School of Education and Psychology

Julian Melgosa, Dean; Austin Archer, Robert Egbert, Linda Ivy, Debbie Muthersbaugh, Tamara Randolph, Lee Stough.

The School of Education and Psychology offers programs leading to a Bachelor of Science degree with majors in elementary education, psychology, and forensic psychology. The school also offers a Bachelor of Arts degree with a major in psychology. Minors are available in education and psychology, and preparation is provided for state and denominational certification in both elementary and secondary education. With careful planning, a bachelor's degree and the first teaching certificate may be earned in four years of study.

For a description of programs leading to a master's degree in Education or Counseling Psychology, see the Graduate Bulletin.

Mission: The School of Education and Psychology at Walla Walla University supports the mission of the University and assists students as they acquire knowledge and expertise in their fields of study within the context of Christian faith. To this end our faculty and students are committed to:

• quality in scholarship and research;
• the development of social, moral, and spiritual values;
• the integration of learning, faith, and service.

Teacher Preparation Programs: WWU offers a Bachelor of Science degree in Elementary Education. Teacher certification is also available to those who wish to teach in various content areas at the secondary school level. Additional information can be found at http://www.wallawalla.edu/3037

Student Characteristics: The Teacher Certification Program is made up of a relatively small number of students, thus allowing plenty of interaction opportunities with faculty and staff. Most of these students are undergraduates of traditional college age.

Admission Requirements:

• Junior class standing or a score of at least 23 on the ACT or a score of at least 1040 on the SAT.
• Minimum GPA of at least 2.75 in all course work that applies to certification requirements.
• Passing score in all required sections of the WEST-B.
• Formal application, law enforcement background check, and moral character clearance.
• No grade less than C

For a complete description of the teacher preparation program, see http://www.wallawalla.edu/2968

Accreditation:

• Northwest Association of Schools and Colleges
• Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities
• All of the University's teacher preparation programs are approved by the Washington State Board of Education.

CONTEXTUAL INFORMATION

Best Practices:

• Blend of theory and practice. Teacher certification candidates spend between 93 and 231 clock hours observing and assisting in K-12 classrooms prior to student teaching.
• Methods of teaching courses are aligned with Washington state's Essential Academic Learning Requirements (EALRs).
• Portfolios are used formatively and summatively to document "positive impact on student learning" in the K-12 setting.

Notable Features and Accomplishments in 2010-2011:

• One elementary education major received the Zelma Nethery Wells Piper Memorial Scholarship.
• Fourteen teacher certification candidates were awarded the Eleanor Schofield Memorial Teachers' Scholarship.
• One elementary education major received the Richard and Dena Hammill Scholarship.
• Two elementary education major received the Doreen Paulson-Evans Memorial Scholarship.
• One elementary education major received the Appreciation of Elementary Education.

PROGRAM STATISTICS

Number of faculty members who supervised student teachers:

ELEMENTARY EDUCATION MAJOR (Bachelor of Science)

To be considered for admission into the Teacher Certification Program (TCP), students must have junior standing or have earned at least a score of 23 on the American College Test (ACT) or have earned a score on the Scholastic Aptitude Test (SAT) of at least 931 if they graduated from high school prior to 1996 or a score of at least 1040 if they graduated in or after 1996. The state of Washington may change minimum scores between bulletin printings. Students may verify minimum acceptable scores with the certification officer of the School of Education and Psychology.

To be admitted into the Teacher Certification Program, students must demonstrate satisfactory scholarship, professionalism, and personal fitness for teaching. These terms are defined and explained in the Minimum Competencies document distributed in EDUC 210 Foundations of Education. The document is also available upon request from the certification officer of the School of Education and Psychology.

Students applying for admission to the Teacher Certification Program are required by state law to earn a passing score on the Washington Educator Skills Test-Basic (WEST-B) prior to admission into the program. Test dates and locations are available from the School of Education and Psychology.

