Graduate Studies in Education
http://www.whitworth.edu/gse
Special Education Endorsement (0-12)
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. For advising, please contact the Whitworth Center for Gifted Education in the graduate studies in education department at 509.777.3226.
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
- Administrative certification (principal)
- Educational staff associate certification (school counselor)
- 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
- No more than six semester credits should be taken prior to admission to GSE, as there is no guarantee those credits will count toward a graduate degree.
- Applicants must hold a bachelor’s degree from a regionally accredited college or university.
- Complete an application packet by the following dates:
- MIT: April 1
- M.A./M.Ed. School Counseling and M.A. in Marriage & Family Therapy programs: Feb. 1
- All other programs for fall semester: Aug. 1; for spring semester: Jan. 1; for summer semester: May 1
- There are two levels of admission, as follows:
- Full admission: cumulative grade-point average of 3.0 or higher, satisfaction of all prerequisites and acceptable recommendations.
- Restricted admission: cumulative grade-point average of 2.7 or higher, acceptable recommendations, and conditions identified by the admissions committee.
- 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.
- 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 & behavioral health; M.A./M.Ed. school counseling; M.A. in marriage & family therapy; and M.Ed. in administrative 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.
- Prerequisites 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.
- 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.
- 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.
- Social & behavioral health, marriage & family therapy, master in teaching, and school counseling applicants will be interviewed.
- 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 (EDA/EDU/EDC/EDG/EDS-591) that may be taken on a tutorial basis. GSE approval is based upon the following criteria: No regular course covers the project materials, and a designated faculty member agrees to supervise the study (with a limit of two such studies during a student's entire program). Students are to submit proposals with the signatures of the faculty supervisor and the director/department chair to the GSE office by the registration deadline of the term during which the study will be taken.
Admission and Expulsion
- 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.
- 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.
- Whitworth reserves the right to withhold transcripts and diplomas until all campus debts are settled.
- 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
- Whitworth Graduate Studies in Education students may register online. Tuition is paid through student accounting 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.
- Check with your advisor each term for pre-registration advising and for exit requirements.
- Online registration is available, with advisor clearance, after a student’s first term.
Student Learning Outcomes
See the Whitworth Graduate Studies in Education website at www.whitworth.edu/gselearningoutcomes for Student Learning Outcomes.
Education: MIT Courses
EDM 530A Educational Foundations and Critical Issues | 1 |
Philosophical foundations of education, critical issues related to education, and the MIT candidate as a compassionate and ethical teacher-scholar. Elementary and secondary. |
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EDM 530B Educational Foundations and Critical Issues | 2 |
Philosophical foundations of education, critical issues related to education, and the MIT candidate as a compassionate and ethical teacher-scholar. Elementary and secondary. |
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EDM 530C Educational Foundations and Critical Issues | 1 |
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. |
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EDM 531A Exceptional Learner and Differentiated Instruction (A) | 1 |
This course provides an overview of the exceptional learner and introduces differentiated instructional strategies that address different learners' needs in a regular classroom. |
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EDM 531B Exceptional Learner and Differential Instruction (B) | 2 |
A continuation of EDM 531A based on the professional development over the year. |
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EDM 532 Child and Adolescent Development and Learning Theory | 2 |
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. |
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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. |
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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. |
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EDM 533C Action Research (C) | 1 |
Analysis of classroom based assessment data gathered from the action research project to determine impact on student learning. |
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EDM 534 Teaching English Language Learners | 1 |
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. |
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EDM 535 Technology in Education | 1 |
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. |
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EDM 536A Culturally Responsive Teaching | 2 |
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. |
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EDM 536B Field Experience: Multicultural/Intercultural Education | 3 |
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. |
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EDM 538 Teacher-Scholar Seminar & Teacher Performance Assessment | 1 |
This seminar provides the MIT teacher candidates with the opportunity to complete the application process for teacher certification and prepare the job seeking portfolio. This seminar also prepares MITs to be ready to take the high stakes teacher test, Teacher Performance Assessment(edTPA), that must be passed before they can earn a teacher certificate in Washington State. |
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EDM 539A Teacher Work Sample | 1 |
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. |
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EDM 539B Teacher Work Sample | 1 |
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. |
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EDM 539C Teacher Work Sample | 1 |
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. |
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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. |
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EDM 542A Elementary Social Studies: U.S. History | 1 |
These courses introduce the content of U.S. history (EDM 542A), civics (EDM 542B), and economics (EDM 542C) that are typically taught at grades 1-8 in the state of Washington. Guiding the content are the benchmarks set forth for each grade level as stated in Washington State Essential Academic Learning requirements (EALRs). |
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EDM 542B Elementary Social Studies: Civics | 1 |
These courses introduce the content of U.S. history (EDM 542A), civics (EDM 542B), and economics (EDM 542C) that are typically taught at grades 1-8 in the state of Washington. Guiding the content are the benchmarks set forth for each grade level as stated in Washington State Essential Academic Learning requirements (EALRs). |
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EDM 542C Elementary Social Studies: Economics | 1 |
These courses introduce the content of U.S. history (EDM 542A), civics (EDM 542B), and economics (EDM 542C) that are typically taught at grades 1-8 in the state of Washington. Guiding the content are the benchmarks set forth for each grade level as stated in Washington State Essential Academic Learning requirements (EALRs). |
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EDM 542D Elementary Social Studies: Pacific Northwest History | 1 |
This course introduces the concepts and content of Pacific Northwest History that is typically taught at grades 1-8 in the state of Washington guiding the content and the benchmarks set forth for each grade level as states in Washington's Essential Academic Learning Requirements. Summer Term II. |
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EDM 543 Language Literacy in Elementary School | 4 |
This course examines processes, methods, approaches and materials for teaching reading and language skill. |
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EDM 544A Elementary General Methods, Assessment, Management | 1 |
This course introduces basic teaching theories and strategies needed for culturally relevant teaching, assessing students, and managing classrooms. |
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EDM 544B Elementary General Methods, Assessment, Management | 3 |
This course introduces basic teaching theories and strategies needed for culturally relevant teaching, assessing students, and managing classrooms. |
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EDM 545A Elementary Art Methods | 1 |
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. |
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EDM 545C Elementary Science Methods | 2 |
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. |
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EDM 545D Elementary Music Methods | 1 |
Curriculum and methods for teaching music in the elementary school. Procedures and materials for teaching music in the self-contained elementary classroom. Elementary. |
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EDM 545E Elementary PE and Health Education Methods | 1 |
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. |
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EDM 545F Elementary Social Studies Methods | 1 |
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. |
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EDM 545G Elementary Theater Methods | 1 |
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. |
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EDM 547A Elementary Teacher-Scholar Practicum | 2 |
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. |
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EDM 547B Elementary Teacher-Scholar Practicum | 5 |
Full-time student teaching in an assigned public elementary school classroom. Grade is Satisfactory/Not Satisfactory. |
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EDM 547C Elementary Teacher-Scholar Practicum | 5 |
