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WWC Graduate Bulletin
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EDUCATION AND PSYCHOLOGY

GRADUATE COURSES - EDUCATION 

EDUC 501 STATISTICS IN RESEARCH (OR PSYC 501) 3
An introduction to sampling theory, probability, and statistical inference as applied to research analysis and hypothesis testing. Includes simple multi-variate techniques and selected distribution-free tests of significance. Corequisite: EDUC/PSYC 502.
 
EDUC 502 STATISTICS LAB (OR PSYC 502) 1
Applications of statistical analysis techniques using SPSS. Corequisite: EDUC/PSYC 501.
 
EDUC 506 PERSPECTIVES ON SCHOOL AND COMMUNITY
Provides practicing educators with a comprehensive view of the K-12 curriculum. Explores the evolution of educational thought and practice, social and political influences on curriculum, and future possibilities.
 
EDUC 522 PHILOSOPHY AND EDUCATION 3
In-depth study of the philosophical foundations of education. Reviews the major schools of philosophic thought and theories of education. Explores connections between philosophy, educational theory, and educational practice; probes current issues and reforms. Prerequisite: EDUC 410 or equivalent.
 
EDUC 525 EDUCATION IN THE 21st CENTURY 3
Intended to help a student become conversant with significant issues and trends affecting the theory and practice of education.
 
EDUC 533 LITERATURE-BASED READING INSTRUCTION 3
An examination of current philosophy and research supporting literature-based reading instruction. Focus on establishing the context for literacy learning, selection and creation of appropriate materials, integration of literature in the content areas, and the teaching of literary elements in context. Prerequisite: EDUC 360 or equivalent.
 
EDUC 535 READING DIAGNOSIS AND REMEDIATION (OR SPED 535) 3
The diagnosis of problems in reading and the exploration of remedial strategies and techniques. Field experience required. Prerequisite: EDUC 360 or equivalent.
 
EDUC 537 THEMATIC APPROACHES TO THE TEACHING OF READING AND WRITING 3
The application of holistic theory to reading and writing instruction in the elementary school. Teachers will be immersed in themes and, in turn, create integrated units for their own classrooms. Prerequisite: EDUC 360 or equivalent.
 
EDUC 542 ISSUES AND TRENDS IN LITERACY 3
An exploration of current issues and research in reading and language arts. 
 
EDUC 546 READING AND WRITING ASSESSMENT 3
Exploration of strategies for observing and evaluating students' reading and writing abilities. Assessment of portfolios, journals, essays, and oral reading will be addressed. Prerequisite: EDUC 360 or equivalent. 
 
EDUC 551 ACTION RESEARCH (OR SPED 551) 3
Methods of classroom-based research for the practicing teacher. Includes problem definition, hypothesis or research question development, research design, data collection and interpretation, and application and reporting of findings. Prerequisite: Teacher certification or permission on instructor. 
 
EDUC 556 CURRICULUM PLANNING 3
Examines the purposes, products, and processes of curriculum design in terms of personal and social values. Explores interactions between curriculum content and students, teachers, and community. 
 
EDUC 561 METHODS OF RESEARCH (OR PSYC 561 or SPED 561) 3
Procedures in the selection and evaluation of research projects and techniques in the analysis of research data. A formal research proposal is developed as the course progresses. Prerequisite: PSYC 501 and 502 or equivalent courses. 
 
EDUC 562 METHODS OF QUALITATIVE RESEARCH (OR PSYC 562 or SPED 562) 2
History, theory, and procedures of qualitative research. Includes evaluation of published research and the design of a qualitative research project. Prerequisite: EDUC 561
 
EDUC 565 PRACTICUM IN READING 2-4; 4
Supervised experiences with elementary-age children, where instructional techniques, management, and assessment can be observed and practiced. Formal application is required. Graded S or NC.
 
EDUC 567 COMPARATIVE EDUCATION 3
A comparison of systems and philosophies of education in various parts of the world; examination of global trends in schooling; emphasis on the role of cultural impacts. 
 
EDUC 571 ACTION RESEARCH LAB 1-4;4
Application of the theory of action research in the K-12 educational setting. Students will design, execute, evaluate and report their classroom-based or school-based action research. Prerequisite: EDUC/SPED 551.
 
EDUC 575 READINGS: (Topic) 2-4
Advanced study confined to topic areas where the student can demonstrate prior knowledge and skills. Conducted in consultation with a faculty member. Written and/or oral reports are required. Prerequisite: Permission of the student's adviser. 
 
