| |
Education |
| |
-
EDMA 5083 - Action Research
3 credits
Basic action research theory with a culminating classroom-based project.
|
| |
-
EDMA 5093 - Foundations of Learning
3 credits
In this course, candidates will explore the philosophical, psychological, and historical foundations of education, considering questions such as: How do humans learn? What are the purposes of education, and how have they changed over time? Why is schooling structured as it is? How have issues of equity and justice shaped the ways that we teach? Ultimately, this course is designed to provide candidates with a theoretical framework for understanding contemporary educational systems and their places within them.
|
| |
-
EDMA 5103 - Introduction to English Language Learning
3 credits
Presents theory, methods, and practical aspects of teaching English to speakers of other languages. The course is designed for educational professionals, volunteers, and tutors in both American and foreign schools and settings.
|
| |
-
EDMA 5113 - Methods and Materials for English Language Learning
3 credits
Examines and critiques methods and materials for teaching ELL with attention to principles of assessing student needs and selecting appropriate methods and materials. Provides practice in developing and adapting ELL materials in the context of specific methodologies.
|
| |
-
EDMA 5163 - Teaching English Language Learning Literacy
3 credits
Examine development stages in reading and writing processes, as well as teaching techniques for reading and writing. Analyze written English with an emphasis on both structure and style. Study the levels of literacy: emergent, proficient, and specialized.
|
| |
-
EDMA 5183 - Assessment in English Language Learning
3 credits
Construct and administer tests within ELL classes. Study and evaluate tools for assessing second language proficiency.
|
| |
-
EDMA 5202 - Part-Time Student Teaching
2 credits
Daily, two to four hour field experience, where the student observes and assists a practicing teacher, applies specific subject area methods, tutors and teaches lessons, and developments classroom management skills. (Grade Pass/No Credit)
Prerequisite: Fingerprinting and FBI-Washington State Patrol criminal background checks; fee required.
Concurrent: Taken concurrently with EDMA 5413 & 5423 for secondary endorsements or EDMA 5342, 5352, & 5362 for the elementary education endorsement.
|
| |
-
EDMA 5213 - Exceptionality and Reflective Assessment
3 credits
Helps the candidate use various data sources to inform their teaching practice. Considering student assessment data, video data, Professional reflection, etc., the candidate will engage in the processes of analysis and reflection, using that data as a catalyst to change their instruction. The course helps candidates adjust teaching practice and make teaching decisions based on student, teacher and research data.
|
| |
-
EDMA 5232 - Middle School Culture and Instruction
2 credits
Overview of middle school philosophy, organization, and methods. Includes information about current learning strategies, teaching processes, lesson planning, and curriculum organization appropriate for contemporary middle school environments.
|
| |
-
EDMA 5253 - Elementary Mathematics and Science Methods
3 credits
Explores elementary mathematics and science teaching, including research and curricular trends, resources and materials, instructional techniques, the scientific method, and integration with other elementary subjects. Focuses on special needs, cultural diversity, and Washington State learning goals, EARLs and GLEs.
Prerequisite: Prerequisite: EDMA 5013 Instructional Design. For online campus only.
Concurrent: Taken concurrently with EDMA 5202 Part-time Student Teaching.
|
| |
-
EDMA 5272 - Elementary Classroom Management
2 credits
This course provides prospective teachers with a conceptual framework and a practical knowledge base for proactive and corrective management in the elementary classroom. Topics include the critical role of leadership in the classroom, the power of teacher-student relationships, the strategic set-up of the classroom and its procedures, and disciplinary interventions. Courses taken in sequence as required by the College of Education.
Prerequisite: Prerequisite: Admission to the professional sequence.
|
| |
-
EDMA 5273 - Elementary Classroom Management
3 credits
This course provides prospective teachers with a conceptual framework and a practical knowledge base for proactive and corrective management in the elementary classroom. Topics include the critical role of leadership in the classroom, the power of teacher-student relationships, the strategic set-up of the classroom and its procedures, and disciplinary interventions.
Prerequisite: Prerequisite: Admission to the professional sequence.
Concurrent: Courses taken in sequence as required by the College of Education.
|
| |
-
EDMA 5282 - Secondary Classroom Management
2 credits
This course provides prospective teachers with a conceptual framework and a practical knowledge base for proactive and corrective management in the secondary classroom. Topics include the critical role of leadership in the classroom, the power of teacher-student relationships, the strategic set-up of the classroom and its procedures, and disciplinary interventions. Courses taken in sequence as required by the College of Education.
Prerequisite: Prerequisite: Admission to the professional sequence.
|
| |
-
EDMA 5283 - Secondary Classroom Management
3 credits
This course provides prospective teachers with a conceptual framework and a practical knowledge base for proactive and corrective management in the secondary classroom. Topics include the critical role of leadership in the classroom, the power of teacher-student relationships, the strategic set-up of the classroom and its procedures, and disciplinary interventions.
