Degrees Granted: Master of Arts in Education; Master of Education; Master in Teaching; Doctor of Philosophy (Education); Doctor of Education.
Educational Leadership and Counseling Psychology Faculty
Professor and Chair, P. Erdman; Professors, A. Barabasz, M. Barabasz, L. Bruya, A. Church, G. Furman, F. Parkay, M. Trevisan, D. Warner; Associate Professors, S. Bauman, J. Beller, C. Claussen, L. Foster, G. Gates, J. Howard, J. Kingrey, B. McNeill, D. Pavel, D. Ray, D. Reed, R. Rinehart, K. Ward; Assistant Professors, E. Anctil, T. Anctil, W. Heggins, T. Johnson, Y. Ko, L. McCubbin, P. Pitre, S. Hirsch, G. Sharratt; Instructor, C. Zweifel.
Department of Teaching and Learning Faculty
Professor and Chair, E. Helmstetter; Professors, J. Canty, G. Ernst-Slavit, G. Maring, D. Miller, J. Mitchell, F. Peterson, B. Romanish, T. Young; Associate Professors, J. Egbert, S. Finley, M. Hayes, A. Laguardia, L. Mabry, L. Paznokas, M. Roe, R. Sawyer, D. Shinew, D. Slavit, G. Tan; Assistant Professors, T. Akmal, S. Banks, P. Bettis, A. Campbell, D. Day-Wiff, M. Graham, D. Gilmore, P. Groves-Price, D. Gruenewald, L. Hall, L. Holloway, J. Kelley, D. LaFevre, A. McDuffie, J. Margolis, P. Morgan, J. Morrison, T. Nelson, M. Rodriguez-Price, L. Schmidt, C. Sodorff, J. Thomas, T. Walker, G. Westhoff; Instructors, B. Freeouf, C. Granby, E. Greeen, L. Gregory, J. Jensen, A. Kennedy, C. Maloney, B. Marchant, J. Marchant, N. McKibbin, G. Morse, A. Pavkovich, G. Pitzer, A. Remaley, J. Robinson, J. Spiesman, N. Stern, G. Tinder, B. Ward, L. White, D. Whitney.
Programs
Graduate programs in the College of Education offer advanced course work, field experience, and research preparation for leadership personnel in education and related human services areas. Several professional certification programs are available at the graduate level. Doctoral programs focus on preparation of educational administrators, counselors, teacher educators, and educational researchers. Graduate programs stress scholarship as a basis for all professional endeavors.
Department of Educational Leadership and Counseling Psychology
Educational and Counseling Psychology Programs: The Master of Education and Master of Arts in Education, with specialization in school counseling, prepare persons to work as counselors in the public schools leading to initial certification as a school counselor in the State of Washington. The program consists of a minimum of 41 graded hours plus two supervised practicum experiences in school counseling and a written comprehensive examination. The Master of Arts also requires a thesis.
The Department of Educational Leadership and Counseling Psychology at Washington State University participates with school districts in southeastern and central Washington in the WSU Professional Educational Advisory Board in Counseling, a body empowered by the State Superintendent of Public Instruction to recommend the granting of counselor certification. The Master of Arts and Master of Education degrees in agency counseling prepare students to function as counselors in community and educational settings. The Master of Arts requires a thesis. The Master of Education requires a comprehensive examination. These programs also prepare students for later doctoral work.
The Master of Education and Master of Arts in Education, with specialization in educational psychology, are appropriate degrees for individuals who intend to work as curriculum evaluators, child development specialists, or teachers of exceptional children. Several areas of concentration are offered within the educational psychology emphasis: measurement and evaluation, exceptionalities, child development, and general/predoctoral study. While all students at the master's level in the educational psychology specialization complete a common core of courses, a substantial portion of each master's degree program is composed of courses selected by the student and his/her advisor to tailor the program of study around the student’s personal interests and professional aspirations.
The Doctor of Philosophy in Education, with a specialization in counseling, is designed to prepare graduates to function as counseling psychologists in diverse academic and service delivery settings. The doctoral specialization in counseling psychology is designed for full-time study and is accredited by the American Psychological Association. Courses are arranged in five areas: (a) professional core courses in counseling psychology; (b) supervised practica in counseling psychology; (c) courses in statistics, research design, and educational and psychological measurement; (d) courses in psychological foundations; and (e) selected electives in the student’s chosen area of study.
The Doctor of Philosophy and Doctor of Education with specialization in educational psychology is intended for persons who desire to become university instructors, program evaluators, or directors of assessment programs in public school systems. Students may elect to concentrate their studies in educational measurement and evaluation, or they may combine course work in the Department of Educational Leadership and Counseling Psychology with courses in the Department of Psychology and/or the Department of Human Development to emphasize general educational psychology. Each area of concentration requires a substantial component in statistics and research design.
The Department of Educational Leadership and Counseling Psychology provides course work leading to initial and continuing certification in school counseling in the State of Washington. The initial level training constitutes the Master of Arts and Master of Education. The continuing level program is coordinated by the University representative to the Washington State University Professional Educational Advisory Board in Counseling. These programs are individualized and include advanced training in such areas as supervision, group research methods, and professional problems, etc.
