Education
http://www.whitworth.edu/soe
The School of Education at Whitworth University includes the Department of Teacher Education, the Center for Gifted Education and Professional Development, the Department of Graduate Studies in Education, the Master in Teaching Program, the Office of Educational Certification and Career Services, and the Evening Teacher Certification Program. All certification programs in the School of Education are approved by the Washington State Professional Educator Standards Board and are accredited by the National Council for Accreditation of Teacher Education. 
The mission of the Whitworth School of Education is to prepare educators of mind and heart who are scholars, community members, effective practitioners, visionary leaders, and guardians. The School of Education provides opportunities to integrate theory and practice in diverse settings through the study of established and emerging content, as well as through pedagogical and professional knowledge. Whitworth University prepares educators to have a positive impact on the learning and development of those whom they are called to serve.
The learning outcomes of this major prepare students to be:
Scholars: Educators of mind and heart possess current knowledge of the content areas in which they work, understand the connections among disciplines, use tools of inquiry, and demonstrate an attitude of ongoing learning as existing fields of knowledge continue to evolve and grow. Educators of mind and heart strengthen their existing knowledge base through continuous intellectual and scholarly growth based on current research, the study of their own practice, the analysis of data collected and the application of data to the solution of problems in their respective fields of study.
Community Members: Educators of mind and heart develop and sustain intentionally collaborative and interdependent relationships among teachers, students and their families, counselors, administrators, and other community members. Educators of mind and heart understand their roles as professional colleagues in the school, community and professional organizations. They actively help to shape the culture of classrooms and schools to reflect the values of our democratic society. They model professional behaviors appropriate for those entrusted with educating today's children and young people.
Effective Practitioners: Educators of mind and heart are prepared to analyze situations, set goals, plan and monitor actions, assess outcomes, and reflect on their professional thinking and decision-making. They are committed to culturally responsive and relevant practices that engage students and they are purposeful in making a positive impact on their students' learning. They demonstrate proficiency in the selection and differentiation of materials, strategies, and assessment practices that are appropriate for the diversity of students and for the educational contexts in which they serve. They use formative and cumulative data as evidence for decision-making. They are competent in using technology and other 21st-century skills in the educational setting to improve their own practice and the learning of their students.
Visionary Leaders: Educators of mind and heart have a vision. They articulate a personal philosophy of education that includes a belief in the worth and ability of each human being and provides a framework guiding personal and professional decision-making and development. The educators' practices are intentionally aligned with this vision for the benefit of members of their learning communities. Educators of mind and heart model transformational and servant leadership in their learning communities and in their contributions to society.
Guardians: Educators of mind and heart act as advocates for children and youth, demonstrating a sincere and equitable commitment to the success of all, paying attention to the role that diversity, including gender, ability, ethnicity, race, culture, religion and socio-economic status, brings to learning and the community. Educators understand and respect the interconnected, global nature of society and encourage sustainable practices designed to preserve our world for future generations. In the Christian tradition of servant leadership, educators serve humankind and seek opportunities to assist, encourage, and support all those under their care in a manner that leads to transformation in the lives of their students.
Whitworth University is in compliance with the U.S. Department of Education Title II reporting requirements. The most recent Whitworth University Title II report is available on our website: www.whitworth.edu/soe/titleII.htm. For more information or to request a copy, contact the office of the dean of the School of Education.
Department of Teacher Education Undergraduate Program
The Whitworth Department of Teacher Education views the role of the teacher as a calling – a commitment to understanding and responding compassionately to the needs of children and youth. The undergraduate teacher-education program conceptualizes our graduates as educators of mind and heart who serve as scholars, community members, guardians, effective practitioners and visionary leaders. Courses in the program are structured around this conceptual framework, and students are encouraged to view their future roles as teachers through this model.