Full-time student teaching in an assigned public elementary school classroom. Grade is Satisfactory/Not Satisfactory. |
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EDM 547D Elementary Teacher Scholar Practicum | 2 |
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. |
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EDM 548 Elementary: Teacher Performance Assessme nt (edTPA) Seminar | 2 |
This seminar prepares and supports teacher candidates in the Master in Teaching program for taking and passing the Washington State-mandated edTeacher Performance Assessment (edTPA). |
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EDM 552 Since Time Immemorial | 1 |
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. |
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EDM 553 Literacy Across the Disciplines | 3 |
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. |
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EDM 554 Secondary General Methods/Curriculum Development and Assessment | 4 |
Principles of planning; daily lesson planning; unit development; different instructional techniques; providing for individual differences; and classroom management. |
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EDM 554A Secondary General Methods, Assessment, Management | 1 |
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. |
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EDM 554B Secondary General Methods, Assessment, Management | 3 |
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. |
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EDM 555A Secondary Art Methods | 2 |
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EDM 555B Sec English/Lang Arts Methods | 2 |
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EDM 555C Sec Foreign Language Methods | 2 |
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EDM 555D Sec Mathematics Methods | 2 |
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EDM 555E Secondary Music Methods | 2 |
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EDM 555F Sec PE/Health Methods | 2 |
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EDM 555G Secondary Science Methods | 2 |
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EDM 555H Sec Social Studies Methods | 2 |
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EDM 555S STEM Methods: Project-Based Instruction and Learning | 1 |
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. |
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EDM 557A Secondary Teacher-Scholar Practicum | 2 |
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. |
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EDM 557B Secondary Teacher-Scholar Practicum | 5 |
Full-time student teaching in an assigned public secondary school classroom. Grade is Satisfactory/Not Satisfactory. |
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EDM 557C Secondary Teacher-Scholar Practicum | 5 |
Full-time student teaching in an assigned public secondary school classroom. Grade is Satisfactory/Not Satisfactory. |
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EDM 557D Secondary Teacher-Scholar Practicum | 2 |
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. |
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EDM 558 Secondary: Teacher Performance Assessment (edTPA) Seminar | 2 |
This seminar prepares and supports secondary teacher candidates in the Master in Teaching program for the Washington State-mandated Teacher Performance Assessment (edTPA). |
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EDM 596 Elementary Teacher-Scholar Practicum | 1-10 |
Full-time student teaching in an assigned public elementary school classroom. Grade is Satisfactory/Not Satisfactory. |
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Education: Administration Courses
EDA 520 Legal & Policy Foundations | 2 |
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. |
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EDA 521 Public School Finance | 2 |
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. |
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EDA 540 Effective Leadership and Organization | 4 |
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. |
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EDA 541 Instructional Leadership for School Improvement | 4 |
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. |
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EDA 542 Building Community | 4 |
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. |
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EDA 543 Visionary and Moral Leadership | 4 |
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. |
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EDA 581 Internship I: Administration, P-12 | 3 |
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. |
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EDA 582 Internship II: Administration, P-12 | 3 |
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. |
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Education: Counseling Courses
EDC 501 Orientation to Professional Counseling | 3 |
Review of the history, ethics, roles and functions, organizational structures, licensing and credential standards of helping professions. Permission of program coordinator. Fee. |
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EDC 502 Development Across the Lifespan | 3 |
Overview of human development, life stages, normal and abnormal behaviors, personality theories, and therapeutic interventions. Prerequisite: EDC-501. |
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EDC 503 Social and Cultural Considerations in Counseling | 3 |
Development of effective multicultural counseling skills with diverse populations. Exploration of ethnicity, culture, gender, socioeconomic status, disability, religious beliefs, and the impact of stereotyping. Prerequisite: EDC 501 or EDC 553, and EDC 511. Fee. |
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EDC 504 Counseling Theories | 3 |
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. |
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EDC 505 Career Development and Counseling | 3 |
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. |
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EDC 506 Consultation in the Helping Professions | 3 |
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 501. Fee. |
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EDC 507 Psychoeducational Assessment and Evaluation | 2 |
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. |
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EDC 509 Research for Counselors | 3 |
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. |
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EDC 511 The Counseling Process | 3 |
Application of various theories of counseling and interviewing with emphasis on development of skills and techniques. Prerequisite: EDC 504 and EDC 501 or EDC 553. |
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EDC 512 Introduction to Group Counseling | 3 |
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. |
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EDC 515 Orientation to Schools | 2 |
This is a course for non-teaching school counselor candidates. The content includes human growth and development, learning theory, classroom management and instructional theory. It will also help candidates understand how to function effectively as counselors in the school culture. A field component is included. This course must be completed prior to the School Counselor Practicum (EDC 581). |
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EDC 522A Role and Function of the School Counselor | 2 |
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. |
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EDC 522B Role and Function of the School Counselor | 1 |
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. |
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EDC 523 Legal and Ethical Considerations in School Counseling | 1 |
Comprehensive overview of ethical issues, legal statutes, and litigation that affects counseling services and informs counselor behaviors in school settings, with emphasis on ethical standards and legal parameters for individual practitioners. |
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EDC 535A Introduction to Substance Use Disorders | 2 |
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. Prerequisite: EDC 501 |
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EDC 564 Critical Issues in Social and Emotional Learning | 2 |
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. |
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EDC 576 Behavioral Interventions and Community Collaboration for School Counselors | 3 |
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. |
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EDC 581 School Counseling Practicum | 5 |
Preliminary field experience offering intensive skill development necessary to function in the role of professional counselor in the school settings. Prerequisite: concurrent enrollment in EDC 523; permission of program faculty; recommendation by PEAB (professional Education Advisory Board). Optional concurrent enrollment permitted in EDC 506. The student will meet for individual supervision with their university supervisor for tape critiques a minimum of one hour per week in addition to the practicum seminar. Spring semester. |
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EDC 583 Counseling Internship I: School | 1-6 |
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. EDC 583 for May term will be absorbed into EDC 583 -Spring Term. The absorption is due to federal regulations that will not allow students to apply for financial aid for 1 credit during May Term. Due to Federal requirements, financial aid will not cover 1 credit for May term. Thus, students will be given an "I" for Spring Term until completion of their internship and the "I" will be converted to their grade at completion. Prerequisite: completion of all coursework; grade of "B" or better in EDC 581 and EDC 523; permission of program faculty. |
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EDC 584 Counseling Internship II: School | 1-6 |
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; permission of program faculty. |
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EDC 596A Graduate Action Research Project | 0 |
Project focuses on services offered by the student during internship and explores treatment needs and intervention efficacy. Fall semester. |
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EDC 596B Graduate Action Research Project | 0 |
