|
EDUCATION AND PSYCHOLOGY
Mark Haynal, Dean; Austin Archer,
Robert Egbert, Tamara Randolph, Gail Rittenbach, Lee Stough. Certification
Officer: Debbie Smart
The School of Education and Psychology
offers four master’s degree programs -- the Master of
Arts (M.A.) in Counseling Psychology, the Master of Arts (M.A.) in Education,
the Master of Education (M.Ed.), and the Master of Arts in Teaching (M.A.T.).
The Master of Arts degree is a program
which provides a significant opportunity to develop research and reporting
skills. This option is especially suited for those wishing to contribute to
knowledge through in-depth research and/or those aspiring to a doctoral degree.
The Master of Education degree is designed for educators whose goal is to
provide leadership in teaching or administrative roles at the
K-12 level. Master of Education students will be required to complete a professional
project. The Master of Arts in Teaching is intended for practicing teachers
who wish to improve or expand the area of their professional performance.
Graduate Degrees
Master of Arts (M.A.) in Counseling
Psychology (Non-Thesis and Thesis Options)
Master of Arts (M.A.) in Education
and Master of Education (M.Ed.) in the following areas of specialization:
Curriculum
and Instruction Literacy Instruction
Educational
Leadership Students at Risk
Master of Arts in Teaching (M.A.T.)
in the following areas of specialization:
Curriculum
and Instruction Instruction with State Certification (Elementary)
Educational
Leadership Instruction with State Certification (Secondary)
Literacy Instruction Students at Risk
Most specialization options sufficiently
meet individual needs. However, an applicant wishing to pursue a specialization
in an area other than those listed above may submit an individualized program
proposal to the School of Education and Psychology and to Graduate Council.
The proposed program should consist of 45 credits or more, depending on the
focus of study and the adviser
’
s recommendation. At least 24 quarter hours (20 hours in M.A. programs)
must be core courses that support the area of specialization. These core courses
must be selected in consultation with the student
’
s graduate adviser. It is recommended that the program include no more
than 3 courses below the 500 level. However, exceptions may be made for unusual
program needs. Additional credits needed for completion of the degree shall
be selected in harmony with the degree requirements specified in this bulletin.
An individualized program must be approved by vote of the School of
Education and Psychology and Graduate Council before it is implemented.
Only individuals who hold current teaching certification may propose an individualized
specialization MAT program. To avoid confusion with existing degree programs,
the graduate student and his class=msoIns> or her adviser
must devise a unique name for the individualized degree specialization.
Admission to Graduate Programs in
Education and Psychology
In addition to the general admission
requirements listed earlier in this bulletin, the School of Education and
Psychology requires a satisfactory GRE score on the general exam for M.A.
and M.Ed programs, three professional references, and a personally prepared
statement of philosophy and purpose. Applicants who already hold a graduate
degree from a regionally accredited institution or those applying to the M.A.T.
program are not required to take the GRE general exam. An interview with one
or more School of Education and Psychology faculty members may also be required.
The quality of the statement of philosophy and the three professional
references are significant factors in the decision process.
Prerequisites Applicable to All Programs
In addition to general admission requirements
described elsewhere in this bulletin, candidates for degrees in the School
of Education and Psychology must meet all prerequisites listed under their
chosen areas of specialization.
Deficiencies may be removed after
admission to graduate study, but any credit earned thereby will not apply
to minimum degree requirements. A plan for the removal of all deficiencies,
including professional experience and/or certification requirements, must
be approved by the School of Education and Psychology faculty. All deficiencies
and program requirements must be satisfied before the degree is granted.
Requirements
A Program of Study prepared on an
official form must be approved by the program director and submitted to Graduate
Council by January 15 of the final year of graduate studies (or two quarters
prior to completion of the program). Official approval of this program will
be acknowledged by a letter from the Dean of Graduate Studies. Forms for this
purpose are available in the School of Education and Psychology office. All
courses included in the degree program must be approved by an adviser assigned
by the School of Education and Psychology. Any changes in the study program
must be documented on a Program Change Form and require the signatures of
the adviser, program director and the Dean of Graduate Studies. Unless specifically
approved by Graduate Council, courses numbered below 350 will not apply for
graduate credit. For the MA and M.Ed degrees a written comprehensive exam
must be passed prior to defense of a thesis or project. Students in Counseling
Psychology must also pass an oral examination. For the MA and MEd degrees
the thesis or project must be successfully completed and defended, and all
necessary forms must be signed, at least two weeks prior to commencement.
Second Master's Degree
If degree requirements overlap with
work already taken, a student seeking a second master's degree may petition
Graduate Council for some reduction in the total number of required credits.
A second degree must contain a minimum of 30 quarter hours, and include a
thesis or professional project originated and completed within this School
of Education and Psychology.
