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2023-24 Catalog [ARCHIVED CATALOG]
Course Descriptions
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Drafting |
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DRAFT 168 - SketchUp 5 Credits SketchUp will explain the basics of creating three-dimensional objects or buildings, either strating from scrtach or based off two-dimensional CAD drawings. Students will become well-versed in good practises in SketchUp, how to integrate buildings with landscapes, Google Earth, and some rendering techniques.
Course Note Cross list with INT D 168 FeesCF
Quarters Typically Offered
Winter Day
Designed to Serve Drafting and Interior Design Students Active Date 2015-01-09
Grading Basis Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Week 1 Introduction to simple tools: create a table with molding.
Week 2 Introduction to manipulation tools: create a room for a house with furniture, textures,
Week 3 How to use your model to your advantage: creating scenes, controlling daylight, exporting images.
Week 4 Working with real dimensions in the models using Autocad drawings to create quick detail, and full detail.
Week 5 Complete the house model, inside and out. Add texture, position for daylight.
Week 6 Use contour map to create the site for the house to sit on.
Week 7 Using models from Google Sketchup online and Google Earth.
Week 8 Create a plan in sketchup of a commercial building.
Week 9 Create the multi-story office building with stairs.
Week 10 Complete renderings of models, plan the presentation of work, export images.
Student Learning Outcomes Students will demonstrate knowledge and mastery of industry standards when they create three-dimensional objects in SketchUp.
Students will be able to successfully demonstrate how to construct a room in a house with furniture and textures utilizing SketchUp.
Students will be able to successfully demonstrate how to import Auto CAD and Google earth into their SketchUp drawings.
Students successfully create a site for the house and control daylight utilizing SketchUp.
Student will successfully create a three story building fully rendering using SketchUp
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DRAFT 169 - 3-D Model Rendering 5 Credits Create unbelievably realistic videos and 360 panorama renders by importing three-dimensional and two-dimensional drawings. Students will become well- versed in communicating architecture in its best
Pre-requisite(s) 2.0 in Draft 168 or INT D 168 Course Note Clustered with Draft 169 FeesCF
Quarters Typically Offered
Spring Day
Designed to Serve Drafting Students, Interior Design Students and anyone interested IN 3-D model rendering. Active Date 20180523T10:49:49
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Lab 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes
Course Outline
- Import objects and three dimensional models
- Create a contour site for the structure to sit on by modifying the terrain
- Integrate buildings with landscapes onto the site
- Manipulate landscapes and foliage
- Introduction to manipulation tools
- Control daylight and texture
- Create scenes and video
Student Learning Outcomes Demonstrate evidence of effectively using rendering tools in final project
Create terrain and landscaping for accurate building placement.
Realistically manipulate three-dimensional model by controlling interior and exterior lighting, daylight and textures
Create realistic scenes and videos
Produce a realistic rendered three-dimensional model
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DRAFT 186 - Manual Drafting 5 Credits Introduction to manual drafting, tools and procedures. Exercises teach students scale, line weight, line types, how to create neat and legible drawings to be used as communication tools in the design process. This course includes technique in laying out a drawing as part of a set, orthographic projection, flat pattern, isometrics, and one-point perspective. Students will understand how to read and create architectural and interior design presentation and construction drawings.
Fees
Quarters Typically Offered Fall Day Designed to Serve Interior design, drafting students and anyone interested in drafting skilss Active Date 20200330T21:14:50
Grading Basis Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline
- Introduction to basic drafting tools
- Introduction to the concept of scale in drawings.
- Principles of different styles of lettering, practice typical architectural lettering.
- Learning appropriate uses for different line types and weights; conventional drawing interpretation and creation. Learn how to draw hatch patterns and what they represent.
- Learn the basics of laying out plan drawings, showing furnishings, walls, door, etc. to scale. Learn how to allow for appropriate and efficient circulation in a house. Learn the basics of laying out kitchens and bathrooms, including work triangles, standard cabinet configurations, and fixtures sizes and clearances.
- Redraw a floor plan drawing by measuring a smaller version. Construct an upper floor plan through the attic / roof space of a house.
- Learn how to draw interior elevations of a room based on the plan.
- Learn how to draw a variety of styles of exterior elevations of a house based on a plan.
- Learn about laying out furniture. Review of different house styles and how they are depicted in construction drawings. Complete door and window schedules based on the tags in a floor plan drawing. Understand the connection between vertical and horizontal cut drawings in a construction set.
- Work on final project drawing set includes floor plan, interior elevations and detail of a kitchen.
Student Learning Outcomes Demonstrate ability to use all hand drafting tools, and produce neat and legible drawings.
Demonstrate their ability to draw in scale.
Extrapolate elevation information from plan information and vice versa.
Produce construction document sets.
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DRAFT 224 - Architectural Drafting I 5 Credits This course will introduce students to the current version of Autocad (a computer-aided drafting software) and how to produce architectural drawings for a residential project. Students will obtain information on the construction methods used in the house, including framing, basic casework size standards, door sizes, stair heights, widths and clearances, and how to show roof slope and framing. Students will learn how to read and draw two-dimensional drawings in order to understand three-dimensional forms and spaces.
FeesCF
Quarters Typically Offered
Fall Day, Online Winter Day Spring Day
Designed to Serve This class is for anyone interested learning architectural drafting and Auto CAD. Active Date 2012-06-28
Grading Basis Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Week 1: Students are introduced to opening a new file in Autocad and setting to Architectural units. Students learn the basic tool of the Line command, how to undo any command, use the escape key to stop a command in action, pick elements in the drawing, and delete elements in the drawing. Zooming, panning and other viewing tools are introduced. Students set up Text Styles and Dimension Styles in order to draw their Title block drawing.
Week 2: Students will be introduced to all status bar buttons, and different snap options, including Dynamic Snap and Object Snap. Students will learn to work in orthogonal mode, create a drawing with specific dimensions and specific angles, and use the Circle and Offset commands.
Week 3: Students will draw a floor plan of a garage, using all the tools they have learned so far. They will use the Arc command to draw a door swing, use the Trim / Extend command for locating building openings, and draw specific elements on correct layers.
Week 4: Students will create a drawing with Copy, Mirror, Rotate, and Move commands, in addition to previously accumulated commands.
Week 5: Students will learn to use their title block drawings in each of their assignments, by developing drawing information in Model Space, and locating their title block information in Paper Space, and using a Viewport to look from Paper Space to Model Space, with a specific scale set for the view.
Week 6: Students will plot their drawings using the settings they establish in their Layer settings, with .ctb files. Students will draw two floor plans of a house.
Weeks 7-11: For the same house, students will draw the foundation plan, section, wall section, elevations, interior elevations of rooms, stair details, and framing detail. Students will be required to research fixtures and appliances for size and available CAD blocks.
Student Learning Outcomes Students will be able to draw details of the residential project, including interior elevations, wall section, foundation plan, and stair details.
Students will be able to demonstrate their knowedge of Auto Cad commands, and procedures.
Students will be able to plot drawings at different scales on one size layout.
Students will be able to demsotrate their understandings of lineweights and layers through various drawings
Students will be able to draw various overall views from examples of a residential project including plans, elevations and section, and show how they relate to each other.
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DRAFT 225 - Architectural Drafting in REVIT 5 Credits This class introduces basic skills in REVIT computer-aided drafting software. Students will produce architectural drawings for a commercial project, creating floor plans, elevations, sections, and details as well as a 3d model of the building. Students will create a coordinated drawing set on titleblock sheets, demonstrating industry standards for sheet layout, dimensions, annotations and schedules.
FeesCF
Quarters Typically Offered
Fall Day Winter Day Spring Day
Designed to Serve This class is for Drafting Design and Interior Design Students. This class is also for anyone interested in learning architectural drafting and Revit. Active Date 20170622T08:37:49
Grading Basis Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes
Course Outline Revit basics intro:
· The Revit ‘Interface” (Ribbon, Project Browser)
· Creating a model with walls, doors and windows
· Precision and scale
· Saving, naming and submitting your work
Creating Working Drawings (construction documents)
· Creating Views from the model (2d plans, sections, and details; perspectives)
· Placing and organizing views on Sheets
· Adding dimensions, annotations, titles and scales
Developing the building model
· Adding levels (multi-story building)
· Creating repetitive window layouts typical of larger buildings
· Creating and modifying floor as well as roof systems
· Designing interior wall layouts
· Adding grids for structural elements
Interior design elements
· Layouts for commercial restrooms and kitchen including casework and fixtures
· Working with enlarged plans and interior elevations
· Controlling interior finishes for floors and ceilings
· Interior lighting
· Tools for stair design in Revit
· Creating and modifying Interior perspective views including color and materials
Creating a portfolio set of the project:
· Adding and organizing sheets with industry standard order and appearance
· Adding Parametric window and door schedules and sheet lists
· Create a combined PDF set using Revit and Adobe Acrobat, for printed or electronic portfolio
Advanced topics for students with time & interest
· Glass curtain walls
· More structural tools
· Site design tools
Student Learning Outcomes Accurately utilize Revit “Interface” to complete drawings
Produce two-dimensional working drawings that include plans, sections, details, and perspective.
Create enlarged interior drawings that include interior finishes, casework, fixtures and lighting.
Create a portfolio quality three-Dimensional building model that includes walls, floors, roofs, ceilings, doors, windows, stairs, and interior elements.
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DRAFT 226 - Architectural Drafting III 5 Credits Students will expand their knowledge of computer aided drafting gained in Draft 224 and 225. Students will produce a set of residential construction documents of their own design.
Pre-requisite(s) DRAFT 224 and DRAFT 225 with min. 1.0 FeesCF
Quarters Typically Offered Fall Day Winter Day Spring Day
Designed to Serve Drafting and interior design students Active Date 20200401T13:21:27
Grading Basis Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline
- Develop floor plans
- Develop Elevations and sections
- Framing, roofing, foundations plans, enlarged plans, kitchen & bath Elevations and stair details
Student Learning Outcomes Develop a residential plan from their own concepts utilizing the requirements
Demonstrate their existing knowledege of architectural standards to construct a drawing set
Produce an advanced set of architectural constructions documents
Effectively work Independently and manage their own drawing schedule
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DRAFT 227 - Architectural Drafting Advanced 5 Credits This course uses existing AutoCAD skills to help build a strong portfolio in preparation for job applications. Student will further explore the software to meet industry expectations including drawing logical project geometry and adding required annotation. The class will explore building code standards as it applies to the architectural industry. Students will develop a project of their own design that demonstrates proficiency in architectural drafting.
Pre-requisite(s) DRAFT 224 with min 1.0 FeesCF
Quarters Typically Offered Summer Online Fall Day, Online Winter Day, Online Spring Day, Online
Designed to Serve Drafting students and anyone interested in advanced AutoCad Active Date 20210403T10:08:01
Grading Basis Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes
Course Outline
- Introduction to AutoCAD Certifications requirements
- Review of AutoCad basics
- Review of industry standards
- Introduction to industry building codes
- Programming
- Schematic Design
- Design Development
- Construction Documents
Student Learning Outcomes Design a realistic industry standard architectural project.
Produce an architectural standard construction drawing set, utilizing industry software
Correctly apply building code requirements to the architectural project.
Demonstrate management of a drawing schedule by strictly adhering to project deadlines and time-sensitive milestones.
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DRAFT 234 - Civil Drafting 5 Credits Introduction to mapping and site plan drafting, elementary surveying, boundaries, legal descriptions, contours, profiles, roadways, cuts and fills, plat maps and utilities’ drawings.
FeesCF
Quarters Typically Offered
Designed to Serve This class is designed for students in the Drafting Design program and other interested students. Active Date 2011-04-20
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Week #1 Introduction to location and direction, in relation to longitude and latitude. Students will be introduced to different jurisdiction™s online map systems.
Week #2 Discussion of bearings, distances, degrees/minutes/seconds; how to input this information into Autocad; surveyor™s compass, true north, baselines and meridians.
Week #3 Students will plot a straight line traverse (the beginning of a site plan.) Introduction to the use of a graphic scale and inclusion of a north arrow on drawings.
Week #4 Introduction to legal descriptions and how to draw site plans with these descriptions.
Week #5 Townships, ranges, and quarter section maps are reviewed.
Week #6 Plotting curves ” students use bearings and radii to construct a parcel outline in Autocad.
Week #7 Introduction to contour drawings, elevation points, ridges and valleys.
Week #8 Students learn how to interpolate gridded elevation points to construct contour maps, with index and regular contour lines.
Week #9 Introduction to surveying tools and how to read them.
Week #10 Measuring distance and elevation: using backsight and foresight to establish elevations.
Student Learning Outcomes Students will be able to construct site plans from legal descriptions or bearings
Students will be able to plot traverse plans, with or without curves.
Students will understand how properties are arranged by township, range, quarter section, etc.
Students will demonstrate knowledge of contour mapping.
Students will be able to read surveying tools and calculate elevation of points based on this information.
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DRAFT 240 - Internship 5 Credits Provides an opportunity for students to combine classroom theory with practical experience gained in the workplace.
Instructor Permission Required Yes FeesHD
Quarters Typically Offered Summer Day, Evening, Weekend Fall Day, Evening, Weekend Winter Day, Evening, Weekend Spring Day, Evening, Weekend
Designed to Serve Drafting Students Active Date 20220330T15:33:28
Grading Basis Credit/Non-Credit Variable Credit Yes Range 1-5 Internship Yes OEE Yes Class Limit 10 Contact Hours: Field Studies 150 Total Contact Hours 150 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline
- Measurable learning objectives.
- Setting and accomplishing goals.
- Career development or exploration through work experience.
- Successful work habits and attitudes.
- Interpersonal communication skills.
Student Learning Outcomes Create a learning plan in collaboration with employer and advisor that details skills to be learned in the workplace.
Perform assigned duties in a friendly and courteous manner and accept feedback.
Communicate effectively with individuals and in a team environment.
Demonstrate successful work habits and attitudes reflecting best practices in the workplace.
Analyze problems and choose appropriate solutions, seeking clarification when necessary.
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DRAFT 254 - Sustainable Design 5 Credits Introduction to the philosophical and practical principles of green and sustainable design through the Sustainable Design will explain what sustainable design is in the built environment encompasses, why we should be practicing it, and some of the ways the building industry is incorporating Green design into built projects. This class is an introduction to the philosophical and practical principles of sustainable design through the exploration of environmental issues, sustainable materials and methods, and professional practices, including an overview of LEED (Leadership in Energy and Environmental Design) and other building evaluation systems.
Course Note Hybrid Cross list with INT D 270 FeesCF
Quarters Typically Offered
Spring Day
Designed to Serve Any student wishing to be introduced to the ecological and sustainable design practices. Active Date 2015-05-08
Grading Basis Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 0 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Week #1 Introduction to sustainable architecture, interior design, and the building industry. Why be green?
Week #2 Principles of green design, how the built environment affects and is affected by the regional and local context.
Week #3 Discuss economics of sustainable design: initial costs, long term costs, and life cycle analysis.
Week #4 Learning from history, preserving the good aspects of design from the past.
Week #5 Explain the phases of design and how to integrate sustainable design into each phase.
Week #6 Construction documents and construction administration, how to ensure that the design and methods are performed the way you intend; the importance of evaluation post-occupancy.
Week #7 Principles of sustainable site design and water use strategies, consumption of land; HVAC and electrical usage strategies.
Week #8 Indoor Air Quality, Indoor Environmental Quality, daylighting; sustainable products.
Week #9 Assessment methods (i.e. LEED)
Week #10 Assessing buildings (i.e. Passive House) ourselves.
Student Learning Outcomes Students will investigate through case studies the building industry’s impact on the environment.
Students will be able to integrate sustainable principles into the design phases.
Students will be able to identify and examine sustainable design practices and their impact on indoor air and environmental quality.
Students will compare and critique different building evaluation systems.
Students will examine the economic impact and
cost implications of design decisions from a life
cycle analysis perspective
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DRAFT 270 - Portfolio Development 5 Credits This class will prepare Drafting Design students to enter the workforce or prepare a portfolio for college admissions. The main focus of the class will be to prepare a professional portfolio as well as developing a resume and interviewing skill. At the end of the quarter all students will participate in a portfolio show.
Fees
Quarters Typically Offered Spring Day
Designed to Serve Advanced Drafting Students preparing for graduation Active Date 20200330T21:14:51
Grading Basis Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline
- Evaluation of existing student work
- Contract development
- Continual work on portfolio through out quarter
- Resume
- Interviewing skills
- Logo Design
- Coordinate Portfolio Show
- Continual work on portfolio through out quarter
- Portfolio Show
Student Learning Outcomes Produce a professional portfolio in area of study.
Produce a professional resume to acquire a position in selected field.
Demonstrate proper interviewing skills to acquire a position in selected field.
Effectively, present professional portfolio to advisory board members.
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Early Childhood Education |
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ECED 138 - Home Visiting & Family Engagement 3 Credits Plan and provide home visits and group activities. Promote secure parent-child relationships. Support families to provide high-quality early learning opportunities embedded in everyday routines and experiences.
Fees
Quarters Typically Offered Designed to Serve Professional-Technical students pursuing the Short State Certificate or AAS in ECE. Active Date 20190626T13:17:39
Grading Basis Decimal Grade Class Limit 25 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes
Course Outline I. Birth to 3 development and influences including health, environment, stress, and culture. Developmental variations, delays, and disabilities.
II. Cuture. Self-reflection, systems (instututional and cultural) that impact ways of thinking, parenting, and caregiving. Cross cultural communication to create strong relationships.
III. Effective home visits. Partnering with families, active listening, strategies for offering effective feedback.
IV. Reflective Practice
V. Parenting support curriculum. Analyzing and critiquing existing programs for inclusivity, development of curriculum to meet the needs of individual families
Student Learning Outcomes Describe developmental milestones from birth to 36 months articulating the influences of individual development, temperament and cultural norms.
WSCC I Child Growth & Development 3a, 3c
Articulate a plan that creates reciprocal, culturally sensitive partnerships with families.