EDUC 581 PROFESSIONAL PROJECT 2-6
Planning and implementation of a significant project in education. Developed in close consultation with a department faculty member, the professional project typically concludes with a formal report and/or public presentation. Prerequisite: Graduate standing. Graded S or NC. 
 
EDUC 590 THESIS 2-8
The planning, execution, and formal presentation of original research in education. Completed under the guidance of a faculty committee appointed by the department in consultation with the student. Prerequisite: EDUC 561 and graduate standing. Graded S or NC.
 
EDUC 598 GRADUATE SEMINAR 1; 3
Discussion periods in which faculty and students explore significant issues through the examination and analysis of recent research and literature in education. One quarter hour; maximum, three. Prerequisite: Graduate standing.
 

   

GRADUATE COURSES - EDUCATION FIELD-BASED 

EDFB 520 EFFECTIVE TEACHING: (Specific course name) 1-3; 21
Individualized field-based course combining theory and practice in the student's workplace. Addresses effective teaching practices; using assessment to monitor and improve instruction; establishing and maintaining a positive, student-focused, learning environment; designing curriculum; demonstrating cultural sensitivity; advising and involving parents and community members; integrating technology into teaching; and collaborating with students' families to support student success. Prerequisites: Washington Initial or Residency Teaching Certification and a standard EDFB contract approved by three faculty members from the WWC School of Education and Psychology. 
 
EDFB 530 PROFESSIONAL DEVELOPMENT: (Specific course name) 1-3; 21
Individualized field-based course combining theory and practice in the student's workplace. Addresses evaluation of teaching through feedback and reflection; establishing goals for improvement; designing and implementing professional growth programs; and remaining current in subject area(s), theories, practice, and research. Prerequisites: Washington Initial or Residency Teaching Certification and a standard EDFB contract approved by three faculty members from the WWC School of Education and Psychology. 
 
EDFB 540 LEADERSHIP: (Specific course name) 1-3; 21
Individualized field-based course combining theory and practice in the student's workplace. Addresses improvement of curriculum and instructional practices; participating in professional and/or community organizations; advocating for methods of meeting the diverse needs of students; facilitating group decision making; collaboration for school improvement; and incorporating democratic principles into practice. Prerequisites: Washington Initial or Residency Teaching Certification and a standard EDFB contract approved by three faculty members from the WWC School of Education and Psychology. 
 

  

GRADUATE COURSES - EDUCATIONAL LEADERSHIP 

EDAD 525 HUMAN RELATIONS IN EDUCATION 3
Interpersonal communications and group dynamics for the educational leader. Also considers the role of communication and positive relationships in personnel functions and the collective bargaining process. 
 
EDAD 526 SCHOOL FINANCE 3
Analysis of economic and financial issues affecting the operation of schools and school systems. Topics include cost analysis, sources of revenue, budgeting, and the day-to-day management of fiscal resources. 
 
EDAD 527 SCHOOL FACILITIES AND SERVICES 3
Analysis, coordination, and management of the facilities and services found in a typical school. Trends in building design and maintenance with an eye toward efficient and effective use. Examination of co-curricular and non-curricular activities and their importance to the overall operation of the school. 
 
EDAD 539 SUPERVISION OF INSTRUCTION, K-12 4
For superintendents, principals, supervisors, and teachers concerned with instructional improvement through professional supervision. Study of the role, aims, principles, and techniques of instructional supervision. Prerequisite: Teaching experience in a K-12 setting or permission of the instructor. 
 
EDAD 545 PRINCIPALSHIP, K-12 4
The role of the principal; administration of the curriculum; organization of the schedule, calendar, and catalog; staff organization and utilization; attendance and discipline programs; responsibilities for office management and auxiliary services. Prerequisite: three years teaching experience or permission of instructor. 
 
EDAD 547 QUALITY SCHOOLS 3
Examines the effective schools research, definitions of and trends in quality education, alternative approaches to providing public and private education, and the public's perceptions and preferences regarding schools. 
 
EDAD 550 SCHOOL LAW 4
The legal basis for public and parochial school operation in the United States. Considers such issues as governmental relations, separation of church and state, board operations and procedures, contractual obligations, student control, and tort liability. 
 
EDAD 565 PRACTICUM IN ADMINISTRATION 4;12
Internship with a certificated practitioner of P-12 school administration in which the candidate performs in the role for which the endorsement is sought. Candidate will enhance and demonstrate specific leadership and administrative skills identified in the pre-internship evaluation. Prerequisite: 540 days of full-time or more teaching in a public or private school system and permission of the School of Education & Psychology. Graded S or NC. 
 