Teacher Certification
Walla Walla College is a state and
denominationally approved teacher education institution; and, as such, is
authorized to recommend students for initial certification in the State of
Washington and in the Seventh-day Adventist Church. The School of Education
and Psychology can also assist students who seek to renew their certificate
or wish to apply in another state or province.
Since certification requirements
are subject to frequent change, students seeking to qualify for either residency
or continuing/professional certification should consult with their advisors,
the Certification Officer, or the Dean of the School of Education and Psychology
early in their programs. Information on teacher certification requirements,
including appropriate check sheets and other aids, is available from the Certification
Officer.
COUNSELING PSYCHOLOGY (M.A. non-thesis option)
This option is designed for individuals who seek the skills
to practice counseling in a private or agency setting. The program provides
strong preparation for the National Counseling Examination (NCE) or the National
Clinical Mental Health Counseling Examination (NCMHCE), state certification
as a mental health counselor and certification as a National Certified Counselor
(NCC).
Specialization Prerequisites
All applicants must have completed
General Psychology. Applicants who have not completed course work in Human
Development, Statistics, Abnormal Psychology and Personality/Counseling Theories,
or their equivalents may be required to attend intensive classes held before
fall quarter begins.
Specialization Requirements:
credits
| Basic Courses and Project | 14 |
| PSYC 501 Statistics in Research | 3 |
| PSYC 502 Statistics Lab | 1 |
| PSYC 521 Psychology of Learning | 3 |
| PSYC 561 Methods of Research | 3 |
| PSYC 562 Methods of Qualitative Research | 2 |
| PSYC 581 Professional Project | 1 |
| PSYC 598 Graduate Seminar | 1 |
| Counseling Psychology Core | 56 |
| PSYC 489 Career and Lifestyle Development | 3 |
| PSYC 506 Advanced Human Development | 3 |
| PSYC 515 Advanced Counseling Theories | 3 |
| PSYC 518 Group Counseling | 3 |
| PSYC 520 Child and Family Counseling | 3 |
| PSYC 530 Marriage Counseling | 3 |
| PSYC 532 Psychological Assessment I | 3 |
| PSYC 534 Psychological Assessment II | 3 |
| PSYC 565 Counseling Techniques | 3 |
| PSYC 566 Practicum in Counseling | 4 |
| PSYC 567 Internship in Counseling Psychology | 12 |
| PSYC 572 Psychopathology | 3 |
| PSYC 589 Legal and Ethical Issues in Counseling and Psychology | 3 |
| SOWK 510 Cultural and Ethnic Perspectives | 3 |
| SOWK 558 Cognitive and Behavioral Therapy | 3 |
| Approved Electives | 3
Electives must be chosen in consultation
with the student’s adviser. | |
| ___
| | Total 72
|
COUNSELING PSYCHOLOGY (M.A. thesis
option)
For individuals who want to practice
counseling in a private or agency setting, this option provides strong preparation
for the National Counseling Examination (NCE) or the National Clinical Mental
Health Counseling Examination (NCMHCE), state certification as a mental health
counselor and certification as a National Certified Counselor (NCC). In addition,
this option serves as a stepping-stone to doctoral study in counseling psychology.
Specialization Prerequisites:
All applicants must have completed
General Psychology. Applicants who have not completed course work in Human
Development, Statistics, Abnormal Psychology and Personality/Counseling Theories,
or their equivalents may be required to attend intensive classes held before
fall quarter begins.
Specialization Requirements: | credits |
Basic
Courses and Thesis | 21 |
PSYC
501 Statistics in Research | 3 |
PSYC
502 Statistics Lab | 1 |
PSYC
521 Psychology of Learning | 3 |
PSYC
561 Methods of Research | 3 |
PSYC
562 Methods of Qualitative Research | 2 |
PSYC
590 Thesis | 8 |
PSYC
598 Graduate Seminar | 1 |
Counseling Psychology Core | 48 |
PSYC
489 Career and Lifestyle Development | 3 |
PSYC
506 Advanced Human Development | 3 |
PSYC
515 Advanced Counseling Theories | 3 |
PSYC
518 Group Counseling | 3 |
PSYC
520 Child and Family Counseling | 3 |
PSYC
530 Marriage Counseling | 3 |
PSYC
532 Psychological Assessment I | 3 |
PSYC
534 Psychological Assessment II | 3 |
PSYC
565 Counseling Techniques | 3 |
PSYC
566 Practicum in Counseling | 4 |
PSYC
567 Internship in Counseling Psychology | 8 |
PSYC
572 Psychopathology | 3 |
PSYC
589 Legal and Ethical Issues in Counseling and Psychology | 3 |
SOWK
510 Cultural and Ethnic Perspectives | 3 |
Approved
Electives |
3 |
|
Electives must be chosen in consultation
with the student ’
s adviser. |
| | ___ |
| | Total 72 |
EDUCATION (M.A. or M.Ed.) OPTIONS
CURRICULUM AND INSTRUCTION
This option is targeted at professional
educators who seek to enhance their competence in curriculum design and implementation,
both on a classroom and a systemic level. The requirements are sufficiently
flexible to permit elementary teachers and teachers with subject-area concentrations
(e.g., mathematics, science, history, English), or to enable those with supervisory
interests, to improve their skills in curriculum development and instruction.
