticipated Course Offering Terms and Locations:
  
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    EDBL 492 - Practicum


    Description:
    This course will provide students with experience working in bilingual education and/or English as a second language settings. Students may accumulate no more than 15 hours of practicum credit. May be repeated up to 15 credits. Grade will either be S or U.

    Prerequisites:
    Prerequisite: students must have completed four courses in the Bilingual Ed or Teaching ESL minor, and admission to the Teacher Certification program and current WSP/FBI fingerprint clearance.

    Credits: (1-15)

    Anticipated Course Offering Terms and Locations:
  
  
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    EDBL 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
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    EDBL 498 - Special Topics


    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
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    EDBL 499 - Seminar


    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:

Education: Center for Teaching and Learning (ECTL)

  
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    ECTL 201 - CWU Youth Mentoring I (Put on Reserve 9/1/2020)


    Description:
    Compass 2 Campus (C2C) is a class designed as an introduction to service-learning. Students participate in a campus wide mentoring initiative designed to encourage under-represented, low-income, first generation, and diverse fifth-twelfth grade students to graduate from high school and consider post-secondary education. May be repeated up to 9 credits. (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:

    • Identify and Demonstrate mentoring best practices in the classroom
    • Communicate orally and in writing effectively and professionally with lead mentors and school staff.
    • Demonstrate best practices when working with at-risk youth in the classroom.
    • Demonstrate cultural competence and awareness of differences when interacting with youth and school personnel.

    Learner Outcomes Approval Date:
    4/17/14

    Anticipated Course Offering Terms and Locations:
  
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    ECTL 298 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
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    ECTL 299 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
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    ECTL 396 - Individual Study


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
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    ECTL 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
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    ECTL 398 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
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    ECTL 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
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    ECTL 470 - Alternative Pathways to Teaching: Seminar Series


    Description:
    Reserved for candidates in Alternative Pathways to Teaching (APT). Introduces candidates to the technical skills of teaching by using case studies with embedded problems encountered in Washington public schools. Students will solve the problems through individual online research and group discussion. Seminar topics include online learning, inquiry-based learning, assessment, professional, legal and ethical requirements, special education and English language learners. Department consent required. Grade will either be S or U.

    Credits: (3)

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

    • Identify different approaches to learning according to students diverse cultural and linguistic backgrounds.
    • Apply principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development.
    • Use appropriate assessments to Identify verbal and writing language needs.
    • Identify appropriate professionals with whom to work regarding the special education needs of a child.
    • Use appropriate terminology regarding students with special needs.
    • Discuss their roles and responsibilities in reporting suspected child abuse using appropriate protocols.
    • Use assessment driven data to drive planning decisions regarding mathematics use in the classroom.
    • Discuss state and teacher assessment data with parents and other consumers.
    • Discuss learner-centered and inquiry-based practices in the classroom and create a lesson that incorporates these strategies in the classroom.
    • Compare the 21st century classroom to the traditional model
    • Discuss the role of technology in the classroom and use a technology tool to create a lesson.
    • Discuss Standard V, the TPA, and Online APT

    Learner Outcomes Approval Date:
    3/15/12

    Anticipated Course Offering Terms and Locations:
  
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    ECTL 480 - Alternative Pathways to Teaching: Curriculum Planning


    Description:
    Course reserved for candidates admitted into the APT Regional Consortia Program. Candidates will learn about and develop practical lesson planning, management, and assessment strategies, as well as methods and models of teaching, including reflection and analysis. Prerequisite: full admission to CWU, and the APT Regional Consortia Program. Grade will either be S or U.

    Credits: (3)

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

    • Demonstrates ability to use technology to enhance student learning. WAC 180-78A-270(1)(1)
      • Identify technological resource available in their building/district.
      • Identify P-12 student needs in regards to:
        • Technology usage and understanding
        • Accommodations to be successful in the use of technology.
      • Use appropriate assessments to ensure student success in the use of technology, where applicable
    • Demonstrate an understanding of different learning modalities and instructional approaches.
    • Use a set of strategies to assess teacher effectiveness
    • Exhibit culturally responsive teaching
    • Use multiple instructional strategies to address individual student needs
    • Develop and implement specific accommodations
    • Use differentiated instructional strategies to create learning experiences for all students
    • Demonstrate standards of conduct clearly related to democratic civility
    • Demonstrate the use of assessment to improve teaching and programs

    Learner Outcomes Approval Date:
    2/17/11

    Anticipated Course Offering Terms and Locations:
  
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    ECTL 490 - Alternative Pathways to Teaching: Internship


    Description:
    Course reserved for Alternative Pathways to Teaching (APT) Program. Candidates will be required to complete a school year-long internship in a public school setting to satisfy legislative requirements using a co-teaching model. The final quarter the candidate must take and pass the Teacher Performance Assessment before exiting the program and applying for certification. Must be repeated for 3 quarters for a total of 18 credits. Department consent required. Grade will either be S or U.

