Graduate Studies in Education

http://www.whitworth.edu/gse

Special Education Endorsement (P-12)
Completion of the prerequisite courses and the M.A.T.'s required special education courses and field experiences will prepare a candidate for an endorsement in special education (P-12). Please see the special education director for advising.

Early Childhood Special Education Endorsement (P-3)
Completion of the endorsement in special education, combined with two additional courses – EDS 534 Early Speech, Language and Literacy and EDS 538 Early Intervention Interdisciplinary Method (or equivalent coursework) – and an advanced practicum in an early intervention or preschool special education setting will prepare a candidate for an endorsement in early childhood special education (P-3). Please see the special education director for advising.

Gifted Education Specialty Endorsement
The gifted education specialty endorsement can be obtained while a student is earning the master of arts in teaching degree, emphasis in gifted & talented (M.A.T./GT), or the master of education in teaching & learning degree. It can also be earned separately in an 11-credit program that includes a field study and a culminating portfolio.

English Language Learner Endorsement
The English language learner (ELL) endorsement provides in-depth training in English-as-a-second-language methods, ELL strategies and English language development pedagogy. This program also explores the ways in which issues of cultural diversity, such as poverty, affect instructional and assessment practices. Courses from the ELL endorsement may be applied to elective credits in various master's programs throughout the School of Education. 

Certification

  • While every attempt is made to ensure that certification programs are compatible with degree study, certification requirements may go beyond degree requirements.
  • Whitworth University certification programs lead to Washington state certification. For certification in another state, the applicant will need to contact the appropriate state's certification agency to determine requirements.
  • Whitworth University certification programs must meet requirements instituted by the Washington Office of the Superintendent of Public Instruction and the Professional Educator Standards Board. Hence, certification requirements are subject to change upon notification by the OSPI and PESB and must be incorporated into all appropriate certification plans.
  • Certification study without the pursuit of a degree is possible where appropriate.
  • Only candidates in good standing will be certified. Contact the Educational Certification & Career Services Office, located in Dixon Hall, at 509.777.4403 or 509.777.4405 for further details.

Services Provided by Educational Certification & Career Services

  • Certification (Teacher, Principal, School Counselor)
  • ​WSP/FBI Fingerprinting
  • ​Clock hour provider
  • Career service information:
    • Career fairs
    • Résumé and cover letter building
    • Current job listings

Advising

Call the Whitworth Office of Graduate Studies in Education, 509.777.4360, for an appointment to discuss our various programs. An advisor will be assigned to assist you.

Admission Policies

  1. No more than nine semester credits should be taken prior to admission to GSE, as there is no guarantee those credits will count toward a graduate degree.
  2. Applicants must hold a bachelor’s degree from a regionally accredited college or university.
  3. Complete an application packet by the following dates:
    1. MIT: April 1
    2. M.A./M.Ed. School Counseling and M.A. in Marriage & Family Therapy programs: Feb. 1
    3. All other programs for fall semester: Aug. 1; for spring semester: Jan. 1; for summer semester: May 1
  4. There are two levels of admission, as follows:
    1. Full admission: cumulative grade-point average of 3.0 or higher, satisfaction of all prerequisites and acceptable recommendations.
    2. Restricted admission: cumulative grade-point average of 2.7 or higher, acceptable recommendations, and conditions identified by the admissions committee.
  5. The entrance-exam requirement is waived for applicants with an undergraduate GPA of 3.0 or higher. Applicants with an undergraduate GPA below 3.0 must submit official GRE or MAT scores or complete an analytical essay in lieu of GRE or MAT scores. Please see the application for the essay prompt. 
  6. Completion/concurrent enrollment in a teacher-education program is required for all School of Education master’s degree and certification programs except MIT, M.Ed. Social Emotional Learning, M.Ed. Montessori, M.A./M.Ed. School Counseling, M.A.T in Gifted Education & Equitable Instruction (considered case by case), M.A. in Marriage & Family Therapy, M.A. Behavior Analysis, and M.A. in Administrative & Nonprofit Leadership. Photocopies of all Washington teacher, administrator and/or ESA certificates, as well as certificates from other states, must be submitted with the application for admission.
  7. Prerequisites or corequisites prior to graduate study may be required where applicants lack appropriate preparation. Students whose first language is not English may be required to complete prerequisites prior to consideration for admission to GSE. These courses are determined with an advisor to improve expertise in English, math, education methods and study skills.
  8. Part of the application process to GSE is completion of the character-and-fitness supplement. Based upon a review and documentation of items disclosed in this supplement, Whitworth may deny admission to any individual applying to GSE. Applicants with suspended or revoked educational certificates (teachers, counselors, principals, psychologists or others) for a program leading to state certification will not be processed for admission to GSE until such certificates have been reinstated. This includes certificates from other states as well as those from Washington.
  9. For international students, the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) and the GRE are required prior to admission. The minimum score accepted is 88 on the TOEFL or an overall score of 7.0 on the IELTS. Testing is also done in English and in math prior to the student’s graduate coursework, to determine any prerequisites that need to be written into the degree plan. International applicants with diplomas from non-English-speaking universities may be required to provide a professional credential evaluation of their university transcripts from World Education Services. International students must also provide a current passport copy and proof of adequate financial resources for graduate study prior to admission.
  10. Social emotional learning, marriage & family therapy, master in teaching, educational administration, administrative & nonprofit leadership, and school counseling applicants will be interviewed.
  11. Graduates of the graduate studies in education and master in teaching programs at Whitworth seeking an additional master’s degree may have the core classes waived if they have been completed within the previous six years. These classes include Educational Research, Milestones in Education, Curriculum Development and Psychology of Learning or course equivalents. 

Note: At any given time, one or more of our programs may be undergoing revision to stay current with changing Washington State Board of Education requirements. Please consult your advisor to ensure that you have the most current information on your program.

Academic Policies for Graduate Education Programs

Academic Standards

Whitworth GSE offers independent studies that may be taken on a tutorial basis. GSE approval is required. Students are to submit proposals with the approvals of the faculty supervisor and the director/department chair via the electronic independent study proposal form by the registration deadline of the term during which the study will be taken.

Admission and Expulsion
  1. Students who take no courses toward the completion of their master’s degree within a one-year period will be placed on inactive status. Should these students return to active status, they may be responsible for any new university or program requirements.
  2. Students may be suspended or expelled for failure to meet academic standards and for plagiarism, cheating, misrepresentation of background information, or violation of program requirements. Subsequent readmission follows the procedures for new admission under the catalog requirements in effect at the time of reapplication.
  3. Whitworth reserves the right to withhold transcripts and diplomas until all campus debts are settled.
  4. Students are prohibited from bringing children, other family members and/or guests to their classes except in an emergency and with the permission of the instructor.
General Guidelines
  1. Whitworth Graduate Studies in Education students may register online. Tuition is paid through student financial services, in McEachran Hall. If a student enrolls in a course that is not approved for a specific program, that class will be considered an enrichment course only; it will not count toward a graduate degree or certification program.
  2. Check with your advisor each term for pre-registration advising and for exit requirements.
  3. Online registration is available, with advisor clearance, each term.

Student Learning Outcomes

Mission: The Whitworth University School of Education prepares socially-just and inclusive teachers, counselors, therapists and administrators to be educators of mind and heart who are scholars, community members, effective practitioners, visionary leaders and advocates.

Vision: The Whitworth University School of Education provides opportunities to integrate theory and practice in diverse settings through the study of established and emerging content as well as through pedagogical and professional knowledge.

The learning outcomes of this program prepare students to be the following:

  1. Scholars possess current knowledge of the content areas in which they work, understand the connections between disciplines, use tools of inquiry, and pursue ongoing learning as exis­­­­ting fields of knowledge evolve and grow. Scholars are innovative and strengthen their existing knowledge base through continuous intellectual and scholarly growth based on current research, study of their own practice, analysis of data collected, and application of data to solve problems in their respective fields of study.
  2. Community members develop and sustain intentionally collaborative relationships among colleagues, students and their families, clients, administrators, and community partners. Community members understand their roles as professional colleagues in schools, communities and professional organizations. They actively help to shape the culture of classrooms, schools and agencies to reflect the values of our democratic society. They model respectful, caring and professional behaviors that foster trusting and inclusive environments.
  3. Effective practitioners are prepared to analyze situations, set goals, plan and monitor actions, assess outcomes, and reflect on their professional thinking and decision making using formative and summative data. They are committed to culturally responsive and relevant practices that are engaging and shape purposeful, continuous growth. Effective practitioners demonstrate proficiency in the selection and differentiation of materials, strategies and assessment practices that are appropriate for the diversity of the individuals they serve.
  4. Visionary leaders articulate a vision and philosophy for their professional practice inclusive of a belief in the worth and ability of each human being. They build a framework to guide personal and professional decision making and development for the benefit of their professional and learning communities. Visionary leaders contribute to society by modeling transformational and servant leadership that emerges from their personal beliefs and worldview perspective.
  5. Advocates demonstrate a sincere and equitable commitment to the social-emotional well-being and physical safety of those they serve. They pay attention to the role diversity, including gender, sexual orientation, ability, ethnicity, race, culture, religion and socioeconomic status, brings to learning and the community. Advocates understand and respect the interconnected, global nature of society and encourage sustainable practices designed to preserve our world for future generations. In the Christian tradition of servant leadership, advocates seek opportunities to assist, encourage and support all those under their care in a manner that leads to transformation in the lives of those they serve.

EDA Courses

EDA 520 Legal & Policy Foundations2
Students will develop a heightened sensitivity and awareness of the important role legal requirements play in administering today's school programs successfully. Emphasis will be placed on realistic situations that have direct relevance to educational leaders in Washington and Idaho.
EDA 521 Public School Finance2
Survey of the financial dimensions of public school administration including: budget development and management; the role of state, local, and federal agencies in school finance issues; collective bargaining; personnel; accountability; the special levy system; accounting procedures; purchasing; and risk management. Summer term.
EDA 540 Effective Leadership and Organization4
Includes the understanding of leadership and the importance of the interpersonal relationship aspects of effective leadership. Includes the skills for efficient and effective management systems in educational settings. Other topics include resource allocation, safety and security issues and use of technology to enhance the learning environment.
EDA 541 Instructional Leadership for School Improvement4
Includes skills in the areas of teacher and staff supervision with the goal of improved student learning. Includes instructional coaching, principles of adult learning, development of a positive school culture, and management of student behavior to enhance the learning environment.
EDA 542 Building Community4
Understanding the importance of context in order to serve all stakeholders in a learning community. Meeting the needs of special and diverse populations and mobilizing community resources.
EDA 543 Visionary and Moral Leadership4
Covers the theoretical base that informs management and leadership in organizational contexts including leadership theory, development and implementation of a vision and transformational leadership. Also includes legal, policy, and ethical aspects of school leadership as related to current issues and political components of being an educational advocate for students and schools.
EDA 581 Internship I: Administration, P-123-5
Participation in a wide range of activities that constitute the normal responsibilities of the elementary- or secondary-school principal; done under the direct supervision of a public school administrator and a Whitworth University supervisor. Skills are evidenced through competency-based performance checks. Internship includes 540 hours and the opening and closing activities of the school year and is required for residency administrator P-12 principal certification and program administrator. Grade is Satisfactory/Non-Satisfactory.
EDA 582 Internship II: Administration, P-123-5
Participation in a wide range of activities that constitute the normal responsibilities of the elementary or secondary school principal under the direct supervision of a public school administrator and a Whitworth University supervisor. Skills are evidenced through competency-based performance checks. Internship includes 540 hours and the opening and closing activities of the school year. Required for residency administrator P-12 principal certification and program administrator. Grade is Satisfactory/Non-Satisfactory.

EDB Courses

EDB 510 Foundations in Applied Behavior Analysis1
This course is designed to provide students with an overview of the philosophical foundations and broad scope of the field of behavior analysis. The course covers the foundational principles that underlie the development of behavior analytic interventions, and introduces students to the application of behavioral principles both within and outside the field of special education and intervention with individuals with developmental disabilities.
EDB 521 Intervention for Behavior and Motivation3
Introduction to behavior disorders, applied behavior analysis, data collection, and research design. Students plan, collect data, implement and evaluate an intervention. They learn to collect data and do functional assessments and document learning. Field experience included. Also listed as EDU 321. (Students must register for a graduate-level course and complete an extra project if in a graduate program).
EDB 526 Designing Instruction & Supports for Ind ividuals w/ Low-Incidence Disabilities3
Methods and strategies for working with students who have low incidence and multiple disabilities, with emphasis on functional skills, augmentative communication, positioning and handling techniques, mobility, social-skill development and adaptive behaviors. Program planning and implementation. Also listed as EDU 426. (Students must register for a graduate-level course and complete an extra project if in a graduate program).
EDB 536 Intensive Interventions for Behavioral Challenges3
An overview of theory, research and methods related to identifying community values and establishing school-wide Positive Behavior Support. Includes functional behavior assessment, data collection methods, interventions and behavior management strategies to respond effectively to students who exhibit severe challenging behavior.
EDB 550 Assessment in Applied Behavior Analysis Method3
This course is designed to provide a comprehensive overview of the theoretical background and practical application of behavioral assessment for individuals with significant behavioral support needs. Students will learn about the need for behavioral assessment, as well as varied approaches to meet this need.
EDB 560 Single Case Research Methods3
This course will address the foundations, logic, and rationale of single case research, in the context of the fields of applied behavior analysis (ABA) and special education. Students will learn the uses, advantages, and limitations of various single case research designs, and quality indicators for single case research studies.
EDB 562 Ethical Research and Treatment3
Ethical considerations for professional practice and research in behavioral assessment, treatment, and systems.
EDB 564 Concepts and Principles in Applied Behavior Analysis3
The conceptual underpinnings of applied behavior analysis (ABA) will be covered and examples of application of the principles will be discussed. This course is designed to provide students with an opportunity to enrich their understanding of foundational and advanced concepts and principles. The course will include a focus on Verbal Behavior.
EDB 570 Supervision of Behavioral Interventions in Schools & Other Settings3
This course presents evidence-based procedures for the training and supervision of future behavior analysts as well as strategies for effective consultation with the many others who may employ behavior analysis techniques including parents, school personnel, and other related service providers. School settings and processes are emphasized because much consultation and service delivery occurs within this context.
EDB 586 Behavior Analysis Supervised Independent Fieldwork1-5
Clinical or classroom behavioral intervention with individuals who have developmental delays, severe disabilities, or autism spectrum disorder. Must be supervised by a BCBA professional. (Can be taken for variable credits between 1 and 5 per term). This field experience will be combined across terms to meet the supervision hours and requirements from the international Behavior Analyst Certification Board.
EDB 595 Exit Project1
Students submit research papers in formal presentations and for publication. A one-hour-per- week peer-group and advisor feedback meeting is required prior to the official presentation. Fee.