WSCC IV Family & Community Partnerships. Relationships with Families 3c
Develop an outline for effective home visits that includes awareness of family and home visitor safety.
WSCC VIII. Displaying Professionalism in Practice 2b, 2f
Create a plan for effective communication with families to develop shared goals and understanding of school readiness skills.
WSCC II Curriculum & Learning Environment 3e
Define Reflective Practice and identify how it might be implemented.
WSCC VIII Displaying Professionalism in Practice 3a
Construct a curriculum to be delivered in a home visiting or group socialization model, checking for developmentally, linguistically, and culturally appropriateness.
WSCC II Curriculum & Learning Environment 3e; III. Ongoing Measurement of Child Progress 4c
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ECED 391 - Cultivating Creativity 5 Credits Explore the using the arts (process art, music, dramatic play, movement) to promote growth and development, meet state standards, and support a positive sense of self, family, and group identity. This class is for BAS in Early Childhood Education students.
Program Admission Required Yes Admitted Program BAS - EDUC or ECE FeesES
Quarters Typically Offered Spring Evening, Weekend
Designed to Serve BAS in Early Childhood Education students. Active Date 20230320T11:44:37
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Introduction to creativity. What is it? How do we get it?
- State standards in the arts. Anti-bias goals. Culturally sustaining curriculum. How do these fit together?
- Working with families. How can they help us? How can we help them? What can we do together to support young children.
- Lesson planning.
- Responding to children’s efforts. Get rid of “good job”. ‘
- Integrating the arts across the environment and the curriculum.
- The cycle of teaching. Praxis. Theory, action, reflection.
Student Learning Outcomes Create strategies to integrate culturally sustaining, developmentally inclusive arts experiences (process art, music, dramatic play, movement) into everyday classroom routines.
Describe how to partner with families to support children’s creativity and development of family pride, confidence, and positive social and group identities.
Create lesson plans that use the arts to support healthy development and reinforce positive cultural and linguistic identities.
Develop responses to children’s efforts that reflect best practices in creative development.
Create lesson plans in the arts that align local, state, and/or national standards with culturally sustaining/anti-bias practices.
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ECED 433 - Family Partnerships and Community Connections 5 Credits Successful early childhood education depends on partnerships with children’s families and communities. In this class, explore the importance of and complex characteristics of children’s families and communities. Learn to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
Pre-requisite(s) EDUC& 115, EDUC& 130, ECED& 160, EDUC& 204 (min 2.0 in each); and EDUC 240. Program Admission Required Yes Admitted Program BAS - EDUC or ECE Fees
Quarters Typically Offered Winter Evening Designed to Serve BAS in Early Childhood Education Active Date 20230320T11:45:08
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Identity analysis - what are the sociological factors influencing children and families? What are our own identities?
- Communication and relationship strategies.
- Seeing families as a resource for children’s development. What are all of our roles?
- Cross cultural communication and problem solving.
- Engaging the community. What resources are available? When to refer families?
Student Learning Outcomes Apply theoretical perspectives on identity development to ECE practice, including but not limited to research on race, ethnicity, gender/gender identity, class, language, religion, and ability.
Describe a collaborative approach to child/family development, incorporating anti-racist, respectful, and reciprocal engagement and relationship strategies.
Investigate community resources critiquing their ability to provide developmentally, culturally, and linguistically appropropriate services
Construct strategies to negotiate potential conflicts between families’ preferences and cultures and the setting’s practices and policies related to health, safety and developmentally appropriate practices.
Construct strategies to successfully engage families as partners for insight into their children for curriculum, program development, and assessment, and as partners in planning for children’s transitions to new programs.
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ECED& 100 - Introduction to Child Care 3 Credits This course is designed to meet licensing requirements for early learning lead teachers and family home child care providers, STARS.30 hour basics course recognized in the MERIT system. Topics: child growth/development, cultural responsiveness, community resources, guidance, health/safety/nutrition, and professional practices.
Fees
Quarters Typically Offered Summer Online
Designed to Serve Students currently working or planning to begin work in child and school age care. Active Date 20190709T10:50:35
Grading Basis Credit/Non-Credit Class Limit 25 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Culturally appropriate behaviors
II. How children lean
III. Plan activities for group based on the ages and needs of individual children
IV. Factors that may influence a child’s behavior
V. Appropriate Guidance Techniques
VI. Preventing the spread of communicable disease
VII. Sanitizing dishes and utensils
VIII. State Licensing regulations related to medication management
IX. Child Abuse indicators and reporting procedures
X. Safety Procedures and Accident Prevention
XI. Community Resources
Student Learning Outcomes Identify ways to create partnerships and provide resources for all families.
identify ways to create partnerships and provide resources for all families.
(WSCC) V. Family and Community Partnerships
1.c Establishes positive communication and relationships with families
1.e Accepts differences in children and families. Child Growth and Development
-1.h Respects and accepts cultural differences, including family values and strengths, and the positive effects those differences may have
Examine and describe the developmental characteristics and behaviors of infants, toddlers, preschoolers, and young children
(WSCC) .I. Child Growth and Development
1.a Recognizes that development occurs in a continuum
1.b Identifies basic developmental milestones of children identified in the WA Early Learning and Development Benchmarks
Plan for learning through play and active involvement for children in care programs.
(WSCC) II. Curriculum and Learning Environments
1.h Plans individual, small group and large group activities
1.i Provides a variety of activities that are at the different developmental levels of the children
I. Child Growth and Development
1.f Recognizes that children learn and develop through play
Implement techniques for keeping children healthy and safe in the childcare/home care setting and identifying incidences of child abuse and neglect
(WSCC) V. Health, Safety, and Nutrition
Regulations 1.a Verbally explain and can locate the safety and health policies
Environmental safety 1.a Demonstrate awareness of the environmental safety precautions of program
Health 1.g Demonstrate knowledge of basic childhood illnesses
2.a Promotes good health and provides an environment that contributes to the prevention of illne
Describe techniques for meeting the nutritional and physical needs of all children.
(WSCC) V. Health, Safety Nutrition - Nutrition
2.1 Provides appropriate food and snacks in a pleasant environment
2.d Demonstrate awareness of basic daily nutritional guideline
Identify appropriate guidance techniques.
(WSCC) VI. Interactions - Individual
1.a Responds positively to children on a daily basis
1.e Promotes interactions that reflect warmth, sensitivity, Group
1.a Provides continuous adult support and supervision
1.e Handles activities and changes in schedule with clear directions and patience
Relate how the Washington State Administrative Code governs child care programs and support staff in safely caring for children.
(WSCC) VII. Program Planning and Development
1.c Complies with program policies and state child care licensing rules and laws
1.e Supports and complies with regulations and licensing standards
List examples of professional practices in Early Childhood Education.
(WSCC) VIII. Professional Development and Leadership
1.g Demonstrate awareness of the professional code of ethics for early care and education
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ECED& 105 - Introduction to Early Childhood Education 5 Credits Explore the foundations of early childhood education. Examine theories defining the field, issues, trends, best practices, and program models. Observe children, professionals and programs in action.
Course Note Formerly EDUC 101. FeesES
Quarters Typically Offered Summer Online Fall Online Winter Online Spring Online
Designed to Serve Professional-technical students in early childhood education or paraeducation, and current practitioners. Transfer students as emphasis area credit or transferable elective. Active Date 20190625T13:36:10
Grading Basis Decimal Grade Class Limit 36 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Transferable Elective Yes Course Outline 1. Introduction to Early childhood Education
2. Children and the world today, current issues and trends
3. The importance of relationships as the foundation
4. Children and play
5. Early Childhood perspectives, history and the impact on current issues
6. Theories of Early Childhood Education; explanations, applications and critiques
7. Early Childhood Programs
8. Children and Culture
9. The observation, assessment and teaching cycle
10. Partnering with families and community
11. Policy Issues and Early Childhood Practice
12. Early Childhood Code of Ethics
Student Learning Outcomes Explain current theories and ongoing research in early care and education.
Washington State Core Competencies for Early Care and Education Professionals (WSCC) I. Child Growth and Development 3.f VIII. Professional Development and Leadership- Professionalism 3.b
Describe the role of play in early childhood programs.
(WSCC) I. Child Growth and Development 1.f and II. Curriculum and Learning Environments 2.i
Compare early learning program models.
(WSCC) VII. Program Planning and Development-Program Evaluation 3.a, 3.e, 3.f VIII. Professionalism 2.e
Explain the importance of developing culturally responsive partnerships with families.
(WSCC) IV. Family and Community Partnerships- Relationships with Families; 1.b, 2.i, 3.b, 3.c, 3.d
Describe the observation, assessment and teaching cycle used to plan curriculum for all young children.
(WSCC) II. Curriculum - Environment 2.j, Professional Development and Leadership- Professionalism 3.a
Apply the professional code of ethics for early care and education to resolve dilemmas.
(WSCC) VIII. Professional Development and Leadership-Professionalism 1.g
Identify appropriate guidance techniques used in early care and early learning settings.
(WSCC) VI. Interactions- Individual Guidance 2.e, Group 2.e
Describe major historical figures, advocates, and events shaping today's early childhood education.
(WSCC) VII. Program Planning and Development- Evaluation 3.b and VIII. Professional Development and Leadership- Leadership and Advocacy 3.c
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ECED& 107 - Health, Safety and Nutrition 5 Credits Introduction to implementation of equitable health, safety and nutrition standards for the growing child in group care. Focus on federal Child Care Block Grant funding (CCDF) requirements, WA state licensing and Head Start Performance standards. Develop skills necessary to keep children healthy & safe, report abuse & neglect, and connect families to community resources.
Fees
Quarters Typically Offered Summer Evening, Online Fall Online Winter Online Spring Online
Designed to Serve Professional-technical students in early childhood education or paraeducation, and current practitioners. Transfer students as emphasis area credit. Active Date 20190709T10:50:36
Grading Basis Decimal Grade Class Limit 36 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Social determinants of health.
II. Partnering with families.
III. Illness prevention.
IV. Safety in a childcare setting.
V. First aid.
VI. Food service.
VII. Child abuse and neglect.
VIII. Creating educational materials for learners and families.
Student Learning Outcomes Describe federal and state-mandated health, safety, and nutrition practices.
V. Health, Safety, & Nutrition
Knowledge of Regulations
1.d Follows regulations regarding health and safety
4.b Articulates and adheres to laws pertaining to children and families
Identify indicators of illnesses/ infectious diseases and steps to prevent the spread of them.
V. Health, Safety, & Nutrition
Responding to Health Needs of Children
1.g Demonstrates knowledge of basic childhood illnesses
2.b Communicates effectively to parents policies regarding appropriate clothing requirements for weather conditions
3.a Designs and assesses sanitary environments insides and outside
Outline safety procedures for providing emergency care and daily care.
V. Health, Safety, & Nutrition
Knowledge of Regulations
2.d Implements procedures for fires and other emergencies, including safety procedures for children with disabilities
Verbalizes (and adheres to) emergency, illness, and injury procedures.
Environmental Safety
2. a. Describes (and maintains) a safe environment, including equipment and toys, to prevent and reduce injuries.
Responding to Health Needs of Children- Nutrition
1.e Recognize health hazards in meals (choking, allergies, etc.)
Evaluate program safety policies.
V. Health, Safety, & Nutrition- Knowledge of Regulations
1.f Assists in self-assessments of facility for licensing and accreditation 3.a Verbalize and adheres to emergency, illness and injury procedures
V. Environmental Safety
1.e Recognizes adult supervision is the best prevention against injuries
2.b Adapts the indoor and outdoor environments to maximize the independence of children with special needs
3.b Assures that all equipment, furniture, and materials are the appropriate size and type for the ages and developmental abilities of children in care
Describe food programs and practices that support the development of children.
V. Health, Safety, Nutrition - Nutrition
1.h Understand the difference between family style meals and non-family style meals
1.g Recognizes that food should not be used to reward or punish children
2.d Demonstrate awareness of basic daily nutritional guidelines
3.b Demonstrates knowledge of appropriate portion-sizes for children at each stage of development
3.f Teaches and models good nutrition
4.a Assesses program’s nutritional plan and adapts practices accordingly
5.a Articulates applies, analyzes, and evaluates current theory, research, and policy on nutrition
Create examples of developmentally appropriate and culturally responsive health, safety, and nutrition education materials and activities.
II. Curriculum & Learning
Physical Development
2.g Plans activities that integrate physical development with the arts and all curriculum areas
V. Health, Safety, & Nutrition
Environmental Safety
2.d Teaches simple safety precautions and rules to children and enforces safety rules consistently
Responding to Health Needs of Children
2.h Recognizes children’s interest in bodies and integrates interest into curriculum
3.f Designs and implements curriculum activities emphasizing healthy bodies, healthy lifestyles and a healthy environment
Describe the responsibilities of mandated reporters.
V. Health, Safety, & Nutrition
Knowledge of Regulations
1.h Explains and performs the mandated reporter role for child abuse and neglect
Responding to Health Needs of Children
2.g Identifies, documents, and reports suspected emotional distress, abuse and neglect of children in an immediate and appropriate way
Develop strategies for working with culturally, linguistically, and ability diverse families in accessing health, nutritional, and dental services.
IV. Family & Community Partnerships
Community Resources
2.a Identifies community agencies providing assistance for infants, toddlers and families
3.a Provides families with appropriate community resource information when needed
V. Health, Safety, Nutrition
-Responding to Health Needs of Children
3.c Talks with and provides resource information to families about health
-Nutrition
2.b Communicates with families about the food children need and prefer
3.g Share information with families about infants’ and toddlers ability to self-regulate their food intake
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ECED& 120 - Early Childhood Practicum 2 Credits In an early learning setting, engage in establishing nurturing, supportive relationships with all children and professional peers. Focus on children’s health & safety, promoting growth & development, and creating a culturally responsive environment.
Pre-requisite(s) Pre- or co-requisite ECED& 105 with 2.0 or better. Instructor Permission Required Yes Course Note WA State criminal history clearance FeesHD
Quarters Typically Offered Summer Online Spring Online
Designed to Serve Professional-technical students in the early childhood education program. Active Date 20201105T14:50:30
Grading Basis Credit/Non-Credit Class Limit 20 Shared Learning Environment Yes Contact Hours: Lecture 11 Independent Studies 33 Total Contact Hours 44 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline
- Health, Safety and Nutrition regulations
- Responding to children’s health and safety and nutrition needs
- Interacting with children to promote language and communication
- Individual and group guidance practices
- Professionalism
- Cultural competence and responsiveness
Student Learning Outcomes Identify practices that promote health, safety, growth and development of children. (WSCC) V. Health, Safety, and Nutrition- Regulations 1.d; Responding to Health Needs for Children 2.1; Nutrition 1.a; II Curriculum - Environment 2.d
Describe the characteristics of nurturing relationships built between teachers and children. WSCC IV Family Relationships - 2.h; VI Interactions- Individual Guidance 2.h
Practice ideals of professionalism in work with children, families and peers. WSCC VIII. Professional Development- Professionalism in Practice 2.f; Ongoing Professional Growth 1.a; VI Interations - Group Experiences 2.e
Recognize cultural responsiveness when observing professionals and programs. (WSCC) VI Interactions - Individual 1.h
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ECED& 132 - Infants and Toddlers Care 3 Credits Examine the unique developmental needs of infants and toddlers. Study the role of the caregiver, relationships with families, developmentally appropriate practices, nurturing environments for infants and toddlers, and culturally retentive care.
Course Note Formerly EDUC 250. Fees
Quarters Typically Offered
Designed to Serve * Professional-technical students working towards a Specialization Certificate in Infant/Toddler or the AAS degree in Early Childhood Education. * Current practitioners. * Transfer students as emphasis area credit. Active Date 20190709T10:50:38
Grading Basis Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Growth and Development
II. Relationships with families
III. Regulations and licensing related to basic health and safety
IV. Environments
V. Curriculum & Interactions
VI. Professionalism
Student Learning Outcomes Discuss developmental milestones from birth to 36 months articulating the influences of individual development, temperament and cultural norms in the context of important, ongoing relationships.
I. Child Growth & Development -
3.a: Recognizes that interaction with people and the environment stimulates the child’s brain function; 3.c: Identifies developmental stages of toddler development from 13-36 months in six-month increments.
Design a plan to support reciprocal, culturally sensitive partnerships with families
IV. Family & Community Partnerships
Relationships with Families 3.c: Recognizes that information on cultural and family beliefs about child-rearing is learned through active outreach and engagement with parents.
Select positive guidance techniques that are appropriate and effective with infants and toddlers
VI. Interactions
Providing Guidance- 3.a: Demonstrates an understanding of infant behaviors and response in a supportive and positive manner. 3.b: Maintains appropriate expectations of infant and toddler attention spans, interests, social abilities, and physical needs.
Critique infant and toddler early learning environments, articulating environmental influences on the learning processes of infants and toddlers during authentic play activities.
II. Curriculum and Learning Environment
4.c: Creates learning in the environment by using materials, child-choice and play as a context for enhancing development and active learning.
Describe a plan for a developmentally appropriate, culturally relevant curriculum that supports language, physical, cognitive, creative, social, and emotional development.
II. Curriculum and Learning Environment General
3.c: Builds children’s understanding of their own and other cultures by providing cultural experiences using songs, stories, and language familiar to the child. 3.d: Builds children’s pride in their cultures, families, and communities by creating learning centers that reflect a culture and community members of the children
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ECED& 134 - Family Child Care 3 Credits Learn how to manage a family childcare program. Topics include: licensing requirements, record-keeping, relationship building, communication strategies, guiding behavior, and promoting growth and development.
Fees
Quarters Typically Offered Summer Online
Designed to Serve Professional-Technical students in Education. Individuals interested in starting their own family/home child care program. Current providers. Active Date 20190709T10:50:38
Grading Basis Decimal Grade Class Limit 25 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Regulations, licensing, and business practices related to family home child care
II. Growth and Development
III. Relationships with families
IV. Environments
V. Curriculum & Interactions
VI. Professionalism
Student Learning Outcomes Describe strategies for complying with Family Childcare Minimum Licensing Requirements.