Admission to the graduate programs in the Department of Educational Leadership and Counseling Psychology is determined by past academic and professional record of achievement and scores on the Graduate Record Examination. Applicants must submit the following 1) a letter of application describing professional objectives, 2) a completed departmental application form, 3) scores on the Graduate Record Examination (Quantitative/Verbal), 4) transcripts of all previous college work and, 5) three letters of recommendation from persons qualified to comment on the applicant’s academic and professional abilities.
All programs in counseling consider applications for admission only once each year. Persons applying for admission must have the above materials to the College of Education Graduate Office by February 1, in order to be considered for fall admission.
A post-master’s certificate in school psychology is available at WSU Spokane, taught jointly by WSU and Eastern Washington University. It is one of only three such post- master’s programs in the nation. Applicants should have a master’s degree in education or psychology. The program is approved by the state Office of the Superintendent of Public Instruction. Graduates are certified and eligible to practice as school psychologists in the state of Washington. Students are admitted as a cohort and spend one calendar year in the program. Practical experience in schools is built into the program through required practica and internships. For information, contact WSU Spokane, enroll@wsu.edu, (509) 358-7537, or see www.schoolpsych.spokane.wsu.edu.
Master and doctoral programs are offered in the areas of Educational Leadership and Higher Education. Administrators, teachers, and other educational specialists may undertake graduate studies leading to advanced degrees at the master's or doctoral levels. For the master's and doctoral degrees, students may specialize in one of the following areas: administration, curriculum and instruction, higher education, student affairs in higher education or athletic administration. The master's degree programs require a minimum of 35 credit hours while the doctoral program requires a minimum of 72 credit hours. Each area of specialization has a required core of courses.
Information on the specific requirements for each degree is available from the Department of Educational Leadership and Counseling Psychology.
Admission to the graduate programs in Educational Leadership will be determined as soon as the departmental graduate application form, three letters of recommendation, GRE scores, and all transcripts of past academic work are received and evaluated, and the Departmental Recommendation Form is received from the Graduate School. Qualifications of students to continue in a program will be reviewed after the completion of nine hours of graded course work. There is a requirement of teaching or related experience for the Doctor of Education.
Graduate programs are offered which lead to the degree of Doctor of Education or the Doctor of Philosophy. Programs of study for the doctoral degree must include a common core of required courses plus a major emphasis in one area of specialization. A minor in a second area of specialization is required for the EdD. The following areas of specialization are approved: administration and curriculum and instruction. Each area of specialization requires a specific cluster of courses. The doctoral program may include courses outside the Department of Educational Leadership and Counseling Psychology or a cluster of supportive courses. Additional information is available from the Department. The degree is available statewide; studies include a dissertation based at the Pullman campus with coursework delivered at all four campuses via distance learning technology and in-person faculty. Courses in adminis-trative certification programs (see below) may apply to the EdD.
Doctoral students will be considered for candidacy after they successfully complete the major portion of their coursework and pass a written comprehensive examination. A scholarly dissertation is required of all doctoral students.
A student pursuing a program leading to the Doctor of Philosophy degree is required to fulfill a research competency requirement.
The Master of Education degree program requires at least 35 semester hours of approved graduate credit of which 33 hours will be in graded coursework. Of the 33 hours, a minimum of 20 hours will be taken in the College of Education. Coursework above the 20 hours may be taken outside of the College of Education. In addition the program must include 2 semester hours of 702, which will consist of a final written examination. There is no final oral examination.
The Master of Arts in Education degree program is recommended for students who plan to continue work toward the doctoral level. A thesis is required for the degree, and the program and thesis topic are designed to advance the career goals and professional aspirations of the candidate.
The Department of Educational Leadership and Counseling Psychology offers certification programs for the initial and continuing certificates for the superintendency, principalship and program administrator. Candidates for administration certification must comply with the following requirements: (1) All candidates for certification must apply to the Graduate School and be formally admitted to the University as specified in the current University Graduate Bulletin. Admission will be considered after transcripts have been received from the institution which granted the baccalaureate degree as well as from institutions which have granted post-graduate credit. (2) All candidates for certification must submit an Application for Administrative Certification and three completed Administrative Reference Forms and the Certificate Checklist form. (3) Admission to a certification program is granted only after the WSU Professional Education Advisory Board reviews a complete application.
Superintendent and principal certification course work is offered throughout the state of Washington at the campuses in Spokane, Tri-Cities, and Vancouver, and internationally in the Far East as well as on the WSU campus in Pullman.
Counseling Psychology
501 Historical and Philosophical Foundations of Counseling Psychology 3 Prereq admission to Counseling Psychology PhD program. History of counseling psychology; philosophical and psychological systems; current identity of counseling psychology as an academic discipline and a profession.
511 Theories, Research, and Techniques in Counseling Psychology I 3 or 4 Philosophical assumptions, theory of personality, counseling process, techniques, and relevant research in the major theories of counseling and personality.
512 Theories, Research, and Techniques in Counseling Psychology II V 3 or 4 Prereq CoPsy 511. Advanced study of process techniques and outcome research in the field of counseling and psychotherapy; nonspecific process skills are presented and integrated into specific, empirically validated interventions.
513 Career Development 3 or 4 Theories, concepts, methods, and findings in career development; vocational assessment and prediction, career counseling intervention outcomes.
515 Ethics and Professional Problems in Counseling Psychology 4 Professional problems; ethical, legal, and training issues; professional practices, and new professional issues.
518 Theoretical Foundations of Group Counseling 3 Prereq CoPsy 512 or c//. History, philosophy and theoretical foundations; the group counselor, members, and issues in group counseling.