    Credits: (6)

    Anticipated Course Offering Terms and Locations:
  
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    ECTL 496 - Individual Study


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
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    ECTL 497 - Seminar


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
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    ECTL 498 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
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    ECTL 499 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:

Education: Curriculum and Supervision (EDCS)

  
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    EDCS 298 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
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    EDCS 299 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
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    EDCS 312 - Educational Statistics (Put on Reserve 9/1/2020)


    Description:
    Use and interpretation of elementary statistical techniques. (Put on reserve 9/1/2020, will go inactive 8/24/23)

    Credits: (4)

    Anticipated Course Offering Terms and Locations:
  
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    EDCS 392 - Practicum


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

    Credits: (3-5)

    Anticipated Course Offering Terms and Locations:
  
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    EDCS 396 - Individual Study


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
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    EDCS 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
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    EDCS 398 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
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    EDCS 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
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    EDCS 492 - Practicum


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

    Credits: (1-15)

    Anticipated Course Offering Terms and Locations:
  
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    EDCS 496 - Individual Study


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
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    EDCS 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
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    EDCS 498 - Special Topics


    Description:
    May be repeated if subject is different.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
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    EDCS 499 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:

Education: Early Childhood (EDEC)

  
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    EDEC 232 - Child Development


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

    Credits: (3)

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 292 - Assisting in the Child-centered Classrooms


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

    Credits: (5)

    Anticipated Course Offering Terms and Locations:
  
  
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    EDEC 298 - Special Topics


    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 299 - Seminar


    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 306 - Professional Growth and Expectations


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

    Prerequisites:
    Co-requisite: EDEC 307.

    Credits: (2)

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

    • Identify personal and professional expectations as an educator (including standards, mandated reporting, code of conduct, service learning). [knowledge]
    • Interpret their role and responsibility as a mandated reporter of potential child abuse and neglect. [comprehension]
    • Actively participate in personal development as an educational leader. [application]
    • Examine personal and professional attributes. [analysis]
    • Use personal reflections to prioritize target outcomes for professional development. [synthesis]
    • Justify their professional development target outcomes with their ECE advisor. [evaluation]

    Learner Outcomes Approval Date:
    2/21/13

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 307 - Equity, Culture, and Anti-bias in ECE


    Description:
    Principles of equity, cultural relevancy, and anti-bias approaches appropriate for programs serving children from birth through eight years of age. Course will not have an established scheduling pattern (Fall, Spring).

    Prerequisites:
    Pre-requisite: EDEC 306.

    Credits: (3)

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

    • Analyze and recognize developmentally appropriate practices in grades P-3.
    • Analyze best practice in reference to NAEYC, and Washington State Early Learning Standards.
    • Develop developmentally appropriate lesson plans for grades K-3.

    Learner Outcomes Approval Date:
    11/4/18

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 312 - Childhood Learning


    Description:
    Childhood Learning is an exploration of the specific content knowledge and processes, such as reading, math, science, language arts, etc. that are found in preschool through third grade developmentally appropriate programs. Course will be offered every year (Fall, Spring).

    Prerequisites:
    Prerequisite: EDEC 306.

    Credits: (3)

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

    • Analyze and recognize developmentally appropriate practices in grades P-3.
    • Analyze best practice in reference to NAEYC, and Washington State Early Learning Standards.
    • Develop developmentally appropriate lesson plans for grades K-3.

    Learner Outcomes Approval Date:
    10/4/18

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 313 - Materials and Manipulatives in ECE


    Description:
    Strategies are investigated for developing games and learning opportunities through the use of classic ECE manipulatives. The potential for fostering teaching knowledge and skills is emphasized. Course will be offered every year (Fall, Winter, Spring).

    Prerequisites:
    Prerequisite: EDEC 306.

    Credits: (3)

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

    • Research, and reflect on the theories of educators who were pioneers in the field of early childhood.
    • Develop a resource file/list/electronic folder of developmentally appropriate activities for P-3
    • Create and demonstrate materials and manipulatives to promote developmentally practice in Pre-3 

    Learner Outcomes Approval Date:
    10/4/18

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 314 - Learning through Play


    Description:
    Learning through play is a dynamic look at how to introduce and solidify skills through play based emergence curriculum. The use of play to developmentally explore in depth reading, math, emotions, etc. Course will be offered every year (Fall, Winter, Spring).

    Prerequisites:
    Prerequisite: EDEC 306.

    Credits: (3)

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

    • Define play and its developmental levels (solitary, parallel, associative, and cooperative).
    • Interpret types of play (constructive, functional, games with rules, investigative, and dramatic).
    • Assess early childhood standards (Washington State Early Learning Standards, and NAEYC) using play-based observational data.
    • Design play-based learning environment.
    • Classify children’s play based on level and type, using observational data.
    • Create a personal philosophy of education of how children learn through play, and how teachers, parents, and the children themselves contribute to that learning 

    Learner Outcomes Approval Date:
    10/4/18

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 321 - Curriculum I


    Description:
    Historical influences and knowledge of child development/psychological theories/contemporary models will form the basis for curriculum development, implementation, and interactions with children from birth to preschool age. Course will be offered every year (Fall, Winter, Spring).