Requirements for Elementary Education Major, B.A. and Endorsement (K-8) (currently leads to K-8 certification in Washington state) All endorsements subject to change; see School of Education for updated requirements. See course descriptions for prerequisites, co-requisites, and class-standing information. Note: An ELL endorsement may be required in certain states, such as California, Florida and Nevada. Students are responsible for knowing state requirements for ELL. I. Professional Program: Preliminary (5) |
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| EDU 201 | Educational Psychology | 3 | | EDU 202 | Exploring Teaching | 1 | | EDU 203 | Field Experience | 1 |
Admission to the Whitworth Teacher Education Program is required before a student begins upper-division courses. II. Professional Program: Upper Division A. Teacher-Education Courses (35) |
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| EDU 320 | Exceptional Learners and Inclusion (This is the first upper-division course taken in the program.) | 3 | | EDU 321 | Intervention for Behavior and Motivation | 3 | | EDU 340 | K-8: General and Language Arts Methods Curriculum * | 3 | | EDU 341 | Mathematics: Elementary Methods * | 2 | | EDU 342 | Elementary Curriculum Field Experience * | 1 | | EDU 343 | Science: K-8 Methods and Assessment | 2 | | EDU 344 | Children's Literature and Social Studies | 3 | | EDU 366 | Teaching English Language Learners ** | 1 | | EDU 367 | Introduction to Intercultural Education | 1 | | EDU 368 | Field Immersion in Intercultural Education Outside the US *** | 3 | | EDU 401W | Democracy, Leadership, and Schooling | 3 | | EDU 440 | Methods for Teaching Reading **** | 3 | | EDU 441 | Diagnosis/Intervention Reading Difficulties **** | 3 | | EDU 442 | Literacy Field Experience **** | 1 | | EDU 461 | Assessment, Management, and Differentiation for Elementary School | 3 |
B. Non-Education Required Courses (22) |
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| MA 221 | Math for Elementary School Teachers I | 3 | | MA 222 | Math for Elementary School Teachers II | 3 | | NS 101 | Earth and Sky | 3 | | BI 102 | Introductory Biology | 3 | | 3 | | The Atlantic World | | | The United States in a Global Context | | | Rise of Modern America: 1877-1945 | | | Slavery and the Civil War | | | 3 | | American National Politics | | | American Political Parties | | | AR 344 | Elementary Art: Curriculum and Methods | 1 | | KIN 344 | Curriculum and Methods: Elementary Health, Fitness and PE | 1 | | MU 344 | Elementary Music: Music and Movement | 1 | | TA 344 | Theatre Across the Curriculum | 1 |
C. Academic Area (20+) A certification plan with an academic emphasis must be set up with an advisor during the sophomore year or upon admission to the program, and must include a minimum of 20 semester credits in one approved endorsement area. Students are encouraged to complete endorsements in their academic areas. ELL and reading may not be used for this academic area. See the Whitworth Department of Teacher Education for a list of approved academic areas and endorsement information, or refer to the department’s website. III. Professional Program: Senior Seminars and Student Teaching (13) |
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| | | EDU 472 | Professional Issues in Elementary Education | 1 | | EDU 474 | Elementary Student Teaching Seminar | 1 | | EDU 496 | Directed Teaching, Elementary Level | 11 |
Note: Application for a Washington State Teaching Certificate is required for program completion.
Requirements for Secondary Certification All endorsements subject to change; see School of Education for updated requirements. See course descriptions for prerequisites, co-requisites, and class-standing information. Note: An ELL endorsement may be required in certain states, such as California, Florida and Nevada. Students are responsible for knowing state requirements for ELL. I. Professional Program: Preliminary (5) |
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| EDU 201 | Educational Psychology | 3 | | EDU 202 | Exploring Teaching | 1 | | EDU 203 | Field Experience | 1 |
Initial admission to the Whitworth Teacher Education Program is required before a student begins upper-division courses. II. Professional Program: Upper Division A. Teacher Education Courses (25-26) |
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| EDU 320 | Exceptional Learners and Inclusion (This is the first upper-division course taken in the program.) | 3 | | EDU 329 | Adolescent Psyc for Mid/High School | 3 | | EDU 350 | Methods of Teaching in Middle and High School | 3 | | EDU 351 | Middle/High School Field Experience | 1 | | EDU 366 | Teaching English Language Learners * | 1 | | EDU 367 | Introduction to Intercultural Education | 1 | | EDU 368 | Field Immersion in Intercultural Education Outside the US ** | 3 | | EDU 401W | Democracy, Leadership, and Schooling | 3 | | EDU 458 | Content Area Reading and Writing | 2 | | 2-3 | | EDU 465 | Assessment, Management, and Differentiation for Middle and High School | 3 |
B. Professional Program: Content in the Teaching Area An academic major (approved by both the major department and the department of teacher education) in an approved area is required. See department of teacher education for information regarding endorsements, or see each department’s section in this catalog. III. Professional Program: Senior Seminars and Student Teaching (13) |
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| | | | | EDU 476 | Professional Issues in Secondary Education | 1 | | EDU 478 | Secondary Student-Teaching Seminar | 1 | | 11 | | Directed Teaching, Middle School and Special Education | | | Directed Teaching, High School and Special Education | | | Directed Teaching, Middle-School Level | | | Directed Teaching, High-School Level | |
Note: Secondary candidates seeking endorsements in art, kinesiology, music and theatre must complete an additional practicum experience at the alternate level. Application for Washington State Teaching Certificate is required for program completion.