522 Introduction to Family Counseling 3 Counseling in the family context; intervention strategies, theoretical models, and professional ethics and issues.
523 Topics in Counseling Psychology V 1-4 May be repeated for credit; cumulative maximum 8 hours. Recent research, developments, issues, and/or applications in selected areas of counseling psychology.
525 Counseling Diverse Populations Prereq CoPsy 512. Research and theories regarding the influence of culture, gender, and lifestyle on counseling processes; applications of appropriate assessment/treatment strategies.
527 Individual Appraisal I 3 or 4 Prereq EdPsy 508, 509. Theoretical background and practical skills needed to administer, score, and interpret individual intelligence and structured personality tests; integration of nontest data.
528 Individual Appraisal II 4 Prereq CoPsy 527. Theoretical and empirical bases, psychometric properties, administration, scoring, and interpretation of major projective techniques; emphasis on Rorschach and TAT.
529 Counselor Supervision: Theory, Research, and Practice 3 or 4 Prereq admission to Counseling Psychology Ph.D. program. Survey of major theoretical approaches, techniques, and research in models of counselor supervision and training.
531 Current Issues in School Counseling 3 Prereq CoPsy 512, 518. Issues of immediate concern to school counselors: drug abuse, family violence, adolescent suicide, sexual orientations, crisis intervention, consultation and referral.
532 Current Issues in School Counseling II 3 Prereq CoPsy 531. Additional coverage of contemporary issues of concern to school counselors; comprehensive developmental school programs, school community dynamics, parental involvement, consultation.
533 Master's Internship in Community Counseling V 4-8 May be repeated for credit; cumulative maximum 8 hours. Prereq CoPsy 512; 513; 515; 527 or c//; or by interview. Supervised experience in the application of counseling theory and techniques in an agency setting. S, F grading.
535 Master's Internship in School Counseling V 4-8 May be repeated for credit; cumulative maximum 8 hours. Prereq CoPsy 512, 513, 518; 515 or c//, 527 or c//; or by interview. Supervised experience in the application of guidance and counseling theory and techniques in a school setting. S, F grading.
537 Professional Development in Counseling Psychology 3 NBCC requirements; growth and development, social and cultural foundations, the helping relationship, group dynamics, career, appraisal and research.
541 Clinical and Experimental Hypnosis Seminar 4 Prereq Ph.D. student in counseling, educational, experimental, or clinical psychology. Clinical and experimental hypnosis, emphasizing applied research and clinical methods.
542 Cross-Cultural Research in Counseling and Assessment 4 Cross-cultural research methods, concepts, and findings in counseling and assessment.
551 Doctoral Practicum in Counseling Psychology I 4 (2-6) Prereq CoPsy 512, 513, 515, by interview only. Supervised experiences in the application of counseling psychology theory and techniques. S, F grading.
552 Doctoral Practicum in Counseling Psychology II 4 (2-6) Prereq CoPsy 551, by interview only. Supervised experiences in the application of counseling psychology theory and techniques. S, F grading.
553 Doctoral Practicum in Counseling Psychology III V 2 (1-3) to 4 (2-6) May be repeated for credit; cumulative maximum 12 hours. Prereq CoPsy 552, by interview only. Supervised experiences in the application of counseling psychology theory and techniques. S, F grading.
557 Chicano/Latino Psychology 3 Graduate level counterpart of CAC 457; additional requirements. Credit not granted for both CAC 457 and CoPsy 557.
561 Continuing Counseling ESA Certification V 3-6 May be repeated for credit; cumulative maximum 6 hours. Prereq Initial Counselor Certification; equivalent of 180 full days of school counselor experience. Peer review requirements for continuing level ESA Counselor Certification.
562 Advanced Hypnosis and Therapy 4 Prereq CoPsy 512 or equivalent, or permission of instructor. Advanced training emphasizing mind-body therapies and primary health care including hypnosis, biofeedback, and ego-state therapy.
578 Career Services and Programs for Persons with Disabilities 3 Career development concepts, services, and programs for the disabled with an emphasis on interagency collaboration with the public schools. Credit not granted for both CoPsy 478 and 578.
590 Seminar in Research in Counseling Psychology 4 By interview only. Recent developments in counseling psychology research and design applied to PhD dissertation proposals. S, F grading.
597 Counseling Psychology Internship V 2-4 May be repeated for credit; cumulative maximum 8 hours. Supervised internship experience, individual and group counseling, evaluation, assessment, supervision, and teaching. S, F grading.
600 Special Projects or Independent Study Variable credit. S, F grading.
700 Master's Research, Thesis, and/or Examination Variable credit. S, F grading.
702 Master's Special Problems, Directed Study, and/or Examination Variable credit. S, F grading.
800 Doctoral Research, Dissertation, and/or Examination Variable credit. S, F grading.
Educational Administration
501 Philosophy of Education 3 Development of American educational philosophy.
503 Values and Ethics for Educational Leaders 3 Study of ethical theories, the moral dilemmas of public schooling, and the skills of ethical reasoning; professional code of ethics.
506 Social Context of Education 2 The interpretation of social context issues including historical, legal and cultural factors as these influence policies and practice in education.
507 Social Foundations of Education 3 Educational adaptations to the economic and social trends and forces.
510 Improvement of Instruction 3 Rec teaching experience. Analysis and evaluation of instructional models with emphasis on information processing; implications for changing teaching style.
