School of Education / 2004-2005 Course Catalog

The School of Education offers undergraduate programs of study leading to certification for elementary, secondary, and special education teachers. Additional post-baccalaureate certification is offered for administrators, and reading specialists. The curriculum is designed to provide graduates with a blend of the liberal arts and a variety of guided field experiences beginning early in the educational sequence. The faculty is committed to the development of caring, competent educational leaders committed to lives of service. A consistent emphasis of all programs is the promotion of student learning in K-12 institutions.

Faculty: Beck, Dean; Leitz, Associate Dean; Lamoreaux, Director of MA with Certification Program; Byrnes, Chastain, Gerlach, Hillis, Lewis, McGraw, Mulder, Reisberg, Weiss, G. Williams, Woolworth, Yetter.

PROGRAMS OFFERED: The School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE), the Northwest Association of Schools and Colleges, and the Washington State Board of Education for the preparation of elementary, secondary, and special education teachers, reading specialists, and administrators, with the Master of Arts in Education the highest degree approved. The accreditation gives PLU graduates reciprocity with many other states.

The School of Education offers coursework toward the conversion, renewal, or reinstatement of teaching certificates. It offers various options to add endorsements to current certificates. It also offers coursework and support to individuals seeking Washington State Professional Certificates or certification under the National Board of Professional Teaching Standards.

Current graduate programs include Master of Arts in Education (Project LEAD), and Master of Arts with Residency and Teaching Certification.

ELIGIBLITY REQUIREMENTS FOR ADMISSION TO UNDERGRADUATE OR CERTIFICATION-ONLY PROGRAMS: All individuals seeking to enter an undergraduate degree/certification or certification-only program must apply to the School of Education. A completed School of Education application, official transcripts of all college/university work, writing samples, official documentation of college admission or other approved standardized test scores, passing scores on all parts of the West-B, and letters of recommendation must be submitted to the School of Education by the first Friday in March to receive priority consideration for admission to the School of Education for the fall term.

Specific requirements include:

1. Evidence of verbal and quantitative ability as illustrated by a passing score on the Washington Educators Skills Test Basic. Six test dates are available during the year; check the School of Education web site for the dates.

2. Sophomore standing (30 or more semester hours)

3. Cumulative grade point average (GPA) of 2.50

4. Psychology 101 or equivalent: grade of C or higher

5. Writing 101 or equivalent: grade of C or higher

Application forms and procedures for admission to professional studies in education are available from the School of Education. Students who do not meet all the requirements may appeal the admission process. Admission appeal forms are available from the Administrative Manager in the School of Education Office.

Continuation in any program of study in the School of Education is subject to continuous assessment of student development and performance. Students are required to demonstrate the mastery of knowledge, skills, professionalism, attitudes, and dispositions required for effective practice. Records will be reviewed at the end of each semester to ensure students are meeting standards throughout the program.

BAE and/or CERTIFICATION REQUIREMENTS: Students become candidates for certification when:
1. All coursework is completed with a cumulative grade point average of 2.50 or above and the student's degree has been posted.

2. All coursework in major and minor fields and all education coursework has been completed with a grade of C or better.

3. All additional courses related to and required for education programs and teacher certification have been completed with a grade of C or better. For elementary education students these include: Mathematics 123 or equivalent (must be taken prior to Education 406); Biology 111 or life science equivalent; Natural Sciences 206 or physical science equivalent; Physical Education 322 and Art 341 and Music 341.

4. Passage of the WEST-E in at least one endorsement area. The WEST-E must be taken and passed prior to student teaching.

Residency teaching certificate: Students who successfully complete a program of professional studies in the School of Education, who meet all related academic requirements for a degree or a certificate, and who meet all state requirements will be recommended by the School of Education for a Washington residency teaching certificate. Additional state requirements include a Washington State Patrol check, an FBI fingerprint check, and a passing score on state entry-to-practice tests. Information regarding all state requirements and procedures for certification is available from the Certification Officer in the School of Education. State requirements are subject to immediate change. Students should meet with School of Education advisors each semester and the Certification Officer for updates in program or application requirements.

ELEMENTARY CERTIFICATION AND ENDORSEMENT OPTIONS: The basic undergraduate elementary education program consists of a four-term program starting in the fall term of each year.

Professional Education Sequence
Term I
Education 390 Inquiry into Learning I: Investigation into Learning and Development 4
Education 392 Inquiry into Learning II: Investigation into Learning and Development 4
Education 394 Technology and Teaching: Laboratory 2
Special Education 480 Issues and Problems of Child Abuse and Neglect 1

Term II
Education 406 Mathematics in K-8 Education 4
Education 408 Literacy in a K-8 Education 4
Education 424 Inquiry into Teaching I: Diverse Learners 4

Term III
Education 410 Science/Health in K-8 Education 4
Education 412 Social Studies in K-8 Education 4
Education 425 Inquiry into Teaching II: Diverse Learners 4

Passing scores on at least one endorsement test (WEST-E) must be presented before a student can enroll in student teaching.

Term IV
Education 430 Student Teaching in K-8 Education 10
or
Education 434 Student Teaching - Elementary (Dual) 7
and Special Education 438 Student Teaching in Elementary School 5
Education 450 Inquiry into Learning and Teaching: Reflective Practice and Seminar 4

The professional education sequence forms the foundation of the program for all students seeking certification as an elementary education (K-8) multisubject teacher. Undergraduate students have several options for building a program upon the professional education sequence, including:
1. They may earn a residency elementary K-8 teaching certificate. This requires the completion of the professional education sequence for elementary education and 24-semester-hour academic support area.
2. They may earn a residency elementary K-8 teaching certificate and a P-12 special education endorsement. This requires the completion of the professional education sequence for elementary education students, the completion of coursework required for endorsement in special education, and the completion of a 24-semester-hour academic emphasis.
3. They may earn a residency elementary K-8 teaching certificate and qualify for a waiver in special education (allowing students to teach special education after graduation for five years under the assumption that they will complete coursework to earn endorsement in special education during this time period). This requires the completion of the professional education sequence for elementary education students, the completion of 24 semester hours in an academic area, and coursework that addresses the special education competencies.
Note: Information about all state endorsements—including those in special education, reading, and English as a second language—can be obtained from the Administrative Manager in the School of Education.