Specialization Prerequisites:
State teacher certification and a
minimum of 18 months of verified satisfactory full-time experience in education
prior to awarding of degree.
Specialization Requirements: |
credits |
| Basic
Courses and Professional Project or Thesis | 20-24 |
| EDUC 501 Statistics
in Research | 3 |
| EDUC
502 Statistics Lab | 1 |
| EDUC
522 Philosophy and Education | 3 |
| EDUC
561 Methods of Research | 3 |
| EDUC
562 Methods of Qualitative Research | 2 |
| EDUC
581 Professional Project | 4 |
or
| EDUC
590 Thesis |
8
| | EDUC
598 Graduate Seminar | 1 |
| PSYC
521 Psychology of Learning | 3 |
| Curriculum
and Instruction Core |
13
| | EDAD 539 Supervision
of Instruction, K-12 | 4 |
| EDAD
547 Quality Schools | 3 |
| EDUC
506 Perspectives on School and Community | 3 |
| EDUC
556 Curriculum Planning | 3 |
| Approved
Electives |
11-15 |
| Professional
Education Electives | 15 |
|
Courses from any department will satisfy
the intent of the term "professional education" if the emphasis
is on instructional-learning principles, pupil characteristics, teaching
methodology, curriculum materials or the roles of various school personnel.
|
|
Academic Content Electives | 0-9
|
|
Academic content courses are found
in departments other than Education and Psychology and must be in approved
subjects clearly related to the teaching areas chosen by the student. Electives
must be chosen in consultation with the student's adviser.
|
| |
___ |
| |
Total 48 |
EDUCATIONAL LEADERSHIP
This program of study prepares candidates
to serve effectively as school principals. Courses are selected to provide
the graduate student with a useful blend of educational theory, administrative
principles, and practical skills. It is important to consult with a program
advisor prior to beginning the program.
Specialization Prerequisites:
State or denominational certification
and a minimum of 540 days (3 school years) of verified satisfactory full-time
teaching experience prior to awarding of degree. No more than 60 days of substitute
teaching may apply.
Specialization Requirements: |
credits
| | Basic
Courses and Professional Project or Thesis | 20-24 |
| EDUC
501 Statistics in Research | 3 |
| EDUC
502 Statistics Lab | 1 |
| EDUC
522 Philosophy and Education | 3 |
| EDUC
561 Methods of Research | 3 |
| EDUC
562 Methods of Qualitative Research | 2 |
| EDUC
581 Professional Project | 4 |
| or | |
| EDUC
590 Thesis |
8 |
| EDUC
598 Graduate Seminar | 1 |
| PSYC
521 Psychology of Learning | 3 |
| Educational
Leadership Core |
28
| | EDAD
525 Human Relations in Education | 3 |
| EDAD
526 School Finance | 3 |
| EDAD
527 School Facilities and Services | 3 |
| EDAD
539 Supervision of Instruction, K-12 | 4 |
| EDAD 545 Principalship, K-12 | 4 |
| EDAD 550 School Law |
4 |
| EDAD 565 Practicum in Administration | 4 |
| EDUC
556 Curriculum Planning | 3 |
| Approved
Electives |
0-4 |
|
Electives must be
chosen in consultation with the student's adviser. |
| | ___ |
| | Total 52 |
'>LITERACY INSTRUCTION
This option is designed
to meet the requirements for Washington State and denominational endorsements
as a reading specialist.
Specialization Prerequisites:
State teacher
certification, a minimum of 18 months of verified satisfactory full-time experience
in education prior to awarding of degree, and a current course in reading
methods (taken within the past six years).
Specialization Requirements:
credits
Basic
Courses and Professional Project or Thesis 20-24
EDUC
501 Statistics in Research 3
EDUC
502 Statistics Lab 1
EDUC
522 Philosophy and Education 3
EDUC
561 Methods of Research 3
EDUC
562 Methods of Qualitative Research 2
EDUC
581 Professional Project 4
or
EDUC
590 Thesis
8
EDUC
598 Graduate Seminar 1
PSYC
521 Psychology of Learning 3
Literacy
Instruction Core
18
EDUC
475 Teaching Reading Skills in the
Content Areas 3
EDUC
535 Reading Diagnosis and Remediation 3
EDUC
546 Reading and Writing Assessment 3
ENGL
374 Literature for Children 3
or
ENGL
375 Literature for Young Adults 3
WRIT
389 Writing Theory 3
PSYC
531 Psychology of Reading 3
Approved
Electives
3-7
Electives must be
chosen in consultation with the student's adviser.