511 Models of Teaching 2 Theoretical models and strategies of teaching in classrooms; relationships between specific models and curriculum priorities.
514 Basic Principles of Curriculum Design 2 or 3 Rec teaching experience. The application of theoretical concepts and approaches in the planning and design of curricula.
515 Curriculum Implementation 3 Rec teaching experience. Research and practice; innovation and change in curricular organization emphasizing implementation.
516 Instructional and Curricular Leadership 2 or 3 Rec teaching experience. Theory, research, and practice of providing instructional and curricular leadership in schools and other educational settings.
517 In-Service Programs 3 Research, theory, and practice in staff development in K-12, higher education, and non-school settings. For administrators, teachers, and other staff.
518 Educational Technology 3 Rec T & L 445 or 446. Relates research and theory of communication to instructional resources and current educational technology; problems of planning and administering programs.
520 Seminar in Curriculum and Instruction 2 or 3 Rec teaching experience. Contemporary issues, analyses, and developments of educational programs.
521 Doctoral Dissertation Preparation 3 Seminar to assist graduate students in research proposal writing, dissertation preparation, and scholarly publications.
522 Topics in Education V 1-4 May be repeated for credit; cumulative maximum 6 hours. Recent research, developments, issues, and/or applications in selected areas of education.
530 Special Topics May be repeated for credit; cumulative maximum 3 hours. Topical issues in education responding to shifting demands and skills needed by parents, teachers, school administrators and community leaders.
531 Special Topics 1 May be repeated for credit; cumulative maximum 3 hours. Topical issues in education responding to shifting demands and skills needed by parents, teachers, school administrators and community leaders.
532 Special Topics 1 May be repeated for credit; cumulative maximum 3 hours. Topical issues in education responding to shifting demands and skills needed by parents, teachers, school administrators and community leaders.
533 Special Topics 1 May be repeated for credit; cumulative maximum 3 hours. Topical issues in education responding to shifting demands and skills needed by parents, teachers, school administrators and community leaders.
534 Special Topics 1 May be repeated for credit; cumulative maximum 3 hours. Topical issues in education responding to shifting demands and skills needed by parents, teachers, school administrators and community leaders.
535 Special Topics 1 May be repeated for credit; cumulative maximum 3 hours. Topical issues in education responding to shifting demands and skills needed by parents, teachers, school administrators and community leaders.
536 Introduction to Qualitative Research in Education 3 Prereq EdPsy 505. Introduction to the theory and methods of qualitative research; field relations, data collections, data analysis, hypothesis development, and theory generation.
537 Advanced Qualitative Research in Education 3 Prereq Ed Ad 536. Advanced theory and methods of qualitative research; theoretical foundations, data collection and analysis, and reporting.
538 Special Topics in Qualitative Research in Education V 1-3 Prereq Ed Ad 536. May be repeated for credit; cumulative maximum 6 hours.
540 Current Issues in Sports 3 Current issues and problems in sports, and their effect on the administration of sport programs.
560 Student Personnel Services in Higher Education 2 or 3 Philosophy, structure, functions, and organization of student personnel services.
561 Student Development Theory, Research, and Application 3 Student development theory, related research and the application of theory to practice in student affairs work.
562 Professional Problems in Student Affairs 3 Prereq Ed Ad 560, 561. The organization, programs and professional issues related to selected student affairs programs and units.
563 Models of College Student Social Identity 3 Prereq Ed Ad 561. Critique and understand college social identity models as they relate to teaching, advising, and working with diverse student populations.
564 Seminar in Student Affairs 3 Prereq graduate standing. Contemporary issues, analyses, and development of student affairs programs and institutions.
565 Master's Practicum in Student Affairs 3 (0-9) Prereq graduate student with 15 hours of completed course work in education. Selected supervised experiences in professional student affairs settings which provide for the investigation/application of theory/methods gained through formal course work.
566 PhD Practicum in Student Affairs V 1-3 May be repeated for credit; cumulative maximum 3 hours. Prereq must have grad assistantship. Selected supervised experiences in professional affairs settings which provide for the investigation/application of theory/methods gained through formal course work.
567 Organizational leadership of Multicultural Change 3 Prereq graduate standing. Reflection on experience and examination of the theory of practice of organizational leadership in the context of diversity.
568 Finance and Budgeting in Higher Education 3 Prereq under-graduate macro and microeconomics or by permission of instructor, graduate standing. Exposes students to the fundamentals of higher education budgeting and finance.
570 Community and Technical Colleges 3 For teachers and administrators. Development and function of community and technical colleges.
571 Undergraduate and Community Technical College Teaching 3 Rec Ed Ad 570 or 572. Concepts, principles, issues, and procedures in undergraduate curriculum development; goal oriented educational strategies and delivery systems.
572 The American College and University 3 History, philosophy, objectives, and issues of colleges and universities as social institutions.
573 Issues in Higher Education 3 Selected contemporary issues in higher education.
574 Finance and Budget in Higher Education V 1-3 May be repeated for credit; cumulative maximum 6 hours. Contemporary issues, analyses and developments of higher education programs and institutions.
575 Administrative Concepts for Physical Education, Sport and Athletics 3 Administration focusing on democratic human behavior in organizations with specific attention to the leader, the setting, and the process.
576 Promotions and Management of Sport Programs 3 Public relation, promotions, assessment and fiscal management of sport programs.