Prerequisite: Prerequisite: Admission to the professional sequence.
Concurrent: Courses taken in sequence as required by the College of Education.
|
| |
-
EDMA 5292 - Pathway 3 - Field Experience
2 credits
This course provides the needed clinical classroom experience to qualify for state endorsement. The candidate will experience supervised instructional planning and practice in a classroom appropriate to their endorsement area, culminating with the state-required Pedagogy Performance Assessment (PPA).
Prerequisite: Pathway 3 candidate.
|
| |
-
EDMA 5300 - Technology in Education Seminar
0 credits
Candidates will learn to integrate current technology into teaching in their content areas. This course provides an overview of technology (software and hardware) available to teachers across content areas, helping pre-service teachers build a portfolio of options which will serve them in the field. This seminar is directly linked to the candidates teaching methods courses and field work. (Grade Pass/No Credit)
|
| |
-
EDMA 5313 - Elementary Literacy Methods
3 credits
Presents theoretical foundations and instructional skills to teach reading and language arts in kindergarten through eighth grade, taking an eclectic approach to programs and practices found in schools. Covers theories, curricular design, lesson planning, and instructional strategies for phonetics, vocabulary acquisition, spelling, listening, oral communication, writing, children’s literature, and whole language. Focuses on special needs, cultural diversity, and Common Core State Standards learning goals.
|
| |
-
EDMA 5323 - Elementary Social Studies and Arts Methods
3 credits
Instructional methods and materials for teaching and assessing elementary social studies, movement and art.
|
| |
-
EDMA 5342 - Reading and Language Arts Methods
2 credits
Presents theoretical foundations and instructional skills to teach reading and language arts in kindergarten through eighth grade, taking an eclectic approach to programs and practices found in schools. Covers theories, curricular design, lesson planning, and instructional strategies for phonetics, vocabulary acquisition, spelling, listening, oral communication, writing, childrens literature, and whole language. Focuses on special needs, cultural diversity, and Washington State learning goals, EARLs and GLEs.
Prerequisite: EDMA 5013 Instructional Design.
Concurrent: Taken concurrently with EDMA 5202 Part-time Student Teaching.
|
| |
-
EDMA 5352 - Elementary Mathematics and Science Methods
2 credits
Explores elementary mathematics and science teaching, including research and curricular trends, resources and materials, instructional techniques, the scientific method, and integration with other elementary subjects. Focuses on special needs, cultural diversity, and Washington State learning goals, EARLs and GLEs.
Prerequisite: EDMA 5013 Instructional Design.
Concurrent: Taken concurrently with EDMA 5202 Part-time Student Teaching.
|
| |
-
EDMA 5362 - Elementary Social Studies and Arts Methods
2 credits
Presents methods for teaching the social sciences and the arts. Visual, musical and dramatic, and suggests ways to integrate them with other subjects in the elementary curriculum. Emphasizes American history, citizenship education, Christian values, sociology, economics, and geography. Focuses on lesson and unit planning, special needs, cultural diversity, and Washington State learning goals, EARLs and GLEs.
Prerequisite: EDMA 5013 Instructional Design.
Concurrent: Taken concurrently with EDMA 5202 Part-time Student Teaching.
|
| |
-
EDMA 5363 - Elementary Social Studies and Arts Methods
3 credits
Presents methods for teaching the social sciences and the arts. Visual, musical and dramatic, and suggests ways to integrate them with other subjects in the elementary curriculum. Emphasizes American history, citizenship education, Christian values, sociology, economics, and geography. Focuses on lesson and unit planning, special needs, cultural diversity, and Washington State learning goals, EARLs and GLEs.
Prerequisite: Prerequisite: EDMA 5013 Instructional Design. For online campus only.
Concurrent: Taken concurrently with EDMA 5202 Part-time Student Teaching.
|
| |
-
EDMA 5413 - Secondary Literacy Across the Curriculum
3 credits
Explores and analyzes the effectiveness of general methods for teaching students at the middle, junior high, and high school levels. Focuses on research, curriculum trends, adolescent development, instructional strategies applicable to all subjects in the secondary school, special needs, cultural diversity, and Washington State learning goals, EARLs and GLEs.
Prerequisite: EDMA 5013 Instructional Design.