EDAD 575 READINGS: (Topic) 2-4
Advanced study confined to topic areas where the student can demonstrate prior knowledge and skills. Conducted in consultation with a faculty member. Written and/or oral reports are required. Prerequisite: Permission of the student's adviser. 
 

  

GRADUATE COURSES - ENGLISH 

ENGL 529 WRITING WORKSHOP: FROM THEORY TO PRACTICE 3
A study of current research in the writing process and its application to personal writing and the teaching of writing. Prerequisite: Permission of the instructor. 
 
ENGL 539 WRITING WORKSHOP: INTEGRATING READING, LITERATURE AND WRITING, K-12 3
The study of current research and practice in the integrated teaching of reading, literature, and writing, K- 12. Emphasis will be on understanding whole language philosophy, including the development of writing skills, understanding reading and writing as processes, and basing the teaching of literature and reading on current theories of language development. Prerequisite: Permission of the instructor. 
 
ENGL 549 WRITING WORKSHOP: THINKING AND WRITING WITH COMPUTERS  3
Current theory and practice in the teaching of writing with special emphasis on the use of technology as it supports the writing process. Students will compose, do on-line peer conferencing, and explore the Internet in a computer lab setting. Through readings and discussions the class will explore such relevant topics as computer access and computer-based assignments. Prerequisite: A formal application and permission of the instructor. 
 

 

GRADUATE COURSES - PSYCHOLOGY AND COUNSELING 

PSYC 501 STATISTICS IN RESEARCH (OR EDUC 501) 3
An introduction to sampling theory, probability, and statistical inference as applied to research analysis and hypothesis testing. Includes simple multi-variate techniques and selected distribution-free tests of significance. Corequisite: PSYC 502
 
PSYC 502 STATISTICS LAB (OR EDUC 502) 1
Applications of statistical analysis techniques using SPSS. Corequisite: EDUC/PSYC 501.
 
PSYC 506 ADVANCED HUMAN DEVELOPMENT 3
Major theories and findings in human development from infancy to adulthood. Areas to be studied will include cognitive, moral, socio-emotional and brain development, as well as research methods. There will be an emphasis on current primary research. 
PSYC 510 SOCIAL AND CULTURAL FOUNDATIONS OF COUNSELING 3
The understanding of the impact of racial, cultural, and ethnic factors on behavior and the counseling process. 
 
PSYC 515 ADVANCED COUNSELING THEORIES 3
Critical analysis and research investigation of leading theories of counseling and their implication for practice. Students are expected to develop a primary theoretical orientation. Prerequisite: PSYC 366 or 464.
 
PSYC 518 GROUP COUNSELING 3
Theories and techniques of counseling in group situations. Prerequisite: PSYC 515. Alternate years 
PSYC 520 CHILD AND FAMILY COUNSELING 3
Study and application of the theories and techniques for counseling children, in both individual and family settings. Play therapy, cognitive-behavioral, and family systems approaches to child and family counseling. 
 
PSYC 521 PSYCHOLOGY OF LEARNING 3
The physiological and psychological bases for functional learning are discussed, and the experimental evidence supporting psychological hypotheses is reviewed. 
PSYC 525 PSYCHOLOGY OF READING (OR SPED 525) 3
Study of the psychological, perceptual, developmental, and physiological aspects of reading. 
 
PSYC 527 THEORIES OF INTELLIGENCE (OR SPED 527) 4
A review of current literature regarding theories of intelligence and their applications to teaching and learning, including the etiology and history of mental retardation and giftedness as they relate to educational endeavors. 
 
PSYC 530 MARRIAGE COUNSELING 3
Advanced techniques in couple counseling. Topics include the building blocks of successful relationships, conflict resolution, spouse abuse, dual-career marriages, substance abuse issues, intimacy enhancing techniques, and an introduction to divorce mediation and sex therapies. Alternate years. 
 
PSYC 532 PSYCHOLOGICAL ASSESSMENT I 4
Instruction and supervised experience in the administration and interpretation of psychological tests, and the writing of psychological reports. The emphasis will be on the assessment of children. Prerequisites: PSYC 430.
 
PSYC 534 PSYCHOLOGICAL ASSESSMENT II 4
Instruction and supervised experience in both the assessment of normal personality and cognition and the diagnosis of psychological disorders, using interview, observation, and objective and projective testing. Prerequisite: PSYC 532. 
 