577 Sport Law 3 Graduate level counterpart of SpMgt 477; additional requirements. Credit not allowed for both SpMgt 477 and Ed Ad 577.
579 Administration of Higher Education 3 Organization, administration, and leadership of universities, colleges, and community colleges.
580 School Organization and Administration 3 Rec teaching experience. Readings and discussions on the theories and practices of school organization and administration. Cooperative course taught jointly by WSU and UI (Educ 509)
581 Politics in Education 4 Prereq graduate standing. Examining the intrapersonal, organizational politics and political dilemma particularly as they pertain to marginalized groups.
582 Policy Formation and Analysis in Education 3 Political and organizational policy formation processes in educational organizations; policy analysis in education.
583 Community and Communications 3 Social, political, and economic relationships between education and the community; methods of public polling and campaign strategy techniques.
584 Human Resource Management 3 Human relations in education; problems involved and practical solutions considered.
585 Financial Management in Education 3 Economics and financing of education; financial planning, budget development, investment analysis, bonding, cost effectiveness; current trends in educational finance. Cooperative course taught jointly by WSU and UI (EdAd 535).
586 Management of Facility Planning 3 Principles and procedures in the development of educational specifications, conducting needs assessment, forecasting; selecting an architect.
587 Seminar in School Administration V 1-6 May be repeated for credit; cumulative maximum 6 hours. Interdisciplinary seminars; related studies; discussions in several areas by specialists.
588 The Law and Education 3 Fundamental legal principles within which public education functions; applicable school codes of Washington and other states; review important court cases.
589 Leadership Development Seminar 3 Improving knowledge and skills in strategic planning, decision making, leadership issues, conflict, motivation, staff development, productivity, and stress.
590 Internship 3 or 6 May be repeated for credit; cumulative maximum 12 hours. By interview only. Internship in professional positions. S, F grading.
596 Preparing Grant Proposals 3 Identification of funding sources; analysis, evaluation, and production of grant proposals.
600 Special Projects or Independent Study Variable credit. S, F grading.
700 Master's Research, Thesis, and/or Examination Variable credit. S, F grading.
702 Master's Special Problems, Directed Study, and/or Examination Variable credit. S, F grading.
800 Doctoral Research, Dissertation, and/or Examination Variable credit. S, F grading.
Educational Psychology
501 Scholarly Analysis and Writing for Educators 3 Prereq graduate standing. Develop advanced information literacy to identify information resources; critically analyze education research; analyze and construct oral and written scholarly arguments.
502 Theoretical Foundations of Learning and Instruction 3 Historical and contemporary theories of learning and instruction; application of theory in counseling and teaching settings.
503 Advanced Educational Psychology 2 Theories of learning and development as applied to education.
504 Classroom-Focused Research Methods 2 Methods, design, implementation, and application of results in classroom context.
505 Research Methods I 3 Research methods; literature review, design, implementation, and interpretation of results.
508 Educational Statistics 3 This course is designed to provide graduate students with an introductory course in applied statistics for the behavioral sciences. Cooperative course taught jointly by WSU and UI (EdAd 507).
509 Educational Measurements: Test Development and Assessment 2 or 3 Rec EdPsy 508. Theory and use of standardized educational measurement instruments; intelligence, aptitude, and achievement tests; measurement of outcomes.
511 Large Scale Educational Assessment and Testing 3 Prereq EdPsy 508, 509. Large-scale educational assessment and test development and evaluation; history and policy uses of achievement tests.
510 Assessment of Learning 3 Prereq graduate standing. Assessment of student learning, school and district evaluation; particularly appropriate for school administrators.
519 Practicum in College Instruction 1 (0-3) May be repeated for credit; cumulative maximum 4 hours. By interview only. Supervised experience in college teaching. S, F grading.
521 Topics in Educational Psychology V 1-4 May be repeated for credit; cumulative maximum 6 hours. Recent research, developments, issues, and/or applications in selected areas of educational psychology.
565 Advanced Educational Statistics 3 Prereq EdPsy 508 Applications of inferential statistics in educational research and evaluation.
568 Research Methods II 3 Prereq EdPsy 505, 565. Integration and application of research skills in writing proposals, dissertations, papers for publication; interpreting, critiquing, and synthesizing research studies.
569 Seminar in Quantitative Techniques in Education 2 or 3 May be repeated for credit; cumulative maximum 6 hours. Prereq EdPsy 565. Application of parametric and non-parametric statistics, data processing using computer packages in educational research.
570 Introduction to Program Evaluation 3 Prereq EdPsy 505. Introduction to strategies and techniques for evaluation of educational and social programs.
571 Advanced Program Evaluation 3 Prereq EdPsy 570. Advanced methods and techniques of program evaluation.
597 Educational Psychology Internship V 2-4 May be repeated for credit; cumulative maximum 8 hours. Supervised internship experience in educational psychology, measurement and evaluation. S, F grading.
600 Special Projects or Independent Study Variable credit. S, F grading.
700 Master's Research, Thesis, and/or Examination Variable credit. S, F grading.
702 Master's Special Problems, Directed Study, and/or Examination Variable credit. S, F grading.
800 Doctoral Research, Dissertation, and/or Examination Variable credit. S, F grading.
Kinesiology
551 Assessment and Evaluation of Motor Dysfunction 3 Principles of assessment/evaluation of motor dysfunction; tools and techniques; administration, interpretation and translation into program plans. Cooperative course taught by WSU, open to UI students (PE 551).