Concurrent: Taken concurrently with EDMA 5202 Part-time Student Teaching and EDMA 5423 Secondary Subject Area Methods.
|
| |
-
EDMA 5421 - Safety and Legal Issues Seminar
1 credits
Teacher candidates receive training in Washington State child abuse reporting procedures, HIV/AIDS and blood borne pathogens, and CPR/First Aid certification. Fee required (Grade Pass/No Credit)
|
| |
-
EDMA 5423 - Secondary Subject Area Methods
3 credits
Students select one methods course specific to subject area and certificate endorsement: DRAM 5423 Theatre Arts Methods, ENGL 5423 English/Language Arts Methods, HIST 5423 Secondary Social Studies Methods, LANG 5423 English as a Second Language Methods, MATH 5423 Secondary Mathematics Methods, or SCIE 5423 Biology Methods & Lab Management. Emphasizes curriculum design, instructional planning, technology, and resources. Focuses on special needs, cultural diversity, and Washington State learning goals, EARLs and GLEs. Application in assigned classroom setting.
Prerequisite: EDMA 5013 Instructional Design.
Concurrent: Taken concurrently with EDMA 5202 Part-time Student Teaching and EDMA 5413 General Secondary Methods.
|
| |
-
EDMA 5453 - Assessment and Exceptionality
3 credits
Engages research around exceptionality (special education, advanced students), specifically as it touches on areas of assessment. Candidates will reflect on assessment tools and strategies across the learning spectrum, considering the merits and challenges of assessing special needs students through standardized testing, as well as assessing advanced students in critical thinking and subject synthesis. This course is focused on effective assessment processes for a diverse P-12 student population.
|
| |
-
EDMA 5486 - Full-Time Student Teaching
6 credits
Monday-Friday field experience, where the student plans and teaches the classroom curriculum for at least three consecutive weeks. Manages classroom routines. Assessment of the students ability to implement what has been learned in the professional education sequence. Demonstration of subject knowledge, positive impact on student learning, and instructional skills. Pass the Washington State Pedagogy Assessment.
Prerequisite: Completion of methods courses and EDMA 5202 Part-time Student Teaching. (Non-education graduates: 6 credits)
Concurrent: Taken concurrently with EDMA 5561 Professional Seminar.
|
| |
-
EDMA 5503 - Advanced Instructional Practice
3 credits
Beyond the basics (learning targets, lesson planning, etc.), this course allows for an in depth look at honing instructional practices as well as increasing formal and informal leadership capacity as an educator in areas of instruction. This course is aimed at applying assessment techniques to inform instruction, allowing for sustainable changes to teaching practices and increased student engagement in the P-12 classroom.
|
| |
-
EDMA 5523 - Educational Standards and Accountability
3 credits
Analyzes history and purposes of educational standards from multiple perspectives, e.g., philosophical, political, social, equal opportunity, and pedagogical. Compares American standards and results with the expectations of other developed countries. Addresses influence of the federal government through legislation, regulation, and enforcement activities. Covers school improvement initiated by Washington State since 1993, including program and student performance assessments: norm and criterion-referenced tests. Studies development and impacts of state standardized testing.
|
| |
-
EDMA 5543 - Current Educational Issues and Trends (Assessment/Leadership)
3 credits
Evaluate contemporary movements, theories, products, and practices which affect common schools (P-12). Topics vary by term depending on current events; may include federal and state legislation, court cases, regulations, religion in public schools, published studies and journal articles, social and political dynamics, school finance, special needs populations, diversity, affirmative action, equal educational opportunity, technology, teacher preparation and licensure, professional development, teacher effectiveness, professional ethics, and career and retirement planning. Candidate focus will follow their program Concentrations (Assessment/Leadership).
|
| |
-
EDMA 5561 - Professional Seminar
1 credits
Seminar sessions include discussions on educational philosophy, values and ethics, Christian worldview, effective teaching practices, conflict management, problem-solving strategies, and assessment of student learning. Activities and assignments focus on job search skills and professional development: resume writing, production of a teacher placement file, simulated job interviews, Washington State teacher certification and continuing education requirements, and drafting a professional growth plan related to the Professional Teacher Certificate.
Concurrent: Taken concurrently with EDMA 5486 Full-time Student Teaching or EDMA 5786 Full-time Student Teaching. (Requirement satisfied by EDUC 4971, if completed in post-BA status)
|
| |
-
EDMA 5613 - The Integrated Teacher
3 credits
Considers the aims, structure and styles of educational endeavors. With the individual teacher in mind, using philosophical and practical texts, this course directs candidates to think deeply about their own aims of education, who they are in the classroom and what structures align with those realities. The goal of this course is to foster authentic teachers who engage their students in meaningful and effective ways.
|
| |
-
EDMA 5623 - Harassment, Intimidation, Bullying (Hib) And Moral Education
3 credits
Provides a broad overview of the phenomenon of bullying as it plays out in P-12 schooling. The course will outline current research on school bullying, including definitions, Washington state law regarding harassment, intimidation and bullying within schools, bully/victim characteristics, gender in bullying, and bullying motivations. Further, the course will consider several current anti-bullying programs, outlining both their programs and aims. Finally, the course will more broadly consider the notion of moral transformation, considering both behavioral and dispositional change, specifically discussing the roles of student identity construction and school culture as they intersect with bullying activities and moral development.