EDC Courses

EDC 501 Introduction to Professional School Counseling2
Provides an understanding of the roles and responsibilities of school counselors in contemporary educational settings. Offers an overview of school counseling including ethics, organizational structures, and licensing and credentialing standards. Emphasis will be placed on counselor resiliency and personal and professional growth.
EDC 502 Development Across the Lifespan3
Overview of human development, life stages, normal and abnormal behaviors, personality theories, and therapeutic interventions.
EDC 503 Social and Cultural Considerations in Counseling3
Assists students in the development of effective multicultural counseling skills with diverse populations. The course will include exploration of ethnicity, culture, gender, socioeconomic status, disability, religious beliefs, and the impact of stereotyping. Prerequisite: EDC 501 or permission of instructor. Fee.
EDC 504 Counseling Theories3
Introduction to ethical standards and major models of therapeutic change in the counseling profession. The basic tenets of each model including assumptions concerning personality development and functioning and therapeutic process. Techniques and procedures will be emphasized.
EDC 505 Career Development & Counseling2
Overview and application in various settings and populations of career-development theories, decision-making models, career assessment and planning, aspects of career education, and sources of occupational information and career-education materials. Focus on the career domain of the ASCA National Model.
EDC 506 Consultation in the Helping Professions3
Theories and techniques necessary to collaborate effectively with administration, staff, faculty and parents within and across schools, community agencies, and family settings. Non-counseling majors in the helping professions must have graduate standing or instructor's permission. Also listed as EDU 436. (Students must register for graduate-level course and complete extra project if in a graduate program). Prerequisite: EDC 511.
EDC 506A Consultation & Collaboration2
Theories and techniques necessary to collaborate effectively with administration, staff, faculty and parents within and across schools, community agencies, and family settings. Non-counseling majors in the helping professions must have graduate standing or instructor's permission.
EDC 507 Psychoeducational Assessment and Evaluation2
Basic principles of psychoeducational measurement and evaluation; exploration of theoretical and statistical foundations and legal, ethical and diversity issues pertaining to appraisal of various target populations in education and counseling.
EDC 509 Research for Counselors3
Development of knowledge and skills to be effective consumers of published research findings as well as conductors of research including needs assessment and program evaluation in the helping professions. Review of potential research-related legal and ethical issues.
EDC 511 The Counseling Process3
Application of various theories of counseling and interviewing with emphasis on development of skills and techniques. Prerequisite: EDC 504 and EDC 501.
EDC 512 Introduction to Group Counseling3
Introduction to various group counseling models with an emphasis on leadership types, communication skills, ethical and legal issues, application of current research, group techniques, composition and size. Concurrent lab required. Prerequisite: EDC 504 & EDC 511.
EDC 515 School, Family, and Community Systems2
This course is designed to help school counselor candidates understand systems theory as it relates to schools, families, and communities. They will be equipped with the knowledge and skills to impact these systems in their professional role. This is a required course and a prerequisite to EDC 581: Practicum.
EDC 517 Trauma Informed & Sel Integrated Classroom Mgmt2
This course will equip school counseling students with the skills and knowledge necessary to effectively deliver trauma-informed classroom lessons and interventions. Cultural competence and inclusive practices will be integrated, along with practical SEL strategies.
EDC 522 School Counseling Program Development Counselor3
This course helps candidates understand the ASCA National Model and school counseling comprehensive program development including delivery, implementation, and assessment. Candidates will understand how to develop a systematic, developmentally appropriate program designed to meet the needs of diverse student populations. They will be introduced to data-informed decision making and student and professional mindsets and behavior standards.
EDC 522B Role and Function of the School Counselor1
Integration of research, theory and practice in preparation for service to students that is consistent with the university goals and conceptual models within helping professions.
EDC 523 Legal & Ethical Issues in School Counseling3
Comprehensive overview of ethical and legal issues, including recent case law impacting school counselors. This course will include a thorough study of ASCA ethical standards, with case study application in addition to school law and the implications for the school counseling profession.
EDC 535A Introduction to Substance Use Disorders2
Provides a basic understanding of substance use disorders and a framework for understanding the fundamental elements of addiction. This course is designed to assist helping professionals and teachers understand individuals who are suffering from use, abuse, or dependency on drugs. For School Counseling, Social and Behavioral Health students only.
EDC 544 SEL Learning Lab1
This application lab will equip students to develop SEL content to be utilized in relevant work environments. They will use creative methods such as visual arts, music, videos, and poetry.
EDC 564 Critical Issues in Social and Emotional Learning2
This course examines issues related to social emotional learning and development. It will explore contributing factors and how teachers and caring professionals can help children overcome problems that impact their motivation to learn as well as their interpersonal skills.
EDC 564A Foundations & Embodiment of SEL Learning3
This course examines issues related to social emotional learning and development. Students will be equipped to integrate and embody the competencies of self-awareness, self-management, self-efficacy, social awareness, social management, and social efficacy. It will explore how caring professionals can help children overcome problems that impact their motivation to learn and well-being. Prerequisite is Full Admission.
EDC 565 Complex Trauma, Crisis, & Resilience3
Students will learn critical supportive and therapeutic skills to effectively help children, adolescents and their families deal with the impact of trauma. Topics include: sources and effects of complex trauma, as well as the different types of trauma and how these experiences are manifested. Graduate level course. This is a step up course by permission of instructor. Prerequisite is full admission.
EDC 566 Strategies: SEL for School & Life3
This course provides teachers and other professionals with strategies to promote social emotional learning in children that will enable them to be successful in school and in life. Graduate level course. This is a step up course by permission of instructor.
EDC 576 Behavioral Interventions and Community Collaboration for School Counselors3
This course is designed to equip students within the school counseling program with the knowledge and understanding of effective behavioral interventions and strategies to support classroom and school wide behavior management in the K-12 setting. In addition, this class will expand the student's knowledge of community organizations and supports and learn how to effectively collaborate with them in order to better support students and their families.
EDC 581 School Counseling Practicum3
This preliminary field experience offers intensive skills development necessary to function in the role of professional counselor in a school setting. Students are introduced to supervision and will gain the understanding and importance of integrating feedback from both university and site supervisor within their practice. Prerequisites: EDC 523, EDC 522; permission of program faculty; recommendation by PEAB (professional Education Advisory Board). Optional concurrent enrollment permitted in EDC 506. The student will meet for small group lab (up to 6 students) with their university supervisor for a minimum of one hour per week in addition to the practicum seminar. Spring semester.
EDC 581A Practicum4
Preliminary field experience offering intensive skill development necessary to function in the role of professional counselor in school settings. Prerequisite: permission of program faculty. The student will meet for individual supervision with their university supervisor a minimum of one hour per week in addition to the practicum seminar.
EDC 583 Counseling Internship I: School1-6
This experience engages students in offering a full array of counseling services in a school setting under direct individual and group supervision. Students will gain knowledge and understanding of the importance of supervision and will work with both their university and site supervisors to integrate feedback into the internship experience. Requirements include, but are not limited to meeting state competencies, completing and passing Whitworth's comprehensive exam, completing a Capstone project, completing a comprehensive portfolio, and passing the review board. Prerequisite: completion of all coursework except EDC 565.
EDC 584 Counseling Internship II: School1-6
Field experience in a school setting under direct individual and group supervision. Students will register for EDC 583 in the fall for 5 credits and 1 credit in Jan Term. Students will register for 6 credits of EDC 584 in the Spring with an "I" grade until field experience is completed mid June. Prerequisite: completion of all coursework; grade of "B" or better in EDC 581 and EDC 523.
EDC 595 Professional Seminar & Comprehensive Exams1
A final professional seminar devoted to preparation of portfolio requirements and comprehensive oral and written exams. Students should register to take the comprehensive exam during the semester they anticipate completion of all coursework. Fee for national exam.
EDC 596A Graduate Action Research Project0
Project focuses on services offered by the student during internship and explores treatment needs and intervention efficacy. Fall semester.
EDC 596B Graduate Action Research Project0
Project focuses on services offered by the student during internship and explores treatment needs and intervention efficacy. Spring semester.
EDC 597 Exit Exam0
Students should register during the semester they anticipate completion of all coursework. Fee.
EDC 598A Graduate Thesis3
A major advisor (chair) and two committee advisors direct the thesis study. Approved copies, ready for binding, must be submitted to the Graduate Studies in Education Office one week before the end of the term in which the degree is anticipated. Prerequisite: advanced approval required from the academic advisor to enroll in the thesis option. Fall semester.
EDC 598B Graduate Thesis3
A major advisor (chair) and two committee advisors direct the thesis study. Approved copies, ready for binding, must be submitted to the Graduate Studies in Education Office one week before the end of the term in which the degree is anticipated. Prerequisite: advanced approval required from the academic advisor to enroll in the thesis option. Spring semester. Fee.
EDC 599 Master's Oral Examination0
Oral defense of the students Internship experience or thesis project. Exam is directed by the Program Director and Review Board Members. Fee.

EDF Courses

EDF 501 Intro to Marriage and Family Therapy2
This course provides an introduction to therapy with individuals, groups, couples, and families. Students will become familiarized with roles and functions, standards of care, ethical guidelines and legal considerations, racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, equity issues, and an understanding of the historical, philosophical, and social roots of the MFT profession. Additional contextual dimensions (community needs assessment, intervention, consultation, education, outreach, and program implementation) and knowledge and skill base is increased via an exploration and project development regarding the current community base.
EDF 502 Counseling Theories3
Introduction to ethical standards and major models of therapeutic change in the counseling profession. The basic tenets of each model including assumptions concerning personality development and functioning and therapeutic process. Techniques and procedures will be emphasized.
EDF 503 Therapy Process3
Application of various theories of counseling and interviewing with emphasis on development of skills and techniques.
EDF 504 Psychopathology & Assessment3
Course focuses on conducting individualized comprehensive assessments, utilizing diagnostic criteria found in DSM-VTR, crafting intervention goals and objectives, creating an action plan, and evaluating client progress.
EDF 505 Introduction to Telehealth Psychotherapy1
Practical and theory-based education on the use of telehealth to provide psychotherapy to individuals, groups, couples, and families. Includes best clinical practices, systemic therapeutic application, and ethical and legal considerations. Introduces the electronic health record (EHR) service utilized at Whitworth University's Marriage and Family Therapy Center (MFTC).
EDF 521 Family Systems Theory3
The objective of this course is to acquaint the beginning student of marriage and the family with the framework commonly known as "systems theory." Both the lecture material and the readings are directed toward helping the student to "think systems," i.e. to conceptualize the dynamics of family relationships in systemic terms in a manner consistent with a recovery-oriented understanding of care. The course examines a variety of issues related to social processes within the family and without, including developmental/family life cycle concerns examined from an ecological perspective of family stress and resilience. Different theories of family interaction will be surveyed, with the family conceptualized as an integrated behavioral, emotional, and linguistic system.
EDF 522 Theories of Couple and Marriage Therapy3
This course is designed to provide an in depth overview of marital/couple therapy. The course will address theories of marital interaction and two approaches to clinical treatment with couples. Assessment and treatment issues regarding domestic violence will be discussed.
EDF 523 Theories of Family Therapy3
This course examines the issues of family therapy, stressing the application of general systems theory to therapy with families. The focus is on the major constructs in family therapy, identification of family structures and communication patterns, and the formulation of treatment goals.
EDF 524 Human Sexuality and Sex Therapy3
The study of the biological and psychological aspects of human sexuality and the treatment of sexual dysfunction in couples.
EDF 525 Therapy With Children & Their Families2
This course is designed to provide an overview of therapeutic theories and strategies for working with children and their families. A review of diagnoses unique to children, as well as disorders that manifest differently in children than in adults is provided. Therapeutic issues unique to children will be discussed. Effective interventions for children will be demonstrated and practiced.
EDF 526 Therapy with Adolescents & Their Families2
This course is designed to provide an overview of therapeutic theories and strategies for working with adolescents and their families. Therapeutic issues unique to adolescents and their families will be discussed including substance abuse and its impact on psychosocial development. Effective interventions for adolescents will be demonstrated and practiced.
EDF 527 Therapy With Children, Adolescents and Their Families3
This course is designed to provide an overview of therapeutic theories and strategies for working with children, adolescents, and their families. Therapeutic diagnosis and interventions unique to issues affecting children, adolescents, and their families will be discussed including substance abuse and its impact on psychosocial development. A review of diagnoses that manifest differently in children and adolescents than in adults is provided.
EDF 531 Introduction to Group Therapy3
Introduction to various group counseling models with an emphasis on leadership types, communication skills, ethical and legal issues, application of current research, group techniques, composition and size. Concurrent lab required.
EDF 531L Lab: Introduction to Group Therapy0
Required lab to be taken with EDF 531. Fee.
EDF 532 Introduction to Substance Use Disorders2
Provides a basic understanding of substance use disorders and a framework for understanding the fundamental elements of addiction. This course is designed to assist helping professionals and teachers understand individuals who are suffering from use, abuse, or dependency on drugs. For MFT students only.
EDF 533 Psychopharmacology2
This course examines the pharmacological impact of drugs on the brain with a particular emphasis on clinically-diseased states. Review of mental illness and the medications used to treat various disorders. Classes of medications will be discussed. Side effects, monitoring and efficacy will be explored. The role of the non prescriber in encouraging and enhancing medication compliance in persons with mental illness will be explored.
EDF 534 Development Across the Lifespan3
Overview of human development, life stages, normal and abnormal behaviors, personality theories, and therapeutic interventions.
EDF 541 Advanced Systems Theory: Critical Issues in MFT3
The course prepares students for the potential ethical and legal dilemmas that arise in the marriage and family therapy profession. This course teaches students ethical standards associated with the profession, along with core values essential to personal and professional development. Students will develop an ethical decision making model and apply it to contemporary issues facing the marriage and family professional.
EDF 542 The Therapist As an Ethical Professional3
Comprehensive study of ethical issues, legal statutes, and litigation that have had an impact upon the therapeutic environment and that inform MFT behavior.
EDF 543 Social and Cultural Considerations in Therapy3
Development of effective multicultural counseling skills with diverse populations. Exploration of ethnicity, culture, gender, socioeconomic status, disability, religious beliefs, and the impact of stereotyping.
EDF 551 Research Evaluation & Writing2
This course provides the opportunity to research areas related to the student's major field of study, develop investigative research skills, and improve academic writing.
EDF 552 Research for Marriage and Family Therapists3
Development of knowledge and skills to be effective consumers of published research findings as well as conductors of research including needs assessment and program evaluation in the helping professions. Review of potential research-related legal and ethical issues.
EDF 553 Graduate Thesis Proposal in MFT3
A major advisor (chair) and two committee advisors direct the thesis study. Approved copies, ready for binding, must be submitted to the Graduate Studies in Education Office one week before the end of the term in which the degree is anticipated. Prerequisite: advanced approval required from the academic advisor to enroll in the thesis option. Fall semester.
EDF 554 Graduate Thesis in MFT3
A major advisor (chair) and two committee advisors direct the thesis study. Approved copies, ready for binding, must be submitted to the Graduate Studies in Education Office one week before the end of the term in which the degree is anticipated. Prerequisite: advanced approval required from the academic advisor to enroll in the thesis option. Spring semester. Fee.
EDF 581 Practicum in Marriage and Family Therapy5
Preliminary field experience offering intensive skill development necessary to function in the role of marriage and family therapist in community agencies or church settings. Spring semester. Prerequisites: EDF 503 and EDF 504 with a grade of B and permission of program faculty. This course is graded satisfactory/non-satisfactory.
EDF 582 Marriage and Family Therapy Internship I1-4
Field experience focused on preparing students for employment as marriage and family therapists within community agencies or church settings. Students will register for EDF 582 in the summer (2 cr) and fall (2 cr). Prerequisite: permission of program faculty. This course is graded satisfactory/non-satisfactory.
EDF 583 Marriage & Family Therapy Internship II1-4
Field experience focused on preparing students for employment as marriage and family therapists within community agencies or church settings. Students will register for EDF 583 in the fall (1 cr), Jan term (1 (cr) spring (2 cr). This course is graded satisfactory/non-satisfactory.
EDF 597 Exit Exam in MFT0
Students should register during the spring semester in the year they anticipate completion of all coursework. Fee.