Project focuses on services offered by the student during internship and explores treatment needs and intervention efficacy. Spring semester. |
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EDC 597 Exit Exam | 0 |
Students should register during the semester they anticipate completion of all coursework. Fee. |
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EDC 598A Graduate Thesis | 3 |
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. |
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EDC 598B Graduate Thesis | 3 |
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. |
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EDC 599 Master's Oral Examination | 0 |
Oral defense of the thesis project. Exam is directed by chair of thesis-committee. Students should register during the semester they anticipate completion of the thesis project. Fee. |
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Education: Gifted & Talented Courses
EDG 508 Differentiating Instruction for Highly Capable Students | 1 |
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 the parallel curriculum model and other current research-based practices. Summer semester, online. |
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EDG 517 Identifying and Developing the Talents of ELL Gifted Students | 1 |
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. |
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EDG 520 Challenging Students Through Cluster Grouping | 1 |
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. |
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EDG 521 Teaching for Creativity in the Common Core Classroom | 1 |
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. |
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EDG 529 Teaching the Gifted Underachiever | 1 |
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. |
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EDG 550A Introduction to Gifted Education and Talent Development, Part I | 1 |
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. |
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EDG 550B Introduction to Gifted Education and Talent Development, Part II | 2 |
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. |
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EDG 551 Social and Emotional Components of Giftedness | 2 |
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. |
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EDG 553 Creativity and Analytical Thinking | 3 |
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. |
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EDG 554 Curricular Strategies and Instructional Models for High Ability Learners | 3 |
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. |
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EDG 555 Designing High Quality Gifted Education Programs and Services | 3 |
"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. |
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EDG 581 Field Study and Action Research | 1-3 |
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. |
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EDG 596 Graduate Research Project | 3 |
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. |
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EDG 598 Portfolio: Specialty Endorsement | 0 |
Final assessment to show evidence of knowledge and skill to meet Washington state standards and competencies in the Gifted Education Specialty Endorsement. |
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Education: Montessori Courses
EDT 501 Montessori Foundations | 3 |
This course examines developmental aspects (cognitive, social-emotional, moral, spiritual, and physical) of early childhood. |
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EDT 502A The Philosophy and Psychology of the Montessori Method | 1 |
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. |
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EDT 502B The Philosophy and Psychology of the Montessori Method B | 1 |
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. |
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EDT 503A Elem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction A | 1 |
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. |
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EDT 503B Elem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction B | 3 |
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. |
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EDT 503C Elem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction C | 1 |
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. |
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EDT 504A Elementary Social Studies Methods A | 1 |
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. |
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EDT 504B Elementary Social Studies Methods B | 1 |
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. |
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EDT 505A Elementary Language Arts Curriculum and Instruction A | 2 |
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. |
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EDT 505B Elementary Language Arts Curriculum and Instruction B | 1 |
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. |
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EDT 506A Elementary Mathematics Curriculum and Instruction A | 2 |
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. |
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EDT 506B Elementary Mathematics Curriculum and Instruction B | 2 |
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. |
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EDT 506C Elementary Mathematics Curriculum and Instruction C | 2 |
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. |
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EDT 507 Elementary Music, Drama and Art Methods | 2 |
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. |
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EDT 508 Practicum A: Observation of the Montessori Classroom | 2 |
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. |
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EDT 509 Practicum B: Student Teaching Internship | 3 |
The purpose of the second 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. |
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EDT 510 Neurobiological Perspectives on Developmental Education | 3 |
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. |
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EDT 511 Early Intervention, Special Education and Family Engagement | 3 |
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. |
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EDT 511A Early Intervention, Special Education an D Family Engagement | 1 |
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. |
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EDT 511B Early Intervention, Special Education, a nd Family Engagement | 1 |
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. |
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EDT 511C Early Intervention, Special Education, and Family Engagement | 1 |
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. |
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EDT 512 Advanced Seminar on Language and Literacy | 3 |
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. |
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EDT 513 The Autonomous Child: Child, Family and Community | 2 |
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. |
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EDT 514 Creativity and Critical Thinking in Young Children | 2 |
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. |
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EDT 515 Effective Learning Environments | 2 |
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. |
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EDT 516 Early Childhood Instructional Methods for the Arts | 3 |
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. |
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EDT 517 Emergent Literacy Instructional Methods | 3 |
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. |
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EDT 518 Mathematics and Science Instructional Methods for Early Childhood | 3 |
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. |
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EDT 519 Human Growth and Development: Infancy | 3 |
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. |
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EDT 520 Human Growth and Development: Toddlers | 3 |
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. |
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EDT 521 Integrated Teaching Methods for Infancy | 2 |
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. |
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EDT 522 Integrated Teaching Methods for Toddlers | 3 |
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. |
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EDT 523 Introduction to Montessori Education | 1 |
This course provides an overview of the development of Montessori pedagogy, including guiding principles, theory and practices. |
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EDT 524 Graduate Capstone Course and Family Engagement | 4 |
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. |
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EDT 596 Graduate Research Project | 3 |
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. |
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Education: Special Education Courses
EDS 501 Introduction to Sign Language and the Deaf | 4 |
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). |
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EDS 502 Sign Language and the Deaf II | 4 |
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. |
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EDS 510 Foundations in Applied Behavior Analysis | 1 |
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. |
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EDS 520 Exceptional Learners & Inclusion | 3 |
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). |
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EDS 521 Intervention for Behavior and Motivation | 3 |
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. |
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EDS 522 Assessment and Individualized Education Program (IEP) Planning | 3 |
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 |
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EDS 523 Intervention for Academic Learning Problems | 3 |