|
| |
-
EDMA 5661 - edTPA Seminar I
1 credits
Introduces the state-required Teacher Performance Assessment (edTPA), mainly focused on edTPA rubrics, structure, and timeline. In addition, an overview of building the edTPA through our COE online portfolio is provided.
|
| |
-
EDMA 5663 - Professional/edTPA Support Seminar
3 credits
A seminar focused on preparing candidates for entry into the profession. Utilizing field personnel, the course touches on issues of employment, professional practice, and certification. Additionally, candidates will become familiar with the edTPA logistics, evidence requirements, submission process, and benchmark examples, working with a cohort to gain clarity throughout.
|
| |
-
EDMA 5671 - edTPA Seminar II
1 credits
Provides an overview of edTPA construction. This will include training on commentaries, artifacts, and upload. Writing days are also provided, allowing candidates pull-out time from Student Teaching to write their assessment.
|
| |
-
EDMA 5682 - Educational Research Methods: Data
2 credits
A continuation for EDMA 5063, this course focuses candidates on their data collection efforts, aimed toward a final educational research project. Candidates will collect data for their projects by means consistent with their previously developed research proposals.
Prerequisite: EDMA 5063 Education Research Methods: Theory.
|
| |
-
EDMA 5691 - Educational Research Methods: Reporting
1 credits
A continuation form EDMA 5063 and EDMA 5682, this course focuses candidates on analyzing their data (collected in EDMA 5682), writing a final educational research report, and presenting it to a panel of peers and community members. Candidates will write a full research report based on the data collected and proposal developed earlier.
Prerequisite: EDMA 5063 Education Research Methods: Theory; EDMA 5682 Educational Research Methods: Data.
|
| |
-
EDMA 5701 - Procert Pre-Assessment and Orientation Seminar
1 credits
In line with Washington State’s Professional Certification requirement for newer teachers, the ProCert Pre-Assessment and Orientation Seminar is a ‘support program’ aimed at aiding ProCert candidates in their preparation for the ETS ProTeach Electronic Portfolio submission. The Pre-Assessment seminar is focused on unpacking the 12 state ProCert Criteria as well as the three Entries required for the ProTeach Portfolio. In addition, candidates will become familiar with the online Portfolio textboxes, evidence requirements, submission process, and benchmark examples, working with a cohort to gain clarity throughout. (Grade Pass/No Credit)
|
| |
-
EDMA 5781 - Proteach Preparation Seminar
1 credits
Helps the candidate through the ProTeach submission process. Working with an NU mentor, the candidate will begin the preparation processes involved in the electronic Portfolio submission, including collecting evidence, writing narrative portions, and using ProTeach forms (e.g., Needs Assessment, Professional Growth Activities Log, etc.). While Northwest University cannot guarantee passage of the ProTeach Assessment (since all Portfolios are scored independently by ETS), we do provide support throughout the process; setting the candidate up with clear understanding and collaborative experiences. (Grade Pass/No Credit)
|
| |
-
EDMA 5813 - Collaboration, Coaching, And Professional Communication
3 credits
Provides a theoretical and practical overview of co-teaching practices in the classroom. The course will provide working definitions of co-teaching, an overview of co- teaching strategies (e.g., one teach, one observe; one teach, one assist; station teaching; parallel teaching; team teaching; etc.), as well as discussing the benefits and difficulties of the co-teaching model. In addition, the course will review the current research on collaborative teaching best practices, including impact on student performance.
|
| |
-
EDMA 5833 - Learning Strategies and Applied Technology
3 credits
This course builds on the teaching expertise of practitioners and extends their knowledge of researched strategies and technologies shown to enhance the learning of elementary and secondary students and to support the narrowing of achievement gaps for minority populations. Tailored to meet the needs and addresses the interests of graduate cohort members, course content remains flexible in terms of selected readings and activities focused on learning theory, effective strategies, and available electronic technologies.
|
| |
-
EDMA 5873 - Leadership and Organizational Change
3 credits
Provides a broad overview of the teacher-leader in todays P-12 school setting. The course will provide a theoretical understanding of the teacher-leader, including leadership theory, as well as topics such as mentoring and school reform. In addition, the course will focus on practical aspects of teacher leadership spread across a variety of rolls within the school (induction support, collaborative professional development, curriculum coach, community partnership, etc.). This course is aimed at equipping classroom teachers toward strong professional contribution within their schools.
|
| |
-
EDMA 5913 - Student Teaching I
3 credits
Full-time field experience, where the candidate observes, assists, and teaches along-side a practicing teacher, applies specific subject area methods, tutors and teaches lessons, and develops classroom management skills.
|
| |
-
EDMA 5920 - Student Teaching II
0 credits
Full-time field experience, where the candidate continues to observe, assist, and teach along-side a practicing teacher, applies specific subject area methods, tutors and teaches lessons, and develops classroom management skills.