___
Total 45
STUDENTS-AT-RISK
This option focuses
on "students-at-risk" from a broad, multi-disciplinary perspective.
It provides the teacher with recognition and coping skills designed to enhance
instructional success with "at-risk" children and youth.
Specialization Prerequisites:
State teacher certification and a minimum of 18 months of verified satisfactory
full-time experience in education prior to awarding of degree.
Specialization Requirements:
credits
Basic
Courses and Professional Project or Thesis 20-24
EDUC
501 Statistics in Research 3
EDUC
502 Statistics Lab 1
EDUC
522 Philosophy and Education 3
EDUC
561 Methods of Research 3
EDUC
562 Methods of Qualitative Research 2
EDUC
581 Professional Project 4
or
EDUC
590 Thesis
8
EDUC
598 Graduate Seminar 1
PSYC
521 Psychology of Learning 3
Students-at-Risk
Core
28
CORR
387 Juvenile Delinquency 3
EDAD
550 School Law 4
EDUC
492 Education of the Gifted 3
PSYC
572 Psychopathology 3
SOWK
464 Children at Risk 3
PSYC
489 Career and Lifestyle Development 3
PSYC
520 Child and Family Counseling 3
SOWK
555 School Social Work 3
PSYC
532 Psychological Assessment I 3
EDUC
535 Reading Diagnosis and Remediation 3
Approved
Electives
0-4
Electives must be
chosen in consultation with the student
’ s adviser.
___
Total 52
MASTER OF ARTS IN TEACHING, Instruction
with Washington State Residency Certificate (Elementary)
This program is designed
for candidates who hold a bachelor ’
s degree in an area other than elementary
education interested in receiving both an M.A.T. degree and Washington state
residency certification with an endorsement in elementary education.
Specialization Prerequisites:
Pass all sections of the WEST-B, PSYC 130 General Psychology, SPCH 101 Fundamentals
of Speech Communication (for a foreign language sequence), ENGL 223 Research
Writing, MATH 112, 113 Mathematics for Elementary Teachers, GEOG 252 Physical
Geography, HIST 221 or 222 History of the United States, Course work in Physical
and Life Science (one of which must include a lab), or equivalent course work.
RELT 202 Fundamentals of Christian Belief or equivalent course work and an
additional 6 quarter credits hours of religion course work are prerequisites
for denominational certification.
Specialization Requirements
credits
Basic
Core
12
EDUC
551 Action Research 3
SPED
550 Understanding Research 3
EDUC522
Philosophy and Education 3
PSYC
521 Psychology of Learning 3
Instruction
Core
58
ART
395 Methods of Teaching Art 2
EDCI
590 Measurement and Evaluation in Education 4
EDUC
405 Classroom Organization and Management 3
SPED
405 Teaching the Exceptional Child 3
EDUC
480 Student Teaching in the Elementary School 9
EDUC
492 Education of the Gifted 3
EDUC
444 Teaching Culturally Diverse Students 2
EDUC
495 Colloquium: Child Abuse 0
EDUC
515 Classroom Technology Tools 2
EDCI
550 Language Development in Young Children 3
EDCI
560 Elementary Curriculum and Instruction:
Reading and Language Arts 5
EDCI
573 Elementary Curriculum and Instruction:
Mathematics 4
EDCI
582 Elementary Curriculum and Instruction:
Social Studies 2
EDCI
583 Elementary Curriculum and Instruction:
Science and Health 3
EDAD
550 School Law 4
MUED
394 Music in the Elementary School 3
PETH
473 Teaching Elementary Health and Physical
Education 3
PSYC
506 Advanced Human Development 3
Pass
the WEST-E for Elementary Education 0
Denominational Certification
(Optional) 8
EDCI
581 Elementary Curriculum and Instruction:
Religion 2
EDUC
495 Colloquium: Small Schools 0
RELH
457 History of Adventism 2
RELT
417 Inspiration and Revelation 4
________
Total 70 or *78
*Includes
SDA Denominational Certification
MASTER OF ARTS IN TEACHING, Instruction
with Washington State Residency Certificate (Secondary)
This program is designed
for candidates who hold a bachelor ’
s degree in an area other than education
interested in receiving both an M.A.T. degree and Washington state residency
certification for teaching in the middle school, junior high, and high school.
Candidates for this program must have an endorsable teaching major that has
been approved by the School of Education and Psychology.
Specialization Prerequisites:
Passing scores
on the WEST-B and the WEST-E subject area exam. PSYC 130 General Psychology,
SPCH 101 Fundamentals of Speech Communication (or a foreign language sequence),
ENGL 223 Research Writing or equivalent course work. RELT 202 Fundamentals
of Christian Belief and HLTH 110 Wellness for Living or HLTH 205 Survey of
Health, or equivalent course work and an additional 6 quarter credit hours
of religion course work are prerequisites for denominational certification.