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. |
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EDS 524 Early Intervention for Special Education | 3 |
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. |
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EDS 526 Intervention for Severe Communication, Sensory and Physical Problems | 3 |
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). |
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EDS 530 Intervention for Autism Spectrum Disorder | 3 |
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. |
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EDS 534 Early Speech, Language and Literacy | 3 |
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. |
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EDS 536 Intensive Interventions Through Positive Behavioral Support | 3 |
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. |
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EDS 538 Early Intervention Interdisciplinary Method | 3 |
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. |
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EDS 550 Assessment in Applied Behavior Analysis Method | 3 |
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. |
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EDS 560 Single Case Research Methods | 3 |
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. |
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EDS 562 Ethical Research and Treatment | 3 |
Ethical considerations for professional practice and research in behavioral assessment, treatment, and systems. Prerequisites EDS 521. |
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EDS 564 Advanced Readings in Applied Behavior Analysis | 3 |
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. |
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EDS 570 Supervision of Behavioral Interventions in Schools & Other Settings | 3 |
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. |
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EDS 581 Practicum: Special Education, Early Childhood/K-8 | 1 |
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 |
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EDS 582 Practicum: Special Education, Middle/High School | 1 |
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. |
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EDS 583 Advanced Practicum: Special Education, Early Childhood/K-8 | 4 |
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). |
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EDS 584 Advanced Practicum: Special Education, Middle/High School | 4 |
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. |
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EDS 586 Behavior Analysis Supervised Independent Fieldwork | 1-5 |
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. |
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EDS 595 Exit Project | 1 |
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. |
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Education: UG & GR Courses
EDU 501 The Psychology of Learning | 3 |
This course provides a study of the psychological theories of learning and the connections between psychological theory and educational practice for pre-school, elementary, secondary, and adult learners. Includes psychological theories related to intelligence, motivation, attention, memory, creativity, problem solving, and personality. |
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EDU 502 Curriculum Design, Development and Implementation | 3 |
This course focuses on the study of curriculum foundations and the components of curriculum design and development. Includes strategies for implementation of curricular changes in P-12 schools, curriculum evaluation, and the role of state and national standards based curricula in schools. |
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EDU 510 Environmental and Sustainability Educat ion in the K-12 Classroom | 3 |
This course is designed to prepare teacher candidates to integrate environmental and sustainability education principles in the elementary, middle level or high school classroom. The primary focus of the course is to develop candidates' skills in methodology that can be used in indoor and outdoor settings to engage students in activities that promote environmental understanding and sustainability through inquiry, place-based learning, field investigation and civic engagement. |
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EDU 514 Educational Statistics | 2 |
Study of statistics needed to understand educational research and to do primary research. |
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EDU 515 Educational Research | 4 |
Development of basic research skills; evaluation of current educational research and new knowledge in education. A research paper is required. Includes computer lab time and development of the research paper. Prerequisites: unconditional admission and computer literacy. |
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EDU 542 Advanced Instruction and Integrated Technology | 3 |
This course will expand and build upon the knowledge and skills in instructional methodology and technology that teachers learn in initial teacher preparation programs. Major topics include advanced group instruction; inquiry; project based learning; differentiation; co-teaching; integration of standards based technology. |
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EDU 543 Assessment and Data Analysis | 3 |
This course will provide an in depth study of classroom, school and district assessment and data analysis. Master's candidates will gain knowledge and skills to improve their classroom assessment and to provide school and district leadership in assessment and data analysis. |
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EDU 544 Children's Literature & Social Studies Literacy | 3 |
This course is designed to provide an introduction to children's literature as well as a foundation for teaching social studies. It highlights the genres of the literature, learning about and through literature, and using quality literature integrated with other content. For social studies instruction, the course examines the state standards for social studies in the areas of world and American history, geography and civics and how to use children's literature as a content source for those areas of curriculum. |
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EDU 546 Diagnosis and Treatment of Reading Diff. Disabilities | 3 |
Identification and causes of reading problems. Study of diagnostic instruments and intervention strategies used in group and individual situations. Administration and interpretation of standardized and informal assessments. Also listed as EDE 446. |
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EDU 548 Content Area Reading and Writing | 2 |
Strategies for improving comprehension of content area materials, adapting lessons for a wide range of learners, analyzing the appropriateness of written materials, and connecting writing to the content area. Fall and spring semesters. Also listed as EDM 553 and EDU 458. |
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EDU 550 Milestones in Education | 3 |
A study of current issues in education and the historical connections to those issues including philosophical, political, and societal and religious foundations. Includes study of the links between education and Christianity and the liberal arts tradition. This is an interdisciplinary course. |
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EDU 561 Second-Language Acquisition | 3 |
An overview of interdisciplinary theories of how students acquire a first and an additional language informed by the fields of linguistics, psychology, and sociocultural and political studies. A view to gaining informed approaches for supporting English Learners and their access to the core curriculum. Also listed as EDU 361. |
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EDU 562 ELL Methodology | 3 |
Language learners must progress in four domains of language acquisition: listening, speaking, reading and writing. Some researchers include the skill of viewing as well. True academic achievement requires content experience involving all these domains. Therefore this course provides a myriad of practical classroom methods to achieve proficiency in all domains within core curriculum expectations. Awareness of these domains in assessment practices is also addressed. Also listed as EDU 362. |
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EDU 563 ELL Methods Language Arts/Reading | 3 |
Content centers around the Common Core State Standards intertwined with the Washington State English Proficiency Standards. Strategies for scaffolding content reading tasks for English Learners are explored and practiced. The course also addresses the literacy needs of English Learners in their core curriculum subjects with ways that instructors of core subjects can increase content achievement while supporting literacy needs. Also listed as EDU 363. |
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EDU 564 ELL-CLD Field Experience | 1-3 |
The ELL-CLD Field Experience provides an opportunity to implement the knowledge and strategies being learned in the content ELL courses. The implementation is designed to occur during students' intercultural placements or in the students' own classrooms, if applicable. Also listed as EDU 364. |
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EDU 567 Introduction to Intercultural Education | 1 |
Content includes the examination of both personal and institutional cultural proficiency in education. The impact of cultural and linguistic diversity on academic achievement is explored along with the crucial skills for effective intercultural communication. Also included, is the examination of one's own cultural values, attitudes, and beliefs as they influence instruction and assessment practices used with P-12 students in the content areas. Also listed as EDU 367. |
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EDU 596 Graduate Research Project | 3 |
The M.Ed. in Teaching and Learning program's capstone project requires completion of a research study or a curriculum design project under the direct supervision of a Whitworth University supervisor. The project proposal must be approved by the director, the supervisor/instructor, and the Institutional Review Board (IRB) in the term prior to enrollment. Letter grade is assigned. Prerequisite: EDU-515. |
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EDU 597 Exit Portfolio/Project | 0 |