(WSCC) V. 3a- Verbalizes and adheres to emergency, illness, and injury procedures.
3b-Informs others of emergency procedures.
VII. 4a- Applies knowledge of federal, state and local legislation, regulations, and professional standards to provide healthy and safe practices for infants and toddlers.
VIII. 1e- Supports and complies with regulations and licensing standards.
Describe strategies for meeting the developmental needs and guiding the behavior of all children in multi-age groups.
(WSCC) II. 3a- Uses opportunities throughout the day to incorporate activities that facilitate development in language, fine/gross motor, social-emotional, and cognitive areas.
3.b- Promotes children’s development of age-appropriate, self-regulated behaviors by using routines, schedules, and classroom design.
3e- Plans and adapts curricula and environments, including the selection of materials appropriate to the developmental levels within a setting.
VI. 3d-Provides an appropriate balance of child-led and child-directed activities with adult-guided activities.
3e- Relates guidance practices to knowledge of children’s personalities and levels of development.
3b- Provides experiences that engage children and respond to their interests.
3d- Plans and guides activities that promote children’s supportive relationships with peers, family, staff, and community.
Identify strategies for family child care business management including tax planning and record-keeping.
(WSCC) VII. 1.b- Follows bookkeeping procedures.
2a- Uses generally accepted business practices
Create written documents, such as a contract and policy handbook, that facilitate communication between the provider and the families.
(WSCC) VII. 5e- Develops and implements program policies.
Develop strategies for creating reciprocal, culturally responsive relationships with families.
(WSCC) IV. 3b- Understands how cultural perspectives influence the relationship between families, schools, and communities.
3c- Recognizes that information on cultural and family beliefs about child-rearing is learned through active outreach and engagement with parents.
VII: 3a- Verbalizes the relationship between the program’s philosophy and daily practice.
VIII: 2c- Interacts in a manner reflecting the value of self and respect for others.
Articulate knowledge and skills that define Family Childcare Providers as professionals.
(WSCC) VIII: 4.b- Articulates personal philosophy of early childhood education based on knowledge of child development and best practices.
Discuss strategies for family child care providers to balance the demands of operating their business with meeting the needs of their families. WSCC VIII. Professional Development and Leadership- Professionalism 2.a, 2.e
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ECED& 138 - Home Visiting & Family Engagement 3 Credits Plan and provide home visits and group activities. Promote secure parent-child relationships. Support families to provide high-quality early learning opportunities embedded in everyday routines and experiences.
Fees
Quarters Typically Offered Summer Online Designed to Serve Professional-Technical students pursuing the Short State Certificate or AAS in ECE. Active Date 20230328T10:33:07
Grading Basis Decimal Grade Class Limit 25 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes
Course Outline
- Birth to 3 development and influences including health, environment, stress, and culture. Developmental variations, delays, and disabilities.
- Cuture. Self-reflection, systems (instututional and cultural) that impact ways of thinking, parenting, and caregiving. Cross cultural communication to create strong relationships.
- Effective home visits. Partnering with families, active listening, strategies for offering effective feedback.
- Reflective Practice
- Parenting support curriculum. Analyzing and critiquing existing programs for inclusivity, development of curriculum to meet the needs of individual families
Student Learning Outcomes Describe developmental milestones from birth to 36 months articulating the influences of individual development, temperament and cultural norms.
WSCC I Child Growth & Development 3a, 3c
Articulate a plan that creates reciprocal, culturally sensitive partnerships with families.
WSCC IV Family & Community Partnerships. Relationships with Families 3c
Develop an outline for effective home visits that includes awareness of family and home visitor safety.
WSCC VIII. Displaying Professionalism in Practice 2b, 2f
Create a plan for effective communication with families to develop shared goals and understanding of school readiness skills.
WSCC II Curriculum & Learning Environment 3e
Define Reflective Practice and identify how it might be implemented.
WSCC VIII Displaying Professionalism in Practice 3a
Construct a curriculum to be delivered in a home visiting or group socialization model, checking for developmentally, linguistically, and culturally appropriateness.
WSCC II Curriculum & Learning Environment 3e; III. Ongoing Measurement of Child Progress 4c
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ECED& 139 - Admin Early Lrng Prog 3 Credits Develop administrative skills required to develop, operate, manage and improve early childhood education and care programs. Acquire basic business management skills. Explore resources and supports for meeting Washington State licensing and professional NAEYC standards.
Course Note Formerly EDUC 198. Fees
Quarters Typically Offered
Designed to Serve * Professional-technical students working towards a Specialization Certificate in Administration or the AAS degree in Early Childhood Education. * Current practitioners. * Transfer students as emphasis area credit. Active Date 20190709T10:50:39
Grading Basis Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Introduction to administrative roles and responsibilities.
II. Program philosophy, mission and relationship to daily practices.
III. Program policies and practices
A. State licensing codes
B. Food program guidelines
C. Accreditation Standards
IV. Administrative Planning
A. Staffing
B. Meals
C. Equipment and materials
D Program planning for different age groups and settings
V. Partnerships with families; communication and engagement
VI. Balancing the budget
VII. Recruiting, hiring, evaluating and supervising staff
VIII. Supporting professional development of program personnel
IX. Tools for program evaluation
X. NAEYC Code of Ethics
Student Learning Outcomes Crosswalk program policies and practices with licensing and professional standards.
(WSCC) V: H/S/N- Environment 2.a Describes a safe environment.
VII: Program Planning & Development -Planning & evaluation 4.a Applies knowledge of federal, state and local legislation, regulations and professional standards to provide healthy and safe practices
Create a plan for appropriate staff, food, equipment, materials, and programming for specific age groups and settings.
(WSCC) VII: Program Planning & Development Planning & Evaluation
2. b. Organizes plans, keep records and communicates with families and staff effectively.
Prepare a balanced budget.
(WSCC) VII: Program Planning & Development- Financial 2.a.Uses generally accepted business practices 3.b. Operates within budget
Identify methods for recruiting, hiring, evaluating, supervising, and supporting culturally and linguistically reflective staff.
(WSCC) VII: Program Planning & Development
Personnel Management 2.1 Support other staff members and professionals
Describe a variety of strategies for building relationships with all families.
(WSCC) IV: Family Community-Relationships w/Families 2.c.Invites family members to play an active role in their child’s education
Review tools used to evaluate program effectiveness and identify areas for improvements.
(WSCC) VII: Program Planning & Development -Evaluation 2.f. Uses available resource to ensure effective operation
Apply the NAEYC Code of Ethics in resolving an administrative dilemma (case study).
(WSCC) VIII: Professional Development & Leadership- Professionalism 2.f.Demonstrates a commitment to a professional code of ethics.
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ECED& 160 - Curriculum Development 5 Credits Investigate learning theory, program planning, tools and methods for curriculum development promoting language, fine/gross motor, social-emotional, cognitive and creative skills and growth in children birth through age 8 utilizing developmentally appropriate and culturally responsive practice.
Course Note Formerly EDUC 145. FeesES
Quarters Typically Offered Winter Weekend Designed to Serve Professional-technical students in early childhood and current practitioners. Transfer students as emphasis area credit. Active Date 20200326T12:04:17
Grading Basis Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible New Option
Course Outline I. Early childhood curriculum theories.
II. Current curriculum trends; theme based, emergent, inquiry based, integrated, project approach and others.
III. Curriculum resources, standards and principles for planning curriculum.
IV. Creating curriculum that supports children’s: language/communication, cognition, social/emotional growth, fine/gross motor development, and creative development.
V. Planning developmentally appropriate activities and schedules.
VI. The role of observation, documentation and assessment of individual and group needs, interests and skills for curriculum planning.
VII. On-going modification of curriculum plans based on self reflection and assessment
Student Learning Outcomes Explain major early childhood curriculum theories and current trends in curriculum design for early learning environments.
Washingto State Core Competencies - II.Curriculum & Learning Environment: General 3.e | VIII. Professional Development & Leadership: Professionalism in Practice 3.b
Apply principles of developmentally, individually and culturally appropriate practice when designing, implementing and evaluating curriculum.
WSCC - II.Curriculum & Learning Environment: General 2.k, 2.m, 3.e
Design curriculum that supports children’s language/communication, cognitive, social/emotional, fine/gross motor and creative development.
WSCC - II.Curriculum & Learning Environment: Cognitive Development 3.g, Language Development 3.g, Social/Emotional Development 3.m, Creative Development 3.f Supports each child’s creative development | VII. Program Planning & Development 2.c
Plan developmentally appropriate activities and schedules, which promote all children’s growth and learning.
WSCC - VII: Program Planning 2.c, 2e
Observe, document and assess individual and group needs, interests and skills for the purpose of curriculum planning and on-going modifications of plans.
WSCC - II. Curriculum & Learning Environment, Language Development 3.g, Creative Development 3.c, 3.d | III. Ongoing Measurement of Child Progress 3.b 3.d, 3.f, 3.h, 3.k | VII. Program Planning & Development, Evaluation 3.c, 3.f | VIII. Professional Development & Leadership, Professionalism in Practice 3.a
Evaluate integrated learning experiences supportive of children’s development and learning incorporating national, state and local standards.
WSCC - II. Curriculum & Learning Environment 2j, Language Development 3.g, Social/Emotional Development 3.i
Design curriculum that is inclusive and represents the diversity of children and families.
WSCC - I. Child Growth & Development, 3.g | II. Curriculum & Learning Environment, General 3.d
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ECED& 170 - Environments for Learning 3 Credits Design, evaluate, and improve indoor and outdoor environments which ensure quality learning, nurturing experiences, and optimize the development of young children.
Course Note Formerly EDUC 143. Fees
Quarters Typically Offered Fall Evening, Online, Weekend Designed to Serve Professional-technical students in early childhood and current practitioners. Transfer students as emphasis area credit. Active Date 20210403T10:08:01
Grading Basis Decimal Grade Class Limit 36 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes
Course Outline
- Introduction to quality learning environments that meet the needs of children and adults.
- Effects of the environment on learning and behavior.
- Arrangement of space, equipment, and materials indoors and outdoors.
- Developmentally appropriate learning environments, schedules, routines and activities.
- Designing and evaluating environments to meet the individual and cultural needs of children and families.
- Evaluating environments.
Student Learning Outcomes Design environments that protect the health and safety of children and adults, providing balance between activities that are indoor and outdoor, quiet and active, and allow for interaction with others as well as time alone. Washington State Core Competencies (WSCC): II. Curriculum and Learning Environment- General 1.d, 1.e, 2.f, 2.g, 2.h, 2.i, 2.k, 2.l, 2.m, 3.a, 3.b
Develop environmental strategies for guiding children’s behavior helping them develop prosocial skills and the ability to self-regulate. WSCC: VI. Interactions- Individual 2.b, 2.e, 2.g and -Group Experience; 2.b, 2.e, 2.g.
Plan an environment, schedule, routine, and activities that meet the needs of learners ages zero to eight, promoting growth across all domains and in all disciplines. WSCC: II. Curriculum and Learning Environment- General 1.a, 1.c, 1.d, 1.g, 2.d, 2.f, 2.j, 2.k, 2.I and VI. Interactions- Individual; 2.b, 2.e, 2.g, and -Group Experiences 2.b, 2.e, 2.g and VII. Program Planning and Development- Evaluation 2.d
Describe strategies to achieve compliance with Washington Administrative Code for licensed childcare and/or other state/federal regulations pertinent to early learning environments. WSCC VII. Program Planning and Development- Evaluation 1.c, 2.f.
Compare policies and environments which recognize the importance of establishing space and programming that are welcoming to families and provide opportunities for all to participate. WSCC IV. Family and Community Partnerships- Relationships with Families 1.d, 1.e, 2.h and VII. Program Planning and Development- Evaluation 2.d
Evaluate the quality and effectiveness of early learning environments serving differing age groups (ex. infant, toddler, school-age). WSCC II. Curriculum and Learning Environment- General 1.c, 1.d, 1.g, 1.h, 1.i, 2.c, 2.d, 2.e, 2.g, 2.i, 2.j, 2.k, 4.d and VIII. Professional Development and Leadership- Professionalism 2.e.
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ECED& 180 - Language and Literacy Development 3 Credits Develop teaching strategies for language acquisition and literacy skill development at each developmental stage (birth-age eight) through the four interrelated areas of speaking, listening, writing and reading.
Fees
Quarters Typically Offered Fall Evening, Online, Weekend Designed to Serve Professional-technical students in early childhood and current practitioners. Transfer students as emphasis area credit. Active Date 20210403T10:08:02
Grading Basis Decimal Grade Class Limit 36 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes
Course Outline
- Introduction to current research and best practices in language and literacy acquisition
- Developmental sequence of language and literacy development birth to age eight
- Environments that are print-rich and promote language and literacy success
- Developing oral language and vocabulary
- Reading aloud and integrating language and literacy across the curriculum
- Building phonological awareness, alphabet knowledge, comprehension and recall
- The reading/writing connection
- Assessment
Student Learning Outcomes Explain the continuum of language acquisition and early literacy skills.
Washington State Core Competencies (WSCC) II.Curriculum and Learning Environment- Language Development 1.a, 1.b, 1.c, 1.d, 2.a, 3.a, 3.b
Develop evidence-based, appropriate environments and opportunities that support children’s emergent language and literacy skills.
WSCC II. Curriculum and Learning Environment- Cognitive Development 2.a, 2.d -Language Development 2.d, 3.c, 3.d, 3.k
Describe strategies for responding to children who are culturally, linguistically, and ability diverse.
WSCC II. Curriculum and Learning Environment- Cognitive Development 2.f, 2.j -Language Development 3.f, 3.g, 3.j
Develop ways to facilitate family and child interactions as primary contexts for heritage language and English
development.
WSCC II. Curriculum and Learning Environment-Language Development 3.e, 3.h, 3.i, 3.l, 3.m, 3.o
Analyze images of culture and individual abilities reflected in children’s literature and other learning
materials.
WSCC III. On-going Measurement of Child Progress 3.d, 3.h
Utilize developmentally appropriate and culturally responsive assessment practices for documenting the growth of language and literacy skills.
WSCC III. On-going Measurement of Child Progress 3.a, 3.k
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ECED& 190 - Observation and Assessment 3 Credits Collect and record observation and assessment data in order to plan for and support the child, the family, the group, and the community. Practice reflection techniques, summarizing conclusions, and communicating findings.
Fees
Quarters Typically Offered Spring Evening
Designed to Serve Professional-technical students in the early childhood program and current early childhood teachers and providers. Active Date 20200326T12:04:35
Grading Basis Decimal Grade Class Limit 36 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible New Option
Course Outline I. Introduction to observation and AssessmentII. Characteristics and observable signs of growth, development, learning and social behaviors. III. Avoiding bias, judgements, and assumptions in observations and assessments. IV. Collecting factual, descriptive data V. Tools for observation and assessment; including running records, anecdotal records, checklists, time and event sampling, portfolios, developmental continuums and other tools. VI. Interpreting and reflecting on data VII. Professional ethics and etiquette related to observation and assessment.
Student Learning Outcomes Describe reasons for collecting observation and assessment data.
Washington State Core Competencies - I. Child Growth & Development 2.e | III. On-going Measurement of Child Progress 2.d, 2.f Understands that children’s developmental milestones should be observed and monitored
Identify indicators of growth, development, learning and social behaviors in all children.
WSCC - III. On-going Measurement of Child Progress 2.e, 3.a, 3.c
Identify techniques for avoiding bias, judgments, and assumptions in observations.
WSCC - I. Child Growth & Development 2.d | III. On-going Measurement of Child Progress 2.a, 3.f
Collect factual, descriptive data using a variety of assessment tools and strategies.
WSCC - III. On-going Measurement of Child Progress 2.b | II. Program Planning & Development 2.g
Document and analyze assessment data for use in planning curriculum for individual and groups of children.
WSCC - I. Child Growth & Development 2.f | III. On-going Measurement of Child Progress 2.c, 3.b | V. Health, Safety & Nutrition, Responding to Health Needs of Children 2.g | VII: Program Planning & Development 3.f
Describe and demonstrate professional ethics and etiquette that applies to the collection and communication of observation data. WSCC III. On-going Measurement of Child Progress 1.d and VIII. Professional Development and Leadership- Professionalism in Practice 1.g, 2.f, 3.c, 3.d
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EDUC 391 - Cultivating Creativity 5 Credits Explore the using the arts (process art, music, dramatic play, movement) to promote growth and development, meet state standards, and support a positive sense of self, family, and group identity. This class is for BAS in Early Childhood Education students.
Program Admission Required Yes Admitted Program BAS - EDUC FeesES
Quarters Typically Offered Spring Evening, Weekend
Designed to Serve BAS in Early Childhood Education students. Active Date 20220330T15:33:43
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Introduction to creativity. What is it? How do we get it?
- State standards in the arts. Anti-bias goals. Culturally sustaining curriculum. How do these fit together?
- Working with families. How can they help us? How can we help them? What can we do together to support young children.
- Lesson planning.
- Responding to children’s efforts. Get rid of “good job”. ‘
- Integrating the arts across the environment and the curriculum.
- The cycle of teaching. Praxis. Theory, action, reflection.
Student Learning Outcomes Create strategies to integrate culturally sustaining, developmentally inclusive arts experiences (process art, music, dramatic play, movement) into everyday classroom routines.
Describe how to partner with families to support children’s creativity and development of family pride, confidence, and positive social and group identities.
Create lessons plans that use the the arts to support healthy development and reinforce positive cultural and linguistic identities.
Develop responses to children’s efforts that reflect best practices in creative development.
Create lesson plans in the arts that align local, state, and/or national standards with culturally sustaining/anti-bias practices.