    Prerequisites:
    Prerequisite: EDEC 306.

    Credits: (3)

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

    • Locate Washington State Childcare Licensing Requirements.
    • Identify developmental milestones of birth-three using Washington State Birth-Three early learning standards.
    • Create a domain-based family lesson plan for a child birth-three.
    • Compare and contrast various types of childcare settings for birth to three.

    Learner Outcomes Approval Date:
    10/4/18

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 322 - Parent Involvement


    Description:
    Parent-child and parent-school interactions as educational and developmental aids. Emphasis upon the school’s use of the home and community for educational purposes. Course will be offered every year (Fall, Winter, Spring).

    Prerequisites:
    Prerequisite: EDEC 306.

    Credits: (3)

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

    • Describe facets of parent involvement including but not limited to: communication, parenting, learning at home, volunteering, decision making and community collaboration.
    • Research the Washington State Early Learning Guidelines and NAEYC Standards and create games and activities that families can do together to meet the requirements of the standards.
    • Investigate and report on volunteer opportunities in the community and volunteer at one function. 
    • Implement Epstein’s Framework- interview one or more of the following: parent, in-service teacher, or child. 

    Learner Outcomes Approval Date:
    2/21/13

    Anticipated Course Offering Terms and Locations:
  
  
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    EDEC 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 398 - Special Topics


    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 411 - Curriculum II


    Description:
    Historical influences and knowledge of child development, psychological theories, and contemporary models as bases for curriculum development and implementation in pre-kindergarten settings. Course will be offered every year (Fall, Winter, Spring).

    Prerequisites:
    Prerequisite: EDEC 306.

    Credits: (3)

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

    • Investigate the performance standards implemented by Head Start and ECEAP.
    • Research the developmental milestones of children age 3-5.
    • Construct a theme-based unit plan including the developmental domains of language, social emotional, cognitive, physical, aesthetic, and affective.
    • Implement a preschool lesson at a local preschool or childcare center.
    • Reflect and write an analysis of a lesson implemented with children including strengths and weakness of the implementation and lesson plan.

    Learner Outcomes Approval Date:
    10/4/18

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 412 - Responsible Childhood Assessment


    Description:
    Exploration and application of childhood assessment, birth-elementary with emphasis on responsibility, ethics, purpose, decision-making, and alignment; designed to impact individual learning outcomes, professional implementation, and program improvement. Course will be offered every year (Fall, Winter, Spring).

    Prerequisites:
    Prerequisite: EDEC 306.

    Credits: (3)

    Learner Outcomes:

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

    • Demonstrate methods of working with children to self- assessment and set goals in developmentally appropriate ways. 1.2
    • Demonstrate strategies for partnering effectively with all stakeholders to inform and enhance support for children’s learning through listening, observing, and data collection. 2.1
    • Identify a variety of assessment methods (formal and informal) used from birth through elementary school, designed to provide information about children, teaching, and programs. Program Standard.
    • Demonstrate understanding of how to evaluate and use standardized assessment tools, and integrate standardized data with other assessment data. 2.5
    • Distinguish between assessment methods, targets, and the intended purposes. Program Standard.
    • Implement assessments within specified categories, as well as interpret and communicate the resulting data. Program Standard.
    • Demonstrate understanding of how to use developmentally and culturally appropriate practices to observe, record, and assess young children’s development and learning. 3.5
    • Consider theory, research, assessment information, and perspectives of others to make informed decisions about instructional strategies and program content. 5.1
    • Demonstrate understanding of the role of the teacher in assessing and referring children and families to appropriate community health or social service agencies when necessary. 5.4
    • Demonstrate understanding of informal and formal assessment strategies for the purpose of setting goals and planning appropriate programs, environments, and interactions, and adapting for individual differences. 5.5
    • Select appropriate assessment tools based on intended purpose, reliability, and validity. Program Standard.
    • Propose and/or construct assessments tools which are aligned with the intended purpose. Program Standard.

    Learner Outcomes Approval Date:
    10/4/18

    Anticipated Course Offering Terms and Locations:

  
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    EDEC 422 - Classroom Management in an ECE Classroom


    Description:
    This course provides students the opportunity to explore, apply, synthesize and evaluate techniques and strategies for creating positive classroom climates through organization and management techniques. Course will be offered on even numbered years (Fall, Winter, Spring).

    Prerequisites:
    Prerequisites: EDEC 312 and  EDEC 321 and EDEC 411.