Exit-exam information is available through a student's graduate advisor. All exams must be completed prior to the month of a student's degree posting. |
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EDU 598A Thesis | 3 |
Thesis study is directed by a major advisor (chair) and two committee advisors. The thesis committee conducts the final oral examination. Approved copies of the thesis, 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. Letter grade is assigned. Prerequisite: advanced approval from your academic advisor and the Institutional Review Board (IRB). Fall semester. |
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EDU 598B Thesis | 3 |
Thesis study is directed by a major advisor (chair) and two committee advisors. The thesis committee conducts the final oral examination. Approved copies of the thesis, 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. Letter grade is assigned. Prerequisite: advanced approval from your academic advisor and the Institutional Review Board (IRB). Spring semester. Fee. |
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Education: Instructional Leadership Courses
EDL 501 Leadership Theory and Practice | 2 |
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. |
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EDL 502 Team Building and Leadership Skills | 3 |
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. |
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EDL 503 Strategic Planning and Decision Making | 2 |
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. |
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EDL 504 Creating and Running a Nonprofit Organization | 3 |
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. |
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EDL 505 Public Policy and Advocacy | 3 |
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. |
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EDL 506 Communication, Marketing and Public Relations | 3 |
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. |
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EDL 507 Legal & Ethical Practices of Moral Leadership | 3 |
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. |
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EDL 508 Financial Resource Development and Management | 3 |
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. |
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EDL 509 Diversity, Equity and Inclusion | 3 |
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. |
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EDL 510 Human Organizational Resources and Conflict Resolution | 2 |
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. |
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EDL 512 Professional Grant Writing | 1-3 |
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. |
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EDL 518 Intercultural Communications | 2 |
This course is designed to help you become more aware of the nature of culture and how it permeates our lives. It seeks to help you understand your own personal cultural identity as well as our cultural identity as Americans. It will also help you examine theories of conflict causation, motivation, and resolution. Finally, it invites you to learn how to communicate, work with more effectiveness across cultural difference, and resolve conflicts. |
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EDL 531 Administrative and Instructional Practices in Higher Education | 3 |
Overview of administrative and instructional practices in higher education. Includes an examination of organizational structure, governance, hiring procedures, faculty and staff supervision and other administrative concerns in colleges and universities. Course development and teaching strategies for adult learners will be explored. |
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EDL 588 Administrative and Nonprofit Leadership Internship | 3 |
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 |
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EDL 596 Advanced Conflict Mediation | 1 |
Conflict is part of all human interactions. This course is designed to give students tools for identifying sources of conflict while using specific skills navigate the conflict mediation process. |
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Douglas Jones (Program Director)
M.A. in Marriage & Family Therapy (64) |
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EDF 501 | Intro to Marriage and Family Therapy | 2 |
EDF 502 | Counseling Theories | 3 |
EDF 503 | Therapy Process | 3 |
EDF 504 | Psychopathology & Assessment | 3 |
EDF 521 | Family Systems Theory | 3 |
EDF 522 | Theories of Couple and Marriage Therapy | 3 |
EDF 523 | Theories of Family Therapy | 3 |
EDF 524 | Human Sexuality and Sex Therapy | 3 |
EDF 525 | Therapy With Children & Their Families | 2 |
EDF 526 | Therapy with Adolescents & Their Families | 2 |
EDF 531 | Introduction to Group Therapy | 3 |
EDF 531L | Lab: Introduction to Group Therapy | 0 |
EDF 532 | Introduction to Substance Use Disorders | 2 |
EDF 533 | Psychopharmacology | 2 |
EDF 534 | Development Across the Lifespan | 3 |
EDF 541 | Advanced Systems Theory: Critical Issues in MFT | 3 |
EDF 542 | The Therapist As an Ethical Professional Therapy | 3 |
EDF 543 | Social and Cultural Considerations in Therapy | 3 |
EDF 551 | Research Evaluation & Writing | 2 |
EDF 552 | Research for Marriage and Family Therapists | 3 |
EDF 581 | Practicum in Marriage and Family Therapy | 5 |
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| 8 |
| Marriage and Family Therapy Internship I | |
| Marriage & Family Therapy Internship II | |
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| Graduate Thesis in MFT | |
| Graduate Thesis Proposal in MFT | |
EDF 597 | Exit Exam in MFT | 0 |
M.A. in Administrative & Nonprofit Leadership (36)
Roberta Wilburn (Program Director)
This program is for potential administrators in settings not requiring principalship certification. (Examples: educational service districts, private schools, special education settings and community colleges, other higher education settings, and nonprofit organizations.)
M.A. in Administrative & Nonprofit Leadership (36) |
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EDL 501 | Leadership Theory and Practice | 2 |
EDL 502 | Team Building and Leadership Skills | 3 |
EDL 503 | Strategic Planning and Decision Making | 2 |
EDL 504 | Creating and Running a Nonprofit Organization | 3 |
EDL 505 | Public Policy and Advocacy | 3 |
EDL 506 | Communication, Marketing and Public Relations | 3 |
EDL 507 | Legal & Ethical Practices of Moral Leadership | 3 |
EDL 508 | Financial Resource Development and Management | 3 |
EDL 509 | Diversity, Equity and Inclusion | 3 |
EDL 510 | Human Organizational Resources and Conflict Resolution | 2 |
EDU 515 | Educational Research | 4 |
| 2 |
| |
EDL 588 | Administrative and Nonprofit Leadership Internship | 3 |
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
Flint Simonson (Program Director)
Requirements for Master's in Behavior Analysis & Board Certified Behavior Analysts (BCBA) Track 1 (32) |
EDB 521 | Intervention for Behavior and Motivation | 3 |
EDB 526 | Designing Instruction & Supports for Ind ividuals w/ Low-Incidence Disabilities | 3 |
EDB 536 | Intensive Interventions for Behavioral C hallenges | 3 |
EDB 595 | Exit Project | 1 |
EDB 510 | Foundations in Applied Behavior Analysis | 1 |
EDB 550 | Assessment in Applied Behavior Analysis Method | 3 |
EDB 560 | Single Case Research Methods | 3 |
EDB 562 | Ethical Research and Treatment | 3 |
EDB 564 | Concepts and Principles in Applied Behav ior Analysis | 3 |
EDB 570 | Supervision of Behavioral Interventions in Schools & Other Settings | 3 |
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EDB 586 | Behavior Analysis Supervised Independent Fieldwork | 6 |
Requirements for Master's in Behavior Analysis & Board Certified Behavior Analysts (BCBA) Track 2 (46 credits)
EDB 510 | Foundations in Applied Behavior Analysis | 1 |
EDB 521 | Intervention for Behavior and Motivation | 3 |
EDB 526 | Designing Instruction & Supports for Ind ividuals w/ Low-Incidence Disabilities | 3 |
EDB 536 | Intensive Interventions for Behavioral C hallenges | 3 |
EDB 550 | Assessment in Applied Behavior Analysis Method | 3 |
EDB 560 | Single Case Research Methods | 3 |
EDB 564 | Concepts and Principles in Applied Behav ior Analysis | 3 |
EDB 562 | Ethical Research and Treatment | 3 |
EDB 570 | Supervision of Behavioral Interventions in Schools & Other Settings | 3 |
EDB 586 | Behavior Analysis Supervised Independent Fieldwork | 20 |
EDB 595 | Exit Project | 1 |
Master of Arts in Teaching, Gifted & Talented (M.A.T.)
Jann Leppien (Margo Long Chair in Gifted Education)
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. Contact the Center for Gifted Education for a transcript evaluation and advising.
M.A.T. in Gifted & Talented (34) |
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EDU 501 | The Psychology of Learning | 3 |
EDU 502 | Curriculum Design, Development and Implementation | 3 |
EDU 515 | Educational Research | 4 |
EDU 550 | Milestones in Education | 3 |
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EDG 550A | Introduction to Gifted Education and Talent Development, Part I | 1 |
EDG 550B | Introduction to Gifted Education and Talent Development, Part II | 2 |
EDG 551 | Social and Emotional Components of Giftedness | 2 |
EDG 553 | Creativity and Analytical Thinking | 3 |
EDG 554 | Curricular Strategies and Instructional Models for High Ability Learners | 3 |
EDG 555 | Designing High Quality Gifted Education Programs and Services | 3 |
EDG 581 | Field Study and Action Research | 3 |
| 4 |
Gifted Education Specialty Endorsement
The Gifted Education Specialty Endorsement can be obtained while earning the Master of Education in Teaching & Learning degree or the Master of Arts in Teaching, Gifted & Talented. It can also be earned separately in an 11-credit program, including 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 coordinator)
This program is designed to extend the skills and knowledge of teachers who wish to work with exceptional children and youth. It emphasizes curriculum needs of pupils rather than disability categories. The program can accommodate teachers who are seeking to complete their endorsement in special education under the new Washington state requirements. It is also intended to provide graduate-level specialized training for teachers who are already endorsed in special education. The program prepares teachers to understand inclusion (working with exceptional children in the regular classroom), as well as to work with special-needs learners in resource rooms or self-contained settings.