EDG Courses

EDG 508 Assessing and Differentiating Instruction for Highly Capable Students2
This course is designed to help students learn approaches to design differentiated curriculum and instructional strategies in all content areas to meet the needs of gifted students in today's classrooms. Differentiation by content, process, product and assessment using current research-based practices will be addressed and applied.
EDG 517 Identifying and Developing the Talents of ELL Gifted Students1
English-language learners (ELLs) are often unrepresented in programs that serve gifted and talented students due to a myriad of reasons, including teacher perceptions/biases, lack of staff training, lack of communication, inappropriate assessments, and inadequate opportunities for talent development. This course examines the causes of under representation of gifted ELL students in gifted programs and explores recommendations for developing the talents and potential of these students.
EDG 520 Challenging Students Through Cluster Grouping1
Cluster grouping of students for instructional purposes is a programming strategy that can be used to meet the needs of high achieving and gifted students in the regular classroom. When teachers try to meet the diverse learning needs of all students, it becomes extremely difficult to provide adequately for everyone. Cluster grouping provides full time services to high-achieving, high-ability students while assisting all students in improving their academic achievement and educational self-efficacy. It also leads to improved classroom behavior and raises the performance of all students. This course will focus on the theoretical rationale and research supporting this model as well as practical methods for organizing the cluster groups, providing staff development, and differentiating lessons by injecting challenge, interest, and student ideas into class assignments.
EDG 521 Teaching for Creativity in the Common Core Classroom1
This course focuses on strategies for adapting existing lessons and mandated curricula to encourage the development of student creativity and critical thinking alongside more academic skills.
EDG 529 Teaching the Gifted Underachiever1
In this course, students will address the identification of underachieving students and examine the most current research and strategies to work with these students. This course will provide proven techniques to diagnose, prescribe, and communicate student concerns and needs to families. Gifted underachievers will be a specific focus of this class. Students will leave with a process to diagnose and reverse underachievement in gifted students.
EDG 541 Equit. Instruct. for High Pot. Learners1
This course is designed to engage students in an exploration of the populations that have been under-represented in gifted and highly capable programs. Students will address the identification and programming needs of learners with high potential from diverse and under-represented populations.
EDG 542 Best Pract. & Applic. for Develop Talent1
In this course, students will explore talent development as a framework for viewing giftedness and serving the instructional and psychosocial needs of highly capable and high potential learners. Students will leave the course with an understanding of the distinguishing characteristics of talent development and how those compare to traditional gifted education models.
EDG 545 Teaching Critical and Creative Thinking And Problem Solving Skills3
Whether in professional careers or daily life, contemporary society is increasingly in need of individuals proficient at good thinking-including problem solving skills, critical reasoning, creativity, and analysis to name a few. The major purpose of this course is to study the theoretical and practical aspects of thinking skill instruction. This course will prepare educators to be both role models of good thinking and developers of such skills in students. Participants will learn how to prepare and deliver lessons that incorporate thinking skills instruction within the disciplines they teach. Participants will develop a grade level specific taxonomy of thinking skills, apply strategies that teach of, for, and about thinking, and organize a unit of instruction using a framework that promotes the use of thinking as students move toward enduring understandings.
EDG 550 Introduction to Gifted Education and Equitable Practices3
This course is designed to explore the current research, trends, and practices within the field of gifted and talented education. This course is an introduction to the historical and philosophical context of gifted education and theories of intelligence; characteristics of gifted behaviors across cultures; an overview of curricular options for enhancing and accelerating instruction; development, traits, and processes; underachievement, cultural diversity and economic disadvantage; advocacy; and identification techniques. There will also be a focus on diversity and equity within the context of identification and service within gifted education.
EDG 550A Introduction to Gifted Education and Talent Development, Part I1
This course is designed to explore the current research, trends, and practices within the field of gifted and talented education. This course is an introduction to the historical and philosophical context of gifted education and theories of intelligence; characteristics of gifted behaviors across cultures; an overview of curricular options for enhancing and accelerating instruction; and identification techniques.
EDG 550B Introduction to Gifted Education and Talent Development, Part II2
This course is designed to explore the current research, trends, and practices within the field of gifted and talented education. This course is an introduction to program and curriculum models; creative development, traits, and processes; underachievement, cultural diversity and economic disadvantage; affective and counseling needs; advocacy; and program evaluation.
EDG 551 Social and Emotional Components of Giftedness2
This course will explore current research and material relevant to the social and emotional issues that may arise for gifted and talented students, specifically their effective growth and potential adjustment concerns. This course is designed for teachers and counselors of the gifted to help them understand the cognitive complexity and emotional intensity of high ability students while also acquiring strategies to help them serve this special population.
EDG 553 Creativity and Analytical Thinking3
The major purpose of this course is to study the theoretical and practical aspects of creativity and analytical thinking. Exploring the question of what creativity is and how we develop it in ourselves and in our students will be the focus of the course. The course is an overview of major definitions, theories, and research related to the study of creativity and the creative individual. Strategies for adapting existing curricula to develop creative and analytical thinking abilities, the assessment of creative thinking, methods for enhancing personal creative abilities, and techniques for examining the creative process will be presented.
EDG 554 Curricular Strategies and Instructional Models for High Ability Learners3
The focus of this course is on the application of instructional and curricular models and strategies for designing appropriate learning experiences for the gifted and talented. Additionally the course will explore how the characteristics of gifted students, identification of student profiles, and unique educational challenges must be considered when designing instructional learning experiences for these students. This course is designed for teachers, coordinators, administrators, and others responsible for the education of highly capable students.
EDG 555 Designing High Quality Gifted Education Programs and Services3
"High quality" gifted programs are based on sound theoretical, philosophical, and empirical support, but what are the characteristics of exemplary programs? What should we do to ensure that these elements are present in our gifted education programs? This course provides an overview of program models used in the field of gifted education; how to design comprehensive services; maintain ongoing support for services; identify and assess students; establish productive relationships with faculty and administration; and provide professional development. Participants will be given the opportunity to assess their current practices or design new practices to improve the quality of their gifted education programs and practices.
EDG 556 Curriculum Design and Instructional Planning for Advancing Student Potential3
The major purpose of this course is to study the theoretical and practical aspects of designing and planning high-quality curriculum that intentionally aligns with student readiness and ensures engagement at the appropriate level of optimal challenge and depth. This course offers an in-depth exploration of curriculum development for students who demonstrate or show potential for more enhanced or accelerated instruction. Included are the general foundations of good curriculum design, a survey of curriculum models appropriate for gifted learners, an examination of design considerations across content areas, a detailed analysis of the role assessment has in the curriculum development process, and an exploration of trends and future directions of curriculum development for students identified for gifted education services. The Parallel Curriculum Model will be used as a framework for redesigning or developing instructional units.
EDG 581 Field Study and Action Research1-3
This course requires students to conduct action research in an educational setting related to highly capable students or programs. The field study and action research project is designed to be the culminating experience for students who are pursuing the Master of Arts in Teaching: Gifted and Talented degree.
EDG 596 Graduate Research Project3
In lieu of a practicum, if necessary. The graduate research project proposal requires approval from the director of the Center for Gifted Education, the director of Graduate Studies, and the Institutional Review Board (IRB). The director of the Center for Gifted Education will supervise the 120-hour project. Prerequisite: satisfactory completion of EDU 515.
EDG 598 Portfolio: Specialty Endorsement0
Final assessment to show evidence of knowledge and skill to meet Washington state standards and competencies in the Gifted Education Specialty Endorsement.

EDL Courses

EDL 501 Leadership Theory and Practice2
A central part of the M.A. Administrative and Nonprofit Leadership program is the theory and practice of leadership as it pertains to nonprofit organizations and other contexts. This course is designed to introduce leadership theory and the program at Whitworth. The course helps students understand their own leadership styles and focuses on building effective interpersonal relationships as a leader. The course is taught in a seminar, interactive style.
EDL 502 Team Building and Leadership Skills3
The overarching objective of this course is for students to possess a sophisticated perspective on the importance of leadership on human behavior in organizations. This course is designed to help students understand the group processes that build teams and influence team performance; and to build leader, team member and facilitator skills that effectively influence teams to meet team goals.
EDL 503 Strategic Planning and Decision Making2
The course will introduce students to strategic planning, its production, and importance in today's nonprofit sector. This course will address strategic thinking, change management and leadership, how to create a mission, vision, and core value statements; the importance of planning and decision making, the different types of planning, situational analysis and asset mapping, as well as the development and management of a complete strategic plan.
EDL 504 Creating and Running a Nonprofit Organization3
Students will learn how to write business plans for nonprofits in this course. The course will focus on generating ideas that may lead to the creation of new nonprofits. Students will understand how nonprofits differ from businesses. The course will also cover topics such as: effective leadership practices for nonprofits, community partnerships, board formation and governance, staff hiring, filing for 501(C)(3) Tax-Exempt Status, Washington state and federal compliance, bylaws and volunteer recruitment and retention.
EDL 505 Public Policy and Advocacy3
The goal of nonprofit and other service oriented organizations is to respond to the needs of society. They are often created to act as binding forces that allow individuals to pool their resources together in response to various types of needs. This course will address how public policy affects nonprofit and other service oriented organizations and how leaders can help shape public policy. Students will learn about legislative lobbying and gain a deeper understanding of how laws are passed in the United States. Students will have the opportunity to articulate their thoughts on various current and future policies related to the nonprofit sector.
EDL 506 Communication, Marketing and Public Relations3
This course will introduce students to the elements of communication marketing and public relations. Topics that will be explored include: interpersonal and organizational communication, social media marketing, marketing plan development, evaluation, monitoring and control.
EDL 507 Legal & Ethical Practices of Moral Leadership3
Twenty first century, pluralistic society cries out for ethical, wise, and moral leadership. Balancing current research and theory on ethical and leadership studies, as well as practical ideas for increasing ethical behavior in organizational settings, students will gain insight into leadership theories, practical approaches to applied ethics and moral leadership. Students will also explore their own leadership as it relates to their decision making processes as a leader and develop a personal philosophy of moral leadership to enhance the healing power of such leadership approaches in organizations.
EDL 508 Financial Resource Development and Management3
This course will introduce students to basic quantitative analysis. The ability to work with numbers in setting prices for service or preparing an annual budget is a critical skill for almost every administrator and especially those who work for nonprofits. Unfortunately, many managers lack the training and/or confidence to deal with financial data.
EDL 509 Diversity, Equity and Inclusion3
The purpose of this course is to increase knowledge, skills and attitudes needed to create environments that are inclusive and enriched by diverse views and people. Increased levels of cultural sensitivity and responsiveness will be developed through didactic and experiential learning. Also listed as EDU 326. Undergraduate students may elect to take this as a step up course for graduate credit. Graduate students must register for the graduate level course. This is approved as a part of the US Cultural Studies Minor.
EDL 510 Human Organizational Resources and Conflict Resolution2
The purpose of this course is to learn the skills to set up efficient and effective management systems in organizational settings. Topics include finance and human resource management and allocation, safety and security issues, the use of technology to streamline management functions and systems analysis.
EDL 512 Professional Grant Writing1-3
This project-based course will teach skills for identifying funding sources, writing a proposal narrative, conducting research, developing a budget and creating strong reports and monitoring systems.
EDL 588 Administrative and Nonprofit Leadership Internship3
The internship course is designed to allow students to explore topics and ideas that lead to tangible contributions to the nonprofit sector. Students will be required to work with existing organizations or to start projects of their own. All students must complete an exit portfolio and a presentation. Students must complete the course under the direct supervision of an on-site supervisor and a Whitworth University supervisor. Skills are evidenced through competency-based performance checks and in-class assessments. Grade is Satisfactory/Non-Satisfactory