    Credits: (3)

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

    • Research ways to establish positive, supportive relationships with children
    • Implement and maintain a physically and psychologically safe and healthy learning environment.
    • Implement appropriate and effective classroom management practices, individual, group guidance, schedules, routines, transitions and problem-solving techniques to encourage positive social interaction among children.
    • Compare and contrast several classroom management styles and develop a personal management style.
    • Observe, reflect, and analyze several teachers’ management styles practicing in the community.

    Learner Outcomes Approval Date:
    10/4/18

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 424 - Curriculum III


    Description:
    Historical influences and knowledge of child development, psychological theories, contemporary models will form the basis for curriculum development, implementation, and interactions with children from kindergarten through primary grades. Course will be offered on even numbered years (Fall, Winter, Spring).

    Prerequisites:
    Prerequisites: EDEC 306, EDEC 321, and EDEC 411.

    Credits: (3)

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

    • Compare and Contrast the strengths and weaknesses of the Common Core Standards.
    • Research and show knowledge of the developmental milestones of children B-8 years old.
    • Construct and implement a literature- based lesson plan for children 5-8.
    • Design class schedules for each grade of K-3.
    • Construct content-based lesson plans (consecutive) for children 5-8
    • Investigate elementary school campus, resources, and curricular materials. 

    Learner Outcomes Approval Date:
    10/4/18

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 432 - Theories in Child Development


    Description:
    Assists the student in formulating his or her own general assumptions about the nature of child development through study of various theoretical viewpoints and current issues. EDEC 432 and FCL 432 are cross-listed courses, students may not receive credit for both. Course will be offered every year (Fall, Winter, Spring).

    Prerequisites:
    Prerequisite: EDEC 306.

    Credits: (3)

    General Education Category: CE - Culminating Experience

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

    • Identify competing theoretical perspectives of developmental influences, particularly as they relate to the influences of nature and nurture.
    • Interpret theoretical information through research of various early childhood theories.
    • Identify theories within case studies.
    • Describe physical, cognitive, and socio-emotional development from conception through adolescence, citing relevant theory and research.
    • Discuss the role of genetics and hereditary factors (including maturation) in the cognitive, behavioral, and psychosocial development of children.

    Learner Outcomes Approval Date:
    10/4/18

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 447 - Curriculum Exploration


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

    Prerequisites:
    Prerequisites: EDEC 331 or FCSF 331.

    Credits: (3)

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

    • Write course proposal based on personal interest, growth plan information, department recommendation, and available opportunity and/or resources. [knowledge]
    • Interpret research of curricular model/design. [comprehension]
    • Construct curriculum for specified learning site or opportunity. [application]
    • Investigate special considerations needed for students or the environment. and modify curriculum plan. [analysis]
    • Modify curriculum plan according to investigative findings. [synthesis]
    • Justify curricular changes based on developmental appropriateness and best practice in early childhood education. [evaluation]

    Learner Outcomes Approval Date:
    3/07/13

    Anticipated Course Offering Terms and Locations:
  
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    Learning Agreement Forms

    EDEC 490 - Cooperative Education


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

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 492 - Senior Seminar


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

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

    Credits: (3)

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

    • Reflect on hands-on experiences in ECE classrooms.
    • Evaluate and maintain an ongoing personalized professional growth plan.
    • Compile a professional portfolio that is a representation of their skills and talents.
    • Fulfill the requirements of an ECE professional.
    • Problem solve using best practices and early childhood theories.
    • Conduct self-reflection of their skills and classroom readiness.

    Learner Outcomes Approval Date:
    2/21/13

    Anticipated Course Offering Terms and Locations:
  
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    EDEC 493 - Professional Educators Field Experience


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

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

    Credits: (3-18)

    Learner Outcomes:

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

    • Implement developmentally practice in the early childhood setting P-3.
    • Establish and maintain a safe and developmentally appropriate environment in the P-3 setting
    • Implement various methods of assessment in P-3 classrooms with appropriate documentation.
    • Maintain healthy and professional relationships with families and community members.
    • Maintain a professional style of interaction with others both in the schools and the community. 
    • Investigate and research the curricula implemented in the assigned P-3 environment.
    • Provide feedback that is professional and appropriate that will enhance growth and improvement in student performance.

    Learner Outcomes Approval Date:
    10/16/14

    Anticipated Course Offering Terms and Locations:

  
  •  

    EDEC 494 - Professional Educators Advanced Field Experience


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

    Prerequisites:
    Prerequisite: EDEC 493.

    Credits: (3-10)

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

    • Design and modify published curriculum for a specific purpose (grade, student, etc.).
    • Create a learning segment for a specific purpose under the direction of the mentor teacher and supervisor.
    • Design assessment tasks based on the specified learner outcomes for the learning segment designed from the modified classroom curriculum.
    • Conduct a focused curriculum materials review of the material being used at the placement school site.
    • Provide constructive feedback to students in the classroom where the internship is being completed.
    • Do a presentation on a published curriculum that he/she reviewed as part of the class & school project.