PSYC 538 CONSULTATION AND COLLABORATION IN SCHOOLS (OR SPED 538)  2
Different models of collaboration will be studied: including the consulting model, the coaching model and the teaming model. The course will also include a study of collaboration with parents, teachers, community agencies and other professionals. 
 
PSYC 541 COUNSELING EXCEPTIONAL INDIVIDUALS AND THEIR FAMILIES (OR SPED 541) 3
Students will learn school, family, and community partnerships to improve learning for students with disabilities and their families, understanding and applying knowledge of family systems including cultural and linguistic diversity. Students will also learn transition planning for new settings including planning post-school outcomes. Students will be able to counsel with parents regarding the grieving process, behavioral management plans and coping techniques, and counsel exceptional students regarding academic and vocational plans. The students will be able to counsel with school personnel about teaching techniques and behavior management strategies. 
 
PSYC 555 ISSUES IN SCHOOL COUNSELING 3
Planning, organizing, implementing, and evaluating K-12 counseling programs will be the main emphasis. The student will learn how to be flexible in reacting to differing consumer demands and proactive in providing counseling and guidance services to meet the needs of the student population and the school organization. Even years only - Alternating summers.
 
PSYC 561 METHODS OF RESEARCH (OR EDUC 561 OR SPED 561) 3
Procedures in the selection and evaluation of research projects and techniques in the analysis of research data. A formal research proposal is developed as the course progresses. Prerequisite: PSYC 501 and 502 or equivalent courses. 
 
PSYC 562 METHODS OF QUALITATIVE RESEARCH (OR EDUC 562 OR SPED 562) 2
History, theory, and procedures of qualitative research. Includes evaluation of published research and the design of a qualitative research project. Prerequisite: PSYC 561 
 
PSYC 565 COUNSELING TECHNIQUES 3
Didactic and experiential training in the basic counseling principles and techniques. Prepares the student for practicum through role playing, videotaped feedback, and simulation. Includes exploration of different kinds of psychological interviews with various clinical populations. Pre-requisite: PSYC 515. Graded S or NC. 
 
PSYC 566 PRACTICUM IN COUNSELING 3
Supervised experience in counseling. Counseling experiences are provided in a laboratory setting to facilitate integration of theory and practical skills learned in previous studies. Emphasis on working with individual clients. Pre-requisites: PSYC 515 and 565. Graded S or NC.
 
PSYC 567 INTERNSHIP IN COUNSELING 2-8
Supervised internship in a school or mental health setting. This is on-the-job professional service and must include at least one hour per week of individual supervision provided by the site supervisor. Fifty (50) hours are required for each credit hour of internship. Pre-requisite: PSYC 566. Graded S or NC. 
 
PSYC 572 PSYCHOPATHOLOGY 3
Psychopathology and diagnostic systems such as the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD) will be discussed. The course also includes a critical examination of the clinical and experimental literature in psychopathology. Etiologies of cognitive/affective functions and dysfunctions and implications for therapeutic interventions are also addressed. 
 
PSYC 575 READINGS: (Topic) 2-4
Advanced study confined to topic areas where the student can demonstrate prior knowledge and skills. Conducted in consultation with a faculty member. Written and/or oral reports are required. Prerequisite: Permission of the student's adviser.
 
PSYC 581 PROFESSIONAL PROJECT 2-4
Planning and implementation of a significant project in psychology. Developed in close consultation with a department faculty member, the professional project typically concludes with a formal report and/or public presentation. Prerequisite: Graduate standing. Graded S or NC. 
 
PSYC 589 LEGAL AND ETHICAL PRINCIPLES OF PSYCHOLOGISTS AND COUNSELORS 3
The legal and ethical principles governing the organization and practice of mental health professionals are discussed. Various professional codes pertaining to psychology/counseling will be studied.
 
PSYC 590 THESIS 2-8
The planning, execution, and formal presentation of original research in psychology. Completed under the guidance of a faculty committee appointed by the department in consultation with the student. Prerequisite: PSYC 561 and graduate standing. Graded S or NC. 
PSYC 598 GRADUATE SEMINAR 1; 3
Discussion periods in which faculty and students explore significant issues through the examination and analysis of recent research and literature in psychology. One quarter hour; maximum, three. Prerequisite: Graduate standing. 
 

  

GRADUATE COURSES - SPECIAL EDUCATION 

SPED 510 ADAPTIVE TECHNOLOGY IN SPECIAL EDUCATION 3
Students will be able to select, evaluate, and adapt commercially available materials and equipment including computer applications. Focusing on curriculum modification and adaptation (including modification of the essential academic learning requirements), accommodations, special aids, technology, and equipment, the student will become proficient with these techniques.
 