573 Philosophical Perspectives of Sport and Physical Activity 3 Ontological, ethical, aesthetic views of physical activity. (a/y)
574 Social and Cultural Issues of Physical Activity and Sport 3 Exploration, analysis, and understanding of human movement in the context of the individual, cultural, and physical environments.
578 Sports in Society 3 The social significance of sports; sociology of sport research. (a/y)
582 Observation and Analysis of Teaching Physical Activity 3 (2-3) Systematic approach to observation/analysis of teaching physical activity; evaluation of instructional process.
586 Methods of Health and Physical Education 2 Physical activity and health promotion for school programs K-8.
597 College Teaching: Physical Education 1 (0-3) By interview only. May be repeated for credit; cumulative maximum 4 hours. Supervised experience in college teaching. S, F grading.
The Department of Teaching and Learning offers the Master of Arts, Master of Education, and Master In Teaching degree as well as the Doctor of Philosophy and Doctor of Education degrees.
For the Master of Education or Master of Arts in Education, students may specialize in one of the following areas: elementary education, secondary education, diverse learners or literacy education. The Master of Arts degree is a thesis or special project degree. The thesis option emphasizes research and is primarily for those planning to pursue doctoral studies. The special project option is practitioner-research focused. The Master of Arts program requires a minimum of 30 semester credit hours, including the thesis or special project.
The Master of Education is a practitioner’s degree which requires 33 semester credit hours of graded course work plus 2 credits consisting of a final written examination for a total program of 35 credits. Each area of specialization has a required core of courses. The Master In Teaching is a 51 semester hour degree leading to teacher certification. The MIT degree program is designed for students who already possess a bachelor’s degree in a field other than education and who wish to become effective elementary school teachers. Students earn both a master’s degree and a state of Washington K-8 elementary education teaching certificate. Offered at all the campuses, the MIT programs are cohort-based. MIT students at WSU Spokane will complete some coursework at WSU Pullman. Information on the specific requirements for each degree and specialization is available from the Department of Teaching and Learning.
The Department offers doctoral programs for individuals interested in college and university faculty and research positions, and for those seeking leadership positions such as curriculum directors and specialists in K-12 school districts. The Doctor of Philosophy degree focuses on research with course work and supervised research experience integrated throughout the student’s graduate program. Major emphasis is in an area of specialization with a supporting cognate study . The Doctor of Education degree includes a core of required courses as well as an area of specialization and a minor. Both degrees require a minimum of 72 semester hours beyond the baccalaureate. Additional information regarding these programs is available from the Department of Teaching and Learning.
Students wishing to be admitted to the graduate programs must satisfy the minimum requirements of the Graduate School and the College of Education. Verbal and quantitative scores of the Graduate Record Exam General Test must be submitted along with application forms and transcripts. Doctoral students must submit three letters of recommendation from persons who can evaluate the applicant’s professional work and potential for success in advanced study.
Teaching and Learning
501 Practicum in Bilingual Education/ESL 3 May be repeated for credit; cumulative maximum 6 hours. Prereq one course in bilingual/ESL or by interview only. Work with students from diverse linguistic and cultural backgrounds in educational settings.
502 Assessment for Teaching and Learning V 1-3 Designed to provide instruction in sound assessment practices for preservice and inservice graduate students.
503 Topics in Developing Literacy in Bilingual Education 3 Compare and contrast first and second language development with implications for emergent literacy.
505 ESL Methods for General Educators 2 For preservice general education K-12 teachers addressing researched-based ESL strategies and methods.
506 Multicultural Classroom Instruction and Management 4 Instructional and management strategies for maximizing students’ opportunities to learn in a multicultural setting.
507 Developing Literacy in a Multicultural Setting I 3 Theoretical foundations of language arts in a multicultural setting.
508 Teaching Literacy in a Multicultural Setting II 3 Prereq T & L 507. Applying research-based assumptions to teaching language arts in a multicultural setting.
509 Research in Curriculum and Assessment for Bilingual ESL Education 3 Prereq T & L 510 or 514; graduate standing. Research in curriculum development for and assessment of language minority students.
510 Theoretical Foundations of Bilingual/ESL Education 3 Theoretical foundations related to research and instructional strategies for effective schooling of language minority students. Credit not granted for both T & L 410 and 510.
511 Teaching Poetry to Children and Young People 3 Prereq T & L 303 or 307 or teaching experience. Elements and forms of poetry for children and young people; selection and utilization in the school curriculum.
512 Language and Cultural Factors in Mathematics 3 Prereq T & L 352 or teaching experience. Research and instructional strategies related to linguistic and cultural influences on learning math. Credit not granted for both T & L 412 and 512.
513 Seminar in Middle School Education 3 Prereq teaching experience. Curriculum patterns and recent research regarding instruction and materials in the contemporary middle school.
514 ESL Across Content Areas 3 Research and instructional methods related to English language acquisition across content areas. Credit not granted for both T & L 414 and 514.
515 The Education of Language Minority Students 2 Prereq K-12 teaching experience. Issues in the education of language minority students.
516 Advanced Study in Computer-Assisted Language Learning 3 Prereq T & L 510 or 549 or permission of instructor; graduate standing. Research, theory, and practice in computer-assisted language learning.
518 Integrating Technology Into The Curriculum 3 Examination and articulation of the potential for new technologies to expand learning opportunities.