    Learner Outcomes Approval Date:
    10/16/14

    Anticipated Course Offering Terms and Locations:
  
  
  •  

    EDEC 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEC 498 - Special Topics


    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEC 499 - Seminar


    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:

Education: Elementary (EDEL)

  
  •  

    EDEL 120 - Educating America (Put on reserve 9/16/19)


    Description:
    The course takes a chronological look at how the institution of education has influenced and been influenced by the development of the U.S. socially, economically, politically, and culturally. (Put on reserve 9/16/19, will go inactive 8/24/22)

    Credits: (4)

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

    • PCE 1. Identify the influence of the various institutions, cultures, and traditions of the United States.
    • PCE2. Critically analyze ways in which the past affects the present and future.
    • PCE3. Articulate the requirements of informed citizenship based on analysis of social, economic and/or political processes issues and events.
    • PCE4. Apply critical thinking and ethical reasoning to individual and collective decision making.
    • Differentiate cultural educational institutional approaches as a factor in identity.

    Learner Outcomes Approval Date:
    5/07/15

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 130 - Relationship Development Across the Lifespan (Put on reserve 9/16/19)


    Description:
    This course focuses on human interaction through the development of relationships across the lifespan with particular emphasis on relationship formation and stages of parenting. (Put on reserve 9/16/19, will go inactive 8/24/22)

    Credits: (4)

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

    • SWBAT identify how intellectual, physical, emotional, social, and spiritual development of humans impacts relationships across the life span.
    • SWBAT analyze various factors and significant issues, both natural and human made, that impact relationships throughout the life span.
    • SWBAT utilize appropriate methodology to gather and interpret qualitative data on a significant issue impacting human relationships.
    • SWBAT utilize appropriate methodology to gather and interpret qualitative data on a significant issue impacting human relationships.

    Learner Outcomes Approval Date:
    4/16/15

    Anticipated Course Offering Terms and Locations:
  
  
  •  

    EDEL 298 - Special Topics


    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 299 - Seminar


    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 320 - Integrated Arts in the Elementary School


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

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

    Credits: (5)

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

    • Sets learning targets that address the EALR’s and the state learning goals for the arts.
    • Demonstrates knowledge that dance, music, theatre and visual arts shape and reflect culture and history.
    • Applies arts knowledge and skills utilizing the key elements, principles of design and composition, and the foundations, concepts and techniques used in dance, music, theatre, and visual arts, such as rhythm, beat, expression, action, character, energy, color, balance, harmony, etc.
    • Demonstrates a recognition of a broad variety of visual and performing arts styles that differ across various artists, cultures, and times.
    • Applies and demonstrates the thinking skills using the artistic processes of creating, performing, and responding.
    • Designs assessment strategies to show understanding that dance, music, theatre, and visual arts are used to communicate ideas and feelings for specific purposes.
    • Designs performances or artistic works that show an understanding that aesthetic diversity is reflected in dance, music, theatre, and visual arts.
    • Designs performances or artistic works that show understanding that the arts (dance, music, theatre, and visual arts) make connections within and across the arts, to other disciplines, life, cultures and work.

    Learner Outcomes Approval Date:
    2/01/13

    Anticipated Course Offering Terms and Locations:
  
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    EDEL 323 - Teaching Elementary School Mathematics


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

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

    Credits: (4)

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

    • Design and execute a wide range of instructional plans and strategies that support student learning within mathematics & integrated across other academic content areas.
    • Operationalize the Common Core State Standards in Mathematics K-8.
    • Use the learning progressions as a diagnostic tool in assessing learning and planning lessons.
    • Design and implement a wide range of assessment strategies and support student learning within and across academic content areas.
    • Design instructional lessons using the constructivist model of problem solving (investigations).
    • Operationalize the 5 elements of mathematical instruction: Task Development, Tool Usage as Learning Support, Equity of Accessibility, Social Culture of the Learning Environment, & Teacher’s Role in
    • Decipher and explain ethomathematical methods of problem solving.
    • Operationalize the grading, assessment, feedback process with meaning & application.
    • Utilize manipulatives purposefully in developing effective instructional strategies for K- 8 math content.

    Learner Outcomes Approval Date:
    2/01/13

    Anticipated Course Offering Terms and Locations:
  
  
  •  

    EDEL 397 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 398 - Special Topics


    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 399 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 401 - Foundations/Philosophy for Teaching Highly Capable Learners


    Description:

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

    Credits: (2)

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

    • Explain the historical foundations of gifted and talented education including points of view and contributions of individuals of diverse backgrounds.
    • Compare philosophies, theories, program models, and research that support gifted and talented education.
    • Compare definitions of giftedness and identification of individuals with gifts and talents, including those with diverse backgrounds and/or exceptional learning needs.
    • Identify and utilize organizations and publications relevant to the field of gifted and talented education
    • Collaborate with stake holders outside of the school setting who serve gifted and talented learners and their families.
    • Explain local, state, and federal laws and policies related to gifted and talented education.
    • Explain FERPA as it relates to gifted and talented learners.
    • Evaluate issues and trends interconnecting general, special, and gifted and talented education.