|
| |
-
EDMA 5930 - Student Teaching III
0 credits
Full-time field experience, where the candidate continues to observe, assist, and teach along-side a practicing teacher, applies specific subject area methods, tutors and teaches lessons, and develops classroom management skills.
|
| |
-
EDMA 5940 - Student Teaching IV
0 credits
Full-time field experience, where the candidate continues to observe, assist, and teach along-side a practicing teacher, applies specific subject area methods, tutors and teaches lessons, and develops classroom management skills.
|
| |
-
EDMA 5946 - M.Ed. Internship
6 credits
This course is specifically designed for international candidates, giving them valuable observation experience in a local U.S. classroom. The course requires a minimum of 250 hours in a K-12 classroom, serving the classroom teacher, gaining understanding of the classroom/instructional practice. (Grade Pass/No Credit)
Prerequisite: entry in the M.Ed program.
|
| |
-
EDMA 5953 - Student Teaching V
3 credits
Full-time field experience, where the candidate observes, assists, and teaches along-side a practicing teacher, applies specific subject-area methods, tutors, and teaches lessons, and develops classroom management skills. Further, candidate is assessed on his/her ability to implement what has been learned and a demonstration of subject knowledge, pedagogical skill, and positive impact on student learning.
|
| |
-
EDMA 5972 - Field Project
2 credits
Focuses the candidate on an intentional project within a school, district or learning community, developed by the candidate in consultation with the professor. The project is aligned by purpose and Concentration (Assessment/Teacher Leadership/ELL), and aimed to facilitate practical application of theory in a field-based experience.
|
| |
-
EDMA 6193 - Visionary Leadership For School Improvement
3 credits
This course is an exploration of the administrative process, role of leadership, theories related to administration and leadership, and an examination of the basic principles of leadership, work motivation, decision-making, and communication. In addition, the course examines the principles of school culture that influence student learning.
|
| |
-
EDMA 6253 - Educational Law and Ethics
3 credits
This course is designed to develop skills of legal research and analysis in the field of education law at the public elementary and secondary school level as well as survey the myriad of legal issues found in today’s school environment.
|
| |
-
EDMA 6373 - Transforming School Culture
3 credits
Examines the principles of transformational leadership of school culture to promote student learning improvement. Major leadership skills to be applied in a field-based, authentic process include the assessment of existing school culture through multiple and varied data, and the development of strategies to achieve a collaborative and positive work environment to promote a culture of learning and success. Student leadership activities will include working with other to develop recognition programs, resolve conflicts, develop two-way communications, and build relationships among diverse staff and students.
|
| |
-
EDMA 6383 - Community Care and Engagement
3 credits
Students will explore the various issues of school and community relations through the constructs of human relations and communications. Students will learn how to assess, critique and develop a school/community relations and communications plan. In addition, students will explore the concept and learn how to develop community/school partnerships with external agencies to enhance pupil learning and resiliency. Practices promoting interagency collaboration with the school, legal and administrative issues, will be explored. In addition, students will explore how to assess, critique and develop a school/community relations and communications plan. Students will understand and apply issues of diversity, equity, and social justice within schools and community that influence effective communications and public relations.
|
| |
-
EDMA 6433 - Teacher Empowerment and Evaluation
3 credits
The course includes how to empower, supervise and evaluate teachers. This includes how to plan and implement professional development of school staff to promote improved student learning. Topics include principles of school personnel evaluation; issues related to recruiting, hiring, placing, mentoring, retention, and dismissal; evaluation models for professional and classified staff; focus on instructional time, and effective professional development models to support lifelong learning and reflective practice. In addition, students will understand the creation, implementation, and evaluation of professional learning communities. Topics covered include consensus building, conflict management, results-oriented leadership, program design, and assessment.
|
| |
-
EDMA 6463 - Resource Management for School Improvement
3 credits
This course prepares administrators to strategically plan, manage and evaluate core programs and systems for the safe and efficient operation of schools. Course content includes the processes by which financial decisions are made at the school level. Students will acquire techniques of constructing, managing and analyzing a school budget, while simultaneously addressing issues of educational efficiency, equity and results within the school community. Operational domains examined include information systems, management systems, curriculum, instruction, student behavior and school security systems.
|
| |
-
EDMA 7123 - Higher Education Leadership
3 credits
This course focuses on the responsibilities and opportunities for providing leadership in the higher education setting. The roles of board members, administrators, and faculty examined, along with shared governance models. Students will also apply leadership models and theory to current critical issues in U.S. higher education.
|
| |
-
EDMA 7143 - History of Higher Education
3 credits
This course provides an overview of the historical development of higher education institutions in the U.S. Students will examine the primary trends that contributed to the current status of the field.