519 Instructional Media production I 3 Instructional media development, emphasizing the theory and methods of instructional design, digital media production and evaluation.
520 Topics in Special Student Populations V 1-4 May be repeated for credit; cumulative maximum 6 hours. Knowledge of special student populations and guidance in developing appropriate curricula. Co-operative course taught jointly by WSU and UI (EDTE 504).
521 Topics in Education V 1-4 May be repeated for credit; cumulative maximum 6 hours. Recent research, developments, issues, and/or applications in selected areas of education.
522 Topics in Education V 1-3 May be repeated for credit; cumulative maximum 6 hours. Recent research, development, issues, and/or applications in selected areas of education.
523 Topics in Education V 1-3 May be repeated for credit; cumulative maximum 6 hours. Recent research, development, issues, and/or applications in selected areas of education.
524 Topics in Education V 1-3 May be repeated for credit; cumulative maximum 6 hours. Recent research, development, issues, and/or applications in selected areas of education.
525 Classroom Management Seminar 2 or 3 Contemporary issues in management of elementary, middle school, and secondary classrooms.
526 Research in Multicultural Education 3 Prereq T & L 515 or teaching experience. Research and instructional practices focusing on multicultural education.
527 Seminar in Teacher Education Instruction 1 May be repeated for credit; cumulative maximum 4 hours. Teacher preparation program components and rationale, university teaching strategies, and evaluation methods. S, F grading.
528 Content Area Reading Instruction: Theory and Practice 3 For teachers, supervisors, and administrators in elementary, middle, and secondary schools; influence of research on the design of reading strategies.
529 Place-Based Education 3 Prereq graduate standing. Theory and practice of place-based education with an emphasis on community-based action research and curriculum planning.
530 Innovations in Reading 2 Aspects of teaching reading beyond basic methods course; individual diagnosis; current programs and trends; activities and materials for enrichment. Credit not granted for both T & L 430 and 530.
532 Children’s Literature in the Curriculum 2 Prereq T & L 320 or teaching experience. Theory and classroom applications for selecting and using literature and storytelling in content areas; reading, writing, language development, the arts. Credit not granted for both T & L 432/433 and 532.
535 Gender, Power and Education 3 Prereq graduate standing. Inter-disciplinary focus on the relationships among gender, power and education.
537 Seminar in Language, Literacy, and Culture 3 Prereq graduate standing. Interrelationships between schools, literacy, and student cultural background.
538 Writing Across the Curriculum 3 Writing for learning at grade levels K-12.
539 Innovations in Language Arts 3 Prereq T & L 303 or 320 or teaching experience. The most recent developments in language arts instruction for pre-service and in-service teachers K-12.
540 Elementary School Social Studies 3 Prereq teaching experience. Elementary structures of various social sciences; research findings related to instruction; classroom applications and materials.
541 Professional Assessment Seminar V 1-3 May be repeated for credit; cumulative maximum 6 hours. Prereq admission to PCP. Focus on knowledge and skills in educational research to assess professional practice.
542 Professional Education Seminar V 1-3 May be repeated for credit; cumulative maximum of 6 hours. Analysis of contemporary and/or classic educational issues.
543 Advanced Professional Education Seminar V 1-3 May be repeated for credit; cumulative maximum 6 hours. Prereq admission to PCP; T & L 541. Provides professional educators opportunities to complete portfolio of subject matter knowledge and skills and analyze research.
544 Advanced Children’s Literature 3 Prereq T & L 307; teaching experience. Trends, issues, and research in children’s literature.
546 Teaching Written Expression in Elementary School 3 Prereq teaching experience. Research on children’s written language development; application to elementary school classroom.
547 Teaching Folk Literature to Children and Adolescents 3 Prereq T & L 307 or teaching experience. Folk literature as a genre in child and adolescent literature; curriculum applications; reading, language development, social studies, creative expression.
548 Teaching Adolescent Literature 3 Prereq T & L 307 or teaching experience. Evaluating, selecting, and using literature for middle school and teenage students.
549 Communicating in a Multilingual Society 3 Prereq T & L 333, 335 or graduate standing. Study of language in social and educational contexts and its relation to cultural and linguistic diversity.
551 Psychology of Reading 2 or 3 Prereq T & L 320 or 450/451; teaching experience. Psychological, perceptual, motivational, developmental and physiological aspects of reading.
552 Literacy Development I 3 Review of current research and approaches to instruction in the development of literacy in elementary and middle grades.
553 Diagnosis and Treatment of Reading Disabilities 4(3-3) Prereq T & L 320/321 or 450/451. Remedial techniques for experienced teachers, remedial reading teachers, and reading consultants; causes of disability, testing, diagnosis, and remediation; tutoring.
554 Elementary School Reading 2 Theory and strategies of teaching reading in elementary school.
555 Seminar in Literacy Development 3 May be repeated for credit; cumulative maximum 6 hours. Current and historical research in reading/language arts, infancy through college and adult years; papers presented by faculty, invited speakers, and students.
556 Literacy Development II 3 Review of current research and approaches to instruction in the development of literacy in elementary and middle grades.
557 Research in Reading 3 Prereq; EdPsy 505. Exploration of both qualitative and quantitative reading research covering topic of current and historical importance.
558 Improving Comprehension Through Literature 3 Prereq teaching experience. Key theoretical concepts and their implications for improved comprehension instruction, using children’s literature.