Specialization Requirements
credits
Basic
Core
12
EDUC
551 Action Research 3
SPED
550 Understanding Research 3
EDUC
522 Philosophy and Education 3
PSYC
521 Psychology of Learning 3
Instruction
Core
40
EDAD
550 School Law 4
EDCI
590 Measurement and Evaluation in Education 4
XXXX
395+ Methods Course Work Area of Endorsement
3
SPED
405 Teaching the Exceptional Child 3
EDUC
515 Classroom Technology Tools 2
EDUC
444 Teaching Culturally Diverse Students 2
EDUC
475 Teaching Reading in the Content Area 3
EDUC
481 Student Teaching in the Secondary School 9
EDUC
492 Education of the Gifted 3
EDUC
495 Colloquium: Child Abuse 0
EDCI
565 Instructional Methodology 3
EDCI
567 Instructional Methodology Practicum 1
PSYC
506 Advanced Human Development 3
Denominational
Certification (Optional)
6
RELH
457 History of Adventism 3
RELT
417 Inspiration and Revelation 3
_______
Total 52 or *58
*Includes
SDA Denominational Certification
+
In some disciplines this course has
prerequisites
MASTER OF ARTS IN TEACHING, Curriculum
and Instruction
This program is designed
for professional educators who seek to enhance their competence in curriculum
design and implementation in the classroom. The requirements are sufficiently
flexible to permit elementary teachers and teachers with subject-area concentrations
to improve their skills in curriculum development and instruction.
Specialization Prerequisites:
State teacher certification and a minimum of 18 months of verified satisfactory
full-time experience in education prior to awarding of degree.
Specialization Requirements
Credits
Basic
Core
12
EDUC
551 Action Research 3
SPED
550 Understanding Research 3
EDUC
522 Philosophy and Education 3
PSYC
521 Psychology of Learning 3
Curriculum
and Instruction Core
16
EDAD
539 Supervision of Instruction, K-12 4
EDAD
547 Effective Schools 3
EDUC
506 Perspectives of School and Community 3
EDUC
556 Curriculum Planning 3
EDUC
492 Education of the Gifted 3
Approved
Electives
20
Professional
Education Electives 11-20
Courses from any
department will satisfy the intent of the term
“
professional education
” if the
emphasis is on instructional-learning principles, pupil characteristics, teaching
methodology, curriculum materials or the roles of various school personnel.
Academic
Content Electives 0-9
Academic content
courses are found in departments other than education and psychology and must
be in approved subjects clearly related to the teaching areas chosen by the
students. Electives must be chosen in consultation with the student
’
s adviser.
___
Total 48
MASTER OF ARTS IN
TEACHING, Educational Leadership (M.A.T.)
This program of study
prepares candidates to serve effectively as school principals. It is designed
for the practitioner who does not plan to pursue a doctorate. Courses are
selected to provide the graduate student with a useful blend of educational
theory, administrative principles, and practical skills. It is important
to consult with a program advisor prior to beginning the program.
Specialization Prerequisites:
State or SDA
Teacher certification and a minimum of 540 days (3 school years) of verified
satisfactory full-time teaching experience prior to awarding of degree. No
more than 60 days of substitute teaching may apply.
Specialization Requirements :
credits
Basic
Core
12
EDUC
551 Action Research 3
SPED
550 Understanding Research 3
EDUC
522 Philosophy and Education 3
PSYC
521 Psychology of Learning 3
Educational
Leadership Core
28
EDAD
525 Human Relations in Education 3
EDAD
526 School Finance 3
EDAD
527 School Facilities and Services 3
EDAD
539 Supervision of Instruction, K-12 4
EDAD
545 Principalship, K-12 4
EDAD
550 School Law 4
EDAD
565 Practicum in Administration 4
EDUC
556 Curriculum Planning 3
Approved
Electives
8
Electives
must be chosen in consultation with the student'
s adviser.
___
Total 48
MASTER OF ARTS IN
TEACHING, Literacy Instruction (M.A.T.)
This option is designed
to meet the requirements for Washington State and SDA endorsements as a reading
specialist.
Specialization Prerequisites :
State teacher or SDA certification, a minimum of 18 months of verified satisfactory
full-time experience in education, and a current course in reading methods
(taken within the past six years).