EDM Courses

EDM 530A Educational Foundations and Critical Issues1
Philosophical foundations of education, critical issues related to education, and the MIT candidate as a compassionate and ethical teacher-scholar. Elementary and secondary.
EDM 530B Educational Foundations and Critical Issues2
Philosophical foundations of education, critical issues related to education, and the MIT candidate as a compassionate and ethical teacher-scholar. Elementary and secondary.
EDM 530C Educational Foundations and Critical Issues1
This course presses teacher candidates to reflect upon their professional development and plans for continued growth. Candidates also recognize potential indicators across various categories of child abuse and neglect. A review of legal responsibilities pertaining to the reporting of abuse will also be learned.
EDM 531A Universal Design for Learning and Students With Exceptionalities1
This course provides an overview of the exceptional learner and introduces differentiated instructional strategies that address different learners' needs in a regular classroom.
EDM 531B Universal Design for Learning and Students With Exceptionalities2
A continuation of EDM 531A based on the professional development over the year.
EDM 532 Child and Adolescent Development and Learning Theory2
Improvement of learning and teaching effectiveness, including recent developments in human development (cognitive, social, emotional, moral), child growth and development, human learning (behavioral and cognitive) and teaching/instruction. Elementary and secondary.
EDM 533A Action Research (A)1
This course provides an overview of educational research and analysis of the current educational research literature. Students are also introduced to action research and effective classroom assessment strategies.
EDM 533B Action Research (B)2
Students in this course develop and conduct an action research project that is carried out during their internships in K-12 public school classrooms. The topics selected are associated with the curricular standards and practices in public school districts throughout Washington State.
EDM 533C Action Research (C)1
Analysis of classroom based assessment data gathered from the action research project to determine impact on student learning.
EDM 534 Teaching English Language Learners1
An introduction to the strategies, policies, and standards for teaching English Language Learners. Provides an overview of current programs, standards integration, and laws regarding the teaching of English Learners.
EDM 535 Technology in Education1
The goal of this course is to prepare participants to teach with the technology found in today's schools. They will learn how to gain access to information and how to communicate using current technology, including the Internet and multimedia. They will also begin developing technological strategies that will be applied to other education courses in the field. Elementary and secondary.
EDM 536A Culturally Responsive Teaching2
Examination of how attitudes, behaviors and values are shaped; the nature and use of power in society, one's own values, principles of effective multicultural education, cultural influences on learning, and intercultural communication skill training. Elementary and secondary.
EDM 536B Field Experience: Multicultural/Intercultural Education3
A field experience teaching students from a culture other than one's own. To increase one's teaching skills across difference. (Full time in a school classroom for approximately a three week block). Fee.
EDM 538 Teacher-Scholar Seminar1
This seminar provides the MIT teacher candidates with the opportunity to complete the application process for teacher certification and prepare the job seeking portfolio.
EDM 539A Teacher Work Sample1
The MIT teacher candidates begin meeting the standards of the TWS. Through this performance assessment, teacher candidates provide credible evidence of their ability to plan for and facilitate learning by meeting the nine TWS standards.
EDM 539B Teacher Work Sample1
The MIT teacher candidate implements the TWS during full-time student teaching. Candidates gather data regarding the extent to which their plan and their teaching had a positive impact on student learning. Based on reality, modifications to the initially developed TWS are made.
EDM 539C Teacher Work Sample1
The MIT teacher candidate edits and completes all nine components of the TWS. Each candidate shares the contents of their TWS with peers and faculty.
EDM 540 Math for M.I.T.4
This theory/methods course prepares elementary teacher candidates to teach mathematics in K-8 through using the constructivist approach. Inquiry, contextual problems, use of manipulatives and models, and strategies for problem solving/application approaches to math will be used.
EDM 542D Elementary Social Studies: Pacific Northwest History1
This WA state-mandated course equips teacher candidates with the background knowledge and skills they need to effectively integrate the teaching of Washington State Tribal Sovereignty and History into their teachings. Using the Spokane Tribal LifeWays Curriculum and OSPI's Since Time Immemorial Curriculum, which contains Washington State standards as a guide, students will practice how to adapt lesson plans and assessments to incorporate Spokane tribal history, or the Tribe closest to them, across multiple content areas at the elementary level.
EDM 543 Language Literacy in Elementary School4
This course examines processes, methods, approaches and materials for teaching reading and language skill.
EDM 544A Elementary General Methods, Assessment, Management1
This course introduces basic teaching theories and strategies needed for culturally relevant teaching, assessing students, and managing classrooms.
EDM 544B Elementary General Methods, Assessment, Management3
This course introduces basic teaching theories and strategies needed for culturally relevant teaching, assessing students, and managing classrooms.
EDM 545A Elementary Art Methods1
This course places an emphasis on the art experience. Students will become aware of their own judgment and bias relating to art. The use of different media, integration of art into other content areas, and process/product will be studied. The student will become familiar with terminology and knowledge in various art programs. The student will learn how to teach art skills and concepts to elementary school children.
EDM 545C Elementary Science Methods2
This science methods course involves students in science instruction, focusing on four instructional methods utilized in the elementary classroom: inquiry, integrated, thematic, and problem-based/applied. The goal of this course is twofold: 1) to provide students with an overview of current methods and 2) to begin a resource collection of grade-level specific science content, activities, assessments, resources and references for use during the teacher-scholar practicum.
EDM 545D Elementary Music Methods1
Curriculum and methods for teaching music in the elementary school. Procedures and materials for teaching music in the self-contained elementary classroom. Elementary.
EDM 545E Elementary PE and Health Education Methods1
Methods for teaching physical education and health education in the elementary school. Current methods and materials used in developing the elementary curriculum and in teaching the appropriate activities for each grade level.
EDM 545F Elementary Social Studies Methods1
Elementary teacher candidates will learn social studies classroom techniques and strategies including: social skills instruction, storytelling, project design and implementation, multicultural appreciation, curriculum integration, creative expression, observation and reflection, and integrating global citizenship.
EDM 545G Elementary Theater Methods1
This course teaches theatre techniques useful across the curriculum in any elementary classroom. Candidates learn how to integrate theatre concepts into literacy, character education and social studies curriculum. Candidates develop and teach lessons that use theatre methods, as well as apply and differentiate for diverse learners in K-8 classrooms.
EDM 547A Elementary Teacher-Scholar Practicum2
This teaching experience in an elementary school classroom begins when the MIT student reports in late summer and then moves to half-time after MIT classes begin. Grade is Satisfactory/Not Satisfactory.
EDM 547B Elementary Teacher-Scholar Practicum5
Full-time student teaching in an assigned public elementary school classroom. Grade is Satisfactory/Not Satisfactory.
EDM 547C Elementary Teacher-Scholar Practicum5
Full-time student teaching in an assigned public elementary school classroom. Grade is Satisfactory/Not Satisfactory.
EDM 547D Elementary Teacher Scholar Practicum2
Half-time student teaching in the assigned public school classroom from mid-May until the last week; full time during the last week. Grade is Satisfactory/Not Satisfactory. Elementary.
EDM 548 MIT Capstone Seminar2
This seminar explores issues in student teaching related to classroom management, instructional planning, professional habits, and formal observations while assisting candidates as they prepare for certification and job placement. This seminar also supports Master in Teaching (MIT) candidates in meeting end-of-program requirements put forth by the Professional Educator Standards Board (PESB).
EDM 552 Since Time Immemorial1
This WA state-mandated course equips teacher candidates with the background knowledge and skills they need to effectively integrate the teaching of Washington State Tribal Sovereignty and History into their teachings. Using the Spokane Tribal LifeWays Curriculum and OSPI's Since Time Immemorial Standards as a guide, students will practice how to prepare lesson plans and assessments that share Spokane tribal history with students across multiple content areas at a secondary level.
EDM 553 Literacy Across the Disciplines3
Practical approaches and effective teaching techniques for presenting reading assignments in the content areas will be presented and implemented. The focus of this course is to develop the abilities of teachers to enhance the secondary student's ability to "read to learn" rather than to "learn to read". Secondary.
EDM 554 Secondary General Methods/Curriculum Development and Assessment4
Principles of planning; daily lesson planning; unit development; different instructional techniques; providing for individual differences; and classroom management.
EDM 554A Secondary General Methods, Assessment, Management1
This course examines basic theory and strategies needed to plan, develop, teach, and assess effective culturally relevant lesson plans and units of study. Strategies supported by research needed to manage the physical classroom environment and to create a respectful and culturally positive learning climate that assures maximum learning will be learned.
EDM 554B Secondary General Methods, Assessment, Management3
This course examines basic theory and strategies needed to plan, develop, teach, and assess effective culturally relevant lesson plans and units of study. Strategies supported by research needed to manage the physical classroom environment and to create a respectful and culturally positive learning climate that assures maximum learning will be learned.
EDM 555A Secondary Art Methods2
EDM 555B Sec English/Lang Arts Methods2
EDM 555C Sec Foreign Language Methods2
EDM 555D Sec Mathematics Methods2
EDM 555E Secondary Music Methods2
EDM 555F Sec PE/Health Methods1
EDM 555G Secondary Science Methods2
EDM 555H Sec Social Studies Methods2
EDM 555S STEM Methods: Project-Based Instruction and Learning1
This course provides a theory-driven rationale and methods on project-based instruction in secondary schools. It is part of a cluster of courses which consist of content-specific STEM methods courses and practicum in middle, high school math, science, or computer science classrooms. STEM teacher candidates will observe well-implemented project-based instruction in local schools. They will develop a project-based unit grounded in the common core curriculum and/or next generation science standards. Finally, they will incorporate project-based instruction as one strategy during their internship in secondary classrooms.
EDM 557A Secondary Teacher-Scholar Practicum2
A teaching experience that begins when the MIT student reports in late summer and then moves to half time after MIT classes begin. Grade is Satisfactory/Not Satisfactory.
EDM 557B Secondary Teacher-Scholar Practicum5
Full-time student teaching in an assigned public secondary school classroom. Grade is Satisfactory/Not Satisfactory.
EDM 557C Secondary Teacher-Scholar Practicum5
Full-time student teaching in an assigned public secondary school classroom. Grade is Satisfactory/Not Satisfactory.
EDM 557D Secondary Teacher-Scholar Practicum2
Half-time student teaching in the assigned public school classroom from mid-May until the last week; full time during the last week. Grade is Satisfactory/Not Satisfactory. Secondary.
EDM 558 MIT Capstone Seminar2
The Washington State Legislature removed the requirement for passage of the edTPA (performance-based, externally-scored assessment for Washington State teacher certification) in May 2021. Because this course was originally designed to guide MIT candidates to meet standard on the edTPA, changing the requirement has precipitated a change in this course. Now, Washington state will require all candidates to submit evidence of their learning and performance as teacher candidates. This course will now be a seminar for student teaching, and it will guide candidates in gathering their end-of-program evidence.
EDM 596 Elementary Teacher-Scholar Practicum1-10
Full-time student teaching in an assigned public elementary school classroom. Grade is Satisfactory/Not Satisfactory.

EDS Courses

EDS 501 Introduction to Sign Language and the Deaf4
Study of American Sign Language, language acquisition, teaching methods, teaching sequences and materials for persons with hearing impairments, communication disorders, and cognitive delays. Overview of the history of sign language as well as receptive and expressive finger-spelling. Also listed as ASL 101 (students must register for graduate-level course and complete extra project if in a graduate program).
EDS 502 Sign Language and the Deaf II4
Advanced study of American Sign Language and the culture of the deaf. Expansion and improvement of manual communication skills, translating or interpreting abilities, and development of mental- processing techniques for comprehending the meaning of unfamiliar signs. Overview of educational aspects of deaf culture and sign language. Also listed as ASL 102. (Students must register for a graduate-level course and complete an extra project if in a graduate program). Prerequisite: EDS 501.
EDS 510 Foundations in Applied Behavior Analysis1
This course is designed to provide students with an overview of the philosophical foundations and broad scope of the field of behavior analysis. The course covers the foundational principles that underlie the development of behavior analytic interventions, and introduces students to the application of behavioral principles both within and outside the field of special education and intervention with individuals with developmental disabilities.
EDS 520 Exceptional Learners & Inclusion3
Provides an overview of children with disabilities, gifted education, legal issues, intervention strategies, family systems, and teaming approaches related to special education. Emphasis placed on accommodations for high incidence conditions. Introduction of Individualized Education Plans and completion of a service-learning experience in a home setting. Also listed as EDU 320 (students must register for a graduate-level course and complete an extra project if in a graduate program).
EDS 521 Intervention for Behavior and Motivation3
Introduction to behavior disorders, applied behavior analysis, data collection, and research design. Students plan, collect data, implement and evaluate an intervention. They learn to collect data and do functional assessments and document learning. Field experience included. Also listed as EDU 321. (Students must register for a graduate-level course and complete an extra project if in a graduate program). Prerequisite: EDS 520.
EDS 522 Assessment and Individualized Education Program (IEP) Planning3
Practice and study of formal and informal, norm-referenced, criterion-referenced, curriculum- based, and functional assessments, including the Brigance, the Woodcock Johnson, the AAMR Adaptive Behavior Scale, the PIAT and others. Integration and implementation of assessment into the development of Individualized Education Plans (IEP) for children and youth in special education settings. Also listed as EDU 322. Students must register for graduate-level course and complete an extra project if in a graduate program). Prerequisite: EDS 520
EDS 523 Intervention for Academic Learning Problems3
Methods and strategies to address academic learning problems for students with mild disabilities in math, reading, language, writing, and spelling. Includes class-wide peer tutoring, active responding, guided notes, Precision Teaching, Direct Instruction, Success for All, data-based intervention approaches and other relevant curriculum. Service learning project included. Also listed as EDU 323. (Students must register for a graduate-level course and complete an extra project in a graduate program). Prerequisite: EDS 520.
EDS 524 Early Intervention for Special Education3
Instructional methods, management strategies and interdisciplinary intervention techniques appropriate for working with children with disabilities from birth to age six in integrated settings. Includes strategies for supporting families and developing Individual Family Service Programs (IFSP). Also listed as EDU 424. (Students must register for a graduate-level course and complete an extra project if in a graduate program). Prerequisite: EDS 520.
EDS 526 Intervention for Severe Communication, Sensory and Physical Problems3
Methods and strategies for working with students who have low incidence and multiple disabilities, with emphasis on functional skills, augmentative communication, positioning and handling techniques, mobility, social-skill development and adaptive behaviors. Program planning and implementation. Also listed as EDU 426. (Students must register for a graduate-level course and complete an extra project if in a graduate program).
EDS 530 Intervention for Autism Spectrum Disorder3
In this course we will discuss the diagnostic criteria and defining characteristics of autism spectrum disorder and related disabilities, as well as effective interventions and the impact of having a child with autism on a family. Prerequisite: EDU 321 or EDS 521.
EDS 534 Early Speech, Language and Literacy3
Introduction to components of speech and language; and change involving second language acquisition whether oral or manual, with application to literacy and learning for students with disabilities. Junior/Senior standing or Graduate students. Prerequisite: EDU 320/EDS 520.
EDS 536 Intensive Interventions Through Positive Behavioral Support3
An overview of theory, research and methods related to identifying community values and establishing school-wide Positive Behavior Support. Includes functional behavior assessment, data collection methods, interventions and behavior management strategies to respond effectively to students who exhibit severe challenging behavior.
EDS 538 Early Intervention Interdisciplinary Method3
Early childhood special education methods using an interdisciplinary and Activity-Based Intervention approach. Requires on-site seminar and fieldwork. Junior/Senior standing or Graduate student. Prerequisite: EDU 424/EDS 524.
EDS 550 Assessment in Applied Behavior Analysis Method3
This course is designed to provide a comprehensive overview of the theoretical background and practical application of behavioral assessment for individuals with significant behavioral support needs. Students will learn about the need for behavioral assessment, as well as varied approaches to meet this need.
EDS 560 Single Case Research Methods3
This course will address the foundations, logic, and rationale of single case research, in the context of the fields of applied behavior analysis (ABA) and special education. Students will learn the uses, advantages, and limitations of various single case research designs, and quality indicators for single case research studies.
EDS 562 Ethical Research and Treatment3
Ethical considerations for professional practice and research in behavioral assessment, treatment, and systems. Prerequisites EDS 521.
EDS 564 Advanced Readings in Applied Behavior Analysis3
Classic and current studies in applied behavior analysis concepts, research, and effective intervention in preparation for Behavior Analyst Certification Board Exam and professional practice. Prerequisites EDS 521 and EDS 536.
EDS 570 Supervision of Behavioral Interventions in Schools & Other Settings3
This course presents evidence-based procedures for the training and supervision of future behavior analysts as well as strategies for effective consultation with the many others who may employ behavior analysis techniques including parents, school personnel, and other related service providers. School settings and processes are emphasized because much consultation and service delivery occurs within this context.
EDS 581 Practicum: Special Education, Early Childhood/K-81
A teaching-assistant practicum of 30 hours in a special-education classroom. Concurrent enrollment permissible in EDS 583/EDU 483, Advanced Practicum: Special Education, Early Childhood/K-8. Prerequisites: EDS 520/EDU 320 and EDS 521/EDU 321. Also listed as EDU 481. Application is required. (Students must register for a graduate-level course and complete an extra project if in a graduate program.) Grade is Satisfactory/Not Satisfactory
EDS 582 Practicum: Special Education, Middle/High School1
A teaching-assistant practicum of 30 hours in a special-education classroom. Concurrent enrollment permissible in EDS 584/EDU 484. Prerequisite: EDS 520/EDU 320 and EDS 521/EDU 321. Also listed as EDU 482. Application is required. (Students must register for a graduate-level course and complete an extra project if in a graduate program.) Grade is Satisfactory/Not Satisfactory.
EDS 583 Advanced Practicum: Special Education, Early Childhood/K-84
A practicum of 120 hours in a special-education classroom under teacher supervision. Application and permission required. Also listed as EDU 483. (Students must register for a graduate-level course and complete an extra project if in a graduate program).
EDS 584 Advanced Practicum: Special Education, Middle/High School4
A practicum of 120 hours in a special education classroom under teacher supervision. Application and permission required. Also listed as EDU 484. Students must register for graduate level course and complete extra project if in a graduate program. Prerequisite: EDS 582/EDU 482 or concurrent enrollment.
EDS 586 Behavior Analysis Supervised Independent Fieldwork1-5
Clinical or classroom behavioral intervention with individuals who have developmental delays, severe disabilities, or autism spectrum disorder. Must be supervised by a BCBA professional. (Can be taken for variable credits between 1 and 5 per term). This field experience will be combined across terms to meet the supervision hours and requirements from the international Behavior Analyst Certification Board.
EDS 595 Exit Project1
Students submit research papers in formal presentations and for publication. A one-hour-per- week peer-group and advisor feedback meeting is required prior to the official presentation. Fee.