A student majoring in elementary education must satisfactorily complete the required pre-candidacy courses, certification program courses, endorsement courses, cognates, the general studies program, and baccalaureate degree requirements as listed in this bulletin. Thirty credit hours in an approved content area must also be satisfactorily completed.

A minimum grade point average of not less than 2.75 is required in all pre-candidacy, certification, endorsement, and cognate courses that apply to these requirements. Any course graded lower than a C cannot apply. A total of two repeats are permitted in any course or any combination of courses in the Pre-Candidacy courses and the Teacher Certification Program combined. Senior students seeking certification are required to take and pass the Washington Educator Skills Test-Endorsement (WEST-E) in elementary education prior to their student teaching. In addition, students desiring to pursue graduate studies in education are encouraged to take the Graduate Record Examination (general).

Practicum experiences in elementary education require a formal application, law enforcement background check, and moral character clearance. Contact the School of Education and Psychology for details.

Student teaching requires formal application to the School of Education and Psychology. Student teaching applications, available from the certification officer, are due by the end of Fall quarter prior to the year in which the student plans to enroll for the experience.

Elementary Education (B.S.) Major Requirements:

Phase 1: Pre-Candidacy Program

Pre-candidacy courses must be completed with a minimum grade-point average of 2.75 before a student may proceed to the Teacher Certification Program. Students may apply for admission to the Teacher Certification Program during the last quarter of pre-candidacy courses. A minimum of a B- average in the College Writing/Research Writing sequence is required.

Pre-Candidacy Courses:

Washington Educator Skills Test-Basic (WEST-B):

Students must pass all sections of WEST-B before acceptance into Phase 2.

Pre-Candidacy Cognates:

Phase 2: Teacher Certification Program

Formal acceptance into the Teacher Certification Program is required before registering for the courses listed below. To be admitted into the Teacher Certification Program, students must demonstrate satisfactory scholarship, professionalism, and personal fitness for teaching. These terms are defined and explained in the Minimum Competencies document distributed in EDUC 210 Foundations of Education. The document is also available upon request from the certification officer of the School of Education and Psychology.

Teacher Certification Courses:

Washington Educator Skills Test-Endorsement (WEST-E):

Students must pass the WEST-E in elementary education before beginning their student teaching. If after attempting more than once, a candidate has not passed the WEST-E, he/she may petition the School of Education and Psychology to proceed to student teaching. If the petition is granted, the candidate will sign a statement of understanding that if he/she does not pass the WEST-E but completes all other requirements, the B.S. Elementary Education degree will be granted without Washington state teacher certification. Students must pass the WEST-E in elementary education to receive Washington state teacher certification.

Elementary Education Endorsement Requirements:

Note: Pre-candidacy cognates and Teacher Certification Program courses also partially fulfill the requirements of this section.

Minor in an Approved Content Area:

Elementary education majors must complete the requirements for an approved minor. If the chosen minor does not have 30 quarter hours, additional courses must be taken to reach at least 30 quarter hours in the area of the minor. Alternatively, they must complete a minimum of 30 quarter hours in one of the three non-minor content areas listed below.

Approved Content Areas

Approved Non-Minor Content Areas

Religious studies (Bible) is not an approved Washington state endorsement. However, a religion major or minor, plus a methods course in religion, remains essential for those desiring a denominational endorsement in Bible.

Non-Minor Content Areas

Humanities (completion of 31 credits)

Select from the following courses in consultation with your adviser.

Science (Completion of 32 credits)

Select 8-12 credits from each of the following sciences in consultation with your adviser.

Social Studies (Completion of 32 credits)

Select from the following courses in consultation with your adviser.