SPED 515 INSTRUCTIONAL TECHNIQUES IN SPECIAL EDUCATION 4
The prescription and implementation of individualized curricula for special education students, including the selection and utilization of appropriate assessment tools and technological innovations. Prerequisites: SPED 433 and SPED 437. 
SPED 524 ADAPTED PHYSICAL EDUCATION AND RECREATION 3
Study of common abnormalities found in students which may be corrected or helped by proper exercise; considers extent and limitations of the teacher's responsibility in this phase of education. Lecture and laboratory. 
 
SPED 525 PSYCHOLOGY OF READING (OR EDUC 525 OR PSYC 525) 3
Study of the psychological, perceptual, developmental, and physiological aspects of reading. 
 
SPED 527 THEORIES OF INTELLIGENCE (OR PSYC 527) 4
A review of current literature regarding theories of intelligence and their applications to teaching and learning, including the etiology and history of mental retardation and giftedness as they relate to educational endeavors.
 
SPED 530 LEGAL AND PROFESSIONAL ISSUES IN SPECIAL EDUCATION 3
Students will learn procedural and substantive legal issues in special education. The students will summarize the history of special education, noting specific landmark events, court cases, and laws that have contributed most to the field. Students will explain the steps in the referral process and state the main issues that generally arise. Students will discuss current issues and trends in special education.
 
SPED 533 ASSESSMENT OF EXCEPTIONAL INDIVIDUALS 4
Examination and administration of assessment measures for exceptional individuals. On-site field experience required. Prerequisites: SPED 210 & EDUC 390 or equivalent. 
 
SPED 535 READING DIAGNOSIS AND REMEDIATION (OR EDUC 535) 3
Prerequisite: EDUC 360 or equivalent. See the Education listing in this Bulletin.
 
SPED 536 TEACHING STUDENTS WITH MILD DISABILITIES 4
In-depth examination and implementation of effective teaching techniques for students with mild disabilities. There will be an emphasis on regular curriculum modifications and adaptations, and making accommodations following WAC, IDEA, 504, and ADA requirements. 
 
SPED 537 TEACHING STUDENTS WITH SEVERE DISABILITIES 4
In-depth examination and implementation of effective teaching techniques for students with severe disabilities. The student will also study classroom set-up for accommodations of these students in the regular classroom.
 
SPED 538 CONSULTATION AND COLLABORATION IN SCHOOLS (OR PSYC 538) 2
Students will learn school, family, and community partnerships to improve learning for students with disabilities. They will understand and apply knowledge of family systems including cultural and linguistic diversity. Students will also learn collaboration, teaming, partnerships, and supervision of paraeducators. Students will design multidisciplinary teams including community agencies, paraprofessionals and parents of students with disabilities to provide effective programming.
 
SPED 539 SUPERVISION OF INSTRUCTION 4
For special education consultants and supervisors concerned with instructional improvement through professional supervision. Study of the role, aims, principles and techniques of instructional supervision in special education settings. Prerequisite: Teaching experience in a K-12 setting or permission of the instructor. 
 
SPED 540 FUNCTIONAL ASSESSMENT 3
Students will assess and evaluate using functional behavior analysis. Student will also understand the role of functional assessment in student placement and curriculum modification and adaptation, and making accommodations for special needs students. Prerequisite: SPED 433 or 533. 
 
SPED 541 COUNSELING EXCEPTIONAL INDIVIDUALS AND THEIR FAMILIES (OR PSYC 541) 3
Students will learn school, family, and community partnerships to improve learning for students with disabilities and their families, understanding and applying knowledge of family systems including cultural and linguistic diversity. Students will also learn transition planning for new settings including planning post-school outcomes. Students will be able to counsel with parents regarding the grieving process, behavioral management plans and coping techniques, and counsel exceptional students regarding academic and vocational plans. The students will be able to counsel with school personnel about teaching techniques and behavior management strategies. 
 
SPED 550 UNDERSTANDING RESEARCH 3
Development of skills in understanding and evaluating published research reports. Literature reviews, statistical samples, instrumentation, research design, results and discussion of findings will be examined.
 
SPED 551 ACTION RESEARCH (OR EDUC 551) 3
Methods of classroom-based research for the practicing teacher. Includes problem definition, hypothesis or research question development, research design, data collection and interpretation, and application and reporting of findings. Prerequisite: Teacher certification or permission on instructor 
 
SPED 555 ADMINISTRATION OF SPECIAL EDUCATION 4
The organization and administration of special education programs. Exploration of budgeting, scheduling, reporting, and supervisory responsibilities, including the provision of appropriate facilities and services. 
 