EDT Courses

EDT 501 Montessori Foundations3
This course examines developmental aspects (cognitive, social-emotional, moral, spiritual, and physical) of early childhood.
EDT 502A The Philosophy and Psychology of the Montessori Method1
This course provides a study of child psychology and development from age six through early adolescence. The course includes how the Montessori pedagogy was developed based on observation of children in different stages of development.
EDT 502B The Philosophy and Psychology of the Montessori Method B1
This course examines the study of child psychology and development from age six through early adolescence and implications for the classroom. The course focuses on how Montessori pedagogy is fostered in the classroom setting based on observation of children in different stages of development.
EDT 503A Elem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction A1
This course introduces candidates to curriculum, differentiated instruction and assessment in the diverse K-8 classroom. The integration of science concepts in other disciplines is emphasized. It includes theories, teaching, strategies, demonstration and laboratory techniques, an overview of curriculum, assessment guidelines, standards, and conducting field trips and safety considerations. In Part A of the course, an overview of physics, chemistry, geology, biology and astronomy are provided. A particular focus will be on the interdependencies of life on earth. The great lessons in each content area will be taught.
EDT 503B Elem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction B3
This course introduces candidates to curriculum, differentiated instruction and assessment in the diverse K-8 classroom. The integration of science concepts in other disciplines is emphasized. It includes theories, teaching, strategies, demonstration and laboratory techniques, an overview of curriculum, assessment guidelines, standards, and conducting field trips and safety considerations. In Part B of the course, students will begin to go in-depth into each of the methods and content presentations in physics, chemistry, geology, biology and astronomy. Students will develop the materials and lessons to teach each of the courses.
EDT 503C Elem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction C1
This course introduces candidates to curriculum, differentiated instruction and assessment in the diverse K-8 classroom. The integration of science concepts in other disciplines is emphasized. It includes theories, teaching, strategies, demonstration and laboratory techniques, an overview of curriculum, assessment guidelines, standards, and conducting field trips and safety considerations. In Part C of the course, students will refine their understanding of the interdependence of each of the sciences through practice teaching.
EDT 504A Elementary Social Studies Methods A1
This course focuses on the understanding of the origins and development of the universe and of the human being's relationships to this development. An introduction to sociology, prehistory, human history and the interconnections of these fields is presented.
EDT 504B Elementary Social Studies Methods B1
This course focuses on Montessori pedagogy in social studies. Classroom application of sociology, prehistory, human history and the interconnections of these fields is presented. Curricular integration, project-based learning, as well as differentiated instruction and assessment are emphasized.
EDT 505A Elementary Language Arts Curriculum and Instruction A2
This course focuses on the development of spoken and written language, as well as grammar, appropriate for elementary children through early adolescence. Effective curricular and instructional strategies are included in this course. In Part A, the focus of the course is on the foundational knowledge of the development of spoken and written language and grammar. Basic lesson preparation, materials and methods are introduced.
EDT 505B Elementary Language Arts Curriculum and Instruction B1
This course focuses on the development of spoken and written language, as well as grammar, appropriate for elementary children through early adolescence. Effective curricular and instructional strategies are included in this course. The focus of the part B of the course is on more sophisticated methods of instruction and material development for the language arts curriculum.
EDT 506A Elementary Mathematics Curriculum and Instruction A2
This course focuses on the principles and methods of arithmetic, algebra, and geometry that provide a child with the understanding of and proficiency with key ideas in mathematics throughout their elementary experience. It emphasizes the development of number systems, vocabulary, and symbolism in the present-day use of arithmetic, algebra, geometry, and statistics. A developmental approach to teaching mathematics is stressed, as well as problem solving. The interconnection of the areas of mathematics is explored. In Part A of the course, the focus is on the development of number systems, vocabulary, and symbolism in the present day use of arithmetic, algebra, geometry and statistics.
EDT 506B Elementary Mathematics Curriculum and Instruction B2
This course focuses on the principles and methods of arithmetic, algebra, and geometry that provide a child with the understanding of and proficiency with key ideas in mathematics throughout their elementary experience. It emphasizes the development of number systems, vocabulary, and symbolism in the present-day use of arithmetic, algebra, geometry, and statistics. A developmental approach to teaching mathematics is stressed, as well as problem solving. The interconnection of the areas of mathematics is explored. In Part B of this course, students will begin to go in-depth into each of the methods and content presentations in number systems, vocabulary, and symbolism in the present day use of arithmetic, algebra, geometry and statistics. Students will develop the lessons to teach each of the courses.
EDT 506C Elementary Mathematics Curriculum and Instruction C2
This course focuses on the principles and methods of arithmetic, algebra, and geometry that provide a child with the understanding of and proficiency with key ideas in mathematics throughout their elementary experience. It emphasizes the development of number systems, vocabulary, and symbolism in the present-day use of arithmetic, algebra, geometry, and statistics. A developmental approach to teaching mathematics is stressed, as well as problem solving. The interconnection of the areas of mathematics is explored. In Part C of this course, students will refine their understanding of mathematics and geometry through practice teaching and lesson development.
EDT 507 Elementary Music, Drama and Art Methods2
This course emphasizes the music, art and movement experiences in an elementary setting. Candidates study the use of different musical and art concepts, methods and materials, integration of music and art into other content areas, and artistic products. Candidates become familiar with program components of music, art and movement while learning how to differentiate instruction and assess skills and concepts for diverse learners in classrooms.
EDT 508 Observation of the Montessori Classroom1-3
Students will observe Montessori classrooms to identify and explain the guiding principles of the methodology. Emphasis is also placed on observing how children learn in a Montessori classroom.
EDT 509 Student Teaching Internship1-9
The purpose of the practicum is to gain experience teaching in a Montessori classroom. Candidates plan, instruct, and assess for student learning under the guidance of an experienced mentor teacher and a supervisor. This experience also emphasizes socialization, classroom management and professional activities within a diverse school culture.
EDT 510 Neurobiological Perspectives on Developmental Education3
This course explores the theoretical and empirical research base supporting Developmental educational approaches. Beginning with a survey of key theorists - Piaget, Vygotsky, Pestalozzi, Montessori, and Dewey-- students consider the practical implications of key concepts such as critical/sensitive periods, scaffolding, and constructivism. Grounded in classroom-based observation and analysis, students also review recent research on topics including executive functions, social and emotional development, and embodied cognition.
EDT 511 Early Intervention, Special Education and Family Engagement3
Family engagement is, increasingly, recognized as crucial for student success regardless of class or culture. Likewise, efforts to resolve developmental and learning challenges are enhanced when school and home work together. This course takes a systems view of student support and family engagement, with a strong emphasis on asset-based models of support, community-building, and intervention. Using the Case Method, students will draw from their direct experiences with children and families to explore practice-based problems and solutions designed to address the needs of all children by explicitly linking children's needs with family capacities.
EDT 511A Early Intervention, Special Education, and Family Engagement1
Family engagement is, increasingly, recognized as crucial for student success regardless of class or culture. Likewise, efforts to resolve developmental and learning challenges are enhanced when school and home work together. This course takes a systems view of student support and family engagement, with a strong emphasis on asset-based models of support, community-building, and intervention. Using the Case Method, students will draw from their direct experiences with children and families to explore practice-based problems and solutions designed to address the needs of all children by explicitly linking children's needs with family capacities. Part A focuses on the special education system and IEPs.
EDT 511B Early Intervention, Special Education, and Family Engagement1
Family engagement is, increasingly, recognized as crucial for student success regardless of class or culture. Likewise, efforts to resolve developmental and learning challenges are enhanced when school and home work together. This course takes a systems view of student support and family engagement, with a strong emphasis on asset-based models of support, community-building, and intervention. Using the Case Method, students will draw from their direct experiences with children and families to explore practice-based problems and solutions designed to address the needs of all children by explicitly linking children's needs with family capacities. Part A focuses on the special education system and IEPs, Part B focuses on culture, race and privilege.
EDT 511C Early Intervention, Special Education, and Family Engagement1
Family engagement is, increasingly, recognized as crucial for student success regardless of class or culture. Likewise, efforts to resolve developmental and learning challenges are enhanced when school and home work together. This course takes a systems view of student support and family engagement, with a strong emphasis on asset-based models of support, community-building, and intervention. Using the Case Method, students will draw from their direct experiences with children and families to explore practice-based problems and solutions designed to address the needs of all children by explicitly linking children's needs with family capacities. Part C focuses on engaging families and child study.
EDT 512 Advanced Seminar on Language and Literacy3
Language and literacy are the foundation for lifelong learning. The early childhood and elementary years constitute a key window of opportunity for optimal development of oral language and deep literacy for children. This course goes beyond methods to help students understand the contexts in which children develop language, obstacles to optimal development, and the inextricable nature of language and culture. Using the Case Method, students will apply their learning to their work with English language learners and children experiencing challenges with oral or written language development to create practice-based solutions to meet the language needs of all children.
EDT 513 The Autonomous Child: Child, Family and Community2,3
This course focuses on the development of a child's independence, social skills and self-awareness in relation to their family and community. Practical life exercises are emphasized. The development and assessment of the concepts and skills associated with indoor and outdoor safety, health and well-being, coordinated movement, and free choice are included.,This course focuses on the development of a child's independence, social skills and self-awareness in relation to their family and community. Practical life exercises are emphasized.
EDT 513 The Autonomous Child: Child, Family and Community2,3
This course focuses on the development of a child's independence, social skills and self-awareness in relation to their family and community. Practical life exercises are emphasized. The development and assessment of the concepts and skills associated with indoor and outdoor safety, health and well-being, coordinated movement, and free choice are included.,This course focuses on the development of a child's independence, social skills and self-awareness in relation to their family and community. Practical life exercises are emphasized.
EDT 514 Sensorial: Creativity & Critical Think. in Young Children3
The purpose of this course is to study the theoretical and practical aspects of creativity, problem solving and critical thinking in young children. The course emphasizes the Montessori Exercises for the Education for the Senses that guide children in their development and assessment of creative and perceptive exploration of the world.
EDT 514A Sensorial:Creat. & Crit. Thinking In Young Children A2
The purpose of this course is to study the theoretical and practical aspects of creativity, problem solving and critical thinking in young children to guide them in their exploration of the world.
EDT 514B Sensorial:Creat. & Crit. Thinking in Young Children B1
Students will deepen their understanding of how the Sensorial materials offer the child the keys to critical thinking and the development of abstractions. Students will develop and create appropriate materials for child development in the Sensorial curriculum.
EDT 515 Effective Learning Environments2
This course addresses models and practices of early childhood classroom management to create a respectful and positive learning climate that assures maximum learning. The development of interpersonal relationships and culturally responsive practices are emphasized.
EDT 516 Early Childhood Instructional Methods for the Arts3
This course emphasizes the music, art, drama and movement experiences in primary setting. Candidates study the use of different musical, drama and art concepts, methods and materials, integration of music and art into other content areas, and artistic products. Candidates become familiar with program components of music, art and movement while learning how to differentiate instruction and assess skills and concepts for diverse learners in classrooms.
EDT 517A Emergent Literacy Instructional Methods A2
This course focuses on the development of spoken and written language as well as important functional aspects of grammar that are appropriate for early childhood. Effective curriculum development, instruction, and assessment strategies are included in this course. Creative expression through arts and curriculum integration are also emphasized.
EDT 517B Emergent Literacy Methods B1
Students will deepen their understanding of how to support the child on the path to becoming a fluent reader and writer. Students will develop and create appropriate materials for child development in the Language curriculum.
EDT 518 Mathematics and Science Instructional Methods for Early Childhood3
This course focuses on the foundations of mathematics and science from a developmental perspective. Sensorial based concepts and skills related to number sense, geometry, algebra and fractions are emphasized in mathematics. Inquiry based experiences in biology and physical science are also included in the course.
EDT 519 Human Growth and Development: Infancy3
This course analyzes human development from conception through the first year of life. Anatomy, physiology and fetal development will be reviewed, as well as maternal care during pregnancy and birth. Appropriate child health, nutrition, safety and hygiene practices will be shared.
EDT 520 Human Growth and Development: Toddlers3
This course analyzes human development from infancy to age three. Child neuropsychiatry and the development of movement and language are the focus of the course.
EDT 521 Integrated Teaching Methods for Infancy3
This course emphasizes curricular design and instructional methods for infants. Developmentally appropriate program components of music, art, language, movement and practical life will be examined while learning how to differentiate instruction and assess growth of diverse learners.
EDT 522 Integrated Teaching Methods for Toddlers3
This course emphasizes curricular design and instructional methods for toddlers. Developmentally appropriate program components of music, art, early literacy, movement and practical life will be examined while learning how to differentiate instruction and assess growth of diverse learners.
EDT 523 Introduction to Montessori Education1
This course provides an overview of the development of Montessori pedagogy, including guiding principles, theory and practices.
EDT 524 Graduate Capstone Course4
The capstone course includes the synthesis and review, discovery, and understanding of the cumulative program's content connections. Additionally, students elevate and refine lesson presentations in preparation for the cumulative oral, written, and performance based exams. Letter grade is assigned.
EDT 531 Culturally Responsive Practices For the Inclusive Classroom Community3
This course examines contextual influences on child developmental and the implications for classroom communities with specific attention to early childhood. Identity formation, ecological systems, neuroscience, social-emotional development, and cultural archetypes will be explored along with the impact of childhood traumas. Students will utilize Universal Design for Learning, culturally responsive and anti-bias practices for curriculum design, teaching, classroom management, and partnering with families and the extended community to support all learners.
EDT 532 Introduction to Instructional Methods For the Early Childhood Montessori Classroom3
The purpose of this course is to study the application of the psychology and philosophy of Montessori to curriculum. Lesson design methods and the preparation of handmade materials are introduced for Sensorial, Language, Mathematics and Practical Life.
EDT 545 Health and Physical Education Methods K-81
Curriculum and methods for teaching physical education and health education in the elementary school. Current methods and materials used in developing the elementary curriculum and in teaching the appropriate activities for each grade level.
EDT 567 Introduction to Intercultural Education1
This course introduces candidates to the development of intercultural communication and teaching skills at the culture-general and culture-specific levels of understanding. It examines the nature and use of power in society and the impact of one's own cultural values, attitudes and beliefs on K-12 students.
EDT 568 Intercultural Immersion Field Experience2
Participation in an intercultural off-campus experience at local, USA, or international educational site. Involves full school day experiences with culturally and linguistically diverse students. Includes observation, lesson planning, assisting students with special needs, tutoring, teaching, and attending professional meetings at culturally diverse sites. Except for local settings, students live in the community and participate in life of the community. Candidates prepare culturally proficient analysis of their experiences, use levels of cultural insights to interview persons of diversity, and infuse lesson plans with culturally and linguistically diverse strategies and assessments.
EDT 570 Pedagogy Assessment Seminar1
This course provides candidates with the resources and guidance to complete the culminating performance-based pedagogy assessment required by both program and state licensure.
EDT 574 Clinical Practicum Seminar1
This seminar explores issues in student teaching, professional portfolio development, documentation of positive impact on student learning, and the professional rights and responsibilities of educators. This seminar also prepares candidates for certification and job placement.
EDT 596 Graduate Research Project3
The capstone project requires the research and design of specific materials for the teaching albums in each content area appropriate for use in a Montessori classroom. This is developed and finalized under the supervision of a Montessori trained Whitworth University supervisor. The project proposal must be approved by the director of the M.Ed. Montessori program and the supervisor/instructor. Letter grade is assigned.