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EDUC 433 - Family Partnerships and Community Connections 5 Credits Successful early childhood education depends on partnerships with children’s families and communities. In this class, explore the importance of and complex characteristics of children’s families and communities. Learn to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
Pre-requisite(s) EDUC& 115, EDUC& 130, ECED& 160, EDUC& 204, and EDUC 240 with min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Winter Evening Designed to Serve BAS in Early Childhood Education Active Date 20220330T15:33:50
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Identity analysis - what are the sociological factors influencing children and families? What are our own identities?
- Communication and relationship strategies.
- Seeing families as a resource for children’s development. What are all of our roles?
- Cross cultural communication and problem solving.
- Engaging the community. What resources are available? When to refer families?
Student Learning Outcomes Apply theoretical perspectives on identity development to ECE practice, including but not limited to research on race, ethnicity, gender/gender identity, class, language, religion, and ability.
Describe a collaborative approach to child/family development, incorporating anti-racist, respectful, and reciprocal engagement and relationship strategies.
Investigate community resources critiquing their ability to provide developmentally, culturally, and linguistically appropropriate services
Construct strategies to negotiate potential conflicts between families' preferences and cultures and the setting's practices and policies related to health, safety and developmentally appropriate practices.
Construct strategies to successfully engage families as partners for insight into their children for curriculum, program development, and assessment, and as partners in planning for children's transitions to new programs.
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ECON 110 - Global Economic Issues 5 Credits A survey of contemporary issues in the global economy with an overview of basic economic theory. The issues covered may vary with current events, but will consider both local and global contexts. Students will learn about global economic interdependence and the winners and losers in different economic situations, including particular emphasis on historically excluded groups.
Fees
Quarters Typically Offered Summer Online Fall Day Winter Day Spring Online
Designed to Serve Transfer students, economics emphasis students and students needing social science credit Active Date 2016-06-06
Grading Basis Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 0 Total Contact Hours 55 Degree Distributions: AA Course Outline Economic Methodology
Market Allocation of Resources
Economic Efficiency
International Trade
Environmental Problems
Macroeconomic Measurement
Inequality Within and Between Nations
Labor markets and Discrimination
Student Learning Outcomes Each student will demonstrate their ability to recall and apply definitions and terminology.
Each student will be able to interpret material from texts and classroom presentations to solve each problem.
Each student will be able to apply skills gained in the economics class to the analysis and evaluation of current global events.
Each member of the class will be able to identify global economic issues, look at evidence, evaluate it, and draw meaningful conclusions
Each student will be able to apply skills gained in the economics class to the analysis and evaluation of policy debates
Each student will demonstrate understanding about economic interdependence in the global economy, and the winners and losers in the global economic system
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ECON 120 - Economics of Entrepreneurship 5 Credits An introduction to entrepreneurial problem solving, with applications to small business and social issues. Includes identifying opportunities, data collection, strategic planning and plan revision.
Fees
Quarters Typically Offered
Designed to Serve all degree seeking students Active Date 2015-04-07
Grading Basis Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 0 Total Contact Hours 55 Degree Distributions: AA Course Outline Defining Entrepreneurship
The Entrepreneurial Mindset
Identifying problems and recognizing opportunities
Interviewing and Qualitative data gathering
Testing Solutions
Revising Plans in the face of Data
Overcoming obstacles
Risk Assesment
Student Learning Outcomes Each student will be able to identify, communicate and evaluate business and social entrepreneurship opportunities.
Students will be able to apply the entrepreneurial mindset to identify and find solutions to problems in their communities.
Students will be able to collect meaningful qualitative data and communicate results
Each member of the class will be able to revise plans based on data collection and evaluation
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ECON 190 - Sustainability Seminar 1 Credits Through a lecture format, faculty will describe and interpret noteworthy sustainability topics including the intertwined ideals of viable economies, social equity and ecological integrity.
Fees
Quarters Typically Offered
Designed to Serve Transfer students desiring Social Science credit and the broader campus and local communities. Active Date 2012-09-28
Grading Basis Credit/Non-Credit Class Limit 48 Contact Hours: Lecture 11 Lab 0 Field Studies 0 Clinical 0 Independent Studies 0 Total Contact Hours 11 Degree Distributions: AA Course Outline This course will vary from quarter to quarter, depending on the interests and availability of faculty and outside speakers, but will be drawn from the social and life sciences, with emphasis on the interconnection between economic, social and environmental systems
Student Learning Outcomes Students will summarize presenters’ conclusions and describe presenters’ methodology and sources
Students will identify the connections between economic, social and environmental systems
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ECON 221 - Economics of Investing 5 Credits Uses financial investing as a way of exploring basic economics, political economy and economic policy. Basic investment strategies and the effect of government policy on economic outcomes are explored.
Fees
Quarters Typically Offered
Designed to Serve Transfer students, economic majors, individuals interested in financial investing. Active Date 2011-06-14
Grading Basis Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 0 Total Contact Hours 55 Degree Distributions: AA Course Outline 1. Basic investing: different types of investments; debt; compounding; savings; where to look for information.
2. The stock and bond markets and how they work and don’t: history; regulation; who invests and why.
3. Measuring investments: earnings, debt, sales and book ratios; annual reports; analysts’ ratings; where to look for information.
4. Investment strategies: exploration of different approaches to investing such as buy-and-hold, market timing and dollar-cost averaging.
5. Basic economics and how it relates to investing: basic economic concepts such as supply and demand; transaction costs; productivity.
6. Economic policy and its effect on investing: fiscal policy; monetary policy; the roles of Congress and the federal government; impact of various types of government spending; regulation and deregulation.
7. Global markets: overseas investing; world trade policy and political and economic outcomes; WTO, World Bank and IMF; trade disputes.
Student Learning Outcomes Demonstrate a basic understanding of financial investing.
Analyze how both global and domestic economic policies impact investing strategies and outcomes.
Demonstrate an understanding of the connections between global trade issues and investing strategies and outcomes.
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ECON 273 - Introduction to International Economics 5 Credits A deeper exploration of the global economy including international trade, balance of payments, currency markets, exchange rates, government policies, and important institutions.
Pre-requisite(s) ECON& 201 or ECON& 202 with a minimum 2.0 Program Admission Required Yes Admitted Program BAS - CIS and BUSN Fees
Quarters Typically Offered Winter Online Designed to Serve Transfer students, economics emphasis students and students needing social science credit. Active Date 20220330T15:33:30
Grading Basis Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: AA Course Outline - International Economic Institutions
- International Trade
- Trade Policies
- Balance of Payments
- Currency Markets and Exchange Rates
- Exchange Rate Policies
- Political Economy of international trade and finance policies
Student Learning Outcomes Describe the relationships among economic measures relevant to international economics.
Describe how trade affects economic aggregates and how trade has different impacts on different sectors of the economy.
Evaluate arguments for and against trade in terms of economic costs and benefits.
Identify the determinants of currency values important to specific cases.
Describe the basic dynamics of currency markets.
Describe how different government policies affect trade and international financial flows.
Identify important international institutions relevant to international economics and describe their roles in trade and international finance.
Evaluate trade and international finance policy outcomes using the tools of political economy.
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ECON 295 - Independent Study 5 Credits An individual study project developed by student and instructor in an area of Economics approved by the instructor.
Instructor Permission Required Yes Fees
Quarters Typically Offered Summer Day, Evening, Online Fall Day, Evening, Online Winter Day, Evening, Online Spring Day, Evening, Online
Designed to Serve Students interested in additional study in the area of Economics. Active Date 20201105T14:50:33
Grading Basis Decimal Grade Variable Credit Yes Range 1-5 Independent Study Yes OEE Yes Class Limit 99 Contact Hours: Independent Studies 165 Total Contact Hours 165 Degree Distributions: Restricted Elective Yes Course Outline
- Student and instructor determine scope of independent study.
- Student and instructor determine activities and/or project(s) to be completed and timeline for completion.
- Student completes activities and/or project(s).
- Evaluation of work by instructor.
Student Learning Outcomes Effectively complete a mutually agreed-upon, independent Economics project that conforms to given requirements.
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ECON 303 - Survey of International Economics 5 Credits Survey of the global economy including international trade, balance of payments, currency markets, exchange rates, government policies, and important institutions.
Pre-requisite(s) ECON& 201 or ECON& 202 with min 2.0 Program Admission Required Yes Admitted Program BAS - CIS or BUSN Fees
Quarters Typically Offered Summer Online Spring Online
Designed to Serve Bachelor of Applied Science in Global Trade and Logistics students Active Date 20220330T15:33:30
Grading Basis Decimal Grade Class Limit 24 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: Restricted Elective Yes Course Outline - International Economic Institutions
- International Trade
- Trade Policies
- Balance of Payments
- Currency Markets and Exchange Rates
- Exchange Rate Policies
- Political Economy of international trade and finance policies
Student Learning Outcomes Describe the relationships among economic measures relevant to international economics.
Describe how trade affects economic aggregates and how trade has different impacts on different sectors of the economy.
Evaluate arguments for and against trade in terms of economic costs and benefits.
Identify the determinants of currency values important to specific cases.
Describe the basic dynamics of currency markets.
Describe how different government policies affect trade and international financial flows.
Identify important international institutions relevant to international economics and describe their roles in trade and international finance.
Evaluate trade and international finance policy outcomes using the tools of political economy.
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ECON 330 - Survey of Research Methods for Information Systems and Business 5 Credits Introduces fundamentals of research for information systems and business. The emphasis is on practical tools of applied quantitative and qualitative research methods as well as research ethics.
Pre-requisite(s) BUSN 210 or MATH& 146 with min. 2.0 Program Admission Required Yes Admitted Program BAS - CIS or BUSN Course Note To enroll in this class, prerequisites must be completed with a 2.0 or by instructor permission. Fees
Quarters Typically Offered Summer Day Winter Day Designed to Serve BAS Students Active Date 20220330T15:33:31
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: Course Outline - Research formulation and design
- Research mindset - critical thinking, triangulation
- Research focus - academic, decision-making, advocacy
- Research questions - big and small
- Choosing a research design
- Descriptive
- Correlational
- Semi-experimental, including action research
- Experimental
- Meta-analysis
- Choosing a research method
- Quantitative
- Qualitative
- Mixed method
- Research theory
- Interpretive
- Positivist
- Managing the research process
- Metadata
- Pilot testing
- Research ethics
- Citing sources
- Informed consent, confidentiality and privacy
- Transparency with participants and audience, conflicts of interest, abuse of position
- Scope and sample
- Statistics use
- Numbers and percentages
- Statistical significance
- Positionality
- Limitations
- Generalizability
- Causality
- Negative results
- Replicability
- Validity
- Reliability
- Acknowledging contributions
- Literature Review
- Purpose and scope of the search
- Models - process and theory
- Similar questions
- Similar populations
- Coverage
- What’s been done before
- What’s not there
- Evaluating sources - academic, government, popular, Web, experts
- Summary and synthesis
- Sampling
- Population and sample - Representative sample
- Sampling mechanics - techniques and size
- Bias - self-selection, method, modality
- Evaluating a sample - based on the research design
- Quantitative research
- Strengths and limitations
- Research objectives
- Data structures - population, sample, observations, variables, values, census, time series, cross-section, panel, continuous, discrete, categorical
- Levels of measurement - nominal, ordinal, interval, ratio
- Collecting data - design and administration
- Questionnaires
- Observation - including system process data, A-B testing
- Secondary data, including Census, big data
- Categorization and coding
- Distributions vs. thresholds
- Aggregation
- Common analysis software - Excel, R
- Descriptive statistics
- Choosing descriptive statistics for univariate, bivariate and multivariate data - data type and purpose
- Common data charts
- Inferential statistics interpretation, significance, and limitations
- Hypothesis testing
- Two-group comparisons
- Regression results - correlation vs. causality
- Other common tests - e.g. Chi-square tests
- Qualitative research
- Strengths and limitations
- Research objectives
- Subject selection - individuals, locations, websites, organizations
- Collecting data - processes, considerations, tools
- Documents or system records
- Interviews
- Focus groups
- Observations - direct and participant, including ethnography
- Content analysis, coding and synthesizing
- Interpretive analysis - “thick description”
- Theoretical lens
- Grounded theory
- Analysis software
- Reporting research results
- Audience - academic, internal, professional, legal
- Purpose - confirmatory, exploratory, strategic planning, audit
- Report structure - Executive summary, background, results, limitations, conclusions
- Presenting data
- Tables
- Data visualization
- Talking about data
- Oral presentation
Student Learning Outcomes Identify different research designs and research methods and their strengths and limitations.
Demonstrate knowledge of research ethics in evaluating, designing, executing, and reporting research.
Produce a literature review that evaluates and synthesizes multiple types of sources.
Design, conduct, and report on a small-scale quantitative research study that adheres to standard research practices.
Design, conduct, and report on a small-scale qualitative research study that adheres to standard research practices.
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ECON& 201 - Microeconomics 5 Credits Introduction to the economic way of thinking with applications to scarcity and choice, demand, costs, efficiency, uncertainty, market power, profit, government policy, production and allocation, property rights and wealth maximization.
Course Note Previously ECON 211. Fees
Quarters Typically Offered Summer Day, Online Fall Day, Online Winter Day, Online Spring Day, Online
Designed to Serve Intended for college transfer students interested in economics related to consumer behavior, market equilibrium, government action in markets and business decision-making. Active Date 2016-03-02
Grading Basis Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 0 Total Contact Hours 55 Degree Distributions: AA Course Outline Demand Theory
Price Determination
Costs and Decisions
Price Taking Behavior
Price Searching Behavior
Restrictions on Competition
Profits and Rents
Externalities
Public Goods
Common Resources
Student Learning Outcomes Each student will demonstrate the ability to recall and apply definitions and terminology.
Each student will be able to interpret material from economics texts and classroom presentations to solve microeconomic problems.
Each student will be able to use the tools of economic analysis to discover the implications of decisions.
Each student will be able to apply skills gained in the microeconomics class to the analysis and evaluation of current events.
Each number of the class will be able to identify microeconomic issues, look at evidence, evaluate it, and draw meaningful conclusions.
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ECON& 202 - Macroeconomics 5 Credits The modern economy, including such topics as national output, employment, inflation, money and banking, public finance, economic growth and international trade.
Course Note Previously ECON 212. Fees
Quarters Typically Offered Summer Day, Online Fall Day, Online Winter Day, Online Spring Day, Online
Designed to Serve Intended for transfer students who are interested in the economics of regions and countries. Active Date 2011-06-15
Grading Basis Decimal Grade Class Limit 38 Contact Hours: Lecture 55 Lab 0 Field Studies 0 Clinical 0 Independent Studies 0 Total Contact Hours 55 Degree Distributions: AA Course Outline 1. National Income Accounting
2. Economic Fluctuation
3. Aggregate Demand - Aggregate Supply Analysis
4. Fiscal Policy
5. Money & Banking
6. Monetary Theory
7. Activism - Non Activism
8. International Economics
Student Learning Outcomes Each student will demonstrate their ability to recall and apply definitions and terminology.
Each student will be able to interpret material from economics texts and classroom presentations to solve problems.
Each student will be able to use the tools of economic analysis to discover the implications of decisions.
Each student will be able to apply skills gained in the economics class to the analysis and evaluation of current events.
Each student will be able to identify economic issues, look at evidence, evaluate it, and draw meaningful conclusions.
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ECED 303 - BAS in Early Childhood Education Student Orientation 1 Credits This is the orientation course for students admitted to the BAS in Early Childhood Education. It includes academic counseling, information on practicum requirements, and information literacy skill building. Note: This does not meet the needs of BAS in Elementary Education students.
Program Admission Required Yes Admitted Program BAS - ECE Course Note This does not meet the needs of BAS in Elementary Education students. Fees
Quarters Typically Offered Fall Online Designed to Serve Students admitted to the BAS in Early Childhood Education. Active Date 20230320T11:44:21
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 11 Total Contact Hours 11 Degree Distributions: ProfTech Course Yes Course Outline - Advising and pathway
- Practicum Requirements
- Criminal History Clearance
- Graduation Requirements
- Research and Information Literacy Skill Building
Student Learning Outcomes Describe the Education Department conceptual framework and how it applies to early learning practitioners.
Create an academic plan leading to fulfillment of BAS course requirements.
Produce correct documentation for completion of the criminal background process, or initiation to the fingerprinting level.
Complete Highline Library's information literacy modules in preparation for academic research as part of the program of study.
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ECED 332 - Reflective Practice with Infants and Toddlers 5 Credits Study of infant and toddler growth and development, including strategies to create authentic family partnerships that support culturally and linguistically sustaining environments.
Program Admission Required Yes Admitted Program BAS - EDUC or ECE Fees
Quarters Typically Offered Spring Online
Designed to Serve Students in the Bachelor of Applied Science in Early Childhood Education. Active Date 20230320T11:44:28
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Brain development - what do we know now?
- Partnerships with diverse families, cultural responsiveness and anti-bias practices
- Milestones - recognizing typical and atypical developmental patterns
- Developmental influences - cultural, genetic and environmental
- Curriculum through caregiving
- Observation and assessment in the infant/toddler classroom and how biases affect our work
- Professionalism and advocacy
Student Learning Outcomes Describe current research in brain development and how it applies to infant/toddler curriculum and adult/child interactions
Construct a developmentally appropriate, research-based, culturally responsive curriculum plan, based on developmental milestones.
Describe indicators in children that might indicate atypical development in the birth to 36 months age range.
Identify local resources that serve children who are not developing typically and their families.
Create strategies to implement culturally & linguistically responsive, relationship-based classroom practices with infants/toddlers and their families.
Demonstrate the process of observation, documentation, interpretation, and provocation as the basis for assessment and curriculum development.
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ECED 381 - Leadership, Advocacy, and Resilience 5 Credits In this course you’ll work with your peers to explore and develop your own leadership style. You’ll look at current issues and trends in our field, analyzing and evaluating options for action and advocacy. Recognizing that our personal well being is critical to our ability to serve children, families, and our community, you’ll also create a plan to promote emotional resilience.