SECONDARY CERTIFICATION AND ENDORSEMENT OPTIONS: All undergraduate students seeking secondary certification in a content area (except those seeking certification in music and physical education) are required to complete the following four-term program of study.

Professional Education Sequence

Term I
Education 390 Inquiry into Learning I: Investigation into Learning and Development 4
Education 392 Inquiry into Learning II: Investigation into Learning and Development 4
Education 394 Technology and Teaching: Laboratory 2
Special Education 480 Issues and Problems of Child Abuse and Neglect* 1

Term II
Education 424 Inquiry into Teaching I: Diverse Learners 4
Educational Psychology 368 Educational Psychology 4

Term III
One course from Education 440-449 4
Education 425 Inquiry into Teaching II: Diverse Learners 4

Passing scores on at least one endorsement test (WEST-E) must be presented before a student can enroll in student teaching.

Term IV
Education 450 Inquiry into Learning and Teaching: Reflective Practice and Seminar Education 4
466 Student Teaching - Secondary (Dual) 7
and Special Education 439 Student Teaching in Secondary School 5
or
Education 468 Student Teaching - Secondary 10
Note: Special Education Majors should meet with Associate Dean prior to student teaching.

The professional education sequence forms the foundation of the program for all students seeking certification in a content area (except music and physical education students). Undergraduate students seeking certification/endorsement in a content area (usually to teach in grades 5-12) have several options for building a program upon the professional education sequence, including:

1. They may earn a residency secondary teaching certificate with an endorsement in a content area. This requires the completion of the professional education sequence for secondary education students and a teaching major or academic major that meets state endorsement requirements.

2. They may earn a residency secondary teaching certificate with an endorsement in a content area and an endorsement in special education. This requires the completion of the professional education sequence for secondary education students, a teaching major or academic major, and coursework required for endorsement in special education.

3. They may earn a residency secondary teaching certificate with a primary endorsement in a content area and a waiver in special education through the completion of a 16-semester-hour program (allowing students to teach special education after graduation for five years under the assumption that they will complete coursework to earn a primary endorsement in special education during this time period).

Note: Secondary teaching majors and minors have been designed to align with state endorsement requirements and to meet specific departmental standards for majors and minors. Course and hour requirements for teaching and/or academic majors vary according to departmental requirements.

CERTIFICATION IN MUSIC OR HEALTH AND FITNESS: Undergraduates have the option of completing programs that lead to bachelor's degrees in music or health and fitness and residency teaching certificates. All individuals wishing to earn a Bachelor of Music Education or a Bachelor of Arts in Physical Education with a residency teaching certificate must apply and be accepted into the School of Education. They must also complete the following courses.

1. Music education majors must complete Education 391 (offered every fall), Educational Psychology 361 (offered every spring), Special Education 480, and all course requirements specified by the Department of Music.

2. Students seeking a Bachelor of Arts in Physical Education must complete Education 390 and 392, Special Education 480, and all requirements specified by the School of Physical Education.

PREPARATION FOR TEACHING IN CHRISTIAN SCHOOLS: Students who may be interested in preparing to teach in private or Christian schools will begin their professional preparation by all requirements for the Washington State Teacher's Certificate. In addition, they will take the Religion minor (Teacher Education Option) noted under the Religion department course offerings, and add a private school practicum to their program.

EARLY ADVISING OPTIONS: During first or sophomore year, prospective education students planning to enter the School of Education should meet with the Administrative Manager and/or a faculty member in the School of Education to discuss the various options listed above and to determine their program of study

CERTIFICATION/ENDORSEMENT OPTIONS FOR PERSONS WHO HOLD A BACCALAUREATE DEGREE FROM A REGIONALLY ACCREDITED INSTITUTION: Persons who hold a baccalaureate degree (or higher) from a regionally accredited institution and who wish to pursue teacher certification should make an appointment with the Coordinator of Admissions and Advising for a planning session. Options for these individuals include:

1. They may apply to a certification-only program. (Typically classes in such a program would be taken in the undergraduate program.)

2. They may apply to the Master of Arts in Education with Residency Certification Program. This 14-month cohort program leads to an MA degree and K-8, multisubject certification with the possibility of content area (5-12) certification (depending upon previous coursework). Participants move through this full-time program as a cohort. As a part of their program, they complete a yearlong internship with a cadre of colleagues in an urban middle school.

3. If qualified they may apply to PLU's Alternative Routes to Certification Program. (For Information on these options see the School of Education website or contact the Administrave Manager.)

PROFESSIONAL TEACHING CERTIFICATE: Certificate requirements in

Washington changed on August 31, 2000. The following guidelines

govern certification after that date:

1. All teachers earning certification in Washington after August 31, 2000 will receive a Residency Teaching Certificate. This certificate is valid for five years. (WAC 180-79A-145)

2. Within a five-year period, teachers in Washington must earn a Professional Certificate. (WAC 180-79A-145)

3. Qualifications for the Professional Certificate include:
a. To qualify for a Professional Certificate, an individual must have completed provisional status as a teacher in a public school pursuant to RCW 28A.405.220 or the equivalent in a state board of education approved private school.
b. Candidates for the Professional Certificate must complete an approved Professional Certificate program, which has been collaboratively developed by the college/university and the respective Professional Education Advisory Board (PEAB).
c. The candidate must successfully demonstrate competency in three standards (i.e. Effective Teaching, Professional Development, and Leadership) and the 18 criteria relevant to the three standards. (WAC 180-79A-206(3) WAC 180-78A-500-540)

4. The Professional Certificate is valid for five years. It may be renewed through the completion of 150 clock hours. The clock hours must be related to:
a. the six state salary criteria used to identify appropriate clock hours;
b. one of the three standards required for the Professional Certificate.

5. Teachers who held a valid Initial Certificate as of August 31, 2000 will be allowed to have one more renewal of their Initial Certificate before they must meet requirements for the Professional Certificate.

6. Teachers who hold a Continuing Certificate as of August 31, 2000 will not be affected by changes in certification requirements.

Note: Information about the Washington State Professional Certificate and Pacific Lutheran University's Professional Certification program is available in the School of Education Office. Individuals wishing to discuss options should contact the Administrative Manager.

GRADUATE AND PROFESSIONAL OPTIONS FOR EDUCATORS: The School of Education offers professional development programs that allow educators to earn professional and/or National Board of Professional Teaching Standards Certificates. Up to 4 semester hours from these programs can be applied to a master's degree program. Current emphasis/option in MA program for educators includes Master of Arts in Classroom Teaching: Project LEAD.