Prerequisite competencies are required. Transfer classes (graduate or undergraduate) may be accepted in place of the following courses, but any substitutions must be individually evaluated. The following courses, with the exception of field experiences, may be taken at Whitworth as part of the graduate electives required:
Possible Special Education Prerequisites:
EDS 520 | Exceptional Learners & Inclusion | 3 |
EDS 521 | Intervention for Behavior and Motivation | 3 |
EDS 522 | Assessment and Individualized Education Program (IEP) Planning | 3 |
EDS 523 | Intervention for Academic Learning Problems | 3 |
M.A.T. in Special Education (42) |
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EDU 501 | The Psychology of Learning | 3 |
EDU 502 | Curriculum Design, Development and Implementation | 3 |
EDU 515 | Educational Research | 4 |
EDU 550 | Milestones in Education | 3 |
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EDS 524 | Early Intervention for Special Education | 3 |
EDS 526 | Intervention for Severe Communication, Sensory and Physical Problems | 3 |
EDS 530 | Intervention for Autism Spectrum Disorder | 3 |
EDS 536 | Intensive Interventions Through Positive Behavioral Support | 3 |
| 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 | |
| 6 |
| Early Speech, Language and Literacy | |
| Early Intervention Interdisciplinary Method | |
| Social and Emotional Components of Giftedness | |
| Introduction to Sign Language and the Deaf | |
| Diagnosis and Treatment of Reading Diff. Disabilities | |
| Ethical Research and Treatment | |
| Advanced Readings in Applied Behavior Analysis | |
| 1 |
| Exit Project | |
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 (79) |
EDU 501 | The Psychology of Learning | 3 |
EDU 502 | Curriculum Design, Development and Implementation | 3 |
EDU 515 | Educational Research | 4 |
EDU 550 | Milestones in Education | 3 |
EDS 520 | Exceptional Learners & Inclusion | 3 |
EDS 521 | Intervention for Behavior and Motivation | 3 |
EDS 522 | Assessment and Individualized Education Program (IEP) Planning | 3 |
EDS 523 | Intervention for Academic Learning Problems | 3 |
EDS 524 | Early Intervention for Special Education | 3 |
EDS 526 | Intervention for Severe Communication, Sensory and Physical Problems | 3 |
EDS 530 | Intervention for Autism Spectrum Disorder | 3 |
EDS 536 | Intensive Interventions Through Positive Behavioral Support | 3 |
EDS 595 | Exit Project | 1 |
EDS 582 | Practicum: Special Education, Middle/High School | 1 |
EDS 584 | Advanced Practicum: Special Education, Middle/High School | 4 |
EDS 562 | Ethical Research and Treatment | 3 |
EDS 564 | Advanced Readings in Applied Behavior Analysis | 3 |
| 15 |
EDB 586 | Behavior Analysis Supervised Independent Fieldwork | 15 |
or EDS 586 | Behavior Analysis Supervised Independent Fieldwork |
M.Ed. Educational Administration
Steve Smedley (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) |
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EDU 501 | The Psychology of Learning | 3 |
EDU 515 | Educational Research | 4 |
EDU 550 | Milestones in Education | 3 |
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EDA 520 | Legal & Policy Foundations | 2 |
EDA 521 | Public School Finance | 2 |
EDA 540 | Effective Leadership and Organization | 4 |
EDA 541 | Instructional Leadership for School Improvement | 4 |
EDA 542 | Building Community | 4 |
EDA 543 | Visionary and Moral Leadership | 4 |
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EDA 581 | Internship I: Administration, P-12 | 3 |
EDA 582 | Internship II: Administration, P-12 | 3 |
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Certification: School Administration (26) |
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EDA 540 | Effective Leadership and Organization | 4 |
EDA 541 | Instructional Leadership for School Improvement | 4 |
EDA 542 | Building Community | 4 |
EDA 543 | Visionary and Moral Leadership | 4 |
EDA 520 | Legal & Policy Foundations | 2 |
EDA 521 | Public School Finance | 2 |
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EDA 581 | Internship I: Administration, P-12 | 3 |
EDA 582 | Internship II: Administration, P-12 | 3 |
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M.Ed. in Teaching & Learning
Debbie Tully (Program Director)
The Master of Education, Teaching & Learning degree extends an educator’s understanding of the key concepts and skills that are the foundation of an effective classroom environment. Students decide on a 12-credit area of concentration to specialize in: gifted education, social emotional learning, cultural and linguistic diversity, administrative leadership, working with special needs populations, reading, educational studies, or Montessori.
M.Ed. in Teaching & Learning (34) |
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EDU 501 | The Psychology of Learning | 3 |
EDU 502 | Curriculum Design, Development and Implementation | 3 |
EDU 515 | Educational Research | 4 |
EDU 550 | Milestones in Education | 3 |
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EDU 542 | Advanced Instruction and Integrated Technology | 3 |
EDU 543 | Assessment and Data Analysis | 3 |
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| 12 |
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| 3 |
| Graduate Research Project (3) | |
| Thesis and Thesis | |
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* 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.
M.Ed in Teaching and Learning, Track II-Educational Studies |
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EDU 501 | The Psychology of Learning | 3 |
EDU 502 | Curriculum Design, Development and Implementation | 3 |
EDU 515 | Educational Research | 4 |
EDU 550 | Milestones in Education | 3 |
EDU 596 | Graduate Research Project | 3 |
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EDU 542 | Advanced Instruction and Integrated Technology | 3 |
EDU 543 | Assessment and Data Analysis | 3 |
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Endorsements
Graduate-level English to Speakers of Other Languages (ESOL), reading, Special Education Endorsement, and Gifted Education Specialty Endorsement courses may be applied toward the 12 elective credits required in the M.Ed. in Teaching & Learning. Consult your academic advisor for additional information.
Teacher Certification Program
Teacher Certification Program courses taken at the graduate level may be applied to the M.Ed. in Teaching & Learning. Consult academic advisor for additional information.
Master of Education School Counseling (M.Ed.)
Wendy Bleecker (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 fee for supervision.