Pre-requisite(s) EDUC& 115, EDUC& 130, ECED& 160, EDUC& 204 (min 2.0 in each); and EDUC 240 Program Admission Required Yes Admitted Program BAS - EDUC or ECE Fees
Quarters Typically Offered Spring Evening, Online, Weekend
Designed to Serve BAS in Early Childhood Education Active Date 20230320T11:44:32
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline - Create common definitions of leadership, advocacy, resilience.
- Communication strategies including models of conflict negotiation and problem solving.
- Explore models of leadership. How are these impacted by social identities?
- Current trends and challenges in our field. How can we apply an equity lens to solutions?
- Public policies and standards - how are they created? Where are the places that we have influence?
- Explore a variety of professional dilemmas related to leadership and advocacy.
- Create a personal wellness plan.
Student Learning Outcomes Compare a variety of leadership models, describing how culture and personal values impact leadership choices.
Explore and describe broad contexts, challenges, issues, and trends that affect the profession.
Demonstrate effective cross-cultural communication and leadership.
Formulate strategies to effectively advocate for children, families, and the profession during the development process of public policies and standards.
Analyze and resolve dilemmas related to leadership and advocacy using professional standards, experience, and ethics.
Formulate a self-care and personal wellness plan based on strategies related to the science of resiliency.
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ECED 399 - BAS Early Childhood Education : Senior Seminar I 2 Credits Seminar for ECED 481 ECE Practicum I.
This course supports critical reflection on our practices, emphasizing developmentally appropriate, inclusive, and antiracist methods.
Pre-requisite(s) Corequisite with ECED 481. Program Admission Required Yes Admitted Program BAS - ECE Fees
Quarters Typically Offered Winter Evening Designed to Serve BAS ECE students. Active Date 20230320T11:44:41
Grading Basis Credit/Non-Credit Class Limit 24 Contact Hours: Lecture 22 Total Contact Hours 22 Degree Distributions: ProfTech Course Yes Course Outline
- Introductions and expectations for reflection
- Descriptions of practicum sites and communities
- Engagement in current issues as identifited by the group
Student Learning Outcomes Articulate personal assumptions that exist and influence professional practice.
Evaluate initial ideas and assumptions related to critical incidents of practice using research based evidence and collaborative discussions with peers.
Demonstrate skills in reflective listening and inclusive, respectful conversation during seminar.
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ECED 401 - BAS Early Childhood Education : Senior Seminar II 2 Credits Seminar for ECED 491 ECE Practicum II.
This course supports critical reflection on our practices, emphasizing developmentally appropriate, inclusive, and antiracist methods.
Pre-requisite(s) Corequisite ECED 491 Program Admission Required Yes Admitted Program BAS - ECE Fees
Quarters Typically Offered Spring Evening
Designed to Serve BAS in Early Childhood Education students. Active Date 20230320T11:44:46
Grading Basis Credit/Non-Credit Class Limit 24 Contact Hours: Lecture 22 Total Contact Hours 22 Degree Distributions: ProfTech Course Yes Course Outline
- Introductions and expectations for reflection
- Descriptions of practicum sites and communities
- Engagement in current issues as identifited by the group
Student Learning Outcomes Articulate personal assumptions that exist and influence professional practice.
Evaluate initial ideas and assumptions related to critical incidents of practice using research based evidence and collaborative discussions with peers.
Demonstrate skills in reflective listening and inclusive, respectful conversation during seminar.
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ECED 403 - Authentic Assessment in Early Childhood 5 Credits Child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. In this class, explore the goals, benefits, and responsible uses of assessment, as well as strategies to partner with families and other professionals, to positively influence the development of every child.
Pre-requisite(s) EDUC& 115, EDUC& 130, ECED& 160, EDUC& 204 and EDUC 240 with min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC or ECE Fees
Quarters Typically Offered Fall Evening Designed to Serve BAS in Early Childhood Education Active Date 20230320T11:44:55
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - What is assessment? Why do we do it?
- What are the dangers of assessment? How can we use assessment in ways that support diverse children?
- What is the role of families in assessment? How can we share with them?
- What are the tools available to us? How do we choose one?
- How can we use assessment to plan classroom activities that meet the individual developmental, cultural, and linguistic needs of each child?
Student Learning Outcomes Describe how various forms of assessment (formal, informal, formative, and summative) are used to make informed choices for planning.
Describe and critique a wide range of assessment methods, their purposes, methods, and tools.
Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate.
Create a plan that supports positive developmental, cultural, and linguistic outcomes for each child based on observation documentation.
Describe how to share progress with families to promote partnerships that best support the development and growth of individual children.
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ECED 421 - Early Childhood Special Education Methods 5 Credits Study the application of theoretical concepts and tools in the provision of services to young children with disabilities in pre-school settings. IFSP’s, RTI, assessment, intervention tools, and early childhood special educational methods will be analyzed, evaluated, and developed with particular attention to culturally sustaining and anti-bias practices.
Pre-requisite(s) EDUC& 115, EDUC& 130, ECED& 160, EDUC& 204 (min 2.0 in each); and EDUC 240. Program Admission Required Yes Admitted Program BAS - EDUC or ECE FeesES
Quarters Typically Offered Fall Evening Designed to Serve BAS in Early Childhood Education Active Date 20230320T11:45:00
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Defining disability–Culture and bias
- Serving young children with disabilities in preschools
- Assessing young children with disabilites (RTI and IEP’s/IFSP’s)
- Assisting young children with disabilities to learn (IEP/IFSP)
- Accommodating young children with disabilities
- Adapting preschool settings for young children with disabilities
- Community resources for young children wtih disabilities
Student Learning Outcomes Develop strategies to equitably partner with diverse families, colleagues, and professionals from other disciplines to promote positive child outcomes for children with disabilities.
Create an instructional plan, addressing the needs of an individual child.
Describe principles of applied behavioral analysis to have a positive impact on child behavior.
Collaborate with families, colleagues, and/or classmates to develop an Individualized Family Service Plan (IFSP) and/or an Individualized Education Plan (IEP) develop an IEP.
Identify community resources that can respond to individual student/family need.
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ECED 431 - Advanced Emerging Language & Literacy/ELL 5 Credits Work with colleagues and peers to deepen your understanding of how literacy emerges with young children, as well as strategies to support dual language development and English language learning children.
Pre-requisite(s) EDUC& 115, EDUC& 130, ECED& 160, EDUC& 204 and EDUC 240 with min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC or ECE Fees
Quarters Typically Offered Fall Online Designed to Serve BAS in Early Childhood Education Active Date 20230320T11:45:04
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Foundations of Language and Literacy
- Oral Language Development
- Family Literacy and Language Development
- Literacy and Diversity
- Organizing Early Language and Literacy Instruction
- Developing Oral Language Comprehension
- Teaching Early Reading and Writing
- Assessing Young Children’s Language and Early Literacy: Finding Out What They Know and Can Do
Student Learning Outcomes Analyze the connection between oral language and literacy creating a plan for effective, inclusive, and culturally sustaining early literacy instruction.
Formulate suggestions for enhancing literacy development leveraging home and cultural factors that naturally stimulate children’s reading and writing.
Describe variations in instruction that support inclusive mono, bi-, and multilingual development.
Construct a plan for a literacy rich classroom environment to support learning for linguistically and neurodiverse children from birth to age eight.
Develop strategies to share data with families in ways that are culturally and linguistically inclusive and affirming.
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ECED 441 - Emerging Numeracy and Science Methods 5 Credits Study the development of science and mathematical concepts in young children with an emphasis on culturally sustaining and anti-bias practices. Review state and local standards to create engaging science and mathematics projects that meet the needs of all learners.
Pre-requisite(s) EDUC& 115, EDUC& 130, ECED& 160, EDUC& 204 (min 2.0 in each); and EDUC 240. Program Admission Required Yes Admitted Program BAS - EDUC or ECE FeesES
Quarters Typically Offered Spring Evening
Designed to Serve BAS in Early Childhood Education Active Date 20230320T11:45:12
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Introduction to science and mathematics for young children
- Developmentally Appropriate Practices (DAP)
- Foundational research on science development
- Foundational research on early numeracy development
- Evidence-based instructional practices to support early science development
- Evidence-based instructional practices to support early numeracy development
- Culturally Responsive Teaching and Science and Mathematics
- Techniques for integrating mathematics and science throughout the curriculum
- Assessment strategies
Student Learning Outcomes Relate current research to best practices in science and mathematics for young children. Washington State Core Competencies (WSCC). I. Child Growth & Development. 3.a, 3.d. II. Curriculum & Learning Environment - Promoting Cognitive Development. 3.f. VI. Interactions - Promoting Individual Guidance. 3.d
Assess and document the individual and group science and mathematics learning needs, interests and skills of young children to build curriculum for Early Learning setting. WSCC II. Curriculum and Learning Environment - Promote Physical Development. 3.a. III. On-Going Measurement of Progress. 3.a, 3.b, 3.k. VII. Program Planning & Development. 3.e. VIII. Professional Development and Leadership - Professionalism 3.a.
Plan and implement developmentally appropriate science and mathematics activities which promote child growth and learning. WSCC II. Curriculum & Learning Environment - Creating the Learning Environment & General Curriculum. 3.b, 3.e, 3.f. II. Curriculum & Learning Environments - Promoting Cognitive Development. 3.g, 3.h, 3.i. VI. Interactions - Group Experiences. 3.b, 3.c, 3.d
Develop curriculum that demonstrates sensitivity to the relationship between culture, race, ethnicity, gender, socioeconomic status, history and the emerging mathematics and science skills of students in their Residency Teaching placement. WSCC I. Child Growth and Development 3.g. II. Curriculum & Learning Environment. 3.d. II. Curriculum & Learning Environment - Promoting Cognitive Development. 3.b. IV. Family & Community Partnerships. 3.c, 3.d. VIII. Professional Development & Leadership. 3.a
Apply individual and group guidance techniques to specific situations that meet the mathematics and science learning needs of young children. WSCC VI. Interactions - Promoting Social/ Emotional Development. 3.d, 3.m. II. Curriculum & Learning Environment - Promoting Language Development. 3.l.
Collaboratively and cooperatively exchange ideas, solve problems, and actively listen to others when working on planning mathematics and science curriculum development. WSCC VIII. Professional Development and Leadership- Professionalism 1.f, 2.b, 2.c, 2.d, 3.a
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ECED 481 - Early Childhood Education : Practicum I 5 Credits Practice 165 hours in a setting that serves young children and families. Settings are approved by the Education Department Coordinator. Develop, implement, and reflect on a personalized learning plan.
Pre-requisite(s) Corequisite - ECED 399 Instructor Permission Required Yes Program Admission Required Yes Admitted Program BAS - ECE FeesHD
Quarters Typically Offered Winter Day, Evening Designed to Serve BAS in Early Childhood Education Active Date 20230320T11:45:16
Grading Basis Decimal Grade Internship Yes Class Limit 24 Contact Hours: Field Studies 165 Total Contact Hours 165 Degree Distributions: ProfTech Course Yes Course Outline - Work with field supervisor to develop a learning plan
- Implement learning activities
- Reflect on learning
Student Learning Outcomes Create a learning plan that supports personal development in the context of community needs.
Apply practical teaching skills in a setting that serves young children and families, based on professional standards.
Construct a plan for personal and professional growth based on evaluation of learning.
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ECED 491 - Early Childhood Education : Practicum II 5 Credits Practice 165 hours in a setting that serves young children and families. Settings are approved by the Education Department Coordinator. Develop, implement, and reflect on a personalized learning plan.
Pre-requisite(s) Co-requisite ECED 401 Instructor Permission Required Yes Program Admission Required Yes Admitted Program BAS - ECE FeesHD
Quarters Typically Offered Spring Day, Evening
Designed to Serve BAS in Early Childhood Education Active Date 20230320T11:45:20
Grading Basis Decimal Grade Internship Yes Class Limit 24 Contact Hours: Field Studies 165 Total Contact Hours 165 Degree Distributions: ProfTech Course Yes Course Outline - Work with field supervisor to develop a learning plan
- Implement learning activities
- Reflect on learning
Student Learning Outcomes Create a learning plan that supports personal development in the context of community needs.
Apply practical skills in a setting that serves young children and families, based on professional standards.
Construct a plan for personal and professional growth based on evaluation of learning.
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ECED& 137 - Outdoor Learning for Young Children 3 Credits This course is an exploration of nature-based, outdoor learning experiences for all young children. Students will identify the benefits of outdoor learning for children, learn about the teacher’s role in supporting learning in the outdoor learning environment, consider adult comfort levels with outdoor experiences, and examine risk-taking as a part of learning.
Fees
Quarters Typically Offered Summer Online Designed to Serve Early childhood education students. Active Date 20230328T10:33:05
Grading Basis Decimal Grade Class Limit 25 Shared Learning Environment Yes Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes
Course Outline
- Supporting children’s learning in outdoor environments
- Designing and adapting inclusive outdoor environments
- Writing and implementing outdoor curriculum that supports all domains of development
- Understanding risk taking and strategies to self-assess comfort level
- Meeting licensing requirements for outdoor education
- Practicing inquiry projects that support children learning outdoors
- Advocating for outdoor education
- Defining what makes outdoor education unique
- Supporting children’s cultural understanding of land and nature
- Developmentally appropriate climate justice
Student Learning Outcomes Describe the benefits of outdoor learning environments (OLE) for all children birth-8 years, including disabilities and recognize the OLE as a place where development is encouraged.
Explain the benefits of OLE and how OLE can positively impact children as well as practice conversational skills to advocate for OLE to parents and administrators.
Create a plan for an OLE that supports all children’s learning.
Identify and practice teaching strategies that can be used in the OLE.
Explore and describe personal comfort level with outdoor experiences and risk-taking and describe the value of risk-taking as it pertains to children’s learning and development.
Demonstrate strategies for supporting children’s risk-taking and learning in the outdoor learning environment.
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EDUC 102 - ParaEducator Basics 3 Credits An introduction to roles and responsibilities of the Paraeducator in the K-12 educational system. Students will explore techniques supporting instruction, professional and ethical practices, positive and safe learning environments, effective communication and teamwork.
Fees
Quarters Typically Offered
Designed to Serve This course is required by students in the AAS ParaEducator Degree. Get Prior Learning Credit for this course if you have taken the State mandated 4 day/28 clock hour training, Fundamental Course of Study, required of school district Instructional Paraeducators. Active Date 20190709T10:50:41
Grading Basis Decimal Grade Class Limit 38 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes
Course Outline Support Educational Outcomes
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Technology Basics
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Introduction to Cultural Identity and Diversity
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Methods of Educational and Instructional Support
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Using and Collecting Data
Demonstrate Professionalism and Ethical Practices
Support a Positive and Safe Learning Environment
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Behavior management strategies including de-escalation techniques
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Child and Adolescent Development
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Emergency and Health Safety
Comm. Effectively and Participate in the Team Process
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Communication Basics
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Communication Challenges
Student Learning Outcomes Compare the distinct roles and responsibilities of the Paraeducator with those of the certificated staff.
Identify the signs of a safe, positive and culturally inclusive learning
environment.
Utilize effective communication techniques and strategies to be used with
students, family members, and staff.
Examine positions of power, privilege and inequity.
Utilize the Washington State Paraeducator Standards to develop a professional development plan.
Demonstrate the ability to utilize assessments and record data to monitor child growth and development.
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EDUC 103 - Early Childhood Education Program Orientation 1 Credits This course will provide an overview of the field of Early Childhood Education and the Associate of Applied Science degree at Highline College. It includes a variety of topics related to current events in early childhood education as well as the various certification and education programs offered at Highline College and their requirements.
FeesUL
Quarters Typically Offered
Fall Online Winter Online Spring Online
Designed to Serve This course serves students enrolled in the Associate of Applied Science in Early Childhood Education. Active Date 20190207T16:51:14
Grading Basis Decimal Grade Class Limit 36 Contact Hours: Lecture 11 Total Contact Hours 11 Degree Distributions: ProfTech Course Yes Course Outline
- Advising
- Criminal History Clearance (MERIT)
- Placement Expectations
- Introduction/Review of Conceptual framework
- Structure of Early Learning Systems in WA
- Introduction Certificates for Early Learning
- Graduation requirements
- Portfolio
- Degree requirement
- Registration for VIA
Student Learning Outcomes Identify current trends in early learning.
Recognize and articulate the importance of the HC Education Department Conceptual Framework, as well as the various certification and degree requirements.
Formulate a plan of study that will assist in meeting their certification and degree goals.
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EDUC 191 - Field Experience I- Cooperative Work Experience 5 Credits In a pre-K-12 setting, work alongside a teacher/paraeducator, observing and demonstration best practices. In seminar and reflection link experiences with WA State Paraeducator Basic Competencies and Teacher Standards.
Instructor Permission Required Yes FeesHD
Quarters Typically Offered Winter Evening, Online, Weekend Spring Evening, Online, Weekend
Designed to Serve Students completing a Paraeducator Initial Certificaate and/or AAS in Paraeducation. Active Date 20200401T13:21:27
Grading Basis Credit/Non-Credit Class Limit 25 Contact Hours: Lecture 22 Field Studies 90 Total Contact Hours 112 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline
- Introduction to Education Practicum.
- Professional Development and Leadership
- Cultural Competence and Responsiveness
- Observation and Assessment
- Curriculum and Environments
Student Learning Outcomes Assist in providing instruction, which meets the needs of diverse learners.
(PESB Para Standards) Supporting Educational Outcomes & Support a Positive and Safe Learning.
Demonstrate practice reflective of district policy, state laws, and professional code of ethics.
(PESB Para Standards) Demonstrate Professionalism and Ethical Practices & Support a Positive and Safe Learning Environment.
Foster and support culturally responsive, inclusive learning environments for each and every student.
(PESB Para Standards) Support a Positive and Safe Learning Environment & Demonstrate Cultural Competency.
Demonstrate effective communication skills with students, families and staff.
(PESB Para Standards) Communicate Effectively and Participate in the Team Process & Demonstrate Professionalism and Ethical Practices.