|
| |
-
EDMA 7193 - Visionary Leadership For School Improvement
3 credits
This course is an exploration of the administrative process, role of leadership, theories related to administration and leadership, and an examination of the basic principles of leadership, work motivation, decision-making, and communication. In addition, the course examines the principles of school culture that influence student learning.
|
| |
-
EDMA 7243 - Higher Education Law
3 credits
This course focuses on legal issues relevant to higher education institutions. Students will evaluate the current legal framework for colleges and universities, including state and federal regulation. Additionally, students will analyze the process of planning for, and responding to, legal issues and risks that confront post-secondary institutions and leaders.
|
| |
-
EDMA 7253 - Educational Law and Ethics
3 credits
This course is designed to develop skills of legal research and analysis in the field of education law at the public elementary and secondary school level as well as survey the myriad of legal issues found in today’s school environment.
|
| |
-
EDMA 7373 - Transforming School Culture
3 credits
Examines the principles of transformational leadership of school culture to promote student learning improvement. Major leadership skills to be applied in a field-based, authentic process include the assessment of existing school culture through multiple and varied data, and the development of strategies to achieve a collaborative and positive work environment to promote a culture of learning and success. Student leadership activities will include working with other to develop recognition programs, resolve conflicts, develop two-way communications, and build relationships among diverse staff and students.
|
| |
-
EDMA 7383 - Community Care and Engagement
3 credits
Students will explore the various issues of school and community relations through the constructs of human relations and communications. Students will learn how to assess, critique and develop a school/community relations and communications plan. In addition, students will explore the concept and learn how to develop community/school partnerships with external agencies to enhance pupil learning and resiliency. Practices promoting interagency collaboration with the school, legal and administrative issues, will be explored. In addition, students will explore how to assess, critique and develop a school/community relations and communications plan. Students will understand and apply issues of diversity, equity, and social justice within schools and community that influence effective communications and public relations.
|
| |
-
EDMA 7393 - Higher Education Finance
3 credits
This course introduces students to the critical issues related to finance in higher education. Students will explore government funding, institutional budgeting and planning, and critical issues related to financing higher education.
|
| |
-
EDMA 7433 - Teacher Empowerment and Evaluation
3 credits
The course includes how to empower, supervise and evaluate teachers. This includes how to plan and implement professional development of school staff to promote improved student learning. Topics include principles of school personnel evaluation; issues related to recruiting, hiring, placing, mentoring, retention, and dismissal; evaluation models for professional and classified staff; focus on instructional time, and effective professional development models to support lifelong learning and reflective practice. In addition, students will understand the creation, implementation, and evaluation of professional learning communities. Topics covered include consensus building, conflict management, results-oriented leadership, program design, and assessment.
|
| |
-
EDMA 7443 - Post-Secondary Assessment
3 credits
This course will explore the role of assessment at the individual, course, program, and university levels. Emphasis will be placed on program outcomes, evaluation, assessment strategies, and reporting results.
|
| |
-
EDMA 7463 - Resource Management For School Improvement
3 credits
This course prepares administrators to strategically plan, manage and evaluate core programs and systems for the safe and efficient operation of schools. Course content includes the processes by which financial decisions are made at the school level. Students will acquire techniques of constructing, managing and analyzing a school budget, while simultaneously addressing issues of educational efficiency, equity and results within the school community. Operational domains examined include information systems, management systems, curriculum, instruction, student behavior and school security systems.
|
| |
-
EDMA 7513 - Student Development Theory and Research
3 credits
This course will introduce students to the development of student development theory, with a focus on related research. Students will examine foundational theory and emerging trends, and practice applying principles to practice.
|
| |
-
EDMA 7533 - Current Issues and Innovation in Higher Education
3 credits
This course will explore contemporary issues relevant to the higher education field and impacts on colleges and universities. Students will focus on creative models for institutional adaptation, growth, and transformation.
|
| |
-
EDMA 7553 - Adult Learning Theory
3 credits
This course will introduce students to adult learning and development theory, including supporting research. Students will examine foundational theory and emerging trends, and practice applying principles to practice.
|
| |
-
EDUC 3901 - Content Assessment Seminar
1 credits
This seminar is a practical guide to prepare students to take the WEST-E/NES content assessment required for Washington State teacher certification. During this course, students will study the assessment structure, will set goals, and gain general and content-specific test-taking strategies.
|
| |
-
SPED 5043 - Introduction to Special Education
3 credits
The course explores the philosophical, historical, and legal foundations of special education. Furthermore, candidates will analyze the roles of inclusion and collaboration when working with students with exceptionalities.
|
| |
-
SPED 5163 - Collaboration and IEP Teams
3 credits
This course instills the collaboration skills need for working with general education teachers, specialists, paraprofessionals, families, and community members to promote the students receiving special education support services.
|
| |
-
SPED 5433 - Special Education Instruction Strategies I
3 credits
This course provides methods for effective instruction to students with mild to moderate and severe disabilities.