Specialization Requirements:
credits
Basic
Core
13
EDUC
551 Action Research 3
EDUC
571 Action Research Lab 4
PSYC
521 Psychology of Learning 3
SPED
550 Understanding Research 3
Literacy
Instruction Core
30
EDUC
475 Teaching Reading Skills in the Content Area 3
EDUC
520 Teaching Beginning Literacy 3
EDUC
533 Literature-Based Reading Instruction 3
EDUC
535 Reading Diagnosis and Remediation 3
EDUC
537 Thematic Approaches to the Teaching of
Reading 3
EDUC
542 Issues and Trends in Literacy 3
EDUC
546 Reading and Writing Assessment 3
ENGL
374 Literature for Children 3
or
ENGL
375 Literature for Young Adults 3
ENGL
529 Writing Workshop: From Theory to Practice 3
or
ENGL
539 Writing Workshop: Integrating Reading,
Literacy and Writing K-12 3
or
ENGL
549 Writing Workshop: Thinking and Writing
with Computers 3
PSYC
531 Psychology of Reading 3
Electives
3
___
Total 46
MASTER OF ARTS IN
TEACHING, Students at Risk (M.A.T.)
This program focuses
on “
>students-at-risk ”
from a broad, multi-disciplinary
perspective. It provides the teacher with recognition and coping skills designed
to enhance instructional success with
“ at-risk
”
children and youth.
Specialization Prerequisites:
State or SDA
teacher certification or a minimum of 18 months of verified satisfactory full-time
experience in a school, or a social service setting in which the candidate
provides instruction, prior to awarding of degree.
Specialization Requirements
credits
Basic
Core
12
EDUC
551 Action Research 3
SPED
550 Understanding Research 3
EDUC
522 Philosophy and Education 3
PSYC
521 Psychology of Learning 3
Students-at-Risk
Core
28
CORR
387 Juvenile Delinquency 3
EDAD
550 School Law 4
EDUC
492 Education of the Gifted 3
PSYC
572 Psychopathology 3
SOWK
464 Children at Risk 3
PSYC
520 Child and Family Counseling 3
PSYC
532 Psychological Assessment I 3
EDUC
535 Reading Diagnosis and Remediation 3
Approved
Electives
6
Electives
must be chosen in consultation with the student
’ s adviser
___ Total
47
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 3
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. Offered even years.
EDUC 515 CLASSROOM
TECHNOLOGY TOOLS 2
An introduction to technology
tools for teachers. Includes use of the Internet for research and instruction;
an introduction to Web page design; online grade books and communications
services; tools for creating multimedia presentations; and the latest in electronic
devices that teachers can use for teaching and classroom management.
EDUC 520 TEACHING
BEGINNING LITERACY 3
A survey of current
research-based understanding, strategies, and skills needed to effectively
teach and support beginning readers and writers in Grades K - 3.
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. Offered even years.
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. Offered odd years.
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. Offered even years.
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. Offered summer only.
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. Offered even years.
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 (PSYC 598) 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;
class=msoIns> maximum, three. Prerequisite: Graduate standing.
Graded S or NC.
GRADUATE COURSES
- CURRICULUM AND INSTRUCTION
EDCI 550 LANGUAGE
DEVELOPMENT IN YOUNG CHILDREN 3
Study of current research-based
theories, methods, and strategies needed to effectively teach and support
early literacy from birth through beginning reading. Prerequisite: PSYC 215.
Practicum required.
EDCI 560 ELEMENTARY
CURRICULUM AND INSTRUCTION:
READING
AND LANGUAGE ARTS 5
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.
EDCI 565 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.
EDCI 567 INSTRUCTIONAL
METHODOLOGY PRACTICUM
> 1
Laboratory practice
in selected teaching skills, utilizing videotaped feedback and one-on-one
conferencing. One laboratory per week. Prerequisite or Corequisite: EDCI 565.
EDCI 573 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). Practicum
required.
EDCI 581 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 in an environment which nurtures
the child
s spiritual growth.
EDCI 582 ELEMENTARY
CURRICULUM AND INSTRUCTION:
SOCIAL
STUDIES
2
Survey of the curriculum,
media, and research-based strategies used in teaching elementary social studies.
EDCI 583 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.
EDCI 590 MEASUREMENT
AND EVALUATION IN EDUCATION 4
Designing and interpreting
criterion-referenced objective and performance assessments; interpretation
of norm-referenced examinations; concepts of reliability and validity; item
analysis; grading and reporting classroom performance.
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. Offered even years.
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. Offered odd years.
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. Offered summer only.
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. Offered odd years.
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. Offered summer only.
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. Offered odd years.
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. Offered summer
only.
EDAD 565 PRACTICUM IN ADMINISTRATION
4,4,4
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.
ENGL 559 WRITING
WORKSHOP: READING, WRITING, AND TEACHING
CREATIVE NONFICTION
3
Current theory and practice
in the teaching of writing with special emphasis on the use of creative nonfiction
in language classrooms K-12. Workshop participants will read the latest award-winning
nonfiction at their grade levels, write creative nonfiction, and explore ways
to use nonfiction to support the teaching of reading, writing, and critical
thinking across the curriculum. Prerequisite: Application and permission of
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.
Offered odd years.
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. Offered even 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 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. Offered odd years.