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EDUC 199 - Tutor Training 1 Credits Instruction and experience for tutors in the tutoring program.
Instructor Permission Required Yes Course Note This class is only for students who are currently hired as tutors. Fees
Quarters Typically Offered Fall Day Winter Day Spring Day
Designed to Serve Students working in the campus tutoring center. Active Date 20201105T14:50:34
Grading Basis Decimal Grade Class Limit 15 Contact Hours: Lecture 11 Total Contact Hours 11 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline
- Orientation to tutoring center
- Learning styles
- Leading study groups
- Using study skills in listening
- Questions and problem-solving
- Discipline specific tutoring
- Goal setting/planning
Student Learning Outcomes Students will describe tutoring and tutoring responsibilities based on basic tutoring guidelines and philosophies of the Tutoring Center.
Upon observation, students will successfully begin and end a tutoring session using best practices.
Students will describe basic tutoring best practices and practices to avoid during a tutoring session.
Students will demonstrate appropriate communication skills in interactions with students/tutees.
Students will effectively use active listening and paraphrasing when working with students/tutees.
Students will articulate effective study skills practices when working with tutees.
Students will effectively teach effective problem-solving skills when working with tutees.
Students will apply discipline specific tutoring techniques.
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EDUC 230 - The Democratic Classroom 5 Credits Develop guidance and classroom management skills based on current research and best practices that support positive development for children including mutually respectful methods of communication, prevention strategies, problem solving, conflict resolution, and ethical interactions.
Pre-requisite(s) EDUC& 130 with min 2.0 or better. Fees
Quarters Typically Offered Winter Evening, Online, Weekend Designed to Serve Professional-technical students in early childhood or paraeducation, and current practitioners. Transfer students as emphasis area credit. Active Date 20210403T10:08:03
Grading Basis Decimal Grade Class Limit 36 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes
Course Outline
- The role and goals of guidance in a democratic society
- Current research and best practices in guidance and classroom management.
- The relationship between culture, race, ethnicity, gender, socioeconomic status, history, and guidance
- Individual and group guidance techniques, strategies and skills
- Communication
- Listening Skills
- Cooperative group strategies
- Collaboration
- Problem solving and conflict resolution
- Guidelines and process for behavioral referral
- Organizations, agencies, and resources to support children and families
- Ethical guidance practices
Student Learning Outcomes Demonstrate current and appropriate terminology in reference to children, students, families, and behavior. Washington State Core Competencies (WSCC) II. Curriculum and Learning- Promoting Social/Emotional Development 2.h, 3.j, VI: Interactions- Providing Individual Guidance 2.f, 2.k, 2.l, 3.d, -Enhancing Group Experiences 2.e
Demonstrate an understanding of the relationship between culture, race, ethnicity, gender, socioeconomic status, history and the guidance process. WSCC Curriculum and Learning Environment- Promoting Social/Emotional Development 3.n, VI. Interactions- Providing Individual Guidance 2.j
Describe current research and best practices related to individual guidance and group guidance. WSCC II Curriculum and Learning Environment- Promoting Language/Communication Development 3.e, -Promoting Cognitive Development 3.c, VII. Program Planning and Development- Planning and Evaluation 1.c, VIII Professional Development and Leadership- Professionalism 1.e
Apply guidance techniques to specific situations that meet the needs of individuals and groups. WSCC I Growth and Development 1.d, II. Curriculum and Learning Environment- Promoting Social/Emotional Development 3.c, 3.d, 3.e, 3.f, 3.h, VI. Interactions- Providing Individual Guidance 2.b, 2.c, 2.d, 2.e, 2.g, 3.f, -Enhancing Group Experiences 2.g
Describe the guidelines and process for behavioral referral and identify the organizations, agencies and resources available to provide support for children and families. WSCC III Ongoing Measurement of Child Progress 2.b, 2.e, 3.a, 3.g, 3.h, 3.j, IV. Family and Community Partnerships- Relationships with Families 2.g, 3.b, 3.e, 3.f, 3.g -Use of Community Resources 2.a, 2.b, 3.a
Communicate effectively, recognizing and considering the perspectives, needs and contributions of others. WSCC II. Curriculum and Learning Environment- Promoting Social/Emotional Development 3.j, 3.l, 3.n, VI. Interactions- Providing Individual Guidance 2.j
Work cooperatively with other students; sharing ideas, solving problems and listening to others. Produce work both individually and collaboratively. WSCC VIII. Professional Development and Leadership- Professionalism 1.f, 2.b, 2.c, 2.d, 3.a
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EDUC 240 - Education Practicum 5 Credits This course provides an advanced opportunity for students to combine theory with practical experience gained in an appropriate classroom setting. This is a practicum course requiring a field experience with a weekly seminar.
Instructor Permission Required Yes FeesHD
Quarters Typically Offered Spring Evening, Online, Weekend
Designed to Serve Professional-technical students in early childhood education or paraeducation. Transfer students as a prerequisite, transferable elective, or emphasis area credit. Active Date 20210403T10:08:04
Grading Basis Credit/Non-Credit Class Limit 20 Contact Hours: Lecture 22 Field Studies 99 Total Contact Hours 121 Degree Distributions: ProfTech Course Yes Transferable Elective Yes Course Outline - Introduction to Education Practicum.
- Professional Development and Leadership
- Cultural Competence and Responsiveness
- Observation and Assessment
- Curriculum and Environments
Student Learning Outcomes Assist in providing instruction, which meets the needs of diverse learners.
(PESB Para Standards) Supporting Educational Outcomes & Support a Positive and Safe Learning
Demonstrate practice reflective of district policy, state laws, and professional code of ethics.
(PESB Para Standards) Demonstrate Professionalism and Ethical Practices & Support a Positive and Safe Learning Environment
Foster and support culturally responsive, inclusive learning environments for each and every student.
(PESB Para Standards) Support a Positive and Safe Learning Environment & Demonstrate Cultural Competency
Demonstrate effective communication skills with students, families and staff.
(PESB Para Standards) Communicate Effectively and Participate in the Team Process & Demonstrate Professionalism and Ethical Practices
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EDUC 258 - Integrated Curriculum 5 Credits Acquaints students with the theory and application of integrated curriculum activities through the lens of culturally sustaining, antibias pedagogy as it relates to math, science, and technology learning.
Pre-requisite(s) ECED& 160 with a min 2.0. Course Note Formerly EDUC 253, 255, and 258. FeesES
Quarters Typically Offered Spring Weekend
Designed to Serve Professional-technical students in early childhood education and paraeducation, current practitioners and transfer students as part of the emphasis area. Active Date 20200326T12:04:28
Grading Basis Decimal Grade Class Limit 25 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible New Option
Course Outline I. Introduction to integrated curriculum
II. Review of culturally responsive anti-bias pedagogy
III. Constructing lesson plans
IV. Planning and implementing integrated curriculum activities
V. Evaluating activities: reflective practice
VI. Practice activities and peer review
Student Learning Outcomes Plan, implement and evaluate anti-bias, culturally relevant math, science, and technology activities for children age three to eight.
WSCC - II. Creating the Learning Environment.3c, 3e | II. Promoting Cognitive Development 2g, 2h, 2j | II. Promoting Cognitive Development 3a, 3g, 3i, 3j | VIII. Displaying Professionalism in Practice 3.a
Plan and evaluate classroom environments that enhance math, science and technology learning.
WSCC - II. Creating the Learning Environment.3.a
Use local and national learning standards to create culturally responsive, anti-bias learning opportunities.
WA State Core Competencies for Child and Youth Professionals - II. Creating the Learning Environment.3.a
Develop curriculum to meet the needs and interests of diverse groups of learners.
WSCC - II. Promoting Cognitive Development 2i, 3h
Apply principles of equity pedagogy to design integrated learning opportunities that are responsive to local demographics.
WSCC - II. Promoting Cognitive Development.3.b
Core Competencies for Child and Youth Professionals - II.Creating the Learning Environment.3.g
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EDUC 281 - Education Capstone 3 Credits Capstone course taken your last quarter prior to graduation. Attend a professional development seminar and create a portfolio that documents competency in all degree outcomes.
Instructor Permission Required Yes Course Note Course to be taken the final quarter prior to graduation. Fees
Quarters Typically Offered Spring Evening
Designed to Serve Professional-Technical Students completing an AAS degree in Early Childhood or Paraeducation. Active Date 20200326T12:04:27
Grading Basis Credit/Non-Credit Class Limit 25 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline I. Personal professional development plan
II. Creating the portfolio and writing self reflections
III. Job search, resume and cover letters
IV. Applications and interviews
V. Professional ethics
VI. Professional organizations
VII. Portfolio peer review
VIII. Portfolio presentation
Student Learning Outcomes Utilize past assignments, projects, practicum and coop experiences to document and reflect upon knowledge, skills, abilities and competence. (Area VIII, Displaying Professionalism in Practice:3.a, 3.c 3.d)
Create a professional development plan. (Area VIII, Ongoing Professional Growth: 3.a, 3.b, 3.c, 3.d)
Develop and present a portfolio that reflects growth and documents abilities and skills for all degree outcomes. (Area VIII, Ongoing Professional Growth, 2.c, 2.f)
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EDUC 291 - Special Projects I 1 Credits An independent study project developed by student and instructor in an area approved by the instructor. Includes a project plan, activities for achieving the plan and assessment criteria, based on core competencies and degree outcomes.
Instructor Permission Required Yes Fees
Quarters Typically Offered Designed to Serve Professional-Technical Students in Education Active Date 20201105T14:50:35
Grading Basis Credit/Non-Credit Independent Study Yes OEE Yes Class Limit 99 Contact Hours: Independent Studies 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Depends on each student’s individual project
Student Learning Outcomes To be determined by student and instructor, based on degree outcomes and core competencies.
Student will write a project plan aligned with core competencies and degree outcomes, complete activities to achieve the plan and meet established assessment criteria.
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EDUC 292 - Special Projects II 2 Credits An independent study project developed by student and instructor in an area approved by the instructor. Includes a project plan, activities for achieving the plan and assessment criteria based on core competencies and degree outcomes.
Instructor Permission Required Yes Fees
Quarters Typically Offered Designed to Serve Professional-Technical Students in Education Active Date 20201105T14:50:38
Grading Basis Credit/Non-Credit Independent Study Yes Class Limit 99 Contact Hours: Independent Studies 66 Total Contact Hours 66 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Depends on each individual project
Student Learning Outcomes To be determined by student and instructor, based core competencies and degree outcomes.
Student will write a project plan, complete activities to achieve the plan and meet established evaluation criteria based on core competencies and degree outcomes.
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EDUC 293 - Special Projects III 3 Credits An independent study project developed by student and instructor based on core competencies and degree outcomes. Includes a project plan, activities for achieving the plan and assessment criteria.
Instructor Permission Required Yes Fees
Quarters Typically Offered Designed to Serve Professional-Technical Students in Education Active Date 20201105T14:50:38
Grading Basis Credit/Non-Credit Independent Study Yes OEE Yes Class Limit 9 Contact Hours: Independent Studies 99 Total Contact Hours 99 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline Depends on each individual project.
Student Learning Outcomes To be determined by student and instructor, based on core competencies and degree outcomes.
Student will write a project plan, complete activities to achieve the plan and meet established assessment criteria based on core competencies and degree outcomes.
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EDUC 300 - Practicum I 1 Credits The first practicum complements the first quarter in the BAS Teaching program.Students will study theories of learning and learning development, language and culture, and social and legal foundations of education, their practicum placements give the student an opportunity to connect classroom concepts with field observations. The three BAS Teaching practicum courses will incorporate opportunities for students to reflect on the practicum experiences, including the implications for supporting English language learners.
Pre-requisite(s) ENGL& 101 min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC FeesHD
Quarters Typically Offered Fall Day, Online Designed to Serve BAS Teaching students in their first quarter. Active Date 20220330T15:33:32
Grading Basis Decimal Grade Internship Yes Class Limit 24 Contact Hours: Field Studies 30 Total Contact Hours 30 Degree Distributions: ProfTech Course Yes Course Outline Students are required to familiarize themselves with the school as a whole (e.g., by experiencing other subject areas, special needs services, and noncurricular activities). Depending on the course requirements and the opportunities provided by the school, activities may include, but are not limited to, the following: -
observations of one or more classrooms
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assisting teachers
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looking at curriculum and discussing curriculum with teachers
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sitting in on planning sessions or staff development meetings
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looking at students’ reading samples and discussing them with students and/or teachers
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visiting classrooms outside of your subject area
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discovering what resources and services the schools offer: special education, auxiliary programs, etc.
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shadowing a student in most or all of his or her classes throughout the school day
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attending teacher professional development programs
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visiting local community agencies
Student Learning Outcomes Formulate a self-evaluation using the Professional Dispositions evaluation rubric for the purpose of measuring a candidate’s readiness for the education program.
Explain how education theories connect with observational classroom practice.
Articulate responses to written prompts as a way to create substantive interactions with peers discussing personal observations, connections to theory, and alternative viewpoints.
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EDUC 302 - Practicum II 1 Credits The second practicum complements the second quarter in the BASTE program. Students explore how to plan instruction, consider advanced concepts in language and literacy and the implications for teaching English language learners, and practice methods for teaching mathematics. The practicum placement gives students an opportunity to connect this material with field observations. The three BAS Teaching practicum courses will incorporate opportunities for students to reflect on the practicum experiences, including the implications for supporting English language learners.
Pre-requisite(s) ENGL& 101 with min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC FeesHD
Quarters Typically Offered Winter Day, Online Designed to Serve BAS in Teaching Students. Active Date 20220330T15:33:32
Grading Basis Decimal Grade Internship Yes Class Limit 24 Contact Hours: Field Studies 30 Total Contact Hours 30 Degree Distributions: ProfTech Course Yes Course Outline Teacher presence-
Ability to command attention
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Use effective strategies to engage students attention
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Relational credibility with students
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Potential to lead
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Initiates appropriate interactions with individual students
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Display with-it-ness
Importance of relationships with school colleagues, families, and educational partners -
After-school activities
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Knowledge of schools and communities
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Community cultural wealth
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School personnel and community resources
Verbal and Nonverbal communication techniques that foster active inquiry, collaboration and supportive interactions in the classroom -
Modeling effective verbal/nonverbal communication skills
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Understanding cultural, gender, intellectual and physical ability differences in classroom communication
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Supporting and expanding learner expression in speaking, writing, and listening
Different approaches to learning and creating instructional opportunities for diverse learners -
Identify students’ prior learning preferences, strengths, and needs
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Individualized instruction
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Connect instruction to students’ prior learning experiences, families, cultures, and communities.
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Design learning opportunities that take into account students’ stages of language acquisition and the academic language demands of lesson targets
Student Learning Outcomes Self-evaluate using the Professional Dispositions evaluation rubric for the purpose of measuring a candidate’s readiness for the education program.
Explain how education theories connect with observational classroom practice.
Articulate responses to written prompts as a way to create substantive interactions with peers discussing personal observations, connections to theory, and alternative viewpoints.
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EDUC 303 - BAS in Early Childhood Education Student Orientation 1 Credits This is the orientation course for students admitted to the BAS in Early Childhood Education. It includes academic counseling, information on practicum requirements, and information literacy skill building. Note: This does not meet the needs of BAS in Elementary Education students.
Program Admission Required Yes Admitted Program BAS - EDUC Course Note This does not meet the needs of BAS in Elementary Education students. Fees
Quarters Typically Offered Fall Online Designed to Serve Students admitted to the BAS in Early Childhood Education. Active Date 20220330T15:33:33
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 11 Total Contact Hours 11 Degree Distributions: ProfTech Course Yes Course Outline - Advising and pathway
- Practicum Requirements
- Criminal History Clearance
- Graduation Requirements
- Research and Information Literacy Skill Building
Student Learning Outcomes Describe the Education Department conceptual framework and how it applies to early learning practitioners.
Create an academic plan leading to fulfillment of BAS course requirements.
Produce correct documentation for completion of the criminal background process, or initiation to the fingerprinting level.
Practice information literacy in preparation for academic research as part of the program of study.
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EDUC 306 - Practicum III 1 Credits The third practicum complements the third quarter in the BASTE program. As students explore assessment for learning, reading methods, and science methods, the practicum placement gives students an opportunity to connect this material with field observations. The three BAS Teaching practicum courses will incorporate opportunities for students to reflect on the practicum experiences, including the implications for supporting English language learners.
Pre-requisite(s) ENGL& 101 min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC FeesHD
Quarters Typically Offered Spring Day, Online
Designed to Serve BAS Teaching students. Active Date 20220330T15:33:34
Grading Basis Decimal Grade Internship Yes Class Limit 24 Contact Hours: Field Studies 30 Total Contact Hours 30 Degree Distributions: ProfTech Course Yes Course Outline Teacher presence-
Ability to command attention
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Use effective strategies to engage students attention
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Relational credibility with students
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Potential to lead
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Initiates appropriate interactions with individual students
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Display with-it-ness
Importance of relationships with school colleagues, families, and educational partners -
After-school activities
-
Knowledge of schools and communities
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Community cultural wealth
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School personnel and community resources
Verbal and Nonverbal communication techniques that foster active inquiry, collaboration and supportive interactions in the classroom -
Modeling effective verbal/nonverbal communication skills
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Understanding cultural, gender, intellectual and physical ability differences in classroom communication
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Supporting and expanding learner expression in speaking, writing, and listening
Different approaches to learning and creating instructional opportunities for diverse learners -
Identify students’ prior learning preferences, strengths, and needs
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Individualized instruction
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Connect instruction to students’ prior learning experiences, families, cultures, and communities.