|
| |
-
SPED 5443 - Special Education Instruction Strategies II
3 credits
This course examines methods for effective instruction to students with Autism Spectrum Disorders.
|
| |
-
SPED 5453 - Special Education Instruction Strategies III
3 credits
This course provides methods for effective instruction to students with behavioral disabilities.
|
| |
-
SPED 5533 - Classroom Assessment
3 credits
This course helps candidates to plan for and incorporate classroom assessment, both formative and summative when teaching students receiving special education support services.
|
English and Literature |
| |
-
ENGL 5423 - English/Language Arts Methods
3 credits
|
Global Studies |
| |
-
GLST 590X - Research Laboratory
[Offered for variable credit] An application course which provides students with hands-on experience in research methods. Emphasis is placed, depending on the semester, on different aspects of the research process including study design, methodology, literature review, data collection, data coding and analysis and writing. Students meet regularly with the instructor and spend most of their time participating in the various elements of the research process. (Grade Pass/No Credit)
Prerequisite: Instructors permission.
|
| |
-
GLST 5153 - Research for Social Change
3 credits
A comprehensive overview of research methods in the social sciences, and their capacity to improve the lives of individuals and communities. The course focuses primarily on the design and implementation of multiple forms of qualitative studies. Students will consider methodological options for their own future research and begin to develop a strategy for their fieldwork leading to the thesis project.
|
| |
-
GLST 5203 - Spirituality, Culture and Social Justice
3 credits
Students are encouraged to explore personal, spiritual, and theological foundations for being involved in a helping profession.
|
| |
-
GLST 5313 - Community Development
3 credits
This course explores the broad practice of community development, and the various ways the field is defined and expressed in both global and local contexts. Students will examine both the dominant and competing paradigms to development and poverty alleviation, the shift in these paradigms over time, and recurrent themes of social change.
|
| |
-
GLST 5333 - Leadership
3 credits
Students in this course will examine the impact of their own strengths and leadership styles upon their contexts of influence, as well as the specific challenges of leading and managing non-profit organizations in a globalized world.
|
| |
-
GLST 5503 - Culture Studies in A Global Context
3 credits
In a globalizing world, being able to understand and negotiate the challenges of cultural diversity is more important than ever. This course will consider issues of culture from a general perspective as well as a number of case studies in which practical issues illustrate and problematize relevant theories. The course will in particular consider issues of culture as they impact the contexts of relief, advocacy, and community development. Special travel fee may apply.
|
| |
-
GLST 5673 - Globalization and Development
3 credits
This is a course that aims to position students in the larger context of global systems – economic, cultural, and geopolitical. The primary objective is to increase understanding of the interdependent world in which we live – and the pervasive, unstoppable movement of globalization that characterizes it. The course also seeks to equip students with some of the necessary cultural knowledge and empathy required to operate in the increasingly dominant “monoculture,” and at the same time to navigate (and value) multicultural distinctiveness. Finally, the course explores the ethical and spiritual dimensions of global citizenship.
|
| |
-
GLST 5923 - Fieldwork
3 credits
In this course, students complete their individualized student fieldwork requirements, typically including specialized service with one or more organizations and opportunities for qualitative research. Students will receive instruction and guidance throughout their fieldwork experience, and will have the opportunity to interact with student peers and instructors through regular fieldwork reports.
|
| |
-
GLST 5932 - Practicum in Project Management
2 credits
This course provides an introduction to the paradigm of Project Management, with a specific focus on the community development environment. Students will learn principles of project management by designing projects for actual organizations, and will acquire skills for the initiation, planning, and presentation of project designs. The coursework and experience from this practicum will prepare students for the option of becoming certified in Project Management for Development Professionals (PMD Pro).
|
| |
-
GLST 5942 - Practicum in Funding and Grant Writing
2 credits
A study in strategies for sustainable resource development for non-profits and businesses. Students will explore strategies for resource development for nonprofit organizations, and will apply their skills in organizational contexts. Topics include: grant writing techniques, donor-centered fundraising, fundraising management, giving campaigns, the use of technology, and volunteer management.
|
| |
-
GLST 5952 - Practicum in Program Evaluation
2 credits
In this course, students will be introduced to the basic concepts of outcomes-based evaluation and will become familiar with the necessary tools to design and conduct program evaluations. This is a hands-on course that requires students to actually evaluate real programs in their local contexts. It is intended to provide students with practical knowledge that can be used to improve programs and organizations, so that they can make a more meaningful difference in communities and individual lives.
|
| |
-
GLST 5962 - Thesis Project Practicum I
2 credits
In this course, students integrate lessons learned from fieldwork into their thesis project, choosing either a full academic thesis option, or the practical project and short thesis option. In addition, the goals of this practicum are to maintain good relational dynamics for the cohort community and to work towards the integration of learning from other courses in the semester.