Additional Requirements for Denominational Certification

PREPARATION FOR SECONDARY EDUCATION

To be considered for admission into the Teacher Certification Program (TCP), students must have junior standing or have earned at least a score of 23 on the American College Test (ACT) or have earned a score on the Scholastic Aptitude Test (SAT) of at least 931 if they graduated from high school prior to 1996 or a score of at least 1040 if they graduated in or after 1996. The state of Washington may change minimum scores between bulletin printings. Students may verify minimum acceptable scores with the certification officer of the School of Education and Psychology.

Students applying for admission to the Teacher Certification Program are required by state law to earn a passing score on the Washington Educator Skills Test-Basic (WEST-B) prior to admission into the program. Test dates and locations are available from the School of Education and Psychology.

To be admitted into the Teacher Certification Program, students must demonstrate satisfactory scholarship, professionalism, and personal fitness for teaching. These terms are defined and explained in the Minimum Competencies document distributed in EDUC 210 Foundations of Education. The document is also available upon request from the certification officer of the School of Education and Psychology.

The secondary certification program requires completion of an approved endorsement (major), passing scores on the Washington Educator Skills Test-Endorsement (WEST-E) in the endorsement area, and professional courses as specified. To be recommended for certification, candidates must maintain a grade-point average of not less than 2.75 in professional education/psychology course work and in each endorsement area. No grade lower than C will apply. A total of two repeats are permitted in any course or any combination of courses in Pre-Candidacy courses and the Teacher Certification Program combined.

Practicum experiences in secondary education require a formal application, law enforcement background check, and moral character clearance. Contact the School of Education and Psychology for details.

Student teaching requires formal application to the School of Education and Psychology. Student teaching applications, available from the certification officer, are due by the end of Fall quarter prior to the year in which the student plans to enroll for the experience.

Secondary Teaching Certification Requirements:

Pre-Candidacy courses must be completed with a minimum grade-point average of 2.75 before a student may proceed to the Teacher Certification Program. Students may apply for admission to the Teacher Certification Program during the last quarter of Pre-Candidacy courses. A minimum of a B- average in the College Writing/Research Writing sequence is required.

Phase 1: Pre-Candidacy Program

Pre-Candidacy Courses:

Washington Educator Skills Test-Basic (WEST-B):

Students must pass all sections of WEST-B before acceptance into Phase 2.

Pre-Candidacy Cognates:

Phase 2: Teacher Certification Program

Teacher Certification Courses:

Washington Educator Skills Test-Endorsement (WEST-E):

Passing all sections of WEST-E in area of endorsement is a prerequisite for EDUC 481 Student Teaching in the Secondary School.

Teacher Certification Program Cognates:

Approved Primary Endorsements:

Endorsement requirements frequently exceed graduation requirements. For example, endorsements typically require a methods class appropriate for secondary teaching (grades 5-12). Additional endorsements in Social Studies and Science are available for students who already have, or are completing, an endorsable major. See the secondary education adviser in the School of Education and Psychology for a current certification checksheet.

Primary Endorsement Majors

Religious studies (Bible) is not an approved Washington state endorsement. However, a religion minor, plus a methods course in religion, remains essential for those desiring a denominational endorsement in Bible.

Additional Requirements for Denominational Certification

One course chosen from the following:

NOTES ON WASHINGTON STATE CERTIFICATION

The school attempts to provide current information on certification requirements in this bulletin. Because of frequent changes in state requirements, however, the candidate must consult with the School of Education and Psychology certification officer periodically for updated information that might affect certification status.

Meeting graduation requirements as specified in this bulletin does not guarantee state certification. An application process, including fingerprint clearance and a Dean's Affidavit regarding the candidate's fitness, is required.

Course credits more than ten years old that are used to meet initial certification standards will be reviewed by the academic department granting the credit to determine acceptability.

EDUCATION MINOR

A student minoring in education must complete 30 quarter hours. Students who wish to enroll in EDUC, PSYC, or SPED courses that list acceptance to the Teacher Certification Program as a prerequisite should apply for special acceptance with the secretary of the School of Education and Psychology.