Requirements for a Special Education Major and Endorsement (34) |
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| | | | | | | EDU 320 | Exceptional Learners and Inclusion | 3 | | EDU 321 | Intervention for Behavior and Motivation | 3 | | EDU 322 | Assessment and IEP Planning | 3 | | EDU 323 | Intervention for Academic Learning Problems | 3 | | EDU 424 | Early Intervention for Special Education | 3 | | EDU 426 | Intervention for Severe Communication, Sensory, and Physical Problems | 3 | | EDU 430 | Intervention for Autism Spectrum Disorders | 3 | | EDU 436 | Intervention Through Positive Behavior Intervention Support | 3 | | | | EDU 481 | Special-Education Practicum, Early Childhood or K-8 | 1 | | EDU 482 | Special-Education Practicum, Middle Or High School | 1 | | EDU 483 | Advanced Special-Education Practicum: Early Childhood or K-8 | 4 | | EDU 484 | Advanced Special-Education Practicum, Middle or High School | 4 | | | | Introduction to Sign Language & the Deaf | | | Sign Language & the Deaf II | | | Nature and Needs of the Gifted Learner | | | Early Speech, Language and Literacy | | | Early Intervention Interdisciplinary Method | |
Early Childhood Special Education Endorsement (P-3)
Completion of the major/endorsement in special education, combined with two additional courses, EDU 434 Early Speech, Language and Literacy and EDU 438 Early Intervention Interdisciplinary Methods (or equivalent coursework), and Advanced Practicum in an early intervention or preschool special education setting will prepare a student for an endorsement in early childhood special education (P-3). Please see the Special Education Coordinator for advising.
Deaf Education Specialty Endorsement (P-12)
Completion of the major in special education, combined with a set of required courses from Spokane Falls Community College’s Interpreters Program (or equivalent coursework), EDU 434 Early Speech, Language and Literacy, and Advanced Practicum in a deaf education setting will prepare a student for a specialty endorsement in deaf education (P-12). Please see the Special Education Coordinator for a transcript evaluation and advising.
Requirements for a Special Education Minor (17) |
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| | | EDU 320 | Exceptional Learners and Inclusion | 3 | | EDU 321 | Intervention for Behavior and Motivation | 3 | | EDU 322 | Assessment and IEP Planning | 3 | | EDU 323 | Intervention for Academic Learning Problems | 3 | | 1 | | Special-Education Practicum, Early Childhood or K-8 | | | Special-Education Practicum, Middle Or High School | | | 4 | | Advanced Special-Education Practicum: Early Childhood or K-8 | | | Advanced Special-Education Practicum, Middle or High School | |
Requirements for an English Language Learners (ELL) Minor and Endorsement (P-12) (17-19) |
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| | | | | | | EDU 361 | Second-Language Acquisition | 3 | | EDU 362 | ELL Methodology | 3 | | EDU 363 | ELL Methods in Language Arts and Reading | 3 | | EDU 364 | Field Experience in ELL Setting * | 1-3 | | EDU 367 | Introduction to Intercultural Education | 1 | | 3 | | Early Speech, Language and Literacy | | | Structure and Development of the English Language | | | Introduction to Linguistics | | | 3 | | Intercultural Communication | | | Introduction to Cultural Anthropology in Hawaii - Jan Term Off-Campus Program | | | | | | | | | | | | | |
Requirements for a Reading Endorsement (P-12) (16-17) |
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| | | EDU 344 | Children's Literature and Social Studies | 3 | | EDU 440 | Methods for Teaching Reading | 3 | | EDU 441 | Diagnosis/Intervention Reading Difficulties | 3 | | EDU 442 | Literacy Field Experience | 1 | | EDU 445 | Writing Rally | 1 | | 2-3 | | Intervention for Academic Learning Problems | | | ELL Methods in Language Arts and Reading | | | Literacy Center Field Experience (must register for 2 credits) | | | Content Area Reading and Writing | | | 3 | | Early Speech, Language and Literacy | | | Writing II | | | English Methods and Adolescent Literature | | | Structure and Development of the English Language | |
Requirements for Minor in Reading Instruction (18-20) Complete the above requirements for the reading endorsement and one additional course from the endorsement electives selected (with advisor approval). Electives may include an additional new course developed in consultation with the School of Education.
Requirements for Middle School Endorsements
At the time of publication, the School of Education was working with the state of Washington to add endorsements in middle school math, science, and humanities. See the School of Education for further information.
Important Notes for All Undergraduate Teacher Education Students
- Requirements for Washington state teacher certification, endorsements, and highly qualified teacher status (NCLB) are subject to change. Therefore, all teaching areas and programs must be approved by the Whitworth Department of Teacher Education.
- Admission to the teacher education program and student-teaching program must be approved by the department of teacher education.
- Full admission to the teacher education program requires a minimum cumulative GPA of 3.0 at Whitworth. See department for admission guidelines.
- Application for student teaching must be submitted one semester in advance. Admission to student teaching is required before a student enrolls in student teaching courses.
- WSP/FBI fingerprint clearance is required of each student prior to student teaching.
- Admission to the department of teacher education and student teaching do not guarantee state certification.
- Students cannot enroll in upper-division courses without first being admitted to the teacher-education program.
- All grades in courses used for teacher certification and endorsements must be “C” or better. Courses that apply toward certification may not be taken P/NC.
- Students seeking secondary certification must complete a major in an academic area approved by the department of teacher education.