    Learner Outcomes Approval Date:
    5/05/16

    Anticipated Course Offering Terms and Locations:
  
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    EDEL 405 - Societal and Cultural Perceptions of Giftedness


    Description:

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

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

    Credits: (3)

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

    • Compare definitions of giftedness and identification of individuals with gifts and talents, including those with  diverse backgrounds  and/or exceptional learning needs.
    • Compare the cognitive and affective characteristics of gifted and talented learners, including those from diverse backgrounds, in intellectual, academic, creative, leadership, and artistic domains.
    • Explain the similarities and differences among gifted and talented learners as well as compared to the general population.
    • Analyze the academic and affective characteristics and learning needs of gifted and talented learners, including the underachieving and twice-exceptional student.
    • Evaluate the influences of different beliefs, traditions, and values across and within diverse groups on relationships among gifted and talented learners, their families, schools, and communities.
    • Advocate for the benefit of gifted and talented learners and their families.

    Learner Outcomes Approval Date:
    5/05/16

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 410 - Identification of Highly Capable Learners


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

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

    Credits: (2)

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

    • Identify and use non-biased and equitable approaches for identifying gifted and talented learners.
    • Identify and use technically adequate qualitative and quantitative assessments for identifying and placing gifted and talented learners.
    • Explain uses, limitations, and interpretation of multiple assessments in different domains for identifying individuals with exceptional learning needs.
    • Design and implement processes and procedures for the identification of gifted and talented learners.

    Learner Outcomes Approval Date:
    5/05/16

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 415 - Learning Environments for Highly Capable Learners


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

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

    Credits: (3)

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

    • Design learning opportunities for gifted and talented learners that promote self awareness, positive peer relationships, intercultural experiences, self efficacy, lifelong learning, and leadership.
    • Create safe learning environments for gifted and talented learners that encourage active participation and student voice in individual and group activities to enhance independence, interdependence, and positive peer relationships.
    • Create learning environments and intercultural experiences that allow gifted and talented learners to appreciate their own and others’ language and cultural heritage.
    • Develop social interaction and coping skills in gifted and talented learners to address personal and social issues, including discrimination and stereotyping.

    Learner Outcomes Approval Date:
    5/05/16

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 420 - Social Sciences in the Elementary School


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

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

    Credits: (4)

    Learner Outcomes:
    Upon successful completion of this course, the student 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 discussion.
    • Construct effective arguments.
    • Explain economic concepts (i.e., supply, demand, scarcity, money, etc.).
    • Create a mini-unit of instruction.

    Learner Outcomes Approval Date:
    2/01/13

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 423 - Integrated Methods for the Elementary School


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

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

    Credits: (3)

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

    • Set learning targets that address the state learning goals. CTL 1.1-1.2 WA 1.1-1.6, 4.1-4.12
    • Demonstrate knowledge of the characteristics of students and communities. WA 2.1-1.7
    • Plan and establishes effective interactions with families to support student learning and well-being. WA3.9
    • Design assessment strategies that measure student learning. CTL 1.3, WA 5.1-5.7
    • Design Instruction based on research and principles of effective practices. CTL 1.2, 1.3, WA 4.1-4.12
    • Align instruction with the instructional plan and communicates accurate content knowledge. CTL 1 .1, 1.2, 1.3, 1.5 WA3.l-3.9
    • K-8 students participate in a learning community that supports student learning and wellbeing. CTL 1.5, WA 3.1-3.9
    • K-8 students engage in learning activities that are based on research and principles of effective practices. CTL 1.2, 1.3, 1.5, WA 4.1-4.12
    • Students experience effective classroom management and discipline. CTL 1.5, WA 3.1-3.9
    • And their k-8 students engage in activities that assess student learning. CTL 1.3, 1.5, WA 5.1-5.7

    Learner Outcomes Approval Date:
    10/16/14

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 425 - Curriculum Development/Modification-Highly Capable Learners


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

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

    Credits: (3)

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

    • Design differentiated learning plans/curriculum for gifted and talented learners.
    • Select curriculum resources, strategies, and product options that respond to cultural, linguistic, and intellectual differences among gifted and talented learners.
    • Develop scope and sequence plans for gifted and talented learners.
    • Select and adapt a variety of differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive and complex content.
    • Develop differentiated curriculum-based assessments for use in instructional planning and delivery for gifted and talented learners.
    • Align differentiated curriculum with instructional plans to meet local, state, and national curricular standards appropriate to the assessed academic strengths of the gifted and talented learner.
    • Collaborate with gifted and talented learners, their families, general and special educators, and other school staff to articulate a comprehensive education program.