PSYCHOLOGY MAJOR (Bachelor of Arts)

The psychology curriculum is sufficiently flexible to meet the needs of students preparing for a wide range of careers in the behavioral sciences or in related professions that involve working with people. Primary emphasis is placed on the applied dynamics of human behavior and relationships rather than on animal or laboratory psychology.

The major requirements and cognate courses are intended to provide a scientific base on which a balanced program of electives may be built in accordance with the individual needs and interests of each student.

Although specific requirements for admission to graduate programs in most universities will be met by the general major, the student should realize that graduate work may be impeded or prolonged in certain areas of psychology if special preparation is not obtained at the undergraduate level. For this reason, students who plan to continue academic work in psychology beyond the bachelor's degree are urged to consult with their advisers very early in their university careers.

A student majoring in psychology must complete 54 quarter hours in the major, the required cognates, the general studies program, and all baccalaureate degree requirements as outlined in this bulletin. Senior students are required to take the Major Field Test in psychology.

Major Requirements:

Cognates:

A minimum of 19 quarter hours must be completed, including MATH 206 Applied Statistics or a more advanced statistics course. Courses should be chosen from the following with approval of the School of Education and Psychology adviser (advanced courses may be substituted) and must include an entire course sequence:

PSYCHOLOGY MAJOR (Bachelor of Science)

This major is recommended for students who plan to pursue graduate studies in psychology. A student majoring in psychology must complete 63 quarter hours in the major, consisting of the core requirements and at least six quarter hours of approved electives. In addition, the student must complete the required cognates, the general studies program, and all baccalaureate degree requirements as outlined in this bulletin. Senior students are required to take the Major Field Test (MFT) in psychology.

Although specific requirements for admission to graduate programs in most universities will be met by this major, the student should realize that graduate work may be impeded or prolonged in certain areas of psychology if special preparation is not obtained at the undergraduate level. For this reason, students who plan to continue academic work in psychology beyond the bachelor's degree are urged to consult with their advisers very early in their university careers.

Major Requirements:

Cognates:

A minimum of 19 quarter hours must be completed, including MATH 206 Applied Statistics, or a more advanced statistics course, and either PHIL 205 Introduction to Philosophy, or PHIL 206 Introduction to Logic. General Biology is the preferred science sequence. Courses should be chosen from the following with approval of the School of Education and Psychology adviser (advanced courses may be substituted) and must include an entire course sequence:

FORENSIC PSYCHOLOGY MAJOR (Bachelor of Science)

A student majoring in forensic psychology must complete 64 quarter hours in the major. In addition, the student must complete the required cognates, the general studies program, and all baccalaureate degree requirements as outlined in this bulletin. Senior students are required to take the Major Field Test (MFT) in psychology.

Major Requirements:

Cognates:

PSYCHOLOGY MINOR

A student minoring in psychology must complete 30 quarter hours:

EDUCATION COURSES (EDUC)

EDUC 210 FOUNDATIONS OF EDUCATION 3

Study of social and historical foundations of American education; cultural, political, institutional, and interpersonal influences on school structure, funding, curriculum design, and the practice of teaching.

EDUC 247 ELEMENTARY SCHOOL EXPLORATORY 1

A three-week practicum in an elementary classroom, designed to acquaint the student with teacher responsibilities for planning, organizing, and launching a new school year. Deadline for application is the second week of April. Offered autumn quarter only. Prerequisites: EDUC 210, and Washington State Patrol clearance on file in the office of Education and Psychology. Graded S or NC.

EDUC 267 SECONDARY SCHOOL EXPLORATORY 1

A forty-hour practicum in a secondary (5-12 grade) school classroom (public school preferred), designed to acquaint candidates with student behavior at the grade level assigned, along with teacher responsibilities for planning, implementing, and managing the instructional program. Offered autumn and winter quarters. Prerequisites: EDUC 210 and Washington State Patrol clearance on file in the office of Education and Psychology. Graded S or NC.