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Design learning opportunities that take into account students’ stages of language acquisition and the academic language demands of lesson targets
Support the intellectual, social, and personal development of all students -
Knowledge of child development
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Student responsibility
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Knowledge of students; individual development, sills, knowledge, and language proficiency
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Theories of learning
Learning beyond the classroom -
Knowledge of subject matter in the area of certification
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Present subject matter in multiple ways
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Use students’ prior knowledge when identifying earning objectives and choosing instructional strategies
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Engage students in methods of inquiry
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Interdisciplinary learning
Variety of instructional states to support students’ development of critical thinking, problem-solving, and performance skills -
Teaching strategies, materials, and technology for multiple instructional purposes to meet student needs
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Active learning that promotes the development of critical thinking,problem-solving, and performance capabilities
Curriculum development based upon student needs, district and state performance standards Reflective Practitioner Motivation Assessment -
Informal/formal assessment to enhance, monitor, and evaluate student learning
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Metacognition-self assessment activities to help learners identify learning targets, learning behaviors, progress toward learning and setting personal goals for learning
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Maintaining useful records of student work
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Communicate student progress to students, parents, guardians,m and other colleagues
Student Learning Outcomes Self-evaluate using the Professional Dispositions evaluation rubric for the purpose of measuring a candidate’s readiness for the education program.
Explain how education theories connect with observational classroom practice.
Articulate responses to written prompts as a way to create substantive interactions with peers discussing personal observations, connections to theory, and alternative viewpoints.
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EDUC 320 - Math Methods 5 Credits This course examines the research, theory and methods of teaching and learning mathematics spanning preschool through grade 8. We will pay special attention to children’s mathematical thinking, learning progressions, representations and resources used in learning rich and rigorous mathematics. The instructional focus will begin this quarter through introduction of a variety of instruction principles and methods that lead students to form robust understandings of mathematical concepts, develop procedural fluency, engage in problem solving and mathematical modeling, and increase mathematical confidence. Promoting a just and equitable mathematics education will be an overarching theme throughout this course.
Pre-requisite(s) ENGL&101 with a 2.0 min Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Winter Evening Designed to Serve Students in the BAS Teacher Certification program Active Date 20220330T15:33:35
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline Topics to be covered: - Math identity, dispositions, and learning
- Early numeracy concepts: counting, number
- Operations/base ten
- Fractions/rational number
- Geometry
- Ratio/proportion
- Algebra/Algebraic thinking
- Mathematical modeling/problem solving
- Home/Community Connections
- Culturally responsive and inclusive pedagogies
- Pedagogy: Routine instructional strategies: number talks & mathematizing the world
- Pedagogy: Basics of collaborative learning/complex instruction
- Pedagogy: Eliciting and building on student thinking and cultural funds of knowledge
- Pedagogy: Learning mathematics through play and perseverance
Student Learning Outcomes Develop math learning and instruction informed by social, cultural, race and disabilities that can be present in the classroom.
Produce a sample lesson plan that draws on student learning progressions and multiple learning contexts (i.e. conceptual milestones/stumbling blocks; school/non-school contexts) in different content domains of mathematics.
Construct lesson plans indicating research on mathematics teaching, learning, and classroom dynamics to inform instruction.
Design mathematical learning opportunities for children based on prevailing professional standards such as NCTM.
Develop strategies that engage family and community into mathematics learning based on NCTM suggested outcomes.
Demonstrate inclusive, culturally responsive teaching strategies based on professional standards associated with NCTM.
Integrate suitable existing mathematics curricula and resources into lesson plans.
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EDUC 330 - Science Methods 3 Credits Content-specific pedagogy in science will be the primary focus of this course with content related to the science content related to national standards, and a focus on inquiry instructional models. Candidates will apply learning by developing lesson plans.
Program Admission Required Yes Admitted Program BAS - EDUC FeesES
Quarters Typically Offered Spring Weekend
Designed to Serve This course is designed to serve candidates for the Bachelor of Applied Science in Teaching and Early Learning. Active Date 20230328T10:33:13
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible Yes
Course Outline - What is science? How and why do we teach it? Potential biases.
- Introduction to scientific inquiry - major concepts and application. Science in early childhood and inquiry. How children think. Developmentally appropriate practice in alignment with local and national standards
- Physical science. What is it? What are developmentally appropriate learning targets? Strategies for avoiding bias and challenging stereotypes.
- Life science. What is it? What are developmentally appropriate learning targets? Strategies for avoiding bias and challenging stereotypes.
- Earth/space systems. What are they? What are developmentally appropriate learning targets?Strategies for avoiding bias and challenging stereotypes.
- Safety and facilitation of science activities. How to use questioning to encourage curiosity, problem solving, and critical thinking.
- Lesson Planning. What are the components? How to develop strong objectives. Integrating math, technology and other subjects.
- Development and presentation of science lessons using a variety of appropriate process skills and strategies
Student Learning Outcomes Describe and apply the process of scientific inquiry to create learning activities. (Teaching competencies ECE 9.5.4, 9.5.5, EE 1.5.4, 1.5.5)
Plan, implement, and evaluate science activities that are safe, developmentally appropriate, and culturally reflective of the learners served. (Core Competencies for Early Care & Education Professionals. II. Creating the Learning Environment. 3.c,e; II. Promoting Cognitive Development. 2.g,h,j; II. Promoting Cognitive Development. 3.a,g,i,j; VIII. Displaying Professionalism in Practice. 3.a. Teaching Competencies ECE 9.5.1, 9.5.2, 9.5.8 and EE 1.5.8)
Integrate appropriate math, technology use and other subjects as appropriate into science activity planning. (Teaching Competencies ECE 9.5.6, 9.5.7, 9.5.9, EE 1.5.6, 1.5.7, 1.5.10)
Use the emerging interest of learners to develop science curriculum that explores concepts in earth/space systems, properties of matter, and life and environmental sciences. (CCCECP. II. Promoting Cognitive Development.2.i, 3.h, Teaching Competencies ECE 9.5.3, EE 1.5.1, 1.5.2, 1.5.3, 1.5.9)
Design science activities that are responsive to and reflective of the cultures in the classroom, using them as an opportunity to actively build self-esteem and challenge stereotypes. (CCCECP. II. Promoting Cognitive Development.3.b: Core Competencies for Child and Youth Professionals.II.Creating the Learning Environment.3.g, Teaching Competencies ECE 9.5.1, EE 1.5.11)
Identify local and national learning standards and use them to create developmentally appropriate math, science, and technology learning objectives, incorporate related processes into instructional activities, and assess student achievement of of the objectives. (Core Competencies for Child and Youth Professionals. II. Creating the Learning Environment. 3.a)
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EDUC 332 - Reflective Practice with Infants and Toddlers 5 Credits Study of infant and toddler growth and development, including strategies to create authentic family partnerships that support culturally and linguistically sustaining environments.
Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Spring Online
Designed to Serve Students in the Bachelor of Applied Science in Early Childhood Education. Active Date 20220330T15:33:37
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Brain development - what do we know now?
- Partnerships with diverse families, cultural responsiveness and anti-bias practices
- Milestones - recognizing typical and atypical developmental patterns
- Developmental influences - cultural, genetic and environmental
- Curriculum through caregiving
- Observation and assessment in the infant/toddler classroom and how biases affect our work
- Professionalism and advocacy
Student Learning Outcomes Describe current research in brain development and how it applies to infant/toddler curriculum and adult/child interactions
Construct a developmentally appropriate, research-based, culturally responsive curriculum plan, based on developmental milestones.
Describe indicators in children that might indicate atypical development in the birth to 36 months age range.
Identify local resources that serve children who are not developing typically and their families.
Create strategies to implement culturally & linguistically responsive, relationship-based classroom practices with infants/toddlers and their families.
Demonstrate the process of observation, documentation, interpretation, and provocation as the basis for assessment and curriculum development.
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EDUC 336 - Methods for Teaching Arts 5 Credits This course, Methods for Teaching Arts (dance, music, theater, and visual arts), examines the philosophies, methodologies, and instructional techniques necessary for selecting, implementing, and evaluating appropriate educational activities to support the physical, musical, and artistic development of elementary-aged students. Candidates will explore how learning in and through the arts supports academic and social/emotional learning for all students by providing multiple pathways to learning concepts, demonstrating understanding across all subject areas, and helping students to make deeper and more meaningful connections to learning. Candidates will apply learning by developing lesson plans and curriculum units that align instruction and assessment with learning goals, identifying a range of developmentally, culturally, and linguistically appropriate instructional strategies, and incorporating methods that elicit student voice (e.g., including reflection related to learning targets, metacognitive strategies, and effective use of resources).
Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Spring Evening, Online, Weekend
Designed to Serve BAS Teaching students Active Date 20220330T15:33:37
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes BAS
Course Outline Candidates will explore how learning in and through the Arts supports:-
academic and social/emotional learning for all students by providing multiple pathways to learning concepts
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demonstrating understanding across all subject areas
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and helping students to make deeper and more meaningful connections to learning.
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developing lesson plans and curriculum units that align instruction and assessment with learning goals
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identifying a range of developmentally, culturally, and linguistically appropriate instructional strategies
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incorporating methods that elicit student voice (e.g., including reflection related to learning targets, metacognitive strategies, and effective use of resources).
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This course will include opportunities to reflect on student teaching experiences.
Student Learning Outcomes Develop strategies to integrate students with special needs into art, music, and movement activities.
Create and present lesson plans that demonstrate arts integration across the curriculum implementing professional standards.
Select appropriate assessments to document, monitor, and support learner progress, goals, and objectives, based on professional standards of/for the art form used.
Construct and facilitate arts based learning experiences that simultaneously develop English language proficiencies and discipline-specific knowledge, and incorporate tools of language development.
Create lesson plans implementing culturally responsive practices that empower students intellectually, socially, emotionally, and politically to develop knowledge, skills and attitudes.
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EDUC 340 - Assessment 5 Credits This course explores assessment concepts and classroom techniques, focusing on issues of equity and social justice. It reviews concepts of reliability and validity, analyzes common assessment and grading techniques used on individual, classroom, school, and district levels through an equity lens including: standard-based grading, Response to Intervention, and Individualized Educational Plans. Teacher assessment including TPEP and edTPA will also be introduced. (required for teacher certification, passing scores on WEST-B required for enrollment).
Instructor Permission Required Yes Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Spring Evening, Online
Designed to Serve Students in the Bachelor of Applied Science in Teaching and Early Learning degree program who are also seeking teacher certification. Active Date 20220330T15:33:38
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline Principles of measurement
- Definition
- Scales of measurement
Types of assessment
Bias in Assessment
- Sources of Bias
- Minimizing Bias
Tools of assessment
Uses of Assessment
- Individualized Educational Plans (IEPs)
- Class Assessments
- Social Justice Critique
State-Required Assessments
- Student Assessments
- Teacher Assessments (WEST, edTPA, TPEP)
Standards-Based Grading
Student Learning Outcomes Create assessments based on inclusion, diversity, and social justice based on a critique of how biases influence formal and informal assessments.
Compare and contrast multiple types of assessment useful for making instructional, schoolwide, district-wide, and state-wide decisions and how state-required assessments affect district-wide decisions.
Develop a system of assessments and learning outcomes based on state-required grade-level standards.
Demonstrate how assessment(formative/summative) data is used to inform teaching practices.
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EDUC 348 - Teaching with Technology 2 Credits This course will focus on safe, effective use of various educational technologies to foster student learning. Educational technologies covered will range from classroom equipment to online learning management systems. International Society for Technology Education Standards will provide the framework for this course.
Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Winter Evening, Online, Weekend Designed to Serve BAS Teaching students. Active Date 20220330T15:33:39
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 22 Total Contact Hours 22 Degree Distributions: ProfTech Course Yes Course Outline Empowered Learner
- Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Digital Citizen
- Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
Knowledge Constructor
- Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
Innovative Designer
- Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
Computational Thinker
- Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
Creative Communicator
- Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Global Collaborator
- Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
Student Learning Outcomes Create experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
Summarize multiple examples of knowledge, skills and work processes representative of an innovative professional in a global and digital society.
Discuss different learner-centered strategies as alternative options to providing equitable access to digital tools and resources for underrepresented students.
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EDUC 372 - Professional Leadership and Advocacy 5 Credits Presents the historical and political context of English language learner programs in Washington State and the United States, legal issues relevant to educating English language learners, professional leadership, and assessment of ELL program quality.
Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Spring Evening, Online, Weekend
Designed to Serve BAS Teaching students. Active Date 20220330T15:33:41
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline Advocacy -
Understand how to advocate for English language learners
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successfully advocate for student learning, and to effectively collaborate with learners, their families, classroom colleagues, other school professionals, and community members in support of student learning and well-being.
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Knowledge of historical and current legal and social issues concerning the education of English language learners in the State of Washington and the United States.
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Recognize characteristics of English learners who potentially qualify for highly capable programs.
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Distinguish between and communicate characteristics of typical language development (including consideration of cultural influences on learning behaviors), and potential special education needs by referencing appropriate research and resources.
Professional Leadership -
Serve as effective resources (e.g. instructional strategies, policy, and outreach) for working with English language learners and the importance of collaborating with other educational staff and community members.
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Explain the features, benefits, and challenges of various models including dual language, (two-way and one-way), early and late exit bilingual programs, sheltered instruction, content-based instruction, push in, pull-out, and newcomer.
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Engage in ongoing professional learning; use evidence to continually evaluate their practice, particularly the effects of their choices and actions on others, and adapt practice to meet the needs of each learner.
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Reflect on student teaching experience in regards to English language learners, to improve teaching practice.
Student Learning Outcomes Compare and contrast relevant historical and current social issues concerning the education of English language learners in the United States.
Deconstruct examples of instructional strategies, policy implementation, and collaboration with specialists and community as a means to support English language learners.
Summarize multiple examples of how educators advocate for English language learners within the local school and community contexts.
Create individualized learning goals for English learners who qualify for highly capable programs, including consideration of cultural influences on learning behavior and varying characteristics.
Explain the features, benefits, and challenges of various models including: dual language, (two-way and one-way), early and late exit bilingual programs, sheltered instruction, content-based instruction, push-in, pull-out, and newcomer.
Explain how policies (e.g. discipline systems, ELL identification, programming, ELL placement, extracurricular eligibility) may impact the school experiences of ELLs.
Explain the importance of collaboration between stakeholders (e.g. teachers, administrators, other educational staff, families, and community partners) to support and facilitate English language development and overall academic success for English language learners.
Collaborate with stakeholders (e.g. teachers, administrators, other educational staff, families, and community partners) to support and facilitate English language development and overall academic success for English language learners.
Advocate for ELLs and their families in multiple contexts within the school and communities.
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EDUC 380 - Understanding Learning 5 Credits The focus of this course is on how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. Based on understanding how learning occurs-how learners construct knowledge, acquire skills, and develop disciplined thinking processes, participants will consider how to use instructional strategies that promote student learning. Participants will explore how to design and implement developmentally appropriate and challenging learning experiences, identify readiness for learning, and consider how development in one area (cognitive, linguistic, social, emotional, physical) may affect performance in others. Students will recognize the importance of fostering social-emotional learning (SEL) for themselves and for students. (Course may incorporate OSPI module on SEL: http://www.k12.wa.us/StudentSupport/SEL/OnlineModule.aspx)
Pre-requisite(s) EDUC& 115 with min. 2.0 and ENGL&101 with min 2.0 Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Fall Evening, Online, Weekend Designed to Serve Students in the first year of BAS in Teaching. Active Date 20220330T15:33:41
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline Articulating a theory of learningLearning and development are incremental behavioral processes Learning and development are cognitive processes Learning and development are constructive processes Learning and development are cultural processes Learning and development can be measured Learning and development involve transitions in how we understand our self and others Learning theory and schooling -
Students connect these theories and topics to your work (or projected work) in the field.
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Students engage in a knowledgeable and productive dialogue with colleagues about human learning, development, and educational practice.
Student Learning Outcomes Interpret the influence of cognitive, emotional, social, creative, linguistic, and physical development of elementary school children.
Create classroom policies and procedures, and provide supporting evidence of how each can foster an inclusive, safe, and supportive learning environment.
Create strategies that promote social-emotional learning (SEL) competencies for students and teachers.
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EDUC 381 - Leadership, Advocacy, and Resilience 5 Credits In this course you’ll work with your peers to explore and develop your own leadership style. You’ll look at current issues and trends in our field, analyzing and evaluating options for action and advocacy. Recognizing that our personal well being is critical to our ability to serve children, families, and our community, you’ll also create a plan to promote emotional resilience.
Pre-requisite(s) EDUC& 115, EDUC& 130, ECED& 160, EDUC& 204 (min 2.0 in each); and EDUC 240 Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Spring Evening, Online, Weekend
Designed to Serve BAS in Early Childhood Education Active Date 20220330T15:33:42
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Restricted Elective Yes Course Outline - Create common definitions of leadership, advocacy, resilience.
- Communication strategies including models of conflict negotiation and problem solving.
- Explore models of leadership. How are these impacted by social identities?
- Current trends and challenges in our field. How can we apply an equity lens to solutions?
- Public policies and standards - how are they created? Where are the places that we have influence?
- Explore a variety of professional dilemmas related to leadership and advocacy.
- Create a personal wellness plan.
Student Learning Outcomes Compare a variety of leadership models, describing how culture and personal values impact leadership choices.
Explore and describe broad contexts, challenges, issues, and trends that affect the profession.
Demonstrate effective cross-cultural communication and leadership.
Formulate strategies to effectively advocate for children, families, and the profession during the development process of public policies and standards.
Analyze and resolve dilemmas related to leadership and advocacy using professional standards, experience, and ethics.
Formulate a self-care and personal wellness plan based on strategies related to the science of resiliency.
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EDUC 400 - Social Emotional Learning & Classroom Management 5 Credits This course presents best practices in classroom and behavior management. Students will learn to organize time, materials, and classroom space, as well as strategies for managing individual and large group student behaviors. There will be an emphasis on positive guidance techniques and culturally responsive practices. This course aligns with Social Emotional Learning standards, benchmarks, and indicators provided by PESB.