Douglas Jones (Program Director) 

M.A. in Marriage & Family Therapy (64)

Prerequisites:
Abnormal Psychology
Statistics
EDF 501Intro to Marriage and Family Therapy2
EDF 502Counseling Theories3
EDF 503Therapy Process3
EDF 504Therapy With Children & Their Families3
EDF 505Introduction to Telehealth Psychotherapy Services1
EDF 521Family Systems Theory3
EDF 522Theories of Couple and Marriage Therapy3
EDF 523Theories of Family Therapy3
EDF 524Human Sexuality and Sex Therapy3
EDF 527Therapy with Children, Adolescents and their Families3
EDF 531Introduction to Group Therapy3
EDF 532Introduction to Substance Use Disorders2
EDF 533Psychopharmacology2
EDF 534Development Across the Lifespan3
EDF 541Advanced Systems Theory: Critical Issues in MFT3
EDF 542The Therapist as an Ethical Professional3
EDF 543Social and Cultural Considerations in Therapy3
EDF 551Research Evaluation & Writing2
EDF 552Research for Marriage and Family Therapists3
EDF 581Practicum in Marriage and Family Therapy5
Advisory Board Interview
Washington State Background Check
Complete two internships, four credits each:8
Marriage and Family Therapy Internship I
Marriage & Family Therapy Internship II
Optional: Thesis (6 credits)
Graduate Thesis in MFT
Graduate Thesis Proposal in MFT
EDF 597Exit Exam in MFT0

M.A. in Administrative & Nonprofit Leadership

Spencer Grainger (Program Director)

This program is for potential leaders and administrators in nonprofits and other organizations.  (Examples: Nonprofit organizations, higher education settings, community agencies, educational service districts, and private schools.)

M.A. in Administrative & Nonprofit Leadership (36)

Corequisite:
Statistics
Required Courses:
EDL 501Leadership Theory and Practice2
EDL 502Team Building and Leadership Skills3
EDL 503Strategic Planning and Decision Making2
EDL 504Creating and Running a Nonprofit Organization3
EDL 505Public Policy and Advocacy3
EDL 506Communication, Marketing and Public Relations3
EDL 507Legal & Ethical Practices of Moral Leadership3
EDL 508Financial Resource Development and Management3
EDL 509Diversity, Equity and Inclusion3
EDL 510Human Organizational Resources and Conflict Resolution2
EDL 512Professional Grant Writing2
EDU 515Educational Research4
Complete the following capstone courses:
EDL 588Administrative and Nonprofit Leadership Internship3

The courses in the Administrative and Nonprofit Leadership program are subject to change due to program updates. Please check with your advisor for current course offerings.

M.A. Behavior Analysis

Megan Griffin (Program Director)

Student Learning Outcomes

Students will be able to

  • demonstrate competency-based content, knowledge, and skills related to ABA
  • implement evidence-based behavior analytic practices with clients in home, school, or community settings
  • will develop individual treatment plans which include best practice components for guiding program implementation with students or clients
  • reflect on their own world-views and how those relate to their ethical decision-making
  • apply the skills and knowledge of professional practice in a summative project approved by their advisor
  

Requirements for Master's in Behavior Analysis & Board Certified Behavior Analysts (BCBA) Track 1 (32)

EDB 521Intervention for Behavior and Motivation3
EDB 526Designing Instruction & Supports for Ind ividuals w/ Low-Incidence Disabilities3
EDB 536Intensive Interventions for Behavioral Challenges3
EDB 595Exit Project1
EDB 510Foundations in Applied Behavior Analysis1
EDB 550Assessment in Applied Behavior Analysis Method3
EDB 560Single Case Research Methods3
EDB 562Ethical Research and Treatment3
EDB 564Concepts and Principles in Applied Behavior Analysis3
EDB 570Supervision of Behavioral Interventions in Schools & Other Settings3
Take 6 credits from:
EDB 586Behavior Analysis Supervised Independent Fieldwork6

  

Requirements for Master's in Behavior Analysis & Board Certified Behavior Analysts (BCBA) Track 2 (46 credits)

EDB 510Foundations in Applied Behavior Analysis1
EDB 521Intervention for Behavior and Motivation3
EDB 526Designing Instruction & Supports for Ind ividuals w/ Low-Incidence Disabilities3
EDB 536Intensive Interventions for Behavioral Challenges3
EDB 550Assessment in Applied Behavior Analysis Method3
EDB 560Single Case Research Methods3
EDB 564Concepts and Principles in Applied Behavior Analysis3
EDB 562Ethical Research and Treatment3
EDB 570Supervision of Behavioral Interventions in Schools & Other Settings3
EDB 586Behavior Analysis Supervised Independent Fieldwork20
EDB 595Exit Project1

Master of Arts in Teaching, Gifted Education & Equitable Instruction (M.A.T.)

Rebecca O'Brien (Program Director)

This program provides educators with in-depth knowledge about identifying and serving students through a continuum of services to develop their gifts and talents; evaluating and utilizing appropriate current trends and research ideas in developing talent in youth; and designing differentiated instruction for the cognitive, and social and emotional differences of exceptional students.

The Washington State Gifted Education Specialty Endorsement is available at Whitworth University. Washington state requires a teaching certificate to receive the Highly Capable Endorsement. Contact the Center for Gifted Education for a transcript evaluation and advising.

Teaching certification is preferred, but applicants without teacher certification will be considered on case-by-case basis as courses are taught on the assumption that teaching pedagogy is understood.

M.A.T. in Gifted Education & Equitable Instruction (34)

Prerequisites:
Statistics
Required core courses:
EDU 501The Psychology of Learning3
EDU 515Educational Research4
EDU 550Milestones in Education3
Required gifted and talented courses:
EDG 550AIntroduction to Gifted Education and Talent Development, Part I1
EDG 550BIntroduction to Gifted Education and Talent Development, Part II2
EDG 551Social and Emotional Components of Giftedness2
EDG 553Creativity and Analytical Thinking3
EDG 554Curricular Strategies and Instructional Models for High Ability Learners3
EDG 555Designing High Quality Gifted Education Programs and Services3
EDG 556Curriculum Design and Instructional Planning for Advancing Student Potential3
EDG 581Field Study and Action Research3
Complete 4 elective credits of approved Whitworth gifted and talented courses. Other electives must be approved by academic advisor.4
Gifted Education Specialty Endorsement

The Gifted Education Specialty Endorsement can be obtained while earning the Master of Arts in Teaching Gifted Education & Equitable Instruction degree or the Master of Education in Teaching & Learning degree. It can also be earned separately in an 11-credit program that includes a field study and a culminating portfolio. Please contact the Center for Gifted Education for advising.

Master of Arts in Teaching Special Education (M.A.T.)

Flint Simonsen (Program Director)

This program is designed to extend the skills and knowledge of teachers who wish to work with children and adults with disabilities in school and community settings. It emphasizes academic, functional, and social-behavioral needs of the individual rather than disability categories. The program accommodates teachers seeking to complete their endorsement in special education under Washington State requirements. The program prepares teachers to work in inclusive classroom settings, resource rooms, life-skills classrooms, and community settings. An option for an endorsement in Early Childhood Special Education is also available.

All endorsement competencies are required, but transfer classes (graduate or undergraduate) may be accepted in place of the following courses. Any substitutions must be individually evaluated. 

Possible Education Prerequisites:

EDU 514Educational Statistics2
Special Education Courses Required for Endorsement
EDS 520Exceptional Learners & Inclusion3
EDS 521Intervention for Behavior and Motivation3

M.A.T. in Special Education (30)

Prerequisites:
Statistics
Required courses:
EDS 522Assessment and Individualized Education Program (IEP) Planning3
EDS 523Intervention for Academic Learning Problems3
EDS 524Early Intervention for Special Education3
EDS 526Intervention for Severe Communication, Sensory and Physical Problems3
EDS 536Intensive Interventions through Positive Behavioral Support3
Required field experience (up to 5 credits could be completed as prerequisite experience)10
Practicum: Special Education, Early Childhood/K-8
and Advanced Practicum: Special Education, Early Childhood/K-8
Practicum: Special Education, Middle/High School
and Advanced Practicum: Special Education, Middle/High School
EDU 515Educational Research4
EDS 595Exit Project1
The following electives are available but not required. Electives may be substituted for other courses with advisor approval.
Early Speech, Language and Literacy
Early Intervention Interdisciplinary Method
Introduction to Sign Language and the Deaf
Sign Language and the Deaf II
Social and Emotional Components of Giftedness
Diagnosis and Treatment of Reading Diff. Disabilities
Neurobiological Perspectives on Developmental Education
Milestones in Education
Foundations & Embodiment of SEL
Complex Trauma, Crisis, & Resilience
Strategies: SEL for School & Life

Note: Special education endorsement is also possible without completion of the master’s degree. Students must pass the WEST-E to receive an endorsement. Check with the special education coordinator for information.

Requirements for MAT in Special Education & Board Certified Behavior Analysts (BCBA) Track (64)

EDU 501The Psychology of Learning3
EDU 502Curriculum Design, Development and Implementation3
EDU 515Educational Research4
EDU 550Milestones in Education3
EDS 520Exceptional Learners & Inclusion3
EDS 521Intervention for Behavior and Motivation3
EDS 522Assessment and Individualized Education Program (IEP) Planning3
EDS 523Intervention for Academic Learning Problems3
EDS 524Early Intervention for Special Education3
EDS 526Intervention for Severe Communication, Sensory and Physical Problems3
EDS 530Intervention for Autism Spectrum Disorder3
EDS 536Intensive Interventions through Positive Behavioral Support3
EDS 595Exit Project1
EDS 582Practicum: Special Education, Middle/High School1
EDS 584Advanced Practicum: Special Education, Middle/High School4
EDS 562Ethical Research and Treatment 3
EDS 564Advanced Readings in Applied Behavior Analysis ,Concepts and Principles in Applied Behavior Analysis 3
Take 15 credits from:
EDB 586Behavior Analysis Supervised Independent Fieldwork15
or EDS 586 Behavior Analysis Supervised Independent Fieldwork

M.Ed. Educational Administration

Goldy Brown, III (Program Director)

This program is for potential principals/program directors in public or private (P-12) schools. Each candidate must have appropriate evaluations/references on file in the GSE office before admission is approved and must schedule a conference with the coordinator of the educational administration program. The program carries with it competency-based certification with recommendations from the Administrative Professional Education Advisory Board. This board is composed of representatives of the Association of Washington School Principals, Washington Association of School Administrators, Washington Education Association and Whitworth University.

Experience Requirement: Candidates must hold or have held a valid teacher’s certificate or a valid educational staff associate certificate and must have demonstrated successful school-based experience in an instructional role with students, for a minimum of three years by completion of program.

Certification at the Residency Level: Generally achieved together with the completion of the M.Ed. degree in administration. Certification is available for P-12 administration. The certification program is also available for teachers or counselors who have already completed a master’s degree program.

M.Ed. in Educational Administration (36-40)

Corequisite:
Statistics
Core courses:
EDU 501The Psychology of Learning3
EDU 515Educational Research4
EDU 550Milestones in Education3
Required administration courses:
EDA 520Legal & Policy Foundations2
EDA 521Public School Finance2
EDA 540Effective Leadership and Organization4
EDA 541Instructional Leadership for School Improvement4
EDA 542Building Community4
EDA 543Visionary and Moral Leadership4
Completion of the following:
EDA 581Internship I: Administration, P-123 or 5
EDA 582Internship II: Administration, P-123 or 5
Internships cannot begin until recommendation by the Professional Education Advisory Board.
Note: All internships begin in the fall of the school year. The internship competencies will be based on the Washington State Standards. A notebook that details required competencies is provided. The internship includes 540 hours and the opening and closing of the school for the year. It also includes an observation at an alternate level from the primary internship placement.