M. Ed. School Counseling (60 credits)
*Additional hours required for Thesis
M.Ed. School Counseling (60) |
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| Orientation to Schools | |
| Exceptional Learners & Inclusion (For non-teachers) | |
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EDC 501 | Orientation to Professional Counseling | 3 |
EDC 502 | Development Across the Lifespan | 3 |
EDC 503 | Social and Cultural Considerations in Counseling (Prerequisite before taking EDC 506) | 3 |
EDC 504 | Counseling Theories | 3 |
EDC 505 | Career Development and Counseling | 3 |
EDC 506 | Consultation in the Helping Professions | 3 |
EDC 507 | Psychoeducational Assessment and Evaluation | 2 |
EDC 509 | Research for Counselors | 3 |
EDC 511 | The Counseling Process | 3 |
EDC 512 | Introduction to Group Counseling (to be taken concurrently with EDC 512L; prerequisite: full admission) | 3 |
EDC 522A | Role and Function of the School Counselor | 2 |
EDC 522B | Role and Function of the School Counselor | 1 |
EDC 523 | Legal and Ethical Considerations in School Counseling (to be taken concurrently with EDC 581) | 1 |
EDC 535A | Introduction to Substance Use Disorders | 2 |
EDU 550 | Milestones in Education | 3 |
EDC 564 | Critical Issues in Social and Emotional Learning | 2 |
EDC 576 | Behavioral Interventions and Community Collaboration for School Counselors | 3 |
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EDC 581 | School Counseling Practicum | 5 |
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EDC 583 | Counseling Internship I: School | 6 |
EDC 584 | Counseling Internship II: School | 6 |
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EDC 596A | Graduate Action Research Project | 0 |
EDC 596B | Graduate Action Research Project | 0 |
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| Graduate Thesis | |
| Graduate Thesis | |
EDC 597 | Exit Exam | 0 |
EDC 599 | Master's Oral Examination | 0 |
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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 (37) |
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| Educational Statistics * | |
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EDC 502 | Development Across the Lifespan | 3 |
EDC 501 | Orientation to Professional Counseling | 3 |
EDC 504 | Counseling Theories | 3 |
EDC 507 | Psychoeducational Assessment and Evaluation | 2 |
EDC 511 | The Counseling Process | 3 |
EDC 535A | Introduction to Substance Use Disorders | 2 |
EDC 503 | Social and Cultural Considerations in Counseling | 3 |
EDU 550 | Milestones in Education | 3 |
EDC 506 | Consultation in the Helping Professions | 3 |
EDS 520 | Exceptional Learners & Inclusion | 3 |
EDC 564 | Critical Issues in Social and Emotional Learning | 2 |
EDC 512 | Introduction to Group Counseling | 3 |
EDC 523 | Legal and Ethical Considerations in School Counseling | 1 |
EDC 509 | Research for Counselors | 3 |
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M.Ed. Montessori
Kathryn Picanco (Program Coordinator)
In partnership with Montessori Northwest and in affiliation with the Association Montessori Internationale (AMI), the Master of Education, Emphasis in Montessori can be earned simultaneously with an AMI diploma. The AMI diploma coursework is completed at a Montessori Northwest training site. The remaining education courses to complete the master’s degree can be taken online or on campus.
M.Ed. Montessori, Elementary (36) |
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EDT 501 | Montessori Foundations | 3 |
EDT 502A | The Philosophy and Psychology of the Montessori Method | 1 |
EDT 502B | The Philosophy and Psychology of the Montessori Method B | 1 |
EDT 507 | Elementary Music, Drama and Art Methods | 2 |
EDT 503A | Elem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction A | 1 |
EDT 503B | Elem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction B | 3 |
EDT 503C | Elem. Science Methods: Earth, Biological, and Physical Science Curric. & Instruction C | 1 |
EDT 504A | Elementary Social Studies Methods A | 1 |
EDT 504B | Elementary Social Studies Methods B | 1 |
EDT 505A | Elementary Language Arts Curriculum and Instruction A | 2 |
EDT 505B | Elementary Language Arts Curriculum and Instruction B | 1 |
EDT 506A | Elementary Mathematics Curriculum and Instruction A | 2 |
EDT 506B | Elementary Mathematics Curriculum and Instruction B | 2 |
EDT 506C | Elementary Mathematics Curriculum and Instruction C | 2 |
EDT 510 | Neurobiological Perspectives on Developmental Education | 3 |
EDT 511 | Early Intervention, Special Education and Family Engagement (requirement can be fulfilled by taking EDT-511 A/B/C) | 3 |
EDT 512 | Advanced Seminar on Language and Literacy | 3 |
EDU 515 | Educational Research | 4 |
M.Ed. Montessori, Elementary can be taken with K-8 certification. See your advisor for additional details.
Montessori Core Requirements, Early Learning (25) |
EDT 501 | Montessori Foundations | 3 |
EDT 510 | Neurobiological Perspectives on Developmental Education | 3 |
EDT 511 | Early Intervention, Special Education and Family Engagement (requirement can be fulfilled by taking EDT-511 A/B/C) | 3 |
EDT 512 | Advanced Seminar on Language and Literacy | 3 |
EDT 513 | The Autonomous Child: Child, Family and Community | 2 |
EDT 515 | Effective Learning Environments | 2 |
EDT 508 | Practicum A: Observation of the Montessori Classroom | 2 |
EDT 509 | Practicum B: Student Teaching Internship | 3 |
EDU 515 | Educational Research | 4 |
Requirements for Assistants to Infancy Track, M.Ed. (11) |
| 25 |
EDT 519 | Human Growth and Development: Infancy | 3 |
EDT 520 | Human Growth and Development: Toddlers | 3 |
EDT 521 | Integrated Teaching Methods for Infancy | 2 |
EDT 522 | Integrated Teaching Methods for Toddlers | 3 |
Requirements for Primary Track, M.Ed. (11) |
| 25 |
EDT 514 | Creativity and Critical Thinking in Young Children | 2 |
EDT 516 | Early Childhood Instructional Methods for the Arts | 3 |
EDT 517 | Emergent Literacy Instructional Methods | 3 |
EDT 518 | Mathematics and Science Instructional Methods for Early Childhood | 3 |
M.Ed Social Emotional Learning
Wendy Bleecker (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 (31) |
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EDC 501 | Orientation to Professional Counseling | 3 |
EDC 502 | Development Across the Lifespan | 3 |
EDC 503 | Social and Cultural Considerations in Counseling | 3 |
EDC 504 | Counseling Theories | 3 |
EDC 509 | Research for Counselors | 3 |
EDC 535A | Introduction to Substance Use Disorders | 2 |
EDC 564 | Critical Issues in Social and Emotional Learning | 2 |
EDG 551 | Social and Emotional Components of Giftedness | 2 |
EDS 521 | Intervention for Behavior and Motivation | 3 |
EDU 596 | Graduate Research Project | 3 |
| 4 |
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Master in Teaching Program
David Cherry (Program Director)