The School of Education also offers certification-only programs in educational administration and programs that will enable teachers to add additional endorsement in shortage areas such as special education, reading, library and media services, English as a second language, and specific content areas.

Detailed information about these options can be found in the Graduate Studies section of this catalog. Information about current and anticipated graduate and professional options can be obtained from the Administrative Manager in the School of Education.

ENDORSEMENT REQUIREMENTS AND UNDERGRADUATE PROGRAMS OF STUDY THAT LEAD TO ENDORSEMENTS: Endorsement requirements are established by the State of Washington. Pacific Lutheran University's School of Education currently is authorized to offer the following endorsements:

Early Childhood Education (in conjunction with coursework at an approved community college)
English/Language Arts (5-12)
English as a Second Language (K-12)
Elementary (multisubject, K-8)
Health and Fitness (K-12)
History (5-12)
Mathematics (5-12)
Music
   Choral (K-12)
   General (K-12)
   Instrumental (K-12)
Science (5-12)
Science, Designated
   Biology (5-12)
   Chemistry (5-12)
   Earth Science (5-12)
   Physics (5-12)
Social Studies (5-12).
Special Education (P-12)
Visual Arts (K-12)
World Languages, Designated
   French (K-12)
   German (K-12)
   Norwegian (K-12)
   Spanish (K-12)

Note: The fact that the School of Education is authorized to issue certain endorsements does not indicate that Pacific Lutheran University has a specified program of study leading to these endorsements. Listed below are general endorsement requirements followed by a list of teaching majors, teaching minors, or programs of study that lead to an endorsement. If there is any question about whether a course not listed below can be substituted for an endorsement requirement, the candidate must provide evidence that the course covers a particular essential area of study. Evidence might include (but is not limited to) a catalog course description, syllabus, letter from the instructor, portfolio, or presentation of course products. NOTE: After September 1, 2005 candidates must pass WEST-E exams in appropriate endorsement exams.

Teaching Endorsements

ARTS - visual arts

State endorsement requirements: (1) Skills and techniques in multiple media (painting, sculpture, drawing, computer, photography); (2) Composition and production using design principles; (3) Analysis and interpretation of art; (4) Social, cultural and historical contexts and connections; (5) Material, equipment, and facilities safety.

Secondary teaching major leading to an endorsement in Visual Arts (all levels) - 36 semester hours
Art 160; 180 or 181; 196, 226, 250, 296, 331, 365, 440

BIOLOGY

State endorsement requirements: (1) Botany/lab; (2) Zoology/lab; (3) Genetics; (4) Microbiology or cell biology/lab; (5) Chemistry/lab; (6) Ecology; (7) Evolution; (8) Lab safety, practice, and management; (9) Lab, inquiry-based experience, (10) Contemporary, historical, technological, and societal issues and concepts.

Secondary teaching major leading to an endorsement - 32 semester hours
Biology 161, 162, 323; 328 or 348; 332 or 407; 340; 426 or 475; Chemistry 105 or 120

CHEMISTRY

State endorsement requirements: (1) General principles of chemistry - inorganic, physical, and analytical/lab; (2) Organic chemistry/lab; (3) Quantitative analysis/lab; (4) Biochemistry/lab; (5) Physics; (6) Laboratory safety, practice, and management; (7) Lab inquiry-based experience; (8) Relationship of the concepts of science to contemporary historical, technological, and societal issues.

Secondary teaching major leading to an endorsement - 62 semester hours

Chemistry 120 or 125; 232, 332; 234, 334; 338, 341, 342, 343, 344, 403; Physics 153, 154, 163, 164; Required supporting coursework Math 151; 152

EARTH SCIENCE

State endorsement requirements: (1) Physical geology; (2) Historical geology; (3) Environmental issues related to earth science; (4) Oceanography; (5) Astronomy; (6) Meteorology; (7) Lab safety, practice, and management; (8) Lab, inquiry-based experience; (9) Relationship of the concepts of science to contemporary, historical, technological, and societal issues.

Secondary teaching major leading to an endorsement - 48 semester hours

Geoscience 102; 103 or 104; 105, 201; Physics 110, 125, 135; 4 hours from Math 140 or higher or one course from Computer Science and Computer Engineering 144 or 220; 12 hours from upper-division Geoscience courses; Chemistry 104 or 120.

ENGLISH/ENGLISH LANGUAGE ARTS

State endorsement requirements: (1) Reading; (2) Writing; (3) Communication; (4) Linguistics; (5) American, British, world, multicultural, and adolescent literature.

Secondary teaching major leading to a primary endorsement - 40 semester hours

English 214 or 215; Communication 284 and 285 or 330; English 403; English 241, 251, 301; Theatre 250 or 458; 4 hours from English 224, 225, 227, 326, 328; 4 hours from English 216, 218, 230, 233, 343; 4 hours from English 221, 325, 327, 341, 374.

ENGLISH AS A SECOND LANGUAGE (ESL)

State endorsement requirements: (1) Language acquisition theory; (2) Cross-cultural teaching and learning strategies; (3) Literacy development (reading, writing, listening, speaking); (4) History and theory of ESL; (5) Instructional strategies for ESL.

Information regarding specific course requirements can be obtained from the Administrative Manager in the School of Education.

HEALTH/FITNESS

State endorsement requirements: (1) Foundations of health and fitness; (2) Safe living, including first aid and CPR; (3) Scientific foundations for health and fitness (anatomy, exercise physiology, kinesiology/biomechanics, psychomotor maturation and development, and motor learning); (4) Movement, activities, and application with attention to special needs populations; (5) Coordinated health education (alcohol and other drugs, diseases, injury prevention, human relationships, nutrition, HIV prevention, and abuse prevention). Please see requirements for Bachelor of Arts in Physical Education (BAPE) with Certification under Physical Education.

HISTORY

State endorsement requirements: (1) Pacific Northwest history; (2) United States history; (3) World history; (4) Civics/political science/United States government; (5) Geography; (6) Economics.

Secondary teaching major leading to an endorsement - 32 semester hours

History 301, 460, or 461; 4 hours from 107, 108 or 215; 8 hours from History 251, 252, 253; 12 hours of electives (at least 4 hours upper-division electives in U.S./European and 4 hours upper-division electives in non-Western history from 335, 337, 338, 339, 340, 344).