560 Research in Teaching 3 May be repeated for credit; cumulative maximum 6 hrs. Prereq teaching experience. Recent developments in research on teaching; both quantitative and qualitative research methodologies emphasized.
561 Elementary School Mathematics 3 Prereq T & L 352; Math 252; teaching experience. Research on curriculum and instruction issues in elementary school mathematics.
564 Elementary School Mathematics Methods 3 Introduction to re-search, theory, and methods of teaching K-8 mathematics; emphasis on integrating theory and practice.
571 Elementary School Science 3 Prereq T & L 371; teaching experience. Theories and research underlying science programs with classroom implications.
572 Elementary School Science Methods 3 Theoretical base to design and implement appropriate standards-based elementary science instruction.
573 Children's Literature and Hands-On Science 3 Prereq graduate standing. Students learn how to bring together language arts and science curricula to instill in children a curiosity about the world around them.
574 Science for All: An Individual and Multicultural Perspective 3 Prereq teaching experience. Implications of cultural and individual diversity for understanding western scientific and mathematical thought; an activity-based, educational perspective.
577 The At-Risk Learner 2 Strategies for working with at-risk students.
580 Multicultural Education in a Global Society 3 Examination of multicultural and multilingual education from a global perspective; development of multicultural curriculum. Credit not granted for both T & L 480 and 580.
583 Problem Solving in Elementary and Middle Level Education 3 Prereq admission to MIT program. Integration of knowledge and skills to address complex cases in teaching and learning.
586 Issues in At-Risk Education 2 or 3 School and community resources to assist at-risk students and families.
588 Action Research: Teachers as Researchers 3 Prereq teaching experience. Theoretical concepts, research, issues, models, and strategies for implementation of action research.
589 Race, Identity and Representation in Education 3 Prereq graduate standing. Interdisciplinary research in race, identity and representations in education.
590 Internship V 2-6 May be repeated for credit; cumulative maximum 12 hours. By interview only. Internship in professional positions. S, F grading.
593 Pre-Internship and Seminar 2 (1-3) Instructional practice in diverse classroom settings and reflection on that practice. S, F grading.
594 Art and Music Education 2 Instruction covering the theory and classroom practice of art and music.
595 Internship and Seminar 10 (1-27) Instructional practice in classroom settings and reflection on practice. S, F grading.
596 Topics in In-Service Education V 1-3 (1-3) Prereq graduate standing or permission of instructor. May be repeated for credit; cumulative maximum 12 hours. Advanced study of research, practice, and contemporary issues in education.
597 Topics in In-Service Education V 1-3 May be repeated for credit; cumulative maximum 9 hours. New developments and applications on selected in-service and staff development topics. Credit not granted for both T&L 497 and 597.
600 Special Projects or Independent Study Variable credit. S, F grading.
700 Master's Research, Thesis, and/or Examination Variable credit. S, F grading.
702 Master's Special Problems, Directed Study, and/or Examination Variable credit. S, F grading.
800 Doctoral Research, Dissertation, and/or Examination Variable credit. S, F grading.
Special Education
501 Teaching Students with Disabilities 3 Prereq c// in Sp Ed 590 for 2 credits. Credit not granted for both Sp Ed 401 and 501. Additional requirements.
502 Assessment and Curriculum for Students with Disabilities 4 Credit not granted for both Sp Ed 402 and 502. Additional requirements.
503 Secondary Education for Students with Disabilities 3 Credit not granted for both Sp Ed 403 and 503. Additional requirements.
504 Professional Skills in Special Education 3 Prereq Sp Ed 301 and certified major or graduate standing. Communication, problem solving, liability, record keeping, professional development, legal issues, and program evaluation. Credit not granted for both Sp Ed 404 and 504.
509 Early Childhood Special Education 3 Assessment, curriculum, and instructional techniques for teaching young children with handicaps and their families in a variety of settings. Credit not granted for both Sp Ed 409 and 509.
520 Teaching in Inclusive Classrooms 3 Credit not granted for both Sp Ed 420 and 520. Additional requirements.
521 Inclusion Strategies for Special Education Teachers 3 Prereq Sp Ed 501. Roles and responsibilities of special education professionals in inclusion programs, including legal aspects and collaboration. Graduate level counterpart of Sp Ed 421; additional requirements. Credit not granted for both Sp Ed 421 and 521.
522 Topics in Special Education V 1-4 May be repeated for credit; cumulative maximum 8 hours. Recent research developments, issues and/or applications in selected areas of special education.
540 Methods in Intensive Educational Supports 3 Credit not granted for both Sp Ed 440 and 540. Additional requirements.
571 Prevention and Remdiation of Reading Disabilities 3 Prereq graduate standing. Theoretical concepts, research, and strategies of reading assessment and instruction for students with disabilities.
578 Career Services and Programs for Persons with Disabilities 3 Same as COPSY 578.
589 Seminar in Disability Studies 3 Prereq graduate standing. Current research, issues, trends in disabilities within the broader context of education, society, history.
590 Practicum in Special Education V 1-4 May be repeated for credit; cumulative maximum 8 hours. Supervised field experiences in the application of theories and practices in special education. S, F grading.
597 Special Education Internship V 2-4 May be repeated for credit; cumulative maximum 6 hours. Supervised internship experience in domestic and international settings. S, F grading.
600 Special Projects or Independent Study Variable credit. S, F grading.