- Students seeking elementary certification must complete a minimum of 20 semester credits in an approved endorsement area.
- An application for a Washington State Teaching Certificate is required for program completion.
- Students are responsible for information in the certification handbook, which is available on the department website.
- Passage of the WEST-B is required for Benchmark II of the program. Passage of the WEST-E in each area of endorsement is required for Washington state certification.
- Students must have taken and passed the WEST-E in their major before they may begin student teaching.
- Successful candidates receive a Washington State Teaching Certificate. Students planning to seek certification in another state must research certification and testing requirements for that state and are encouraged to do so early in their program.
- An ELL endorsement may be required in certain states, such as California, Florida and Nevada. Students are responsible for knowing state requirements for ELL.
Post-Baccalaureate Certification Programs
Two teacher certification programs are available at Whitworth for people who already possess undergraduate degrees: (1) the Evening Teacher Certification Program and (2) the Master in Teaching Degree Program.
The Whitworth Evening Teacher Certification Program, a collaborative effort between the School of Education and Whitworth Continuing Studies, allows adults who work full time to complete a teacher certification program in a cohort-based accelerated evening and Saturday format. The program is designed to prepare elementary certificated teachers; however, candidates wishing to obtain secondary certification can complete a program consisting of a combination of traditional day and accelerated evening classes. Within the ETC program, post-baccalaureate students may choose between the master of education and certification-only tracks. Students can enroll in the 500 level of designated courses and apply up to 18 ETC semester credits as electives if accepted to Whitworth’s M.Ed. program. For transferability, application must be made within four years of ETC program completion. Cohorts begin in August and February. For more information, please see the ETC program description in the Adult Degree Programs/Continuing Studies section of this catalog or contact an ETC advisor at 509.777.3222.
The Whitworth Master in Teaching Degree Program allows students to pursue a master’s degree and teacher certification concurrently. Whitworth was the first university in Washington state to receive approval for an MIT program after state legislation permitted this option. This is an intensive, selective, full-time day-school graduate program that begins in June and continues for 14 months, culminating in August of the following year. Both elementary and secondary certification options are available in the MIT program. Application to the program must be made four to six months prior to the starting date. (See graduate section of this catalog.) For more information about the MIT program, contact the Assistant Director at 509.777.3769.
Evening Teacher Certification: Degree Completion in Elementary Education
Courses are limited to students enrolled in the Whitworth Evening Teacher Certification Program, a collaborative effort between the School of Education and Whitworth Continuing Studies. Students can earn a Bachelor of Arts degree in elementary education along with Washington state residency teacher certification. Those currently holding a college degree can complete certification requirements only, or certification in conjunction with a Master of Education degree if accepted to the Whitworth Graduate Studies in Education Program. For complete program and course descriptions, see the Adult Degree Programs/Continuing Studies section of this catalog.
The Center for Gifted Education and Professional Development
Kathryn Picanco (Director)
The Whitworth Center for Gifted Education and Professional Development provides credit classes, workshops and consulting services to teachers and parents of the gifted. In-service training and program planning are also made available to school districts. During the summer, the center offers graduate-level short courses in a variety of grade levels and subject areas appropriate for teachers of the gifted or general school curriculum. For additional information, please contact the center.
Two academic programs are offered for those interested in gifted education: Master of Arts with an emphasis in Gifted and Talented (MAT/GT) and a specialty endorsement for teaching the gifted. The MAT/GT degree is designed to educate teachers of all grade levels in meeting the needs of the exceptionally able learner in the regular classroom and / or other settings. The specialty endorsement for teaching the gifted is a one-year, online program designed for teachers of highly capable students, regular classroom teachers, program coordinators, and district administrators. The specialty endorsement provides current and practical strategies for teaching gifted learners. See the listing under Whitworth Department of Graduate Studies in Education for information regarding the gifted emphasis in the graduate-degree plan and the specialty endorsement.