MATHEMATICS

State endorsement requirements: (1) Geometry (Euclidean and non-Euclidean); (2) Probability and statistics; (3) Calculus (integral and differential); (4) Discrete mathematics; (5) Logic and problem solving; (6) History of math or foundations of math.

Secondary teaching major leading to an endorsement - 40 or 41 semester hours

Math 151, 152, 203, 253, 317, 321, 331, 341, 433; 351 or 356 or Physics 153, 163.

MUSIC

Choral music, General music, Instrumental Music

See requirements for Bachelor of Music Education under Music.

PHYSICS

State endorsement requirements: (1) General principles of physics/lab; (2) Lab safety, practice and management; (3) Lab, inquiry-based experience; (4) Relationships of the concepts of science to contemporary, historical, technological and societal issues.

Secondary teaching major leading to an endorsement - 38 semester hours

Physics 153, 163, 154, 164, 223, 331, 336, 354; Math 151, 152, 253.

READING

State endorsement requirements: (1) Assessment and diagnosis of reading skills and deficiencies; (2) Strategies of how to teach reading; (3) Language acquisition/integration; (4) Social/cultural contexts for literacy; (5) Reading process including decoding, encoding, and student response to child and adolescent literature; (6) Beginning literacy (reading, writing, spelling, and communication); (7) Reading in the content areas; (8) Literacy for a second language learner; (9) Meta-cognitive strategies; (10) Risk factors for reading difficulties and intervention strategies for students experiencing reading difficulties.

Information regarding specific course requirements can be obtained from the Administrative Manger in the School of Education.

SCIENCE

State endorsement requirements: (1) a primary endorsement in biology, chemistry, earth science, or physics (as described under designated sciences); (2) a minimum of one course from each of the other designated sciences.

Primary endorsement - 40 semester hours (minimum)

In order to qualify for an endorsement in science, an individual must meet primary endorsement requirements in one of the following: biology, chemistry, physics, or earth science. In addition to meeting the endorsement requirements, the student must complete a minimum of one course from each of the other three areas.

SOCIAL STUDIES

State endorsement requirements: (1) Pacific Northwest history; (2) United States history, including chronological, thematic, multicultural, ethnic and women's history; (3) world, regional, or country history; (4) Geography; (5) Political science, civics, or government; (6) Anthropology, psychology, or sociology; (7) Economics.

Secondary teaching major leading to an endorsement - 40 semester hours

History 338, 460 or 461; 4 hours from 251, 252, 253; 4 hours from 107, 108; 4 hours from 335, 337, 339, 340, 344; Political Science 151; 8 hours, 4 each from two of the following: any anthropology course other than 102 or 210; any psychology other than 101; Sociology 101 or 330; 4 hours from Economics 130, 151, 152.

SPECIAL EDUCATION

State endorsement requirements: (1) Exceptionality; (2) Curriculum modification and adaptation; (3) Inclusion; (4) Assessment including behavior analysis, Individualized Education Plan (IEP), accommodations; (5) Legal issues; (6) Specially designed instruction in all content areas; (7) Pro-social skills and behavioral problems; (8) School, family, community partnerships; (9) Transition; (10) Organization and management systems; (11) Methods in early childhood education; (12) Collaboration with para-educators.

P-12, Information regarding specifi course requirements can be obtained from the Administrative Manager in the School of Education.

Information regarding the Special Education waiver can be obtained from the Administrative Manager in the School of Education.

WORLD LANGUAGES

State endorsement requirements: (1) Communication - speaks, understands, reads, and writes in a variety of contexts and situations; (2) Culture; (3) Interdisciplinary integration; (4) Language acquisition theory; (5) Methodological study.

Chinese - all levels - supporting - 27 semester hours

Chinese 101, 102, 201, 301, 371; Language 445.

French - Secondary teaching major leading to an endorsement - 32 semester hours

French 201, 202, 301, 302, 321, 421, 422; Language 445.

German - Secondary teaching major leading to an endorsement - 32 semester hours

German 201, 202, 301, 302, 321, 421, 422; Language 445.

Spanish - Secondary teaching major leading to an endorsement - 32 semester hours

Spanish 201, 202, 301, 302, 321; 8 hours from 421, 422, 431, 432; Language 445.

Course Offerings: Education – EDUC

205 Multicultural Issues in the Classroom - A
Examination of issues of race, class, gender, sexual orientation, etc. as they relate to educational practices. (4)

262 Foundations of Education
Introduction to teaching; historical, philosophical, social, poli-tical, ethical and legal foundations. Federal and state legislation for special populations. Concurrent with 263. (3)

263 School Observation
Graded observation in schools. Concurrent with 262. (1)

390 Inquiry into Learning I: Investigation into Learning and Development
Investigation into theories of learning and development and into historical and current practices, values, and beliefs that influence efforts to shape learning in educational settings. Topics include: self as learner, theories of learning, others as learners, excep-tionalities, technology, values, literacy and factors influencing learning and literacy (fieldwork included). Concurrent with 392 - Term I Hub. F (4)

391 Foundations of Learning
Investigation into theories of learning and development and into historical and current practices, values, and beliefs that influence efforts to shape learning in educational settings. Topics include: self as learner, theories of learning, others as learners, excep-tionalities, technology, values literacy and factors influencing learning and literacy. Limited to music education majors. (3)

392 Inquiry into Learning II: Investigation into Learning and Development
Continued investigation into theories of learning and development and into historical and current practices, values, and beliefs that influence efforts to shape learning in educational settings. Topics include: self as learner, theories of learning, others as learners, exceptionalities, technology, values, literacy and factors influencing learning and literacy (fieldwork included). Concurrent with 390 - Term I Hub. F (4)

394 Technology and Teaching: Laboratory
Laboratory in which students explore instructional uses of technology and develop and apply various skills and competencies. Concurrent with 390 - Term I Hub. Pass/Fail. F (2)

406 Mathematics in K-8 Education
Exploration of mathematical principles and practices consistent with NCTM curriculum standards. For elementary students. Practicum included, concurrent with 408 and 424. S (4)

408 Literacy in K-8 Education
Participation in the development of appropriate curricular strategies and instructional methods for supporting the diversity of learners' language/literacy growth. For elementary students. Practicum included, concurrent with 406 and 424. S (4)