EDUC 280 STUDENT LITERACY CORPS EXPERIENCE 1-2

A service-learning course with the specific focus of tutoring persons who are educationally or economically disadvantaged. Students will learn effective methods of literacy tutoring and gain both training and experience in communicating stay-in-school values and building self-esteem. Students will gain experience in working with students from diverse populations and gain understanding of cultural differences. Students will evaluate their own attitudes of individual responsibility to the community. The course will include both in-class and on-site participation.

EDUC 315 CLASSROOM TECHNOLOGY TOOLS 3

Introduces a variety of technologies for teachers to enhance planning, instruction, and assessment. Includes several hardware and software applications, website development, course management systems, mobile devices, and online media.

EDUC 350 LANGUAGE DEVELOPMENT IN YOUNG CHILDREN (or PSYC 350) 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.

EDUC 360 ELEMENTARY CURRICULUM AND INSTRUCTION: READING AND LANGUAGE ARTS 5

The development of language skills 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. Prerequisite: Admission to Teacher Certification Program.

EDUC 367 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: EDUC 365.

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). Practicum required. Prerequisites: Admission to Teacher Certification Program; MATH 112 and 113 or equivalent.

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 relationships in an environment which nurtures the child's spiritual growth. Prerequisite: Admission to Teacher Certification Program.

EDUC 382 ELEMENTARY CURRICULUM AND INSTRUCTION: SOCIAL STUDIES 2

Survey of the curriculum, media, and research-based strategies used in teaching elementary social studies. Prerequisite: Admission to Teacher Certification Program.

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 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. Prerequisites: Admission to Teacher Certification Program and any one of the following EDUC courses: EDUC 360, 365, 373, 382, 383.

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. Prerequisites: EDUC 365 and BIOL 143, or CHEM 143, or PHYS 213 or PHYS 253. 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 or permission of instructor.

EDUC 475 TEACHING READING SKILLS IN THE 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 476 STUDENT TEACHING ORIENTATION 0

An orientation to the requirements of student teaching and the curriculum and procedures of the school and classroom that will host the student teacher. This course must be taken the quarter preceding enrollment in EDUC 480 or EDUC 481. Students who take student teaching fall quarter must complete this course during the four weeks preceding the start of Walla Walla University's fall quarter. The student must spend a minimum of 30 hours in the host classroom. Prerequisite: Approval by the School of Education and Psychology. Graded S/NC.

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 university supervisor. Scheduled group sessions required. Students 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: EDUC 360, 373, 405, 476 and permission of the School of Education and Psychology. Graded S or NC.

EDUC 481 STUDENT TEACHING IN THE SECONDARY SCHOOL 1-12

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 university supervisor. Scheduled group sessions required. Students 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: EDUC 365, 367, 395, 476, Methods course (395) of major or minor academic field; passing scores on the West-E; and permission of the School of Education and Psychology. Graded S or NC. *Students completing an Elementary Education major and a Secondary content major, wanting elementary and secondary certification will need to complete 1-5 credit hours of secondary student teaching and a PPA in that secondary content area.

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.

EDUC 494 COOPERATIVE EDUCATION 0-3

Individual contract arrangement involving students, faculty, and cooperating businesses to gain practical experience in an off-campus setting. Allows the student to apply advanced classroom learning. Prerequisite: Approval by the School of Education and Psychology.

EDUC 495 COLLOQUIUM: CHILD ABUSE 0

Identification, impact, and prevention of physical, emotional, sexual, and substance abuse. Discussion of teachers' legal responsibilities. Graded S or NC. (Course fees apply.)

EDUC 496 SEMINAR 1-3; 6

In-depth examination of a specific topic in education. Topics may include cooperative learning, curriculum reform, small-school pedagogy, media applications, etc. Prerequisite: upper division major/minor in education or permission of instructor.

EDUC 497 COLLOQUIUM: SMALL SCHOOLS 0

Theory and application of procedures and practices in multigrade and multiage elementary classrooms. Graded S or NC. (Course fees apply.)