American Sign Language Courses
| ASL 100 Intro to Sign Language | 3 |
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Preparation for language acquisition via overview of sign language with concentration on language universals of category and relationship. For continuing studies students only. | |
| ASL 101 Introduction to Sign Language & the Deaf | 4 |
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Introduction to American Sign Language (ASL), its history, the current state of the art, and receptive and expressive finger-spelling and sign-language skills. Fall, spring and summer semesters. | |
| ASL 102 Sign Language & the Deaf II | 4 |
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Advanced study of ASL and the culture of the deaf. Students will enlarge their sign vocabulary, use the skill of finding equivalent expressions, and develop techniques for comprehending the meaning of unfamiliar signs. Prerequisite: ASL 101. Fall, spring and summer semesters. | |
| ASL 192 Foreign Study/Exchange | 1-17 |
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| ASL 196 Topics: ASL | 1-4 |
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Continuing studies students only. | |
| ASL 392 Foreign Study/Exchange | 1-17 |
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| ASL 395 Teaching Assistant | 1-3 |
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Education Courses
| EDU 150 Exceptionality Across the Life Span | 3 |
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This course acquaints students with the issues associated with human diversity across the lifespan in today's society. The focus is on individuals who have disabilities, their struggle for legal rights and social inclusion, and resources available for support. Students will also work directly with community agencies that serve the disabled. Meets general education American Diversity requirement. Jan term. | |
| EDU 191 Independent Study | 1-4 |
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| EDU 192 Foreign Study/Exchange | 1-17 |
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| EDU 196 Topics in Education | 1-3 |
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Selected lower-division topics in education. Periodic offering. | |
| EDU 201 Educational Psychology | 3 |
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A study of children and youth with a focus on psychology in the classroom. Developmental aspects (cognitive, social-emotional, moral, spiritual, and physical) and sociological challenges (abuse and neglect, substance abuse, poverty, familial discord) and their impact on teaching and learning are examined. Prerequisite: sophomore standing. Pre-requisite or Co-requisite: EDU 202. Fall and spring semesters and Jan term. | |
| EDU 202 Exploring Teaching | 1 |
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On-campus seminars examine the profession of teaching. Prerequisite: sophomore standing. Co-requisite: EDU 203. Fall and spring semesters and Jan Term. | |
| EDU 203 Field Experience | 1 |
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Semester-long field experience in which candidates are placed in classrooms as teaching assistants and tutors. Opportunity for candidates to reflect on their potential as educators, and relate classroom experience to EDU 201 and Washington state educational reforms. Prerequisite: sophomore standing. Concurrent enrollment in EDU 202 required. Fall and spring semesters and Jan term. | |
| EDU 291 Independent Study | 1-4 |
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| EDU 320 Exceptional Learners and Inclusion | 3 |
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An overview of children with disabilities, gifted education, legal issues, intervention strategies, family systems, and teaming approaches related to special education. Emphasis on accommodations for high-incidence conditions. Introduction of individualized education programs and completion of a service learning experience. Prerequisites: EDU 201, EDU 202 and EDU 203. Also listed as EDS 520. Fall and spring semesters. | |
| EDU 321 Intervention for Behavior and Motivation | 3 |
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Introduction to behavior disorders, applied behavior analysis, data collection, and research design. Candidates plan an intervention, collect data, carry out the intervention, and evaluate its effect. Candidates also learn how to carry out a functional assessment and document learning. Field experience included. Prerequisite: EDU 320. Also listed as EDS 521. Fall and spring semesters. | |
| EDU 322 Assessment and IEP Planning | 3 |
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Formal and informal assessments, including the Brigance, Woodcock Johnson, AAMR Adaptive Behavior Scale, PIAT, and test construction based on state standards. A study of norm-referenced, criterion-referenced, curriculum-based, and functional assessments. Assessments integrated into development of individualized education programs (IEPs). Candidates implement assessment and IEP development with children and youth. Prerequisite: EDU 320. Also listed as EDS 522. Fall semester. | |
| EDU 323 Intervention for Academic Learning Problems | 3 |
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Special education methods and strategies to address Common Core Standards for students with learning problems in math, reading, language, writing, and spelling, particularly for students with mild disabilities. Includes class-wide peer tutoring, active responding, guided notes, Precision Teaching, Direct Instruction, Success for All, and other relevant curricula. Service learning project included. Prerequisite: EDU 320. Also listed as EDS 523. Spring semester. | |
| EDU 326 Cultural Competence and Society | 3 |
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Survey of historical and societal influences on the education of cultural groups in the USA. Prerequisite: Sophomore standing. Also listed as EDU 526 (Graduate students must register for a graduate level course and complete an extra project). Repeated for credit. Spring semester. | |
| EDU 329 Adolescent Psyc for Mid/High School | 3 |
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This course examines biological, cognitive, self and social transitions during adolescence and their impact on learning and behavior. Fieldwork includes planning and carrying out a classroom intervention for a student with special needs. Prerequisites: EDU 320. Spring semesters. | |
| EDU 340 K-8: General and Language Arts Methods Curriculum | 3 |