Certification: School Administration (26-30)

Residency Administrator Certificate (P-12 Principal)
Required administration courses:
EDA 540Effective Leadership and Organization4
EDA 541Instructional Leadership for School Improvement4
EDA 542Building Community4
EDA 543Visionary and Moral Leadership4
EDA 520Legal & Policy Foundations2
EDA 521Public School Finance2
Completion of the following:
EDA 581Internship I: Administration, P-123 or 5
EDA 582Internship II: Administration, P-123 or 5
Observation at alternate level will be included during internships.

M.Ed. in Teaching & Learning

Debbie Tully (Program Director)

The Master of Education in Teaching & Learning degree extends and deepens an educator’s understanding of the key concepts and skills that are foundational to an effective instructional environment. It also allows candidates to select an area in which they’d like to specialize, often learning an add-on endorsement. These 12-credit thematic areas, called tracks, include gifted education and equitable instruction, social and emotional learning, cultural and linguistic diversity, administrative leadership, environmental education, working with special needs populations, reading, TCP, TCP-O and Montessori.

M.Ed. in Teaching & Learning (34)

Prerequisites:
Statistics
Required Core Courses:
EDU 501The Psychology of Learning3
EDU 502Curriculum Design, Development and Implementation3
EDU 515Educational Research4
EDU 550Milestones in Education3
Required Courses:
EDU 542Advanced Instruction and Integrated Technology3
EDU 543Assessment and Data Analysis3
Thematic Electives:
Students enrolled in the M.Ed. in Teaching & Learning chose elective courses according to tracks designed to meet professional interests and goals. The tracks for this degree include: Administrative Leadership, Cultural and Linguistic Diversity, Environmental Sustainability Education, Gifted Education, Montessori*, Reading, Social Emotional Learning and Special Needs. For TCP student, electives will be selected from the TCP elementary or secondary programs. Elective credit may include up to six credits of Step Up coursework. Academic advisors should be consulted for assistance with course selection.12
Capstone Project or Thesis Option
The completion of one of the following:3
Thesis
and Thesis
Graduate Research Project,Behavior Analysis Supervised Independent Fieldwork
(Take three semester credits fewer in elective courses if EDU 598A and B is completed.)

* Whitworth recognizes the Association Montessori International (AMI) Elementary Diploma for 12 credits of graduate coursework that can be used toward the completion of a Master of Education in Teaching and Learning degree with an area of concentration in Montessori.   Students selecting this option will need to take the remaining 22 credits of coursework for the degree. 

**

For students certified via the TCP program, the 12 credits of thematic electives will be selected from the TCP elementary or secondary program coursework.

Endorsements and Thematic Elective Credits

Graduate-level courses required for any of the following endorsements may be applied toward the 12 elective credits required for the M.Ed. in Teaching & Learning: English Language Learners (ELL), English to Speakers of Other Languages (ESOL), Environmental Sustainability Education, Gifted Education, Reading and Special Education. Consult your academic advisor for additional information. 

Transfer and Alternative Credits

Combined transfer and alternative credits will be evaluated by program faculty. Approved credits can meet up to 25 percent of the required credits for the M.Ed. in Teaching & Learning degree. A minimum of 30 semester credits are required for degree completion.

M.Ed in Teaching & Learning, Track II-Educational Studies

Pre-requisite:
Statistics
CORE Coursework:
EDU 501The Psychology of Learning3
EDU 502Curriculum Design, Development and Implementation3
EDU 515Educational Research4
EDU 550Milestones in Education3
EDU 596Graduate Research Project,Behavior Analysis Supervised Independent Fieldwork3
Required Courses:
EDU 542Advanced Instruction and Integrated Technology3
EDU 543Assessment and Data Analysis3
Thematic Credits: 12 semester credits
Thematic Credits will be drawn from graduate level academic and classroom-based courses in the Whitworth Teacher Certification Program or equivalent teacher preparation sequence. These courses will be selected and approved with the assistance of the program advisor.

Teacher Certification Program

Teacher Certification Program (TCP) and TCP Online (TCP-O) graduate level courses may be applied to the M.Ed. in Teaching & Learning and the M.Ed. in Teaching & Learning, Track II: Educational Studies. Consult an academic advisor for additional information.

Master of Education School Counseling (M.Ed.)

Renee' M. Schoening, Ed.D. (Program Director)

This program is designed for the preparation of residency ESA certification for school counselors at both the elementary and secondary school levels.  Students living beyond 50 miles of Spokane will be responsible for paying mileage fees for supervision.

M.Ed. School Counseling (60)

Corequisites:
Statistics
Required Courses:
EDC 515School, Family, and Community Systems2
EDC 501Introduction to Professional School Counseling2
EDC 502Development Across the Lifespan3
EDC 503Social and Cultural Considerations in Counseling (Prerequisite before taking EDC 506)3
EDC 504Counseling Theories3
EDC 505Career Development & Counseling2
EDC 506Consultation in the Helping Professions2
EDC 507Psychoeducational Assessment and Evaluation2
EDC 509Research for Counselors3
EDC 511The Counseling Process3
EDC 512Introduction to Group Counseling3
EDC 517Trauma Informed & SEL Integrated Classroom Mgmt2
EDC 522Role and Function of the School Counselor,School Counseling Program Development3
EDC 523Legal & Ethical Issues in School Counseling (to be taken concurrently with EDC 581)3
EDC 535AIntroduction to Substance Use Disorders2
EDC 564Foundations & Embodiment of SEL3
EDC 565Complex Trauma, Crisis, & Resilience3
Completion of the following clinical experiences:
EDC 581School Counseling Practicum3
Prerequisites: (1) Successful completion of all coursework with the following exceptions: EDC 502, EDC 503, EDC 505, or EDC 506 (2) Recommendation of the Counselor Professional Education Advisory Board and FBI clearance for non-teachers
EDC 583Counseling Internship I: School5
Completion of the following:
EDC 584Counseling Internship II: School4
(To be taken during EDC 583 and EDC 584)
EDC 595Professional Seminar & Comprehensive Exams1
Elective Courses3
Exceptional Learners & Inclusion
Milestones in Education
Other approved departmental elective
Graduate Thesis *
Graduate Thesis *
*This is not a requirement of school counseling credentialing. Students complete a Capstone Action Research Project as a part of the Internship Experience and a rigorous research project in EDC 509

Master of Education Counseling Studies 

This program includes 37 credits focused on counseling strategies and techniques for school-aged children.  The courses include content supporting legal and ethical issues, social and cultural issues, and action research.  The M.Ed. in Counseling Studies is designed for individuals who are interested in the field of working with school aged children, but who do not complete the requirements to become a certified school counselor. 

M.Ed. in Counseling Studies (39)

Prerequisite:
Educational Statistics *
Required Courses:
EDC 502Development Across the Lifespan3
EDC 501Orientation to Professional Counseling,Introduction to Professional School Counseling3
EDC 504Counseling Theories3
EDC 507Psychoeducational Assessment and Evaluation2
EDC 511The Counseling Process3
EDC 535AIntroduction to Substance Use Disorders2
EDC 503Social and Cultural Considerations in Counseling3
EDU 550Milestones in Education3
EDC 506Consultation in the Helping Professions,Consultation & Collaboration3
EDS 520Exceptional Learners & Inclusion3
EDC 564Critical Issues in Social and Emotional Learning,Foundations & Embodiment of SEL2
EDC 512Introduction to Group Counseling3
EDC 512LLab: Intro Group Counseling0
EDC 523Legal & Ethical Issues in School Counseling3
EDC 509Research for Counselors3
*Prerequisite courses are not required for all students. Please contact your academic advisor for more information.

M.Ed. Montessori

Kathryn Picanco (Program Director)

In partnership with Montessori Northwest and in affiliation with the Association Montessori Internationale (AMI), the Master of Education, in Montessori can be earned simultaneously with an AMI diploma. The AMI diploma coursework is completed at a Montessori Northwest training site in California, Oregon or Spokane. The remaining education courses to complete the master’s degree can be taken online or on campus. 

ADMISSION REQUIREMENTS:

  1. No application fee required.
  2. Students admitted to Montessori Northwest who hold a bachelor’s degree from an accredited University will be admitted to the Concurrent Enrollment Master’s program upon completion of the Whitworth application. Testing and exam alternatives are not required. 
  3. International students must also have a transcript evaluation through World Education Services (WES) or Academic and Credential Records Evaluation and Verification Services (ACREVS) indicating a bachelor’s degree equivalency earned, an English Language Proficiency exam (if applicable), and verification from the International Education office that the country of home residence is eligible for online education. Additional requirements for International students are also required related to financial responsibility. For additional information, see  https://www.whitworth.edu/cms/administration/admissions/international-students/admissions-process/.
  4. Students admitted to Montessori Northwest can request for their academic records to be sent to Whitworth for the completion of their application file.  These items include the three letters of recommendation, essay, transcripts and official transcript evaluations, and the resume.
  5. Students enrolled in the Washington State Teacher Certification track or certification only program need to complete additional requirements and external exams and a performance-based portfolio as a part of certification.  Requirements include the Pre-Residency Clearance process with the Office of Superintendent of Public Instruction and completion of the Professional Growth Plan.  Exams include the WEST-B or record of taking the SAT/ACT and the NES designated content exams prior to practice teaching.  Students will also need to complete the Pedagogy Performance Assessment portfolio to complete assessment requirements.
  6. Alternate credit and credit for prior experience are available upon transcript review.
  7. Approximate Additional Costs: In addition to tuition, students can expect to have the approximate added expense of $1500 for books/materials/office supplies/AMI membership.

Student Learning Outcomes for M.Ed. in Montessori, Elementary and Early Learning Programs:

  1.  Students demonstrate a foundational knowledge of skills and concepts in education.
  2.  Students demonstrate mastery of Montessori instructional strategies.
  3.  Students demonstrate an understanding of the School of Education Conceptual Framework and the mission of the university, including faith integration.
  4.  Program of study is completed successfully.
  5.  The capstone project reflects depth of understanding of program concepts.
  6.  Students demonstrate understanding student diversity and inclusive practices for the classroom community. 

M.Ed. Montessori, Elementary (36)

Requirements:
EDT 501Montessori Foundations3
EDT 502AThe Philosophy and Psychology of the Montessori Method1
EDT 502BThe Philosophy and Psychology of the Montessori Method B1
EDT 507Elementary Music, Drama and Art Methods 2
EDT 503AElem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction A1
EDT 503BElem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction B3
EDT 503CElem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction C1
EDT 504AElementary Social Studies Methods A1
EDT 504BElementary Social Studies Methods B1
EDT 505AElementary Language Arts Curriculum and Instruction A2
EDT 505BElementary Language Arts Curriculum and Instruction B1
EDT 506AElementary Mathematics Curriculum and Instruction A2
EDT 506BElementary Mathematics Curriculum and Instruction B2
EDT 506CElementary Mathematics Curriculum and Instruction C2
EDT 510Neurobiological Perspectives on Developmental Education3
EDT 511Early Intervention, Special Education and Family Engagement (requirement can be fulfilled by taking EDT-511 A/B/C)3
EDT 512Advanced Seminar on Language and Literacy3
EDT 524Graduate Capstone Course4

Student Learning Outcomes for M.Ed. in Montessori, Teacher Certification Program:

  1. Instruction and Assessment: Plan for instruction and assessment using research proven strategies. 
  2. Instruction and Engagement: Effectively engage in self-reflection to support continued improvement in instructional practices.  
  3. Assessment Strategies: Employ effective assessment strategies throughout planning, instruction and reflection cycle. 
  4. Academic and Reflective Discourse: Engage K-12 learners in academic and reflective discourse for the purposes of eliciting student voice and providing opportunity for student self-assessment/progress monitoring. 
  5. Faith and Learning: Articulate one's own faith tradition or principles of one's worldview and alignment to professional practices.  
  6. Sociocultural Linguistic Context: Candidate will identify and describe the role that human development and social, cultural, linguistic, physical and community context plays as related to the learner; apply theories and concepts/strategies for culturally responsive pedagogy to promote inclusive communities.  

Master of Education in Montessori. Elementary, Teacher Certification Track (51)

EDT 501Montessori Foundations3
EDT 502AThe Philosophy and Psychology of the Montessori Method1
EDT 503AElem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction A1
EDT 505AElementary Language Arts Curriculum and Instruction A2
EDT 506AElementary Mathematics Curriculum and Instruction A2
EDT 502BThe Philosophy and Psychology of the Montessori Method B1
EDT 510Neurobiological Perspectives on Developmental Education3
EDT 504AElementary Social Studies Methods A1
EDT 511Early Intervention, Special Education and Family Engagement3
EDT 503BElem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction B3
EDT 506BElementary Mathematics Curriculum and Instruction B2
EDT 504BElementary Social Studies Methods B1
EDT 512Advanced Seminar on Language and Literacy3
EDT 505BElementary Language Arts Curriculum and Instruction B1
EDT 503CElem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction C1
EDT 524Graduate Capstone Course4
EDT 507Elementary Music, Drama and Art Methods 2
EDT 570Pedagogy Assessment Seminar1
EDT 567Introduction to Intercultural Education1
EDT 568Intercultural Immersion Field Experience2
EDT 506CElementary Mathematics Curriculum and Instruction C2
EDT 509Student Teaching Internship9
EDT 545Health and Physical Education Methods K-81
EDT 574Clinical Practicum Seminar1

Requirements for Master of Education in Montessori, Teacher Certification, Early Childhood Education Track (50)

EDT 501Montessori Foundations3
EDT 508Observation of the Montessori Classroom3
EDT 509Student Teaching Internship9
EDT 511Early Intervention, Special Education and Family Engagement3
EDT 512Advanced Seminar on Language and Literacy3
EDT 513The Autonomous Child: Child, Family and Community3
EDT 514ACreative Critical Thinking A2
EDT 514BSensorial:Creat. & Crit. Thinking in Young Children B1
EDT 515Effective Learning Environments2
EDT 516Early Childhood Instructional Methods for the Arts3
EDT 517AEmergent Literacy Instructional Methods A2
EDT 517BEmergent Literacy Methods B1
EDT 518Mathematics and Science Instructional Methods for Early Childhood3
EDT 567Introduction to Intercultural Education1
EDT 568Intercultural Immersion Field Experience2
EDT 570Pedagogy Assessment Seminar1
EDT 574Clinical Practicum Seminar1
EDT 524Graduate Capstone Course4
EDT 510Neurobiological Perspectives on Developmental Education3

Requirements for Montessori Teacher Certification (30)

EDT 501Montessori Foundations3
EDT 509Student Teaching Internship9
EDT 510Neurobiological Perspectives on Developmental Education3
EDT 511Early Intervention, Special Education and Family Engagement3
EDT 512Advanced Seminar on Language and Literacy3
EDT 524Graduate Capstone Course4
EDT 567Introduction to Intercultural Education1
EDT 568Intercultural Immersion Field Experience2
EDT 570Pedagogy Assessment Seminar1
EDT 574Clinical Practicum Seminar1

Montessori Core Requirements, Early Learning (24)

EDT 501Montessori Foundations3
EDT 508Observation of the Montessori Classroom3
EDT 510Neurobiological Perspectives on Developmental Education3
EDT 511Early Intervention, Special Education and Family Engagement (requirement can be fulfilled by taking EDT-511 A/B/C)3
EDT 512Advanced Seminar on Language and Literacy3
EDT 513The Autonomous Child: Child, Family and Community3
EDT 515Effective Learning Environments2
EDT 524Graduate Capstone Course4

Requirements for Assistants to Infancy Track, M.Ed. (36)

Montessori Core Requirements, Early Learning24
EDT 519Human Growth and Development: Infancy3
EDT 520Human Growth and Development: Toddlers3
EDT 521Integrated Teaching Methods for Infancy3
EDT 522Integrated Teaching Methods for Toddlers3

Requirements for Primary Track, M.Ed. (36)

Montessori Core Requirements, Early Learning24
EDT 514ACreative Critical Thinking A2
EDT 514BSensorial:Creat. & Crit. Thinking in Young Children B1
EDT 516Early Childhood Instructional Methods for the Arts3
EDT 517AEmergent Literacy Instructional Methods A2
EDT 517BEmergent Literacy Methods B1
EDT 518Mathematics and Science Instructional Methods for Early Childhood3

M.Ed. Social Emotional Learning

Renee' Schoening (Program Director)

This program is designed for teachers and community members interested in enhancing children and adolescent learning and reducing behavioral concerns using social and emotional learning. Students will attain a unique knowledge in the area of youth development, complex trauma, neurobiology, social and cultural considerations, the uniqueness of giftedness, and behavioral intervention. Students will engage in an action research project in order to evaluate effectiveness of their social and emotional strategies and practice. 