SPED 561 METHODS OF RESEARCH (OR EDUC 561 or PSYC 561) 3
Procedures in the selection and evaluation of research projects and techniques in the analysis of research data. A formal research proposal is developed as the course progresses. Prerequisite: EDUC 501 and 502, or equivalent courses. 
 
SPED 562 METHODS OF QUALITATIVE RESEARCH (OR EDUC 562 or PSYC 562) 2
History, theory, and procedures of qualitative research. Includes evaluation of published research and the design of a qualitative research project. Prerequisite: EDUC 562 
 
SPED 565 PRACTICUM IN SPECIAL EDUCATION 2-8; 8
Professional experience in special education under the direction of a credentialed specialist in the field. Formal application required. Prerequisite: SPED 515 .
 
SPED 573 MANAGEMENT OF EXCEPTIONAL INDIVIDUALS 4
In-depth examination and administration of various models and techniques for the management of exceptional individuals within the classroom, home and community. On-site field experience required. 
 
SPED 575 READINGS: (Topic) 2-4
Advanced study confined to topic areas where the student can demonstrate prior knowledge and skills. Conducted in consultation with a faculty member. Written and/or oral reports are required. Prerequisite: Permission of the student's adviser. 
 
SPED 580 PRACTICUM IN SPECIAL EDUCATION 3
Provides a broad spectrum of closely supervised experience in actual field settings, including assessment, management, and instruction techniques. Prerequisites: SPED 573, 533, 537, and permission of special education advisor. S/NC 
 
SPED 581 PROFESSIONAL PROJECT 2-4
Planning and implementation of a significant project in special education. Developed in close consultation with a department faculty member, the professional project typically concludes with a formal report and/or public presentation. Prerequisite: Graduate standing. Graded S or NC. 
 
SPED 590 THESIS 2-8
The planning, execution, and formal presentation of original research in education. Completed under the guidance of a faculty committee appointed by the department in consultation with the student. Prerequisite: EDUC 561 and graduate standing. Graded S or NC. 
 
SPED 596 SEMINAR: (Topic) 2-3; 6
In-depth examination of a specific topic in special education. Topics may include conflict resolution, anger management, dealing with aggression, chromosomal testing, assistive technology, emerging legal requirements, etc. Prerequisite: Graduate standing or permission of the instructor. 
 
SPED 597 INTERNSHIP IN SPECIAL EDUCATION 4
Professional laboratory experience for candidates wishing to be consultants or supervisors of special education. Provides a variety of experiences in administration or supervision of special education. May also include placement in a classroom if the candidate lacks such experience. Graded S or NC. 
 

 

SUPPORTING COURSES - EARLY CHILDHOOD EDUCATION 

CHLD 415 TEACHING THE PRESCHOOL EXCEPTIONAL CHILD 3
Diagnosis and instructional planning on behalf of the preschool (0-6 years of age) exceptional child. 
 
CHLD 430 ISSUES AND TRENDS IN EARLY CHILDHOOD EDUCATION 3
Current literature and legislation pertaining to early childhood education, and models for delivery of these services. Prerequisite: CHILD 310. 
 
CHLD 438 INTERVENTION IN THE PRESCHOOL SETTING 3
Analysis of the interaction and development of the child within the school, family, and community; approaches to child rearing, management, and guidance. Prerequisite: CHLD 310. 
 
CHLD 455 LANGUAGE DEVELOPMENT IN YOUNG CHILDREN 2
Normal development of speech and language in children, including methods of facilitation. Prerequisite: CHLD 310. 
 

  

SUPPORTING COURSES - EDUCATION 

EDUC 360 ELEMENTARY CURRICULUM AND INSTRUCTION: READING AND LANGUAGE ARTS 8
Study of language acquisition in elementary-age children, including speaking, thinking, listening, reading and writing, drama and children's literature. Philosophy, curriculum, media, and research-based strategies used in teaching reading and language arts. Practicum required. Prerequisite: Admission to Teacher Certification Program. 
 
EDUC 365 INSTRUCTIONAL METHODOLOGY 3
Study of research-based models and exemplary practices for teaching in the secondary classroom environment; emphasis on human dynamics, rules and routines, conflict resolution, motivational strategies, eliciting parental support, and professional growth. 
 