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This course presents methods and materials for elementary teachers. Observation and teacher assistantship in the public schools, microteaching, Common Core Standards for English/Language Arts and unit preparation utilizing appropriate teaching models based on learning theory, provide opportunities to reinforce course content. The various strands of language arts will be explored including: writing, listening, speaking, and reading. Candidates will gain familiarity with writing programs and methods for assessing student writing. Co-requisites: EDU 341 and EDU 342. Meets Whitworth's oral communication requirement. Fall and spring semesters. | |
| EDU 341 Mathematics: Elementary Methods | 2 |
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Introduction to math curriculum, instruction, and assessment in the elementary classroom. Development of lessons and unit plans based on best-practice research and Common Core Standards. Prerequisite: junior standing. Co-requisites: EDU 340, EDU 342. Fall and spring semesters. | |
| EDU 342 Elementary Curriculum Field Experience | 1 |
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Semester-long placement in an elementary classroom to develop competencies in teaching and assessing learning in language arts and math. Prerequisite: junior standing. Co-requisites: EDU 340, EDU 341. Fall and spring semesters. | |
| EDU 343 Science: K-8 Methods and Assessment | 2 |
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Introduction to instruction and assessment of science teaching at the elementary and middle levels and ideas for integrating science concepts in other disciplines. Includes theories, teaching strategies, demonstration and laboratory techniques, an overview of curriculum, assessment guidelines, Common Core Standards, conducting field trips, and safety considerations. Prerequisite or co-requisite: EDU 340, EDU 341, EDU 342 and one college-level science course. Fall and spring semesters. | |
| EDU 344 Children's Literature and Social Studies | 3 |
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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. Fall and spring semesters & Jan Term offerings. Prerequisite: EDU 201 & EDU 202. | |
| EDU 350 Methods of Teaching in Middle and High School | 3 |
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Overview of planning, instructional methods, and assessment, in middle and high schools, including microteaching, Common Core Standards, and performance-based assessment. Meets Whitworth's oral communication requirement. Prerequisite: junior standing and completion of at least 9 semester credits in major, or chair permission. Spring semesters. | |
| EDU 351 Middle/High School Field Experience | 1 |
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Placement in a middle or high school for a field experience in teaching area. A minimum of 30 hours is required. Development of competencies within the teaching area. Recommended to be taken with EDU 350 or with subject-matter methods. Spring semesters and Jan Term. Prerequisite: EDU 201, EDU 202 & EDU 320. | |
| EDU 361 Second-Language Acquisition | 3 |
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Topics include an overview of how students acquire a first and second language, and socio-cultural and political factors that affect second-language acquisition. Spring semester. | |
| EDU 362 ELL Methodology | 3 |
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Application of language-acquisition theory to the teaching of limited-English-proficient students. Listening, speaking, reading and writing strategies as well as the purpose and administration of language-proficiency assessment. Also listed as EDU 562. (Students must register for graduate level course and complete extra project if in a graduate program). Fall semester. Prerequisite: EDU 201, EDU 202 & EDU 320. | |
| EDU 363 ELL Methods in Language Arts and Reading | 3 |
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Topics include issues, principles, instruments, WLPT Placement, and methods of assessment related to the education of English language learners from entry into the P-12 system until students become proficient in English. Fall and spring semester. Prerequisite: EDU 201, EDU 202 & EDU 320. | |
| EDU 364 Field Experience in ELL Setting | 1-3 |
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Placement in classrooms with limited English proficient students to develop ESL teaching competencies. Minimum of 30 hours required. May be combined with EDU 363. Fall and spring semesters. Jan Term. | |
| EDU 365 ELL Assessment and Evaluation | 3 |
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Topics include assessment and evaluation of English Learners in placement, content-area classrooms, and large-scale assessment arenas. Assessment issues, principles, instruments, and methods of assessment related to academic vocabulary proficiency and academic achievement for English learners are addressed. Periodic offering. | |
| EDU 366 Teaching English Language Learners | 1 |
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An introduction to instructional strategies for teaching English Language Learners in the regular classroom and an overview of current programs and laws regarding the teaching of ELL students. Co-requisite: EDU 367. Waived with any other ELL course. Fall semester. | |
| EDU 367 Introduction to Intercultural Education | 1 |
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Development of intercultural communication and teaching skills at the culture-general and culture-specific levels of understanding. Examination of the nature and use of power in society and the impact of one's own cultural values, attitudes, and beliefs on K-12 students. Prerequisites: junior standing required; senior standing recommended. Fall semester. | |
| EDU 368 Field Immersion in Intercultural Education | 3 |
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Participation in an intercultural off-campus educational setting (usually Jan Term) designed to deepen and broaden previous culturally based experiences. Includes observation, lesson planning, assisting students with special needs, tutoring, teaching, and attending professional meetings. Except for local settings, students usually live in the community and participate in life of the community. Candidates prepare and share a portfolio reflecting on and connecting their experience to culturally responsive teaching. Prerequisite: EDU 367. Jan Term, and by arrangement. | |
| EDU 369 Field Immersion Intercultural Education | 3 |
