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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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)
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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.
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EDMA 5323 - Elementary Social Studies and Arts Methods
3 credits
Instructional methods and materials for teaching and assessing elementary social studies, movement and art.
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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.
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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.
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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.
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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.
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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.
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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)
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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.
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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.
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EDMA 5486 - Full-Time Student Teaching
6 credits
This course is a Monday-Friday (full-time) field experience lasting six weeks, during which the candidate must spend a minimum of three consecutive weeks as the lead teacher: he/she plans, teaches, and assesses the classroom curriculum; manages classroom routines; and interacts with parents, guardians, and educational colleagues. The course assesses the candidate’s ability to implement what has been learned in the professional education sequence: a demonstration of subject knowledge, positive impact on student learning, and instructional skills. Candidates will complete & submit the Washington State Pedagogy Assessment (edTPA) as a part of the course.
Prerequisite: At least a B- (2.75) in each methods course and EDMA 5202, Part-time Student Teaching.
Concurrent: Taken concurrently with EDMA 5561 Professional Seminar.
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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.
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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.
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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).
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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)
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EDMA 5613 - Philosophy and Practice of Education
3 credits
Combining philosophical and historical analysis, this course engages in a chronological exploration of educational beliefs and their impact on the participants, structures, and aims of educational practices in Europe and the Americas.
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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.
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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.
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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.
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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.
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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.
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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.
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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)
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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SPED 5433 - Teaching Students with Mild to Severe Disabilities
3 credits
This course provides methods for effective instruction to students with mild to moderate and severe disabilities.
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SPED 5443 - Teaching Students with Autism Spectrum Disorder
3 credits
This course examines methods for effective instruction to students with Autism Spectrum Disorders.
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SPED 5453 - Teaching Students with Behavioral Disabilities
3 credits
This course provides methods for effective instruction to students with behavioral disabilities.
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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.
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English and Literature |
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ENGL 5423 - English/Language Arts Methods
3 credits
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Global Studies |
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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.
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GLST 5153 - Research for Social Change
3 credits
This course assumes that community development practitioners must first learn from and about context before imposing predetermined programs and processes. To that end, students learn practical inquiry skills grounded in principles of humility, curiosity, and respect for local wisdom and resources. The course focuses primarily on the design and implementation of multiple forms of qualitative or mixed method (qualitative and quantitative) studies. Students will create a proposal for their own future fieldwork and thesis research.
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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. The course also explores theological and philosophical underpinnings of social change, the practices of transformational leadership in contexts of development, and the value of collaborative, mutually-empowering approaches to working with individuals and communities.
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GLST 5503 - Culture Studies in A Globalized Context
3 credits
This course will consider issues of both local and global culture as they impact the contexts of relief, advocacy, and community development. Students learn to respect and work with the diversity of cultures and worldviews in a increasingly globalized world.
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GLST 5923 - Fieldwork
3 credits
In this course, students complete their individualized fieldwork requirements, engaging primarily in an online format with the cohort community from diverse sites around the world. This typically includes specialized research and service with one or more organizations germane to the student’s interests. The goals of the course include preparation for the upcoming thesis, exploration of vocational possibilities, and formation of leadership skills relevant to development work.
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GLST 5932 - Project Management for Development
2 credits
This course provides an introduction to the paradigm of Project Management, with a specific focus on the community development environment. Students learn by designing projects for actual organizations, and acquire skills for the initiation, planning, and presentation of project designs. In this course students earn a Certificate in Project Management for Development Professionals (PMD Pro).
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GLST 5942 - Funding and Grant Writing
2 credits
This course equips students with strategies for sustainable resource development for nonprofits and social businesses. Students explore spiritual foundations and practical strategies for resource development, and apply their skills to the needs of actual organizations.
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GLST 5952 - Program Evaluation
2 credits
In this course, students acquire foundational concepts of outcomes-based evaluation, and practice core skills to design and conduct program evaluations. This hands-on course challenges students to evaluate real programs in their local contexts, thus making them more impactful and efficient in achieving social transformation.
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GLST 5963 - Thesis I
3 credits
In this course, students process lessons learned from fieldwork, and integrate that data as they begin their thesis work. Students may choose either a full academic thesis option, or a practical project option. The course focuses on building a foundation for the thesis through self-directed literature research and the holistic review and integration of ICD program content.
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GLST 5973 - Thesis II
3 credits
This course supports the student in completing the thesis. The course will also provide opportunities for the comprehensive review of ICD principles and practices, and for the affirmation of individual vocational strengths and goals. At the end of the course, students present and defend their thesis work before an audience of their peers and professors.
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GLST 6343 - Social Entrepreneurship and Design Thinking
3 credits
In this course students consider and engage in collaborative, innovative approaches to addressing social need. This course assumes that anyone interested in challenging the status quo practices of development must learn to think like an entrepreneur, and must learn to cultivate collaborative creativity in the communities where they work.
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GLST 6383 - Peacemaking and Reconciliation
3 credits
This course assumes that peace-making is often a core aspect of community development, and will focus on strategies for bringing conflicting parties into agreement through nonviolent means. Students engage some of the underlying causes of hostility—such as racism, sexism, oppression, economic disparity, ethnic animosity, and ethnocentrism—and consider both faith-based and secular approaches to fostering individual healing, reconciliation, and social justice. Students are encouraged to explore their own personal, spiritual, and theological/philosophical foundations for service and social justice work.
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GLST 6423 - Social and Environmental Justice in Development
3 credits
This course considers issues of justice between people, and between people and the rest of creation. Students explore the politics of transformation, and grapple with 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 environmental problems, some contemporary approaches to ecological challenges, and the ways in which environmental justice values must influence the practices of community development. These issues are positioned in the larger context of global systems–economic, cultural, and geopolitical—and students are challenged to examine the ethical and spiritual foundations of their own roles as responsible global citizens.
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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.
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GLST 6593 - Disaster Relief, Development, and Resilience
3 credits
This course provides the critical concepts, principles, and tools for holistic humanitarian assistance, and explores the relationship between disaster relief and long-term community development. Special attention is paid to capacity development, disaster risk reduction (including climate change adaptation), and resilience (including the role of religious faith as an element of psycho-social resilience). In this course students may choose to earn the Certificate in Humanitarian Action under the Professionals in Humanitarian Assistance and Protection (PHAP) Credentialing Program.
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History |
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HIST 5423 - Secondary Social Studies Methods
3 credits
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Intercultural Studies |
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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.
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Language |
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LANG 5013 - Survey of Linguistics
3 credits
Surveys the study of linguistics followed by in depth treatment of phonology, phonetics, morphology, and syntax. Students will interpret linguistic data in each area.
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LANG 5033 - SLA Theory
3 credits
Introduces core theories of how second and foreign languages are learned after a first language has already been acquired. Students will focus on cognitive theories and the historical framework of the field.
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LANG 5133 - Sociolinguistics
3 credits
Investigates the relationship between language and culture. Students will examine how societal factors impact linguistic choices.
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LANG 5233 - SLA Research Methods
3 credits
Introduces action research methodology as applied in English language education. Students will review basic statistical analysis. Introduces American Psychological Association (APA) format for professional writing.
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LANG 5323 - Methods of TESOL
3 credits
Examines approaches and methods for teaching English language. Students will focus on producing unit plans for specific demographics, and on developing appropriate activities for various skill areas.
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LANG 5373 - Literacy
3 credits
Explores the developmental stages in the process of reading and writing, as well as teaching literacy pedagogy.
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LANG 5423 - English As A Second Language Methods
3 credits
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