    Learner Outcomes Approval Date:
    5/05/16

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 430 - Individual Development of Highly Capable Learners


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

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

    Credits: (3)

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

    • Analyze the role of families and communities in supporting the development of gifted and talented learners.
    • Analyze the unique academic, social, and emotional developmental milestones of gifted and talented learners  from early childhood through  adolescence.
    • Analyze the idiosyncratic learning patterns of gifted and talented learners, including those from diverse backgrounds.
    • Evaluate the societal, cultural, and economic factors, including anti-intellectualism and equity vs. excellence, that may enhance or inhibit the developments of gifts and talents.
    • Compare ways in which groups are stereotyped and experience historical and current discrimination and discuss implications for gifted and talented  education.
    • Evaluate the effects of culture and environment on the development of gifted and talented learners.
    • Evaluate the influences of diversity factors on gifted and talented  learners.
       

    Learner Outcomes Approval Date:
    5/05/16

    Anticipated Course Offering Terms and Locations:
  
  •  

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


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

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

    Credits: (2)

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

    • Apply the essential components of a quality project- based learning (PBL)
    • Modify and/or create a project for highly capable learners
    • Justify a project’s creation/modification according to expectations for gold-standard PBL
    • Compare resources for supporting understanding and implementation of PBL

    Learner Outcomes Approval Date:
    5/05/16

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 450 - Planning and Instruction I: Highly Capable Learners


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

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

    Credits: (3)

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

    • Utilize community and school resources to support differentiated  instruction.
    • Use curricular, instructional and management strategies effective for gifted and talented learners including the underachieving and twice-exceptional student.
    • Adjust instruction for gifted and talented learners based  on formative  and summative assessment.
    • Pace delivery  of curriculum  and  instruction consistent  with needs  of gifted  and talented learners.
    • Apply pedagogical content knowledge to instructing gifted and talented learners.
    • Apply higher-level, critical, and creative thinking and metacognitive and problem solving models to content areas to meet the needs of gifted and talented learners
    • Provide opportunities for gifted and talented learners to explore, develop, or research their areas of  interest or talent.

    Learner Outcomes Approval Date:
    5/05/16

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 455 - Planning and Instruction II: Highly Capable Learners


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

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

    Credits: (3)

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

    • Engage gifted and talented learners from all backgrounds in challenging, multicultural curricula.
    • Use advanced oral and written communication tools, including assistive technologies, to meet the needs of individuals with exceptional learning needs.
    • Access resources and develop strategies to enhance communication skills for gifted and talented learners, including those with advanced communication skills and/or English language
    • Use alternative assessment and technologies to evaluate academic growth of gifted and talented learners.
    • Integrate perspectives of diverse groups into planning instruction for gifted and talented learners.
    • Integrate academic and career guidance experiences into the learning plan for gifted and talented learners.
    • Communicate and consult with school personnel about the characteristics and needs of gifted and talented learners.
    • Collaborate with families, community members, and professionals in assessment and instruction of gifted and talented learners.

    Learner Outcomes Approval Date:
    5/05/16

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 468 - Teaching Problem-solving Techniques for Upper Elementary and Middle School Mathematics (Put on reserve 9/16/19)


    Description:
    Methods and materials for helping the upper elementary/middle school (5th-8th grade) students learn mathematics with emphasis on appropriate manipulatives, teaming, problem solving, and communication strategies. Department reactivated 9/16/15. (Put on reserve 9/16/19, will go inactive 8/24/22)

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

    Credits: (3)

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

    • Demonstrate conceptual differences between instrumental and relational mathematical knowledge.
    • Construct CCSS-M aligned learning tasks that focus on the development of problem solving strategies.
    • Construct integrated mathematical learning segments that draw upon the resources & content inherent in the subject matter from across the middle level curriculum.
    • Demonstrate knowledge of the currently available curriculum materials (5th-8th grades) including technology and manipulatives for learning mathematics.
    • Analyze student produced work samples for instructionally relevant data.

    Learner Outcomes Approval Date:
    10/15/15

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 476 - Integrated Humanities at the Middle-level Grades


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

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

    Credits: (5)

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

    • Utilize Reading and Language Arts theories and research related to communication through reading, writing, speaking, listening, viewing and thinking.
    • Align reading skills through the learning progressions to state and national standards.
    • Curriculum development of student integration projects that Incorporates literature, language arts, and social studies (history, geology, economics, civics, and social studies).
    • Integrate literacy experiences in all learning environments.
    • Develop learning progressions that utilizes meta-cognition reading strategies.
    • Utilize current standards and the essential components of reading fluency, phonics, vocabulary and comprehension as they apply to the humanities for the young adolescent.