M.Ed Social Emotional Learning (34-36)

Corequisite:
Statistics
EDC 502Development Across the Lifespan3
EDC 503Social and Cultural Considerations in Counseling3
EDC 504Counseling Theories3
EDC 509Research for Counselors3
EDC 535AIntroduction to Substance Use Disorders2
EDC 564Critical Issues in Social and Emotional Learning,Foundations & Embodiment of SEL2,3
EDC 565Response to Complex Trauma,Complex Trauma, Crisis, & Resilience2,3
EDC 566Strategies: SEL for School & Life3
EDG 551Social and Emotional Components of Giftedness2
EDS 521Intervention for Behavior and Motivation3
EDC 544SEL Learning Lab1
EDU 596Graduate Research Project,Behavior Analysis Supervised Independent Fieldwork3
One of the following:4
Practicum
Electives (4 CR)
People without relevant background must complete a four-credit practicum. Others take four credits of electives.

Master in Teaching Program

www.whitworth.edu/mit

The Whitworth Master in Teaching (MIT) Program was initiated in 1989 as a result of the Washington State Legislature calling for alternative teacher-education programs. It was the first such program in the state. Part of a nationwide movement to strengthen America’s corps of teachers by putting successful members of society’s workforce into teaching positions, MIT programs provide schools with mature teachers who understand the demands of the real world and whose teaching reflects these realities.

Those pursuing this option include professionals who are changing careers, those who are reentering the workforce, and recent graduates of undergraduate institutions. The professors teaching in the program are from both the higher-education level and K-12 public schools. Coursework and assignments are integrated and are both theoretical and practical. Upon successful completion of the program, candidates earn a Residency Teacher Certificate and a master in teaching degree.

This progressive, performance-based, cohort teacher certification and master’s degree program extends over 13 months of full-time coursework and a yearlong school practicum. This rigorous program is characterized by 1) integration of academic work with an ongoing field experience; 2) programmatic coherence both from course to course and from on-campus to field work; 3) systematic study of classroom practice; and 4) individual self-reflection and renewal. All teacher candidates design a teacher work sample (TWS). Through this performance assessment, MIT candidates provide credible evidence of their ability to facilitate and improve student learning. Because of the significance of the TWS, most of the courses in the program address specific standards of the TWS.

The student learning outcomes of this program prepare students to:

1. Plan for effective instruction and assessment using research-based methods that include differentiation for all learners.

2. Employ effective assessment strategies (formal and informal) throughout the learning cycle to support analysis of student learning and provide informed feedback to students on their progress.

3. Engage K-12 learners in academic and reflective discourse for the purposes of eliciting student voice regarding content understanding and to provide opportunities for student self-reflection.

4. Effectively engage in self-reflection to support continued improvement in instructional practices.

5. Integrate faith and learning by articulating one’s personal faith tradition or principals of one’s personal worldview; examining how professional practices are aligned to or challenge one’s own faith or worldview perspectives; and evaluating one’s own positions and choices using faith/worldview perspectives as a framework.

6. The teacher candidate will identify and describe the role that human development and social, cultural, linguistic, physical and community context play as related to the learner and the learning enterprise; and apply theories, concepts and strategies for culturally responsive pedagogy to promote inclusive communities for learning that foster the values and gifts of each member.

Admission Requirements
  • Evidence of successful work with children or youth.
  • Bachelor’s degree in an approved teaching endorsement area from a regionally accredited college or university.
  • Grade-point average of 3.0 for the last half of college. Graduate coursework and/or work history will be considered.
  • Completion of online application available at www.whitworth.edu/mit, where applicants will complete the following:
    • $35 application fee.
    • A written two- to three-page statement on why the candidates have chosen teaching as a profession and why they have selected the MIT program at Whitworth University for professional preparation.
    • A current resume.
    • Submission of three recommendations, requested via online forms once the application process is initiated.
    • Submission of the character-and-fitness supplement.
  • Official transcripts from all colleges attended.
  • An interview with the MIT faculty, which will be scheduled after all application documents are submitted.
  • Basic-skills test: WEST-B (click to register online). There are three sections to this test. The test must be taken prior to the start of the program. SAT and ACT scores can be accepted in lieu of the WEST-B.
  • NES/WEST-E subject-matter test (click here to register online). The NES/WEST-E must be taken prior to the start of the program for provisional admission. All sections of the NES/WEST-E must be passed by the end of Fall Term (December) for full admission.

All admissions to the MIT program are conditional. Full admittance is granted upon successful completion of summer and fall coursework and passage of all NES/WEST-E and WEST-B tests.

Applications for the program will be accepted through April 1 or until program capacity is reached. It is advisable to apply as early as possible.

Please note: 530 series courses are taken by all MIT students. 540 series are taken by elementary track students, and 550 series courses are taken by secondary track students.

Master in Teaching - Elementary Level Requirements (60)

First Summer Term
EDM 530AEducational Foundations and Critical Issues1
EDM 531AUniversal Design for Learning and Students with Exceptionalities1
EDM 532Child and Adolescent Development and Learning Theory2
EDM 535Technology in Education1
EDM 540Math for M.I.T.4
EDM 544AElementary General Methods, Assessment, Management1
EDM 545CElementary Science Methods2
EDM 542DElementary Social Studies: Pacific Northwest History1
EDM 545FElementary Social Studies Methods1
Fall Term
EDM 530BEducational Foundations and Critical Issues2
EDM 531BUniversal Design for Learning and Students with Exceptionalities2
EDM 533AAction Research (A)1
EDM 536ACulturally Responsive Teaching2
EDM 539ATeacher Work Sample1
EDM 544BElementary General Methods, Assessment, Management3
EDM 543Language Literacy in Elementary School4
EDM 547AElementary Teacher-Scholar Practicum2
EDM 545EElementary PE and Health Education Methods1
Spring Term
EDM 533BAction Research (B)2
EDM 534Teaching English Language Learners1
EDM 536BField Experience: Multicultural/Intercultural Education3
EDM 538Teacher-Scholar Seminar1
EDM 539BTeacher Work Sample1
EDM 547BElementary Teacher-Scholar Practicum5
EDM 547CElementary Teacher-Scholar Practicum5
EDM 548MIT Capstone Seminar2
Second Summer Term
EDM 530CEducational Foundations and Critical Issues1
EDM 533CAction Research (C)1
EDM 539CTeacher Work Sample1
EDM 545AElementary Art Methods1
EDM 545DElementary Music Methods1
EDM 547DElementary Teacher Scholar Practicum2
EDM 545GElementary Theater Methods1

Master in Teaching - Secondary Level Requirements (50-52)

Summer Term I
EDM 530AEducational Foundations and Critical Issues1
EDM 531AUniversal Design for Learning and Students with Exceptionalities1
EDM 532Child and Adolescent Development and Learning Theory2
EDM 535Technology in Education1
EDM 554ASecondary General Methods, Assessment, Management1
EDM 553Literacy Across the Disciplines3
Fall Term
EDM 530BEducational Foundations and Critical Issues2
EDM 531BUniversal Design for Learning and Students with Exceptionalities2
EDM 533AAction Research (A)1
EDM 536ACulturally Responsive Teaching2
EDM 539ATeacher Work Sample1
EDM 554BSecondary General Methods, Assessment, Management3
Secondary Education Methods2-4
Secondary Art Methods
Sec English/Lang Arts Methods
Sec Foreign Language Methods
Sec Mathematics Methods
Secondary Music Methods
Sec PE/Health Methods
Secondary Science Methods
Sec Social Studies Methods
Sec Social Studies Methods,STEM Methods: Project-Based Instruction and Learning
EDM 557ASecondary Teacher-Scholar Practicum2
Spring Term
EDM 533BAction Research (B)2
EDM 534Teaching English Language Learners1
EDM 538Teacher-Scholar Seminar1
EDM 539BTeacher Work Sample1
EDM 557BSecondary Teacher-Scholar Practicum5
EDM 557CSecondary Teacher-Scholar Practicum5
EDM 558Teaching English Language Learners in Secondary Schools,MIT Capstone Seminar2
Field Experience
EDM 536BField Experience: Multicultural/Intercultural Education3
Summer Term II
EDM 530CEducational Foundations and Critical Issues1
EDM 533CAction Research (C)1
EDM 539CTeacher Work Sample1
EDM 557DSecondary Teacher-Scholar Practicum2
EDM 552Seminar in Secondary Topics,Since Time Immemorial1

Master of Education in Educational Studies

The Master of Education in Educational Studies Program is designed for individuals who are interested in the field of education, but who do not complete the requirements to become a certified teacher.

This program of 38-40 credits is housed within the Master in Teaching (MIT) program. Students will complete all required academic and classroom-based courses, associated teacher work samples, one semester of part-time student teaching during the Fall Term, and one half of the full-time student teaching in the Spring Term along with the intercultural field experience. This degree does not meet the requirements for teacher licensure in Washington state. Students will only be accepted into this program from the MIT cohort upon recommendation from the MIT faculty and director. 

Requirements for Elementary Cohort (39)

Summer I
EDM 530AEducational Foundations and Critical Issues1
EDM 531AUniversal Design for Learning and Students with Exceptionalities1
EDM 532Child and Adolescent Development and Learning Theory2
EDM 535Technology in Education1
EDM 544AElementary General Methods, Assessment, Management1
Fall
EDM 530BEducational Foundations and Critical Issues2
EDM 531BUniversal Design for Learning and Students with Exceptionalities2
EDM 533AAction Research (A)1
EDM 536ACulturally Responsive Teaching2
EDM 547AElementary Teacher-Scholar Practicum2
EDM 539ATeacher Work Sample1
EDM 543Language Literacy in Elementary School4
EDM 544BElementary General Methods, Assessment, Management3
EDM 545EElementary PE and Health Education Methods1
EDM 545FElementary Social Studies Methods1
Spring
EDM 539BTeacher Work Sample1
EDM 547BElementary Teacher-Scholar Practicum5
EDM 536BField Experience: Multicultural/Intercultural Education3
EDM 533BAction Research (B)2
Summer II
EDM 530CEducational Foundations and Critical Issues1
EDM 533CAction Research (C)1
EDM 539CTeacher Work Sample1

Requirements for Secondary Cohort (38-40)

Summer I
EDM 530AEducational Foundations and Critical Issues1
EDM 531AUniversal Design for Learning and Students with Exceptionalities1
EDM 532Child and Adolescent Development and Learning Theory2
EDM 535Technology in Education1
EDM 554ASecondary General Methods, Assessment, Management1
EDM 553Literacy Across the Disciplines3
Fall
EDM 530BEducational Foundations and Critical Issues2
EDM 531BUniversal Design for Learning and Students with Exceptionalities2
EDM 533AAction Research (A)1
EDM 536ACulturally Responsive Teaching2
EDM 557ASecondary Teacher-Scholar Practicum2
EDM 539ATeacher Work Sample1
EDM 554BSecondary General Methods, Assessment, Management3
At least one of the following:2-4
Secondary Art Methods
Sec English/Lang Arts Methods
Sec Foreign Language Methods
Sec Mathematics Methods
Secondary Music Methods
Sec PE/Health Methods
Secondary Science Methods
Sec Social Studies Methods
Sec Social Studies Methods,STEM Methods: Project-Based Instruction and Learning
Spring
EDM 539BTeacher Work Sample1
EDM 557BSecondary Teacher-Scholar Practicum5
EDM 536BField Experience: Multicultural/Intercultural Education3
EDM 533BAction Research (B)2
Summer II
EDM 530CEducational Foundations and Critical Issues1
EDM 533CAction Research (C)1
EDM 539CTeacher Work Sample1
Dean

RON JACOBSON

Associate Dean Graduate Counseling & Leadership

MICKI ABERCROMBIE-DONAHUE

Associate Dean Graduate Teacher Education

MOLLY QUICK

Administrative & Nonprofit Leadership Program Director

SPENCER GRAINGER

Applied Behavior Analysis Program Director

FLINT SIMONSEN

Applied Behavior Analysis Program Verified Course Sequence Coordinator

MEGAN GRIFFIN

Center for Gifted Education Director

REBECCA O'BRIEN

Education Administration Program Director

GOLDY BROWN

Marriage and Family Therapy Program Director

DOUG JONES

Master in Teaching Director

MOLLY QUICK

Montessori Program Director

KATHRYN PICANCO

School Counseling Director and Social Emotional Learning Director

RENEE' SCHOENING

Special Education Director

FLINT SIMONSEN

Teaching & Learning Program Director

DEBBIE TULLY

Professors

KATHRYN PICANCOMOLLY QUICK

Associate professors

MICKI ABERCROMBIE-DONAHUEMEGAN GRIFFINDOUG JONESDOREEN KELLERFLINT SIMONSENTAMRA STAMBAUGHDEBBIE TULLY

Assistant Professors

GOLDY BROWNCYNDI CANIGLIAHORATIUS GITTENSREBECCA O'BRIENRENEE' SCHOENINGANNE WILCOX

Lecturers

NATE GARDNERSHARON NEVILLE-MITCHELLGARY SPENCERJESSICA THOMAS