EDUC 373 ELEMENTARY CURRICULUM AND INSTRUCTION: MATHEMATICS 4
Survey of the curriculum, media, and research-based strategies used in teaching elementary mathematics, including software evaluation for computer-aided instruction (CAI). Prerequisite: MATH 112 and 113 or a more advanced mathematics course. 
 
EDUC 381 ELEMENTARY CURRICULUM AND INSTRUCTION: RELIGION 2
Survey of the curriculum, media, and strategies used in teaching Bible to elementary-age children; emphasis on building and maintaining relationships that provide effective religious instruction. 
 
EDUC 382 ELEMENTARY CURRICULUM AND INSTRUCTION: SOCIAL STUDIES 2
Survey of the curriculum, media, and research-based strategies used in teaching elementary social studies.
 
EDUC 383 ELEMENTARY CURRICULUM AND INSTRUCTION: SCIENCE AND HEALTH 3
Survey of the curriculum, media, and research-based strategies used in teaching elementary science and health; emphasis on science as a process of inquiry. Prerequisite: Admission to Teacher Certification Program.
 
EDUC 390 MEASUREMENT AND EVALUATION IN EDUCATION 3
Writing instructional objectives; performance-based measures of student achievement; norm- and criterion-referenced tests; concepts of reliability and validity; item analysis; interpretation of data; sociometric and ethnographic procedures; grading and reporting. 
 
EDUC 405 CLASSROOM ORGANIZATION AND MANAGEMENT 3
Study of research-based models and exemplary practices for organizing and managing the elementary classroom environment; emphasis on human dynamics, rules and routines, conflict resolution, motivational strategies, and eliciting parental support. 
 
EDUC 410 PHILOSOPHY OF EDUCATION (OR PHIL 410) 3
Study of educational thought and practice from a philosophical perspective; the aims, principles, and theories of education, with special reference to Christian schools. 
 
EDUC 425 LEGAL AND ETHICAL ASPECTS OF EDUCATION 3
Issues of law and ethics with direct application to the teaching profession, including educational structure and governance, church/state relations, students' rights, teachers' rights and responsibilities, and tort liability. 
 
EDUC 444 TEACHING CULTURALLY DIVERSE STUDENTS 2
Study of human diversity and its impact on the educational process; emphasis on instructional and management strategies which respect and value cultural, ethnic, and language differences. Prerequisite: EDUC 365 or six hours of elementary methods courses. 
 
EDUC 475 TEACHING READING SKILLS IN CONTENT AREAS 3
Introduction to diagnosis, vocabulary, comprehension skills, rate variation, management and study skills in junior high and secondary reading. 
 
EDUC 492 EDUCATION OF THE GIFTED (OR SPED 492) 3
Introduction to the design of learning opportunities for gifted children in the light of their psychological characteristics. 
 

  

SUPPORTING COURSES - OTHER DEPARTMENTS 

ENGL 374 LITERATURE FOR CHILDREN 3
Study of the philosophy of the selection and study of literature on the elementary school level, emphasizing appropriate content, good style, and suitability for various age groups. Extensive reading and sharing of children's literature are required. 
 
ENGL 375 LITERATURE FOR YOUNG ADULTS 3
Study of the philosophy of the selection and study of literature on the secondary level, emphasizing choosing literature related to student problems and goals as well as literature appreciation. Extensive reading of literature for adolescents is required. 
 
ENGL 384 ADVANCED ENGLISH GRAMMARS 3
Study of the traditional, structural, and transformational grammars; taught especially for prospective teachers and writers. Prerequisites: ENGL 121, 122, 223; or HONR 141, 142, ENGL 223. 
 
ENGL 389 WRITING THEORY 3
A study of composition theory and the writing process. Through writing practice, students study the application of this theory to their own work and to the teaching of writing. 
 
HLTH 395 METHODS OF SCHOOL HEALTH INSTRUCTION 3
Concepts of unit planning, methods, techniques, sources, and evaluation of instruction materials; students are required to read widely and collect material pertinent to the course. 
 
TECH 428 TEACHING TECHNOLOGY TO CHILDREN 3
Study of technology, as applied to the elementary grades, covering the broad areas of manufacturing, transportation, construction, and communication. Emphasis on methods of application, materials and processes. 
 
PETH 395 METHODS OF TEACHING SECONDARY PHYSICAL EDUCATION  3
Study of the methods and techniques of teaching physical education in the secondary school, indoors and outdoors; includes individual as well as group activities; students are required to observe and demonstrate in class. Lecture and laboratory. Offered even years only.
 