PSYCHOLOGY COURSES (PSYC)

PSYC 130 GENERAL PSYCHOLOGY 4

Survey emphasizing the scientific bases of psychological investigation. Introduction to the fundamental vocabulary, methodologies, established facts, and sound principles of psychology.

PSYC 140 INTRODUCTION TO PSYCHOLOGY: SOCIAL FOUNDATIONS 4

The study of human behavior, focusing on the social aspects. Includes the scientific bases of psychological investigation as well as an introduction to the social processes that influence both normal and abnormal behavior. Topics such as social influence, individual differences, personality, behavior disorders and therapy will be addressed.

PSYC 141 INTRODUCTION TO PSYCHOLOGY: BIOLOGICAL FOUNDATIONS 4

The study of human behavior, focusing on the biological aspects. Includes the scientific bases of psychological investigation as well as an introduction to biological processes that influence both normal and abnormal behavior. Topics such as learning and cognitive processes, sensation and perception, human development, and schizophrenia and depression will be addressed.

PSYC 215 CHILD AND ADOLESCENT DEVELOPMENT 4

Life from prenatal through adolescent years. Emphasis is placed on the emotional, social, physical, motor, and psychological development of the individual.

PSYC 216 ADULT DEVELOPMENT AND AGING 3

Current methods and theories relating to psychological development, maturity, and decline as evidenced during the adolescent, youth, middle age, and retirement years.

PSYC 220 EDUCATIONAL PSYCHOLOGY 3

Study of current research in human development, individual differences, learning, cognition, and motivation, with particular reference to elementary and secondary classrooms; emphasis placed on the application of theory to teacher decision-making and problem-solving. This course will not apply toward a psychology major. Prerequisite: permission of instructor.

PSYC 225 MARRIAGE AND FAMILY LIFE (or SOCI 225) 2

Study of the physical, economic, and psychological adjustments necessary for happy marriage and parenthood; stresses Christian philosophy and principles; staff members and guest speakers will lecture and lead discussions. Will not apply toward a psychology major. See the Social Work and Sociology section of this bulletin.

PSYC 247 INTRODUCTION TO FORENSIC PSYCHOLOGY 4

This course is designed to introduce the student to forensic psychology in a social psychology context. It includes interactive components of law and law enforcement, an exploration of the criminal mind, investigation techniques, eyewitnesses and criminal profiling. Offered even years only.

PSYC 266 LEARNING AND BEHAVIOR 3

Basic learning phenomena in animals and humans, including classical and operant conditioning and more complex learning. The application of these phenomena in human and animal behavior change is also addressed. Emphasis will be placed on behavioral approaches. Prerequisite: PSYC 130. Offered even years only.

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 350 LANGUAGE DEVELOPMENT IN YOUNG CHILDREN (or EDUC 350) 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.

PSYC 366 THEORIES OF PERSONALITY 4

A survey of the principal theories of personality with attention to the experimental methods and findings on which they are based, as well as their applications in everyday life. Prerequisite: PSYC 130 or PSYC 140.

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 373 ORGANIZATIONAL BEHAVIOR (or MGMT 373) 4

The study of the behavior of individuals and groups in organizations with emphasis on the implications for organizational design and management practice. Topics include motivation, leadership, decision-making, organizational culture, power, and conflict. Recommended: MGMT 371.

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 434 PERSPECTIVES IN PSYCHOLOGY 1-3; 6

Current theory and practice in psychology. Elective credit.

PSYC 437 DEATH AND DYING (or SOCI, SOWK 437) 3

Study of the process of death and dying from four distinct perspectives: cultural, social, personal, and professional.

PSYC 447 ADVANCED FORENSIC PSYCHOLOGY 4

An advanced course in selected topics in forensic psychology, criminal justice, and criminology. This course focuses on the application and practice of psychology in the areas of police and investigative psychology, family forensic psychology, psychology of crime and delinquency, consulting and correctional psychology. Prerequisite: PSYC 247 or permission of instructor. Offered even years only.