|
| |
-
GLST 5972 - Thesis Project Practicum II
2 credits
This course supports the student in completing the thesis project. At the end of the course, students will present and defend their thesis work before an audience of their peers and professors. In addition, the student will be encouraged to consider questions of personal calling and vocational aspirations, and to work towards the integration of learning from all courses in the semester.
|
| |
-
GLST 6343 - Social Entrepreneurship
3 credits
This course is intended to be an introduction to practices and principles of social entrepreneurship. The course focuses in great part on innovative approaches to addressing social needs, and explores contemporary case studies. Topical themes include: economic development through social enterprise; policy, politics, and free market forces; ethics and social responsibility; and globalization and the new economy. This course assumes that anyone can be entrepreneurial, whether or not it is their primary calling, and that everyone can play some role in supporting an entrepreneurial team. Therefore, special attention will be given to re-discovering our imaginative, inventive capacities, and cultivating entrepreneurial qualities.
|
| |
-
GLST 6383 - Peacemaking and Reconciliation
3 credits
This course focuses on processes of peace-making that often must be at the heart of community-developing. The course will consider how to bring conflicting parties into agreement through nonviolent means. It will look also at underlying causes of hostility (such as racism, sexism, oppression, economic disparity, ethnic animosity, and intercultural misunderstanding), and consider both faith-based and secular approaches to fostering individual healing, reconciliation, and social justice.
|
| |
-
GLST 6423 - Social and Environmental Justice
3 credits
This course considers issues of justice between people, and between people and the rest of creation. Through this course a student will come to understand the “politics of transformation,” and take an in-depth look at core areas of injustice such as sexual slavery, economic inequality, globalization, political oppression, war and peace issues, indigenous rights, and gender inequality. The course also considers the historical roots of and contemporary solutions for ecological problems, and the ways in which environmental issues impinge on the practices of community development.
|
| |
-
GLST 6573 - Children, Poverty, And Development
3 credits
Prevention and advocacy for children at risk and the creation of healthy environments and communities for children are the two main foci of this course. Students will explore a child-focused perspective on poverty and development, including a consideration of the cultural, social, political and spiritual determinants that impact children, and transformative, community-based approaches to improving child well-being.
|
| |
-
GLST 6593 - Disaster Relief and Development
3 credits
Students will examine the critical concepts, principles, and tools that are needed in order to effectively in order to effectively engage in the humanitarian context, as well as the relationship between disaster relief and community development. Special attention is paid to climate change adaptation, disaster risk reduction, and protection issues. The course seeks to provide an opportunity for students to develop a framework for a holistic approach to disaster relief. This course will prepare students for optional certification in humanitarian action under the Professionals in Humanitarian Assistance and Protection (PHAP) Credentialing Program.
|
History |
| |
-
HIST 5423 - Secondary Social Studies Methods
3 credits
|
| |
-
HIST 5493 - History of Renewal Movements
3 credits
This course will examine the biblical, theological, and cultural impact of renewal and reformation movements in history. Beginning with Old Testament prophetic calls for national and individual renewal and righteousness leading up to the coming Messiah and the Acts 2 Spirit outpouring upon “all flesh,” this course explores the eschatological and musicological foundations of renewal. Students will study reformation movements from the 16th century and beyond with special focus upon religious and sociological reformation and revival movements in the 19th and 20th century and how socio-political movements such as the Abolition, Labor, Women’s Suffrage, and Temperance movements parallel the cultural turmoil, opportunity, and patterns for turning around churches in the current era. How did those movements influence and birth the Holiness, Foreign Missions, and Pentecostal Movements of the late 19th and early 20th centuries? In addition, key figures and institutional/denominational will provide implications and learning’s for current and future generations of Pentecostal and Evangelical leaders.
|
| |
-
HIST 6163 - The Journey of The Early Church
3 credits
Emphasizes the development of Christianity in the centuries from the post- Apostolic era into the fourth century with a significant emphasis upon its existence vis-a-vis pagan society and the Constantinian Empire. Topics will include: the place of martyrs as witnesses to the passion of Christ, the efforts and goals of apologists, the faith and practice of the early Church as seen by both insiders and outsiders, the development of Christian theology, and the fervor surrounding Constantine and the Council of Nicaea. Consideration will be made of both the early Church in its context and related lessons for contemporary Christianity. (Same as CHIS 6163)
|
Intercultural Studies |
| |
-
INCS 7163 - Current Issues in Missiology
3 credits
In this course, students will explore the major issues involved in the theory and practice of contemporary Missiology. The goal of the course is to sensitize students to inter-cultural perspectives, positive leadership responses to diversity, and prepare them for advanced research and theory generation on this topic.
|
| |
Page: 1
| 2
| 3
| 4
|
|
Print this Page