PETH 473 PHYSICAL EDUCATION IN THE ELEMENTARY SCHOOL 3-4
Introduction to the planning of the curriculum in the elementary school and the organization of a balanced activities program; requires participation in the elementary school physical education program. 
 
SOCI 444 SOCIOLOGY OF EDUCATION 3
Analysis of factors influencing the structure and function of schools. Sociological factors related to the role of the school as a social system, with emphasis on peer groups and teenage subcultures, leadership types, power groups and the school as a selecting, sorting agency; sociometric devices. 
 

  

SUPPORTING COURSES - PSYCHOLOGY 

PSYC 366 THEORIES OF PERSONALITY 4
Theories of personality development, assessment, and adjustment. Prerequisite: PSYC 130. 
 
PSYC 375 EXPERIMENTAL PSYCHOLOGY 3
Advanced study of experimental design with completion of an individual research proposal. Prerequisites: PSYC 130; MATH 206 or equivalent. 
PSYC 425 PSYCHOLOGY OF RELIGION 3
Examination of religious behavior and motivation from psychological perspectives. 
 
PSYC 430 PSYCHOLOGICAL TESTING 3
Principles of test selection, administration, and interpretation; consideration of the contributions and limitations of major types of standardized tests and inventories used in the behavioral sciences. Prerequisites: PSYC 130; MATH 206; and permission of instructor. 
 
PSYC 441 COUNSELING EXCEPTIONAL INDIVIDUALS AND THEIR FAMILIES (OR SPED 441) 3
Students will learn school, family, and community partnerships to improve learning for students with disabilities and their families, understanding and applying knowledge of family systems including cultural and Linguistic diversity. Students will also learn transition planning for new settings including planning post-school outcomes. Students will be able to counsel with parents regarding the grieving process, behavioral management plans and coping techniques and counsel exceptional students regarding academic and vocational plans. The students will be able to counsel with school personnel about teaching techniques and behavior management strategies. 
 
PSYC 444 SOCIAL PSYCHOLOGY 4
The dynamics of social interaction and interpersonal behavior with application to contemporary society. Prerequisite: PSYC 130. 
 
PSYC 455 HISTORY AND SYSTEMS OF PSYCHOLOGY 4
Historical development of the various systems and theories of psychology. Prerequisite: PSYC 130. 
 
PSYC 464 COUNSELING THEORIES 4
Introduction to psychological theory and skills essential for developing effective, helping relationships with individuals and groups. Prerequisite: PSYC 366 or permission of Instructor. 
 
PSYC 465 HELPING SKILLS 1; 3
Training in counseling skills for students planning careers in counseling, deaning, nursing, pastoral or social work, and organizational psychology. Modeling and role play supplemented by group discussion and personal supervision. Prerequisite: PSYC 464 or permission of the instructor.
 
PSYC 466 BIOLOGICAL PSYCHOLOGY 4
Focuses on the physiological substrates of human behavior. Emphasis placed on the structure and function of sensory and effector mechanisms, the nervous system, and the endocrine system as they are involved in behavior. The psychobiology of emotional, learning, and reproductive behavior is also stressed. Prerequisites: PSYC 130, BIOL 101 or BIOL 201. 
 
PSYC 489 CAREER AND LIFESTYLE DEVELOPMENT 3
Theories of career and lifestyle development, counseling approaches, ethical issues, and applications to the diversity of work settings are covered. The changing roles of women and men, dual career families and life span changes in career are addressed. 
 
PSYC 492 ABNORMAL PSYCHOLOGY 4
Behavioral disturbances, therapeutic measures, and related theories. Prerequisites: PSYC 130; PSYC 215 or PSYC 366.
 
PSYC 496 SEMINAR 3; 6
In-depth examination of a specific topic in psychology. Topics may include motivation, sensation and perception, mental health, human sexuality, etc. Prerequisite: upper division major/minor in psychology or permission of instructor. Course is open only to junior and senior psychology majors or minors except by permission of the instructor. 
 

  

SUPPORTING COURSES - SPECIAL EDUCATION 

SPED 415 TEACHING THE PRESCHOOL EXCEPTIONAL CHILD 3
Diagnosis and instructional planning on behalf of the preschool (0-6 years of age) exceptional child. 
 
SPED 492 EDUCATION OF THE GIFTED (OR EDUC 492) 3
Introduction to the design of learning opportunities for gifted children in the light of their psychological characteristics. 
 

  

OTHER COURSES 

Additional courses are available, with advisement, and where appropriate to the specialization chosen, from other departments on campus. See the undergraduate bulletin for course descriptions and prerequisites.