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 4

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. Prerequisite: PSYC 130 or PSYC 140.

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 141 or 121, or permission of instructor.

PSYC 471 RESEARCH METHODS I: DESIGN AND STATISTICS 2

Study of qualitative and quantitative research design and interpretation of statistics in psychology. Prerequisites: PSYC 140, PSYC 141, MATH 206 or equivalent. Juniors or seniors only.

PSYC 472 RESEARCH METHODS II: PROJECT DEVELOPMENT 2

The development of a research project in psychology. Includes the review of literature, proposal development, human subjects review, and ethical approval. Prerequisite: PSYC 471.

PSYC 473 RESEARCH METHODS III: RESEARCH PROJECT 2

Execution of the research proposal accepted in PSYC 472. Prerequisite: PSYC 472 and permission of instructor.

PSYC 478 APPLIED PSYCHOLOGICAL RESEARCH 1-3; 4

The student will work with a departmental adviser on research activities such as literature search, preliminary experiments, data collection, data transcription, or data analysis. Prerequisite or corequisite: PSYC 471. Graded S/NC.

PSYC 489 CAREER COUNSELING THEORIES 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 only.

PSYC 492 ABNORMAL PSYCHOLOGY 4

An overview of the major categories of abnormal behavior, including clinical description and classification, as well as recent research on etiology and approaches to treatment. Prerequisites: PSYC 130 or 140; 366.

PSYC 493 PSYCHOLOGY PRACTICUM 1-3; 3

A volunteer experience utilizing psychological skills structured by the student in conjunction with his/her adviser in a community agency. A weekly requirement of three hours in a social service agency which provides the student with a field experience in a local setting. This course is not designed to provide expertise, but simply to introduce students to the complexity and subtlety of applied problems and begin the process of informing them of the theory and methods which psychologists use. A written contract and short final report are required. Prerequisite: Senior status and permission of instructor. Graded S or NC.

PSYC 494 COOPERATIVE EDUCATION 0-4

Individual contract arrangement involving students, faculty, and cooperating businesses to gain practical experience in an off-campus setting. Allows the student to apply advanced classroom learning. Prerequisite: Approval by the School of Education and Psychology.

PSYC 495 COLLOQUIUM: ORIENTATION TO CAREER AND GRADUATE SCHOOL 0

An overview of career and graduate school options available to psychology majors. A review of typical graduate school and employment prerequisites and application procedures.

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 major/minor in psychology or permission of instructor.

PSYC 498 SENIOR PROJECT IN PSYCHOLOGY 2

Planning and developing a significant project in undergraduate psychology that focuses on the development of some socially useful program or training. A formal report and/or public presentation is required upon conclusion. Prerequisite: PSYC 473 or permission of the instructor.

PSYC 499 SENIOR THESIS IN PSYCHOLOGY 2

An original independent research study in psychology. May be based on research completed in PSYC 473. Must be presented to peers and submitted for presentation at a scientific meeting. Prerequisite: PSYC 473 or permission of the instructor. Graded S or NC.

SPECIAL EDUCATION COURSES (SPED)

SPED 324 ADAPTED PHYSICAL EDUCATION AND RECREATION (or PETH 324) 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 405 TEACHING THE EXCEPTIONAL CHILD 3

An overview of special education as a field of study and practice in American schools, and its social and historical foundations. Examines the characteristics of handicapping conditions and their impact on the educational setting. Provides an introduction to effective teaching techniques for gifted students and students with mild disabilities. Prerequisite: PSYC 215, admission to the Teacher Certification Program, or permission of instructor.

SPED 436 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 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.

Graduate Education and Psychology Courses

Please see the Graduate Bulletin for a listing of graduate courses in education, special education, and psychology.