410 Science/Health in K-8 Education
Strategies for teaching science by using inquiry methods and problem-solving techniques will be employed to explore interactive curricula from an environmental point of view. Issues of nutrition and health. Practicum included, concurrent with 412 and 425. F (4)

411 Strategies for Language/Literacy Development
(Crosslisted with 511.) (2)

412 Social Studies in K-8 Education
Focus on drawing connections between the content of social studies curricula and the lived experiences of human lives. Practicum included, Concurrent with 410 and 425. F (4)

413 Language/Literacy Development: Assessment and Instruction
(Crosslisted with 513.) (4)

424 Inquiry into Teaching I: Diverse Learners
Focus on general principles of instructional design and delivery with special emphasis on reading and language, assessment, adaptation, and classroom management. For elementary and secondary students not majoring in music or physical education. For elementary students, concurrent with 406 and 408. Taken as Term II Hub. S (4)

425 Inquiry into Teaching II: Diverse Learners
Extension and expansion of ideas introduced in 424. Continued emphasis on instructional design and delivery with a focus on reading and language, assessment, adaptation, and classroom management. For elementary and secondary students outside of music and physical education, concurrent with 410 and 412. Taken as Term III Hub. F (4)

426 Special Topics in Children's Literature
(Crosslisted with 526.) (2)

427 Multicultural Children's Literature
(Crosslisted with 527.) (2)

428 Children's Literature in the K-8 Curriculum
(Crosslisted with 528.) (2)

429 Adolescent Literature in the Secondary Curriculum
(Crosslisted with 529.) (2)

430 Student Teaching in K-8 Education - SR
Teaching in classrooms of local public schools under the direct supervision of School of Education faculty and classroom teachers. Prerequisite: Successful completion of Education courses Terms I-III. Concurrent with 450. (10)

434 Student Teaching - Elementary (Dual) - SR
Designed for persons who do dual student teaching. Ten weeks of teaching in classrooms of local public schools under the direct supervision of School of Education faculty and classroom teachers. Prerequisite: Successful completion of Education courses Terms I-III. Concurrent with 450. (7)

436 Alternate Level Student Teaching - Elementary
Designed to give some knowledge, understanding, and study of children, subject matter fields, and materials in the student's alternate teaching level plus student teaching on that level. Students who have completed secondary preferred-level student teaching should enroll in this course. (6)

437 Alternate Level Student Teaching - Secondary - SR
Designed to give some knowledge, understanding, and study of children, subject matter fields, and materials in the student's alternate teaching level plus student teaching on that level. Students who have completed elementary preferred level student teaching should enroll in this course. Independent study card required. (6)

438 Strategies for Whole Literacy Instruction (K-12)
(Crosslisted with 538.) (2)

440 Art in the Secondary School
Instructional strategies, long- and short-range planning, curriculum, and other considerations specific to the disciplines. (4)

444 English in the Secondary School
Instructional strategies, long- and short-range planning, curriculum, and other considerations specific to the disciplines. (4)

445 Methods of Teaching Foreign Languages and English as a Second Language
Instructional strategies, long- and short-range planning, curriculum, and other considerations specific to the disciplines. (Required for foreign language endorsement and English as a Second Language minor.) (4)

446 Mathematics in the Secondary School (4)
Instructional strategies, long- and short-range planning, curriculum, and other considerations specific to the disciplines.

447 Science in the Secondary School (4)
Instructional strategies, long- and short-range planning, curriculum, and other considerations specific to the disciplines.

448 Social Studies in the Secondary School (4)
Instructional strategies, long- and short-range planning, curriculum, and other considerations specific to the disciplines.

449 Computer Science in the Secondary School (4)
Instructional strategies, long- and short-range planning, curriculum, and other considerations specific to the disciplines.

450 Inquiry into Learning and Teaching: Reflective Practice Seminar
A seminar for all education students (except music and physical education) focusing development of professionalism and competence in inquiry and reflective practice (elementary and secondary). Taken with student teaching Term IV Hub. (4)

456 Storytelling
A combination of discovery and practicum in the art of story-telling. Investigates the values and background of storytelling, the various types of and forms of stories, techniques of choosing and of telling stories. Some off-campus practice. Demonstrations and joint storytelling by and with instructor. (2)

457 The Arts, Media, and Technology
Students use a variety of techniques, equipment, and materials to explore ways of seeing and expressing how they see and experience their environment. (2)

466 Student Teaching - Secondary (Dual) - SR
Designed for students who do dual student teaching. Ten weeks of teaching in classrooms of local public schools under the direct supervision of School of Education faculty and classroom teachers (taken with Special Education 439, 5 hours, and EDUC 450, 4 hours) (secondary students). (7)

467 Evaluation
Evaluation of school experiences; problems in connection with development, organization, and administration of tests (standardized and teacher-made). Required of fifth-year students. Prerequisites: student teaching or teaching experience; 262, 253, EPSY 361. May be taken concurrently with student teaching. G (2)

468 Student Teaching - Secondary - SR
Teaching in public schools under the direction of classroom and university teachers. Prerequisites: formal application; senior standing; cumulative GPA of 2.50 or higher. Concurrent with EDUC 450. (10)

470 Curriculum, Materials and Instruction for Teaching English as a Second Language
Application of language teaching methodology to various instructional situations. (Crosslisted with LANG 470.) (4)

473 Parent-Teacher Relationships
Issues and skills important in conferencing and parent-teacher relationships. (2)

475 Practicum in Teaching English as a Second Language
Extended experience and participation in an assigned ESL setting. Prerequisite: LANG/EDUC 445. Concurrent with LANG/EDUC 470. (Crosslisted with LANG 470.) (1)

485 The Gifted Child
A study of the gifted child, characteristics and problems, and school procedures designed to further development. G (2)

490 Acquisition and Development of Language
Investigation of how young children acquire their first language and what they know as a result of this learning. (Crosslisted with 510.) (2)

493 Effective Tutoring Methods
A practical course for students interested in applying theories of learning to one-on-one tutoring situations and receiving training about group dynamics and communication styles for presentations and group sessions. Readings, role-playing exercises, research, student presentations, class discussion, and continuous written reflection. (1)

496 Laboratory Workshop
Practical course using elementary-age children in a classroom situation working out specific problems; provision will be made for some active participation of the university students. Prerequisites: conference with the instructor or the dean of the School of Education.