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Participation in an intercultural off-campus educational setting (usually Jan Term) designed to deepen and broaden previous culturally based experiences, for art, kinesiology, music and theatre majors. Includes observation, lesson planning, assisting with special-needs students, tutoring, teaching, and attending professional meetings. Except for local settings, students usually live in the community and participate in life of the community. Prerequisite: EDU 367. Jan Term. | |
| EDU 391 Independent Study | 1-4 |
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| EDU 392 Foreign Study/Exchange | 1-17 |
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| EDU 395 Teaching Assistantship | 1-4 |
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| EDU 396 Topics in Education | 1-3 |
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Selected upper-division topics in education. Periodic offering. | |
| EDU 401W Democracy, Leadership, and Schooling | 3 |
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A capstone course to clarify spiritual, philosophical, social, and educational convictions as they relate to the teaching profession. Exploration of ways to translate worldview convictions into educational practice. Prerequisite: EDU 320. Fall and spring semesters. | |
| EDU 424 Early Intervention for Special Education | 3 |
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Instructional methods, management strategies, and interdisciplinary intervention techniques appropriate for working in with children with disabilities from birth to age 6. Includes strategies for supporting families and developing Individual Family Service Plans (IFSPs). Prerequisite: EDU 320. Also listed as EDS 524. Spring semester. | |
| EDU 426 Intervention for Severe Communication, Sensory, and Physical Problems | 3 |
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Methods and strategies for working with students who have low incidence disabilities. Emphasis on functional skills, augmentative communication, positioning and handling techniques, mobility, social-skill development, and adaptive behaviors. Students plan and implement programs. Prerequisite: EDU 320. Also listed as EDS 526. Fall semester. | |
| EDU 430 Intervention for Autism Spectrum Disorders | 3 |
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In this course we will discuss the diagnostic criteria and defining characteristics of autism spectrum disorders 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. Also listed as EDS 530. Spring semester. | |
| EDU 434 Early Speech, Language and Literacy | 3 |
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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. Spring semester. Also listed as EDS 534. | |
| EDU 436 Intervention Through Positive Behavior Intervention Support | 3 |
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An overview of theory, research and methods related to identifying community values and establishing school-wide Positive Behavior Intervention Support. Includes functional behavior assessment, data collection methods, interventions and behavior management strategies to respond effectively to students who exhibit severe challenging behavior. Prerequisite: EDU 321. Also listed as EDS 536. Fall semester. | |
| EDU 438 Early Intervention Interdisciplinary Method | 3 |
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Early childhood special education methods using an interdisciplinary and Activity-Based Intervention approach. Requires on-site seminar and fieldwork. Junior/Senior standing, or Graduate students. Prerequisite: EDU 424/EDS 524. Also listed as EDU 538. Periodic summers. | |
| EDU 440 Methods for Teaching Reading | 3 |
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Processes of teaching reading, reading skills, reading comprehension and vocabulary development at the elementary level. Includes hands-on use of current published reading materials for planning reading lessons and an overview of Common Core Standards. Prerequisites: EDU 340, EDU 341 and EDU 342. Co-requisites: EDU 441 and EDU 442. Fall and spring semesters. | |
| EDU 441 Diagnosis/Intervention Reading Difficulties | 3 |
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Study and use of instruments to assess reading abilities and the diagnosis and intervention of specific reading problems. Candidates assess elementary students, identify reading problems, and design and implement an intervention. Co-requisites: EDU 440 and EDU 442. Fall and spring semesters. | |
| EDU 442 Literacy Field Experience | 1 |
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Placement in an elementary school for a semester-long field experience to observe reading and language-arts lessons modeled by classroom teachers and to assess reading abilities of selected students. Co-requisite: EDU 440, EDU 441. Fall and spring semesters. | |
| EDU 444 Literacy Center Field Experience | 1-2 |
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This class will be largely clinical in nature and will allow students pursuing a reading endorsement to have additional time to learn a specific intervention program, Reading Mastery published by SRA, and to work individually with a struggling reader. Students will find the experience to be extremely valuable in helping them understand the nature of reading difficulties and one method for structured intervention. Application required. Fall, spring and summer semesters. | |
| EDU 445 Writing Rally | 1 |
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A writing experience for K-4 children with their parents. Registrants are required to attend a training session, prepare and conduct writing sessions at the Writing Rally for children assisted by parents and teachers, and submit a description and mock-up of a book development in the writing sessions. Repeatable for credit. Spring semester. | |
| EDU 453 Social Studies in Secondary School | 2 |
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Overview of social studies curriculum, instruction, and assessment in middle/high school. Emphasis on Common Core Standards in the area of social studies. Prerequisite or co-requisite: EDU 350. Fall semester. | |
| EDU 454 Mathematics in Secondary School | 2 |
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Overview of mathematics curriculum, instruction, and assessment in middle/high school. Emphasis on Common Core Standards in mathematics. Prerequisite or co-requisite: EDU 350. Fall semesters. | |
| EDU 455 Science in Secondary School | 2 |
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Overview of science curriculum, instruction, assessment, and classroom/lab safety in middle/ high school. Emphasis on Common Core Standards in science. Prerequisite or co-requisite: EDU 350. Fall semesters. | |