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 re-entering 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 (www.west.nesinc.com 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 (www.west.nesinc.com 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) |
| |
EDM 530A | Educational Foundations and Critical Issues | 1 |
EDM 531A | Exceptional Learner and Differentiated Instruction (A) | 1 |
EDM 532 | Child and Adolescent Development and Learning Theory | 2 |
EDM 535 | Technology in Education | 1 |
EDM 540 | Math for M.I.T. | 4 |
EDM 544A | Elementary General Methods, Assessment, Management | 1 |
EDM 545C | Elementary Science Methods | 2 |
EDM 542D | Elementary Social Studies: Pacific Northwest History | 1 |
EDM 545F | Elementary Social Studies Methods | 1 |
| |
EDM 530B | Educational Foundations and Critical Issues | 2 |
EDM 531B | Exceptional Learner and Differential Instruction (B) | 2 |
EDM 533A | Action Research (A) | 1 |
EDM 536A | Culturally Responsive Teaching | 2 |
EDM 539A | Teacher Work Sample | 1 |
EDM 544B | Elementary General Methods, Assessment, Management | 3 |
EDM 543 | Language Literacy in Elementary School | 4 |
EDM 547A | Elementary Teacher-Scholar Practicum | 2 |
EDM 545E | Elementary PE and Health Education Methods | 1 |
| |
EDM 533B | Action Research (B) | 2 |
EDM 534 | Teaching English Language Learners | 1 |
EDM 536B | Field Experience: Multicultural/Intercultural Education | 3 |
EDM 538 | Teacher-Scholar Seminar & Teacher Performance Assessment | 1 |
EDM 539B | Teacher Work Sample | 1 |
EDM 547B | Elementary Teacher-Scholar Practicum | 5 |
EDM 547C | Elementary Teacher-Scholar Practicum | 5 |
EDM 548 | Elementary: Teacher Performance Assessme nt (edTPA) Seminar | 2 |
| |
EDM 530C | Educational Foundations and Critical Issues | 1 |
EDM 533C | Action Research (C) | 1 |
EDM 539C | Teacher Work Sample | 1 |
EDM 545A | Elementary Art Methods | 1 |
EDM 545D | Elementary Music Methods | 1 |
EDM 547D | Elementary Teacher Scholar Practicum | 2 |
EDM 545G | Elementary Theater Methods | 1 |
Master in Teaching - Secondary Level Requirements (50-52) |
| |
EDM 530A | Educational Foundations and Critical Issues | 1 |
EDM 531A | Exceptional Learner and Differentiated Instruction (A) | 1 |
EDM 532 | Child and Adolescent Development and Learning Theory | 2 |
EDM 535 | Technology in Education | 1 |
EDM 554A | Secondary General Methods, Assessment, Management | 1 |
EDM 553 | Literacy Across the Disciplines | 3 |
| |
EDM 530B | Educational Foundations and Critical Issues | 2 |
EDM 531B | Exceptional Learner and Differential Instruction (B) | 2 |
EDM 533A | Action Research (A) | 1 |
EDM 536A | Culturally Responsive Teaching | 2 |
EDM 539A | Teacher Work Sample | 1 |
EDM 554B | Secondary General Methods, Assessment, Management | 3 |
| 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 | |
| STEM Methods: Project-Based Instruction and Learning | |
EDM 557A | Secondary Teacher-Scholar Practicum | 2 |
| |
EDM 533B | Action Research (B) | 2 |
EDM 534 | Teaching English Language Learners | 1 |
EDM 538 | Teacher-Scholar Seminar & Teacher Performance Assessment | 1 |
EDM 539B | Teacher Work Sample | 1 |
EDM 557B | Secondary Teacher-Scholar Practicum | 5 |
EDM 557C | Secondary Teacher-Scholar Practicum | 5 |
EDM 558 | Secondary: Teacher Performance Assessment (edTPA) Seminar | 2 |
| |
EDM 536B | Field Experience: Multicultural/Intercultural Education | 3 |
| |
EDM 530C | Educational Foundations and Critical Issues | 1 |
EDM 533C | Action Research (C) | 1 |
EDM 539C | Teacher Work Sample | 1 |
EDM 557D | Secondary Teacher-Scholar Practicum | 2 |
EDM 552 | Since Time Immemorial | 1 |
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 38-40 credit program 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) |
| |
EDM 530A | Educational Foundations and Critical Issues | 1 |
EDM 531A | Exceptional Learner and Differentiated Instruction (A) | 1 |
EDM 532 | Child and Adolescent Development and Learning Theory | 2 |
EDM 535 | Technology in Education | 1 |
EDM 544A | Elementary General Methods, Assessment, Management | 1 |
| |
EDM 530B | Educational Foundations and Critical Issues | 2 |
EDM 531B | Exceptional Learner and Differential Instruction (B) | 2 |
EDM 533A | Action Research (A) | 1 |
EDM 536A | Culturally Responsive Teaching | 2 |
EDM 547A | Elementary Teacher-Scholar Practicum | 2 |
EDM 539A | Teacher Work Sample | 1 |
EDM 543 | Language Literacy in Elementary School | 4 |
EDM 544B | Elementary General Methods, Assessment, Management | 3 |
EDM 545E | Elementary PE and Health Education Methods | 1 |
EDM 545F | Elementary Social Studies Methods | 1 |
| |
EDM 539B | Teacher Work Sample | 1 |
EDM 547B | Elementary Teacher-Scholar Practicum | 5 |
EDM 536B | Field Experience: Multicultural/Intercultural Education | 3 |
EDM 533B | Action Research (B) | 2 |
| |
EDM 530C | Educational Foundations and Critical Issues | 1 |
EDM 533C | Action Research (C) | 1 |
EDM 539C | Teacher Work Sample | 1 |
Requirements for Secondary Cohort (38-40) |
| |
EDM 530A | Educational Foundations and Critical Issues | 1 |
EDM 531A | Exceptional Learner and Differentiated Instruction (A) | 1 |
EDM 532 | Child and Adolescent Development and Learning Theory | 2 |
EDM 535 | Technology in Education | 1 |
EDM 554A | Secondary General Methods, Assessment, Management | 1 |
EDM 553 | Literacy Across the Disciplines | 3 |
| |
EDM 530B | Educational Foundations and Critical Issues | 2 |
EDM 531B | Exceptional Learner and Differential Instruction (B) | 2 |
EDM 533A | Action Research (A) | 1 |
EDM 536A | Culturally Responsive Teaching | 2 |
EDM 557A | Secondary Teacher-Scholar Practicum | 2 |
EDM 539A | Teacher Work Sample | 1 |
EDM 554B | Secondary General Methods, Assessment, Management | 3 |
| 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 | |
| STEM Methods: Project-Based Instruction and Learning | |
| |
EDM 539B | Teacher Work Sample | 1 |
EDM 557B | Secondary Teacher-Scholar Practicum | 5 |
EDM 536B | Field Experience: Multicultural/Intercultural Education | 3 |
EDM 533B | Action Research (B) | 2 |
| |
EDM 530C | Educational Foundations and Critical Issues | 1 |
EDM 533C | Action Research (C) | 1 |
EDM 539C | Teacher Work Sample | 1 |
Dean
RONALD JACOBSON
Associate Dean
ROBERTA WILBURN
Margo Long Chair in Gifted Education
JANN LEPPIEN
Marriage and Family Therapy Program Director
DOUG JONES
Master in Teaching Director
DAVID CHERRY
School Counseling Director and Social & Behavioral Health Director
WENDY BLEECKER
Special Education Director
FLINT SIMONSEN
Montessori Program Coordinator
KATHRYN PICANCO
Professors
DAVID CHERRYJANN LEPPIEN
Associate professors
DOREEN KELLERKATHRYN PICANCOFLINT SIMONSEN
Assistant Professors
WENDY BLEECKERGOLDY BROWNHORATIUS GITTENSDOUG JONESREBECCA O'BRIEN
Teacher in Residence
ANNE WILCOX
Instructor
ANGELA HALLBETHANY SUPPES
Lecturers
MEGAN COZZASHARON NEVILLE-MITCHELL