497 Special Project
Individual study and research on education problems or additional laboratory experience in public school classrooms. Prerequisite: consent of the dean. (1-4)

501 Workshops
Graduate workshops in special fields for varying lengths of time. (1-4)

503 On-Campus Workshops in Education
On-campus graduate workshops in education for varying lengths of time; enrollment subject to advisor's approval.

505 Issues in Literacy Education
Initial course required for all students in the master's program in literacy education. Overview of historical and current theory, practice, definitions, and research in language and literacy acquisition and development in and out of schools. Required of any track option selected. (2)

506 Foundations of School Library Media Center Management
Functions of the school library media center with particular emphasis on the roles and responsibilities of the school library media specialist within instructional and administrative arenas. (2)

507 Principles of Information Organization, Retrieval, and Service
Exploration of a broad range of data and information in primary and secondary sources, including document, bibliography, full-text, statistical, visual, and recorded formats. (2)

508 Principles of Bibliographic Analysis and Control
The organization and structure of a broad range of information formats with an emphasis on the analysis of standard bibliographic components prescribed by national bibliographic databases. (2)

509 Foundations of Collection Development
The philosophical bases and parameters of collection development in the school library media center. (2)

510 The Acquisition and Development of Language and Literacy
Investigation of how young children acquire their first language and what they know as a result of this learning. (2)

511 Strategies for Language/Literacy Development
The developmental nature of literacy learning with emphasis on the vital role of language and the interrelatedness and interdependence of listening, speaking, reading, and writing as language processes. Prerequisite: 510. (2)

513 Language/Literacy Development: Assessment and Instruction
Understanding of a wide variety of strategies and tools for assessing and facilitating students' development in reading, writing, listening, and speaking. Prerequisite: 510; highly recommended to be taken at the end of the track sequence. (Crosslisted with SPED 513.) (4)

515 Professional Seminar: Continuing Level, Teachers
The preparation and sharing of selected topics related to the minimum generic standards needs of the individual participants. Required for the continuing level certification of teachers. (2)

516 Teacher Supervision
Identification and development of supervisory skills for teachers who work with other adults in the classroom. (1)

526 Special Topics in Children's Literature
Students explore the various themes of social issues found in children's literature through discussion groups and the construction of text sets and thematic units used in elementary and middle school classrooms. (2)

527 Multicultural Children's Literature
Exploration of multi-cultural issues in the context of children's literature. (2)

528 Children's Literature in K-8 Curriculum
Investigation of genres of contemporary children's literature and development of a personal repertoire for classroom use. (2)

529 Adolescent Literature in the Secondary Curriculum
Genres in adolescent literature and exploration of strategies for integration of young adult materials across the middle and secondary school curriculum. (2)

530 Children's Writing
Current theory and practice in the teaching and learning of writing in elementary classrooms. (2)

537 Media and Technology for School Library Media Specialists
The management of media and technology services in the school library media center. Special emphasis on emerging technologies used in K-12 instructional programs (CD-ROM, interactive video, distance learning, computer technologies). (2)

538 Strategies for Whole Literacy Instruction (K-12)
The use of language as a tool for learning across the curriculum, and the roles of language in all kinds of teaching and learning in K-12 classrooms. Strategies for reading/writing in content areas, thematic teaching, topic study, and integrating curriculum. (2)

544 Research and Program Evaluation
Knowledge of evaluation techniques, including portfolios, and of research design; ability to interpret educational research; to identify, locate, and acquire typical research and related litera-ture; to use the results of research or evaluation to propose program changes and write grants.(2)

545 Inquiry and Action into Social Issues and Problems
Seminar synthesizing inquiry into social problems in educational and community settings. Critical examination of contemporary social issues that affect the success of youth and adults. (2)

550 Leadership I
Introduction to the role and function of the principalship with emphasis on team building and interpersonal professional relationships and ethical decision-making. Prerequisite: Admission to the graduate program or permission of graduate advisor. (1–4)

551 Leadership II
The principal as an instructional leader who oversees curriculum, student achievement, and assessment, and supervises teachers in their work. (1–4)

552 Leadership III
The principal as a manager of resources and community relations. Local, state, and federal issues in school finance and communicating with school stakeholders the mission and services of the school. (1–4)

553 Leadership IV
The principal as a developer of personnel. Study of contemporary federal, state, and local statutes, regulations, and case law related to working with personnel issues, including legal principles in hiring, firing, in-service and staff development, support services, and contract negotiation. (1–4)

554 Leadership V
The principal as a change agent. Study of current issues in administration. (1–4)

560 Practicum
Guided instructional assistance and tutoring in schools. Designed for MA/Cert Program. (2)

562 Schools and Society
Individual and cooperative study of the socio-cultural and cultural, political, legal, historical, and philosophical foundations of current practices of schooling in America. Prerequisite: Admission to the MA/Cert Program or consent of instructor. (3)

563 Integrating Seminar
Students work cooperatively and individually to integrate educa-tion course work, field experience, and individual perspective during graduate degree programs. May be repeated for credit. (1–4)

564 The Arts, Mind, and Body
An exploration of methods to facilitate creativity and meaning-making in the classroom through visual, musical, non-verbal/physical movement, and dramatic arts. (2)

565 The Art and Practice of Teaching
Through application projects, micro-teaching experiences, and reading representing different perspectives, participants will practice and assess a variety of options for designing, implementing, and assessing lessons and units that integrate mathematics, science, social science, language arts, and physical education in K-8 classrooms. (6)

568 Internship in Teaching
Internship in classroom settings. Fourteen weeks of teaching under the direct supervision of cooperating teachers and university supervisors. Designed for students in the MA/Cert program. (6)

585 Comparative Education
Comparison and investigation of materials and cultural systems of education throughout the world. Emphasis on applying knowledge for greater understanding of the diverse populations in the K-12 educational system. (3)

586 Sociology of Education
Viewing the educational system as a complex and changing social institution. Emphasis on value orientations from diverse human populations and their impact on K-12 education and educational issues. (3)

587 History of Education
A study of great men and women whose lives and writings have shaped and continue to shape the character of American education. (3)

589 Philosophy of Education
Philosophical and theoretical foundations of American education as well as the social philosophy of growing diverse populations in the K-12 schools. (3)

590 Graduate Seminar
A workshop for all Master of Arts candidates in the School of Education. Candidates should register for this seminar for assistance in fulfilling requirements. No credit is given, nor is tuition assessed.