    Learner Outcomes Approval Date:
    1/17/13

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 477 - Middle School Students and Their Environment


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

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

    Credits: (4)

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

    • Middle level Teachers will know and be able to function within the middle school philosophy in terms of curriculum, management, development, and pedagogy. This includes the use of interdisciplinary teams, flexible grouping and scheduling, teacher­ based guidance programs, and activity-based programs. (Kl .2), (S1.1), (S1.2), (S2.2), (S3.2), (K4.1), (K4.2), (K.4.3), (K4.4), (S4.1),
      (KS.6)
    • Be sensitive and be able to effectively address developmental needs of physical, intellectual and cognitive, moral, and psychosocial in the education of middle school students. (K2. l), (K2.2), (S2. l), (S2.2), (K5.6)
    • Create, modify, and adapt the instruction, environment, and cognitive experiences to meet the individual and cultural needs of all students. (S2.3), (K3. l), (S3.1), (K.5.1), (K5.6), (S5.2), (K7.3)
    • Demonstrate knowledge of the current national, state and local best practices in curriculum and classroom practices by citing and integrating them into daily instructional and management practices. Students will be designing integrated lessons and the environment that supports integration.   (K5.3), (S5.4), (K5.4), (S5.4),
    • Middle level teacher candidates will be prepared to create a caring, stimulating, inclusive and safe community for learning where students take intellectual risks and work independently as well as collaboratively.  (S3.3), (KS.6), (S5.6), (S5.7),
    • Middle level teacher candidates will be able to create and employ opportunities to collaborate with colleagues, student families, resource persons, and community groups in achieving quality educational experiences for all students.  (S6.2,), (K6.1), (K7.3)
    • Design lessons that represent a departmentalized schedule approach with respect to both horizontal and vertical teaming.   (K4.1), (K4.3)

    Learner Outcomes Approval Date:
    1/23/14

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 478 - Developmentally Responsive Curriculum in the Middle Grades


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

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

    Credits: (3)

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

    • Design and/or modify curriculum to be relevant, challenging, integrative, and exploratory for all students within a given classroom.
    • Design and/or modify curriculum to be representative of the goals and outcomes of the Common Core State Standards.
    • Demonstrate an understanding of their roles in the total school curriculum process that involves horizontal and vertical teaming, curriculum mapping and alignment, selection of materials, etc. for young adolescents.
    • Demonstrate an understanding of how to integrate instructional technology into the curriculum and operationalize it within the classroom.
    • Utilize UbD lesson planning strategy.
    • Demonstrate an understanding of how to provide effective student feedback that facilitates continued learning.
    • Demonstrate an understanding of how to effectively develop and deliver instructional lessons within a learning environment.
    • Demonstrate their knowledge of the importance of Professionalism.
    • Demonstrate their knowledge of the importance of creating a caring, stimulating, inclusive and safe community where middle Level learners can take intellectual risks and work independently as well as collaborative.

    Learner Outcomes Approval Date:
    1/23/14

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 482 - Instruction and Assessment for the Middle-level: Grades Five through Eight (Put on reserve 9/16/19)


    Description:
    This course provides the future middle-level educator with comprehensive skills in instructional methods, curriculum alignment, lesson development, and assessment methodology within the middle school environment. Department reactivated 9/16/15. (Put on reserve 9/16/19, will go inactive 8/24/22)

    Prerequisites:
    Prerequisites: PSY 314, EFC 310, EDCS 311, 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:

    • Create instruction and assessments that reflect the integral relationship between planning, instructing, assessing, data collection, feedback, and evaluation.
    • Create examples of multiple assessment methodologies, including diagnostic, formative, and summative.
    • Define models of delivery of instruction, give examples, and determine when each is appropriate.
    • Explain how data is collected and used to inform curriculum; create/provide examples.
    • Adapt existing curriculum resources to reflect various instructional methodologies and strategies
    • Explain how assessment and feedback support student learning.

    Learner Outcomes Approval Date:
    10/15/15

    Anticipated Course Offering Terms and Locations:
  
  •  
    Learning Agreement Forms

    EDEL 490 - Cooperative Education


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

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

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 491 - Workshop


    Description:
    May be repeated for credit.

    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 493 - Professional Educators Field Experience


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

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

    Credits: (1-15)

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

    • Facilitate developmentally appropriate learning in a K-8 setting.
    • Establish and maintain a developmentally appropriate, content-focused learning environment.
    • Observe, assess, and document individual student and groups of students’ growths within a given K-8 environment.
    • Operationalize best practices readings, research, and trainings.
    • Conduct themselves in a professional manner.
    • Conduct a focused curriculum materials review of the material being used at the placement school site.
    • Provide constructive feedback to students in the classroom where the internship is being completed.

    Learner Outcomes Approval Date:
    10/16/14

    Anticipated Course Offering Terms and Locations:
  
  
  •  

    EDEL 497 - Honors


    Prerequisites:
    Prerequisite: admission to department honors program.

    Credits: (1-12)

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 498 - Special Topics


    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDEL 499 - Seminar


    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:

Education: Foundation (EDF)

  
  
  •  

    EDF 298 - Special Topics


    Credits: (1-6)

    Anticipated Course Offering Terms and Locations:
  
  •  

    EDF 299 - Seminar


    Description:
    May be repeated if subject is different.

    Credits: (1-5)

    Anticipated Course Offering Terms and Locations:
 

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