PSYC 531 PSYCHOLOGY
OF READING (OR SPED 531) 3
Study of the psychological,
perceptual, developmental, and physiological aspects of reading.
PSYC 532 PSYCHOLOGICAL
ASSESSMENT I 3
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. Offered even years.
PSYC 534 PSYCHOLOGICAL
ASSESSMENT II 3
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. Offered even years.
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. Offered odd
years, and summers as needed.
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.
PSYC 566 PRACTICUM
IN COUNSELING
4
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
515,520 and 565. Graded S or NC.
PSYC 567 INTERNSHIP
IN COUNSELING PSYCHOLOGY 2-12
Supervised internship
in a 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 hours are required for each credit hour of
internship. Pre-requisite: PSYC 566. Graded S or NC.
PSYC 568 INTERNSHIP
IN SCHOOL COUNSELING 2-8
Supervised internship
in a school setting. This is on-the-job professional services 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 1-4;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 (EDUC 598) 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. Graded S or NC.
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 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 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 531 PSYCHOLOGY
OF READING (OR PSYC 531) 3
Study of the psychological,
perceptual, developmental, and physiological aspects of reading.
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
The diagnosis of problems
in reading and the exploration of remedial strategies and techniques. Field
experience required. Prerequisite: EDUC 360 or equivalent.
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.
Offered odd years.
<
>
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 of instructor. Offered summer only.
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 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. Graded S or 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 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. Offered
even years.
CHLD 450 LANGUAGE
DEVELOPMENT IN YOUNG CHILDREN 3
Normal development of
speech and language in children, including methods of facilitation. Prerequisite:
CHLD 310. Offered odd years.
SUPPORTING COURSES
- EDUCATION
EDUC 395 METHODS
OF TEACHING SECONDARY SCIENCE 3
A course intended for
students seeking secondary endorsements in biology, chemistry, or physics.
Study of inquiry based learning experiences in science, the relation of concepts
of science to contemporary historical, technological and societal issues,
course management, practices, and safety. Offered even years only.
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. Prerequisite:
Admission to Teacher Certification Program.
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 2
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. Prerequisite: Admission
to Teacher Certification Program.
EDUC 444 TEACHING
CULTURALLY DIVERSE STUDENTS 2
Study of human diversity
and its impact on the educational process; emphasis on instructional and management
strategies that respect and value cultural, ethnic, and language differences.
Prerequisites: Admission to Teacher Certification Program.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. Prerequisite: Admission to Teacher Certification
Program.
EDUC 480 STUDENT
TEACHING IN THE ELEMENTARY SCHOOL 6-12
Application of teaching
theory in the classroom; full participation in a teaching situation under
the supervision of an experienced teacher. Conferences will be conducted with
the student teacher by the cooperating teacher and college supervisor.
Scheduled group sessions required. Student enrolled in student teaching may
not register for other courses without the written permission of the School
of Education and Psychology. Student teacher placement is done in cooperation
with school districts and, because it is a shared decision, placement is not
guaranteed. Placement decisions are based on the applicant
s academic preparation, interpersonal relationship abilities, classroom
management skills, and other factors outlined in Minimum Competencies for
Teacher Candidates, available from the School of Education and Psychology.
Students requesting placement outside the Walla Walla Valley will be required
to pay an additional fee to cover travel costs associated with administering
the Pedagogy Assessment. Prerequisites; EDCI 560, 573,EDUC 405 and permission
of the School of Education and Psychology. Graded S or NC.
EDUC 481 STUDENT
TEACHING IN THE SECONDARY SCHOOL 6-12
Application of teaching
theory in the classroom; full participation in a teaching situation under
the supervision of an experienced teacher. Conferences will be conducted with
the student teacher by the cooperating teacher and college supervisor. Scheduled
group sessions required. Student enrolled in student teaching may not register
for other courses without the written permission of the School of Education
and Psychology. Student teacher placement is done in cooperation with school
districts and, because it is a shared decision, placement is not guaranteed.
Placement decisions are based on the applicant
s academic preparation, interpersonal relationship abilities, classroom
management skills, and other factors outlined in Minimum Competencies for
Teacher Candidates, available from the School of Education and Psychology.
Students requesting placement outside the Walla Walla Valley will be required
to pay an additional fee to cover travel costs associated with administering
the Pedagogy Assessment. Prerequisites: EDCI 565,567, passing scores on the
WEST-E and permission of the School of Education and Psychology. Graded S
or NC.
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.
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EDUC 495 COLLOQUIUM
0
Small Schools -- Theory
and application of procedures and practices in multigrade and multiage elementary
classrooms.
Child Abuse -- Identification,
impact, and prevention of physical, emotional, sexual, and substance abuse.
Discussion of teachers
legal responsibilities.
SUPPORTING COURSES - OTHER DEPARTMENTS
ENGL 374 LITERATURE FOR CHILDREN
3
Study of the literature for children
from early childhood through elementary school. Emphasizes literary and artistic
quality and appeal to children. Requires extensive reading of children's
books and writing of critical analysis.