| EDU 458 Content Area Reading and Writing | 2 |
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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. | |
| EDU 461 Assessment, Management, and Differentiation for Elementary School | 3 |
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The purpose of this course is to prepare elementary teacher candidates to use appropriate instructional assessments, differentiation techniques, and classroom management strategies for K-8 classrooms. Prerequisites: Junior standing and EDU 340, EDU 341, & EDU 342. Fall and spring semesters. | |
| EDU 465 Assessment, Management, and Differentiation for Middle and High School | 3 |
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The purpose of this course is to prepare secondary teacher candidates to use appropriate instructional assessments, differentiation techniques, and classroom management strategies for 4th-12th grade classrooms. Prerequisites: Junior standing and EDU 350 & EDU 351. Fall semesters. | |
| EDU 471 Assessment in Elementary Education | 1 |
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Assessment practices and issues in relation to candidate's teaching. Emphasis on analysis of student-based evidence and Common Core Standards. Fall and spring semesters. | |
| EDU 472 Professional Issues in Elementary Education | 1 |
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Seminar on professional responsibilities, membership in professional organizations, faith and values related to teaching and parent/community relations. Fall and spring semesters. | |
| EDU 473 Classroom Management in Elementary Education | 1 |
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Addresses models of classroom management. Candidates develop management plans appropriate to their current student-teaching placement. Fall and spring semesters. | |
| EDU 474 Elementary Student Teaching Seminar | 1 |
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Professional portfolio development, issues in student teaching, documentation of positive impact on student learning, and certification and job placement. Fall and spring semesters. | |
| EDU 475 Assessment in the Secondary Classroom | 1 |
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Assessment practices and issues in relation to candidate's current student-teaching placement. Emphasis on best-practice research, performance-based assessment strategies, and Common Core Standards. Fall and spring semesters. | |
| EDU 476 Professional Issues in Secondary Education | 1 |
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Public-school laws, professional rights and responsibilities, membership in professional organizations, faith and values related to teaching and parent/community relations. Spring semesters. | |
| EDU 477 Classroom Management in Secondary Education | 1 |
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Addresses models of classroom management. Candidates develop management plans appropriate to their current student-teaching placement. Fall and spring semesters. | |
| EDU 478 Secondary Student-Teaching Seminar | 1 |
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Professional portfolio development, issues in student teaching, documentation of positive impact on student learning, and certification and job placement. Spring semesters. | |
| EDU 480 Field Experience (level Specified) | 1-6 |
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| EDU 481 Special-Education Practicum, Early Childhood or K-8 | 1 |
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Thirty (30) hours in a special education classroom setting as a teaching assistant. May be taken the same semester as EDU 483. Prerequisites: EDU 320, EDU 321; application is required. Also listed as EDS 581. Fall and spring semesters, Jan Term, Summer Term. | |
| EDU 482 Special-Education Practicum, Middle Or High School | 1 |
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Thirty (30) hours in a special education classroom setting as a teaching assistant. May be taken in the same semester as EDU 484. Prerequisites: EDU 320, EDU 321; application is required. Also listed as EDS 582. Fall and spring semesters, Jan Term, Summer Term. | |
| EDU 483 Advanced Special-Education Practicum: Early Childhood or K-8 | 4 |
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120 hours practicum experience in a special education classroom under the supervision of a cooperating teacher. May be taken in the same semester as EDU 481. Prerequisites: EDU 320, EDU 321, EDU 481; application and permission required. Also listed as EDS 583. Fall and spring semesters, Jan Term, Summer Term. | |
| EDU 484 Advanced Special-Education Practicum, Middle or High School | 4 |
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120 hours practicum experience in a special-education classroom under the supervision of a cooperating teacher. May be taken in the same semester as EDU 482. Prerequisites: EDU 320, EDU 321, EDU 482; application and permission required. Also listed as EDS 584. Fall and spring semesters, Jan Term, Summer Term. | |
| EDU 485 Middle/High School Field Experience | 1 |
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Placement in a middle or high school in teaching area immediately prior to the student teaching semester. A minimum of 30 hours is required. Development of competencies within the teaching area. Recommended to be taken with EDU 465. Fall semesters. | |
| EDU 491 Independent Study | 1-4 |
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| EDU 493 Directed Teaching, Middle School and Special Education | 11 |
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| EDU 494 Directed Teaching, High School and Special Education | 11 |
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| EDU 495 Teaching Assistantship | 1-4 |
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| EDU 496 Directed Teaching, Elementary Level | 11 |
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| EDU 497 Directed Teaching, Middle-School Level | 11 |
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| EDU 498 Directed Teaching, High-School Level | 11 |
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Chair
BETTY WILLIAMS Professors
DAVID CHERRYRANDALL MICHAELIS (ADMIN)BARB SANDERSDENNIS STERNERROBERTA WILBURNBETTY WILLIAMS Associate professors
LISA LAURIERJANN LEPPIENCOREY MCKENNAALISON OLZENDAMKATHRYN PICANCORONALD PROSSERFLINT SIMONSENANN TEBERG Assistant professors
JANINE DARRAGHDOUGLAS JONES (VISITING) Instructor
STACY HILL (VISITING)
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