595 Internship in Educational Administration
Students will register for 2 semester hours in each of two semesters. Internship in educational administration jointly planned and supervised by the School of Education and public and/or private school administrators in full compliance with state requirements. Prerequisites: Admission to the graduate program or to the credentialing program; completion of educational administration concentration; consultation with advisor. (2, 2)

596 Graduate Seminar
Students register for 1 semester hour in each of two semesters. Professional seminars are scheduled and presented by candidates, their university professors, and professional colleagues in the schools in partnership. Prerequisites: Completion of coursework in educational administration concentration. (2)

597 Independent Study
Projects of varying length related to educational issues or concerns of the individual participant and approved by an appropriate faculty member and the dean. (1–4)

598 Studies in Education
A research paper or project on an educational issue selected jointly by the student and the graduate advisor. Prerequisites: Admission to the graduate program; 544, 545; minimum of 26 hours of coursework leading to the MA; consultation with the student's advisor. (2)

599 Thesis
The thesis problem will be chosen from the candidate's major field of concentration and must be approved by the candidate's graduate committee. Candidates are expected to defend their thesis in a final oral examination conducted by their committee. (3 or 4)

Course Offerings: Educational Psychology – EPSY

361 Psychology for Teaching
Principles and research in human development and learning, especially related to teaching and to the psychological growth, relationships, and adjustment of individuals. For Music Education Majors only. (3)

368 Educational Psychology
Principles and research in human learning and their implications for curriculum and instruction. For secondary students who are not seeking certification in physical education or special education. Taken concurrently with EDUC 424. (4)

501 Workshops
Graduate workshops in special fields for varying lengths of time. (1–4)

512 Group Process and the Individual
A human interaction laboratory to facilitate the exploration of the self concept through the mechanisms of interpersonal interactions and feedback. Emphasis placed on the acquisition of skill in self-exploration, role identification, and climate-making. G (2)

535 Foundations of Guidance
The focus is on developing an understanding of the services and processes available to assist individuals in making plans and decisions according to their own life pattern. G (4)

536 Affective Classroom Techniques
Exploration of various techniques designed to facilitate understanding of self and others; methods for working with students. Prerequisite: student teaching or graduate status. Laboratory experience as arranged. G (2)

550 Beginning Practicum
Learn and practice the basic counseling skills in a structured and closely supervised environment. Clients used in this practicum will be relatively high functioning and will usually be seen in an observation room. (3)

555 Practicum
In addition to those skills learned in Beginning Practicum, learn and practice various counseling approaches, skills and techniques with individuals from diverse populations in community or various school settings. Prerequisites: 550 and 561. (3)

560 Communication in Schools
The study of the theories and concepts of those helping skills needed to facilitate problem-solving and personal and academic growth with applications to the classroom and to interactions with professional colleagues. Prerequisite: Admission to MA/Cert program. (3)

561 Basic Relationships in Counseling
A study of the theory, process, techniques, and characteristics of the counseling relationship. (4)

563 Practicum in Group Process and Leadership
A human interaction laboratory which explores interpersonal operations in groups and facilitates the development of self-insight; emphasis on leadership and development of skill in diagnosing individual, group, and organizational behavior patterns and influences. Students will co-facilitate a laboratory group. Prerequisite: 512. (2)

565 Advanced Human Development
Consideration of the implications of the theory, concepts, and research from psychology on development, motivation, learning, and instruction. Emphasis will be on exploring ideas and processes that are directly related to classroom teaching. This course will help teachers understand the skills needed for teaching and become more aware of the complexities of learning and instruction. (4)

566 Advanced Cognition, Development, and Learning
The study of principles and current thought and research in cognition, development, and learning. Prerequisite: Admission to the MA/Cert program or consent of instructor. (3)

569 Career Guidance
A study of careers, theories of choice, and guidance techniques. (4)

570 Fieldwork in Counseling and Guidance
A culminating practicum of field experience in schools or agencies using theory, skills, and techniques previously learned. Students incorporate consultation experience following the Adlerian model. (4)

575 Mental Health
Basic mental health principles as related to interpersonal relationships. Focus on self-understanding. Laboratory experiences as arranged. (4)

578 Behavioral Problems
Adlerian concepts provide the basis for observation, motivation, modification, and life style assessment. Skills for assisting people in developing responsibility for their own behavior. Laboratory experience as arranged. (4)

583 Current Issues in Exceptionality
The characteristics of exceptional students and current issues involving the educator's role in dealing with their special needs. G (2–4)

597 Independent Study
Projects of varying length related to educational issues or concerns of the individual participant and approved by an appropriate faculty member and the dean. (1–4)

598 Studies in Education
A research paper or project on an educational issue selected jointly by the student and the graduate advisor. It will be reviewed by the student's graduate committee. (2)

Course Offerings: Special Education – SPED

195 Individuals with Disabilities - A
An introductory course focusing upon persons with disabilities. Intended for students outside the School of Education. (4)

201 Observation in Special Education Programs
Observation in special education programs, schools, and community settings. (1)

320 Issues of Child Abuse and Neglect
Issues of child abuse, neglect, harassment, and violence. Includes identification and reporting procedures, and the legal and professional responsibilities of all mandated reporters. (1)

322 Moderate Disabilities and Transitions
Exploration of issues related to identification of and service delivery to this population. Specialized instruction, management techniques, and issues of transitioning from schools to community. A field experience component will be required. (4)

395 Introduction to Language Development and Disorders
Introduction to language disorders, assessment, and intervention. Focus on theories of language development and normal language acquisition. (2)

399 Practicum in Special Education
Experience with children and youth who have special needs. 1 hour credit given after successful completion of 45 clock hours and specific course competencies. Prerequisite: consent of instructor. (1 or 2)

403 Parent/Professional Partnership in Special Education
Methods for communicating effectively with parents of special needs children. (2)

404 Communication and Collaboration
Focus on knowledge and skills necessary for effective collaboration and supervision with parents, professionals, and para-educators. (3)

430 Students with Emotional and Behavioral Disabilities
In-depth exploration of issues related to the identification of and service delivery to students withemotional and behavioral disablities. Emphasis on specialized management techniques needed to teach this population. A field experience will be required. (4)

438 Student Teaching in Elementary School
Teaching in special education programs under the direction and supervision of school and university personnel; 8 weeks. Concurrent enrollment in EDUC 434 and 450. (5)