ENGL 375 LITERATURE FOR YOUNG ADULTS
3
Study of literature appropriate for
junior high and high school students. Emphasizes literary and artistic quality
as well as theory of response to literature. Requires extensive reading of
literature for young adults and writing of critical analysis. Offered odd
years only.
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, 243.
ENGL 395 METHODS OF TEACHING HIGH
SCHOOL ENGLISH 3
A study of objectives for and methods
of teaching language, composition, literature, drama and media in grades seven
through twelve. Students prepare and present lessons, evaluate student work,
and create units of study.
HIST 395 METHODS OF TEACHING SOCIAL
STUDIES 3
Methods and techniques of teaching
social studies on the secondary school level; requires observation, demonstration
and class presentation. Will not apply toward a major or minor in history.
Offered odd years only.
MDLG 395 METHODS OF TEACHING MODERN
LANGUAGES 3
Study of principles and methods of
teaching modern languages in the secondary school. Observation, demonstration,
and class presentation are required. Will not apply on a major or minor in
modern languages.
MUED 395 ELEMENTARY SCHOOL MUSIC METHODS
AND MATERIALS 4
A comprehensive study of objectives,
procedures, and materials in music education for kindergarten through grade
eight. Prerequisite: Permission of instructor. Corequisite: EDCI 590
PETH 395 TEACHING SECONDARY HEALTH
AND PHYSICAL EDUCATION 3
Study of the methods and techniques
of teaching physical education in the secondary school, includes individual
as well as group activities; students are required to observe and demonstrate
in class. Offered even years only.
PETH 473 TEACHING ELEMENTARY HEALTH
AND PHYSICAL EDUCATION 3
Introduction to the planning of the
curriculum in the elementary school and the organization of a balanced health
and physical education program. Requires participation in the elementary school
physical education program.
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RELP 395 METHODS OF TEACHING BIBLE
IN THE SECONDARY SCHOOL 3
Examination of current religion teaching
practices in the secondary school with emphasis on objectives, content, organization,
and materials and resources available; requires observation in the schools
along with microteaching, giving opportunity to demonstrate competency. Prerequisite:
EDCI 590, Offered odd years and alternate summers.
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. Offered summer only.
WRIT 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.
SUPPORTING COURSES - PSYCHOLOGY
PSYC 344 SOCIAL PSYCHOLOGY
4
The dynamics of social interaction
and interpersonal behavior with application to contemporary society. Prerequisite:
PSYC 130 or permission of instructor
PSYC 366 THEORIES OF PERSONALITY
4
Theories of personality development,
assessment, and adjustment. Prerequisite: PSYC 130.
PSYC 370 HEALTH PSYCHOLOGY (OR HLTH
370)
3
The study of learning, motivation,
and psychological theories as related to health decisions and practices.
Topics include the psychology of addictive behavior, behavioral health, and
the relationship between stressful life events, social support, and wellness.
PSYC 390 COGNITIVE PSYCHOLOGY
4
Theories and methods in the study
of mental processes such as attention, pattern recognition, comprehension,
memory, knowledge representation, and problem solving. Connections to neuroscience
and applications to information science are also explored.
PSYC 425 PSYCHOLOGY OF RELIGION (or
RELH 425) 3
Interpretation 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 437 DEATH AND DYING (OR SOWK
437) 3
Study of the process of death and
dying from four distinct perspectives: cultural, social, personal, and professional.
PSYC 441 COUNSELING EXCEPTIONAL INDIVIDUALS
AND
THEIR FAMILIES (OR SPED 441)
3
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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 455 HISTORY AND SYSTEMS OF PSYCHOLOGY
4
Historical development of the various
systems and theories of psychology. Prerequisite: PSYC 130.
PSYC 464 INTRODUCTION TO COUNSELING
3
A systematic, comprehensive, and balanced
survey of the leading counseling approaches including an analysis of each
system
s perspective on personality, abnormal
behavior, clinical methods, and the helping relationship. Course is designed
for all those interested in the helping professions.
PSYC 466 BIOLOGICAL PSYCHOLOGY
4
The study of the physiological, developmental
and functional explanations of behavior. This includes sensory and motor
mechanisms, as well as motivated behaviors, learning, memory and language.
The biological basis for mental disorders and the behavioral effects of brain
damage are also addressed. Prerequisites: PSYC 130, BIOL 101 or BIOL 201;
or permission of instructor.
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.
Offered odd years.
PSYC 492 ABNORMAL
PSYCHOLOGY
4
Behavioral disturbances,
therapeutic measures, and related theories. Prerequisites: PSYC 130; PSYC
215 or PSYC 366.
PSYC 496 SEMINAR
2-3; 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
mayor/minor in psychology or permission of 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.
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