439 Student Teaching in Secondary School
Teaching in special education programs under the direction and supervision of school and university personnel; 8 weeks. Concurrent enrollment in EDUC 450 and 466. (5)

442 Technology in Special Education
Current issues and uses of computer technology for learners with special needs. Emphasis on computer assisted instruction, and assistive technology services and devices. (2)

450 Early Childhood Special Education
Current issues related to young child with special needs. Focus on instructional methods, materials, curriculum, and assessment of this population. (2)

454 Students with Physical Challenges and with the Medically Fragile
Examination of knowledge and skills needed for meeting the psychological, social, and educational needs of individuals who are physically challenged and/or medically fragile. (2)

460 Special Education Student Teaching Seminar: Issues in Practice
A seminar for special education student teachers focusing on current issues in the profession of special education. Taken concurrently with student teaching Term IV Hub and EDUC 450. (1)

475 Supervising Para-Professionals and Volunteers
Emphasis on the effective management of para-professionals and volunteers in the classroom. (1)

485 The Gifted Child
A study of the gifted learner's characteristics and needs. Focus on instructional procedures designed to further development. (2)

490 Development in Early Childhood Special Education
Implications of normal and atypical child development for the learning process, including hands-on experiences in early childhood/ special education settings. (2)

497 Independent Study
Projects of varying length related to trends and issues in special education and approved by an appropriate faculty member and the dean. (1 or 2)

501 Off-Campus Workshops in Special Education
Off-campus graduate workshops in special education for varying lengths of time. (1-4)

503 On-Campus Workshops in Special Education
On-campus graduate workshops in special education for varying lengths of time. (1-4)

520 Teaching Students with Special Needs in Elementary Programs
Introduction and overview of services for students with special needs in elementary programs. Includes procedural and substantive legal issues in special education, program modification, and classroom management. (2)

521 Teaching Students with Special Needs in Secondary Programs
Introduction and overview of services for students with special needs in secondary programs. Includes procedural and substantive legal issues in special education, program modification, and classroom management. (2)

522 The Role of Health Professionals in Special Education
Introduction of health professionals in the school to learners with special needs. Topics include roles of parents as well as medical concerns, early intervention, teaming, substance abuse, and suicide prevention. (3)

523 Educational Procedures for Students with Mild Disabilities
An introduction to teaching procedures for students with mild disabilities. Includes concepts in characteristics, assessment, and instructional practices. (3)

524 Educational Procedures for Students with Developmental Disabilities
An examination of the emotional, social, physical, and mental characteristics of individuals with moderate disabilities. Includes assessment and instruction from medical, psychological, social, and educational viewpoints. (3)

525 Procedures for Students with Behavior Disorders
An examination of instructional and management procedures for learners with behavior disorders. Includes study of academic and behavioral characteristics of these students. (3)

526 Advanced Practicum in Special Education
Experience with children and youth with special needs. Credit given after successful completion of 90 clock hours and specific course competencies. Prerequisite: 520, 521 or equivalent. (2)

530 Assessment of Students with Special Needs
Examines the use of assessment information for making educational decisions about students. Prerequisite: SPED 301. (2)

531 Severe and Profound Disabilities
Introduction to the physical, social, and education needs of individuals with severe and profound disabilities.(2)

532 Education and Training of Individuals with Severe and Profound Disabilities
In-depth study of educational prescription and programming for learners who are severely and profoundly disabled. Emphasis on teaching strategies and curriculum modification as they apply to this population. (2)

533 Inclusion and Students with Moderate Disabilities
A focus on meeting the academic and adaptive behavior skills of students within the regular education classroom. (2)

534 Inclusion and Students with Behavior Disorders
A focus on management procedures for students with behavioral disorders in inclusive classrooms. (2)

535 Inclusion and Students with Mild Disabilities
A focus on instructional procedures for students with mild disabilities in the inclusive classroom. (2)

537 Issues in Language Acquisition and Disorders
Current issues and approaches in assessing and remediating children's language disorders. (2)

538 Issues in Early Childhood Special Education
Current issues related to young children with special needs. (Crosslisted with 338.) (2)

539 Administration of Early Childhood/Special Education Programs
In-depth study of the administration of early childhood programs. (2)

540 Advanced Strategies and Techniques for Teaching in P-3 Grade Settings
Current practices in educational strategies and curriculum modifications to meet the needs of the early learner. Prerequisite: 399, 490, 492. (Crosslisted with 340.) (2)

541 Assessment of Infants and Preschoolers
Formal and informal assessment techniques used to meet the needs of children and their families in integrated settings. Prerequisites: 399, 490, 492. (Crosslisted with 341) (2)

555 Supervising Paraeducators in School Settings
Examines the roles and responsibilites of supervisors of paraeducators and support staff. Emphasis on ethical, professional, and legal responsibilities of the supervisor. Discussion of administrative practices that improve teamwork and staff development. (2)

568 Internship in Special Education
Internship in special education settings. Fourteen weeks of teaching under the direction and supervision of cooperating teachers and university supervisors. Designed for students in the masters with certification program. (6)

575 Collaboration and Team Building
Examines the communication skills necessary for effective collaboration in regular and special education. Topics include professional teams, co-teaching concepts, staff development, scheduling, coordinating, problem solving, and conflict management in educational settings. (2)

576 Communication Skills for Collaborative Consultation in Special Education
Emphasis on the interpersonal skills necessary for the consulting teacher in special education. Exploration of the variables involved in developing cooperation between professional educators. (2)

577 The Inclusive Classroom
Introduction to the principles and practices of inclusive education. (2)

583 Current Issues in Exceptionality
The characteristics of exceptional students and current issues involving the educator's role in dealing with their special needs. (2-4)

588 Legal, Ethical, and Administrative Issues in Special Education
Investigation of special education administrative practices, pupil placement procedures, student staffing, program reimbursement procedures, and federal funding models. (2)

590 Research in Special Education
Review of current research on selected topics in special education. (1)

595 Special Education: Internship
Projects of varying length related to issues in special education. (1-4)

596 Technology and Special Education
Examines technological advancements as they apply to the education of learners with special needs. (2)

597 Independent Study
Projects of varying length related to trends and issues in special education and approved by an appropriate faculty member and the dean. (1-4)

598 Studies in Education
A research paper or project on an educational issue selected jointly by the student and the graduate advisor. It will be reviewed by the student's graduate committee. (2)