Pre-requisite(s) EDUC& 115 with min 2.0 and Concurrent enrollment in EDUC 470, Teacher Residency I Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Fall Evening, Online Winter Evening Designed to Serve Students in the BAS in T&EL program who are seeking certification as a school teacher. Active Date 20230320T11:45:29
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Introduction to guidance
- Developmentally appropriate child behaviors
- Positive Guidance techniques
- Culturally responsive interactions
- Schedules, routines and environments that support guidance
- Social Emotional Learning Standards: Self and social awareness
- Working with families
- Guidance theories
Student Learning Outcomes Demonstrate self-awareness and understanding of social and emotional development, and the external influences (e.g., culture, family, school, and community resources) that impact learning by articulating theoretical models of guiding behavior in accordance with Washington State SEL Standards and Benchmarks through Highline’s Residency Student Assessment.
Model self-efficacy and self-management (WA SEL Standards and Benchmarks) by displaying proficiency in managing emotions, thoughts, and behaviors and the ability to regulate impulses and stress constructively through decision-making and problem-solving skills developed in practicum and demonstrated through Highline’s Residency Student Assessment.
Identify the Standards, Benchmarks, and Indicators (SBIs) that outline observable, developmental student milestones articulated by WA SEL guiding principles (equity, cultural responsiveness, universal design, and trauma-informed practices) through Residency Student Assessment
Demonstrate knowledge of the ways that emotional, social, and creative development across the lifespan influences student learning by pinpointing and utilizing SEL strategies that promote growth mindsets and persistence for learners.
Exhibit social management and engagement skills (WA SEL Standards 5 & 6) by diagnosing the steps taken to resolve interpersonal conflicts and by demonstrating the ability to construct strategies that build respectful and healthy relationships with individuals of diverse perspectives, cultures, languages, histories, and identities (CCDEI) through universal design.
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EDUC 401 - BAS Early Childhood Education : Senior Seminar 2 Credits Seminar for EDUC 481 ECE Practicum I. This course offers support to critically reflect on our practice with an emphasis on understanding the individual, developmental, and cultural needs and strengths of children and families.
Pre-requisite(s) Corequisite EDUC 481 Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Winter Evening Designed to Serve BAS in Early Childhood Education students. Active Date 20220330T15:33:44
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 22 Total Contact Hours 22 Degree Distributions: ProfTech Course Yes Course Outline - Introductions and expectations for reflection
- Descriptions of practicum sites and communities
- Engagement in current issues as identifited by the group
Student Learning Outcomes Identify and articulate personal assumptions that exist and influence professional practice.
Formulate questions of for seminar discussions that exhibit depth, insight, and interest in the subject matter.
Evaluate initial ideas and assumptions related to critical incidents of practice, in light of evidence and collaborative discussions with peers.
Demonstrate skills in reflective listening and inclusive, respectful conversation during seminar.
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EDUC 403 - Authentic Assessment in Early Childhood 5 Credits Child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. In this class, explore the goals, benefits, and responsible uses of assessment, as well as strategies to partner with families and other professionals, to positively influence the development of every child.
Pre-requisite(s) EDUC& 115, EDUC& 130, ECED& 160, EDUC& 204 and EDUC 240 with min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Fall Evening Designed to Serve BAS in Early Childhood Education Active Date 20220330T15:33:45
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - What is assessment? Why do we do it?
- What are the dangers of assessment? How can we use assessment in ways that support diverse children?
- What is the role of families in assessment? How can we share with them?
- What are the tools available to us? How do we choose one?
- How can we use assessment to plan classroom activities that meet the individual developmental, cultural, and linguistic needs of each child?
Student Learning Outcomes Describe how various forms of assessment (formal, informal, formative, and summative) are used to make informed choices for planning.
Describe and critique a wide range of assessment methods, their purposes, methods, and tools.
Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate.
Create a plan that supports positive developmental, cultural, and linguistic outcomes for each child based on observation documentation.
Describe how to share progress with families to promote partnerships that best support the development and growth of individual children.
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EDUC 405 - Assessment/edTPA 2 Credits This course focuses on the completion and submission of the edTPA assessment of pedagogy.
Program Admission Required Yes Admitted Program BAS - EDUC Course Note This is for senior-level students in the BAS in T&EL seeking Certification Fees
Quarters Typically Offered Fall Evening Designed to Serve Senior-level students in the BAS in T&EL seeking certification as a teacher. It will typically be offered in the Winter Quarter. Active Date 20220330T15:33:46
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 22 Total Contact Hours 22 Degree Distributions: ProfTech Course Yes Course Outline
- Making good choices around the edTPA
- Understanding the structure of the edTPA
- Student Voice
- Academic Language
- Preparing lessons for the edTPA
- Providing instruction for the edTPA
- Analyzing assessment data for the edTPA
Student Learning Outcomes Demonstrate math instruction within the residency context that connects multiple math learning segments and incorporates procedural fluency and conceptual understanding.
Provide plans for differentiated instruction in the student residency setting, catering to whole-class and varying individual and cultural differences.
Describe multiple formative assessment strategies, various methods for collecting data, and ways to analyze data.
Create lesson plans supporting students with varying behavioral interventions, learning interventions, and IEPs.
Demonstrate examples of building rapport with students in residency settings.
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EDUC 406 - Assessment/Sharing Student Progress 2 Credits This course focuses on collecting and sharing information about young children’s development with appropriate audiences.
Program Admission Required Yes Admitted Program BAS - EDUC Course Note This is for senior-level students in the BAS in T&EL Fees
Quarters Typically Offered Winter Evening Designed to Serve Senior-level students in the BAS in T&EL completing a baccalaureate program for early childhood educators. It will typically be offered in the Winter Quarter. Active Date 20220330T15:33:47
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 22 Total Contact Hours 22 Degree Distributions: ProfTech Course Yes Course Outline
- Planning for assessment
- Gathering information about the development of specific children
- Sharing information about the development of specific children
Student Learning Outcomes Develop an authentic assessment plan for young children from their Residency class.
Develop a plan for sharing student progress with families and appropriate school personnel.
Articulate personal strengths and areas for growth related to assessment of young children.
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EDUC 420 - Special Education Methods 5 Credits Students with disabilities in the Resident Teacher’s class will be used as case studies to help Resident Teacher learn the application of theoretical concepts and tools in the provision of services to students with disabilities in school settings. IEP’s, RTI, assessment, intervention tools, and special educational techniques will be analyzed, evaluated, and developed with particular emphasis to cultural sensitivity and potential bias.
Pre-requisite(s) EDUC& 204 with min 2.0 and concurrent enrollment in EDUC 480 Program Admission Required Yes Admitted Program BAS - EDUC FeesES
Quarters Typically Offered Winter Evening, Online Designed to Serve Students in the BAS in T&EL program who are seeking certification as a school teacher. Active Date 20230328T10:33:16
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Defining disability–Culture and bias
- Serving students with disabilities in schools
- Assessing students with disabilites (RTI and IEP’s/IFSP’s)
- Assisting students with disabilities to learn (IEP/IFSP)
- Accommodating students with disabilities
- Adapting general education settings for students with disabilities
- Community resources for children with disabilities
Student Learning Outcomes Candidates will construct a lesson plan that demonstrates how accommodations will be met for children with individualized educational plans and unique classroom needs.
Candidates will utilize the cycle of assessment (teach, measure, reflect, and plan) to meet the individual needs of students and improve learning.
Candidates will articulate the various parts of an Individualized Education Plan (IEP) and distinguish it from an Individualized Family Service Plan (IFSP).
Candidates will discuss effective collaboration with families, the mentor teacher, and other colleagues as necessary to determine specific accommodations and IEP goals for a student.
Candidates will assess through principles of behavioral analysis, create a plan of improvement, and measure outcomes for positive growth.
Candidates will select community resources that can respond to individual student/family need.
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EDUC 421 - Early Childhood Special Education Methods 5 Credits Study the application of theoretical concepts and tools in the provision of services to young children with disabilities in pre-school settings. IFSP’s, RTI, assessment, intervention tools, and early childhood special educational methods will be analyzed, evaluated, and developed with particular attentition to culturally sustaining and anti-bias practices.
Pre-requisite(s) EDUC& 115, EDUC& 130, ECED& 160, EDUC& 204 (min 2.0 in each); and EDUC 240. Program Admission Required Yes Admitted Program BAS - EDUC FeesES
Quarters Typically Offered Fall Evening Designed to Serve BAS in Early Childhood Education Active Date 20220330T15:33:48
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Defining disability–Culture and bias
- Serving young children with disabilities in preschools
- Assessing young children with disabilites (RTI and IEP’s/IFSP’s)
- Assisting young children with disabilities to learn (IEP/IFSP)
- Accommodating young children with disabilities
- Adapting preschool settings for young children with disabilities
- Community resources for young children wtih disabilities
Student Learning Outcomes Develop strategies to equitably partner with diverse families, colleagues, and professionals from other disciplines to promote positive child outcomes for children with disabilities.
Create an instructional plan, addressing the needs of an individual child.
Describe principles of applied behavioral analysis to have a positive impact on child behaviror.
Collaborate with families, colleagues, and/or classmates to develop an Individualized Family Service Plan (IFSP) and/or n Individualized Education Plan (IEP) develop an IEP.
Identify community resources that can respond to individual student/family need.
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EDUC 428 - Language and Culture 5 Credits The focus of this course is on how language and culture are interconnected. The course explores language development as a socio-cultural activity and its implications for the English language learner. Students will be encouraged to critically analyze language in the context of education. The students will be expected to explore current debates in language and culture and examine the issues which arise for the ELL teacher and for teachers working with students from diverse linguistic backgrounds.
Pre-requisite(s) EGS 352 and ENGL& 101 with min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Fall Evening, Online, Weekend Designed to Serve BAS in Teaching students. Active Date 20230328T10:33:19
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline
Student Learning Outcomes Apply strategies that incorporate cultural and linguistic diversity to ensure equity in teaching and learning.
Identify multiple contributions of diverse cultural groups and how their contributions impact teaching and learning.
Analyze and diagnose potential linguistic and cultural biases of pedagogies, curricula, and assessment instruments when determining classroom practices for the English language learner.
Identify and articulate the contributions of diverse cultural groups to our local, national, and global societies.
Articulate the benefits of and need for an additive perspective of language and culture that supports bi/multicultural identity development.
Reflect and communicate how one’s own ethnicity, culture, and socioeconomic status influence teaching practice.
Articulate the benefits of and need for an additive perspective of language and culture that supports bi/multicultural identity development.
Explain how one’s own ethnicity, culture, and socioeconomic status influence teaching practice.
Demonstrate ability to integrate knowledge and skills developed through field experiences with the content of the program’s coursework by reflecting on practicum experience (PESB 6.B)
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EDUC 430 - Advanced Language and Literacy/ELL 5 Credits The experiences of students in the Resident’s placement will be used as case studies to help Residents understand how reading and writing skills emerge. The focus will be on interpreting and understanding the experience of the students as they build their ability to understand and produce written English language. Candidates will develop strategies that address diversity through differentiated instruction and supporting English Language Learners.
Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Fall Evening Winter Online Designed to Serve Students in the Residency year of the BAS in T&EL Active Date 20220330T15:33:49
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline
- Foundations of Language and Literacy
- Family Literacy and Language Development
- Literacy and Diversity
- Organizing Literacy Instruction
- Developing reading comprehension
- Teaching Early Reading and Writing
- Assessing Young Children’s Literacy: Finding Out What They Know and Can Do
Student Learning Outcomes Explain the impact of different stages of literacy development from K-8 on curriculum and lesson design.
Explain how classroom design, differentiated instruction, and grouping of students work together in the practice of highly-effective ELA instruction.
Create a comprehensive approach to assessment consisting of diagnostic, literacy benchmarks, and progress monitoring.
Plan instruction to provide scaffolded support for struggling and transitional skill-levels in reading and writing.
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EDUC 431 - Advanced Emerging Language & Literacy/ELL 5 Credits Work with colleagues and peers to deepen your understanding of how literacy emerges with young children, as well as strategies to support dual language development and English language learning children.
Pre-requisite(s) EDUC& 115, EDUC& 130, ECED& 160, EDUC& 204 and EDUC 240 with min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Fall Online Designed to Serve BAS in Early Childhood Education Active Date 20220330T15:33:50
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Foundations of Language and Literacy
- Oral Language Development
- Family Literacy and Language Development
- Literacy and Diversity
- Organizing Early Language and Literacy Instruction
- Developing Oral Language Comprehension
- Teaching Early Reading and Writing
- Assessing Young Children’s Language and Early Literacy: Finding Out What They Know and Can Do
Student Learning Outcomes Analyze the connection between oral language and literacy creating a plan for effective, inclusive, and culturally sustaining early literacy instruction.
Formulate suggestions for enhancing literacy development leveraging home and cultural factors that naturally stimulate children’s reading and writing.
Describe variations in instruction that support inclusive mono, bi-, and multilingual development.
Construct a plan for a literacy rich classroom environment to support learning for linguistically and neurodiverse children from birth to age eight.
Develop strategies to share data with families in ways that are culturally and linguistically inclusive and affirming.
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EDUC 440 - STEM Math and Science Methods 5 Credits In this course students investigate, teach, and reflect on several core practices of culturally and linguistically responsive mathematics and science teaching practice. Experiences in field placements will be used as a case study to apply and interpret principles of inquiry and discussion-based practices. Investigation of and reflection on practice will include lesson planning, enactment/instructional practice, and assessment and feedback practices. The course builds on EDUC320 (Math Methods) and EDUC330 (Science Methods).
Pre-requisite(s) EDUC 320 w/ min 2.0, EDUC 330 w/ min 2.0 and Concurrent Enrollment in EDUC 490 Program Admission Required Yes Admitted Program BAS - EDUC FeesES
Quarters Typically Offered Designed to Serve This course is for students completing the certification option of the BAS in T&EL Active Date 20220314T08:37:29
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline
- Lesson Planning in STEM subjects
- Assessing and using cultural funds of knowledge
- Planning for assessment
- Planning for student assessment
- Teaching in STEM subjects
- Matching instruction to students (Differentiation)
- Prior Knowledge
- Language demands of STEM subjects
- Student discourse
- Science Practices
- Planning for engagement
- Eliciting Student thoughts
- Supporting ongoing changes through thinking
- Pressing for evidence-based explanations
- Math Practices
- Anticipating student solutions
- Monitoring in-class real=time work
- Selecting approaches and students for sharing
- Sequencing student presentations
- Connecting student approach with underlying mathematics
- Assessment and Feedback
Student Learning Outcomes Plan lessons connected to Common Core/NGSS standards that support developing student mathematical/scientific thinking and cultural funds of knowledge.
INTASC Standard #7: Planning for Instruction.
Incorporate strategies for differentiation of instruction in STEM subjects for elementary-age learners.
INTASC Standard #1: Learner Development
INTASC Standard #2: Learning Differences
Build new student learning on student current funds of knowledge.
INTASC Standard #3: Learning Environments
INTASC Standard #8: Instructional Strategies
Create and maintain an observable safe learning environment that fosters collaborative participation.
INTASC Standard #3: Learning Environments
Use various discourse protocols to support students in STEM subjects.
INTASC Standard #3: Learning Environments
INTASC Standard #8: Instructional Strategies.
Plan appropriate language supports to assist students with language demands of math/science lessons.
INTASC Standard #2: Learning Differences
INTASC Standard #8: Instructional Strategies.
Plan, instruct, and assess science lessons using the “Ambitious Science Teaching” framework.
INTASC Standard #4: Content Knowledge
INTASC Standard #8: Instructional Strategies
Plan, instruct, and assess mathematics lessons using the “Orchestrating Productive Mathematics Discussions” framework.
INTASC Standard #4: Content Knowledge
INTASC Standard #8: Instructional Strategies
Design, use, and evaluate appropriate assessment for student placement.
INTASC Standard #6: Assessment
INTASC Standard #1: Learner Development.
Communicate assessment results to promote student learning and strengthen math and science identities
INTASC Standard #6: Assessment
INTASC Standard #1: Learner Development.
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EDUC 441 - Emerging Numeracy and Science Methods 5 Credits Study the development of science and mathematical concepts in young children with an emphasis on culturally sustaining and anti-bias practices. Review state and local standards to create engaging science and mathematics projects that meet the needs of all learners.
Pre-requisite(s) EDUC& 115, EDUC& 130, ECED& 160, EDUC& 204 (min 2.0 in each); and EDUC 240. Program Admission Required Yes Admitted Program BAS - EDUC FeesES
Quarters Typically Offered Spring Evening
Designed to Serve BAS in Early Childhood Education Active Date 20220330T15:33:51
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline - Introduction to science and mathematics for young children
- Developmentally Appropriate Practices (DAP)
- Foundational research on science development
- Foundational research on early numeracy development
- Evidence-based instructional practices to support early science development
- Evidence-based instructional practices to support early numeracy development
- Culturally Responsive Teaching and Science and Mathematics
- Techniques for integrating mathematics and science throughout the curriculum
- Assessment strategies
Student Learning Outcomes Relate current research to best practices in science and mathematics for young children. Washington State Core Competencies (WSCC). I. Child Growth & Development. 3.a, 3.d. II. Curriculum & Learning Environment - Promoting Cognitive Development. 3.f. VI. Interactions - Promoting Individual Guidance. 3.d
Assess and document the individual and group science and mathematics learning needs, interests and skills of young children to build curriculum for Early Learning setting. WSCC II. Curriculum and Learning Environment - Promote Physical Development. 3.a. III. On-Going Measurement of Progress. 3.a, 3.b, 3.k. VII. Program Planning & Development. 3.e. VIII. Professional Development and Leadership - Professionalism 3.a.
Plan and implement developmentally appropriate science and mathematics activities which promote child growth and learning. WSCC II. Curriculum & Learning Environment - Creating the Learning Environment & General Curriculum. 3.b, 3.e, 3.f. II. Curriculum & Learning Environments - Promoting Cognitive Development. 3.g, 3.h, 3.i. VI. Interactions - Group Experiences. 3.b, 3.c, 3.d
Develop curriculum that demonstrates sensitivity to the relationship between culture, race, ethnicity, gender, socioeconomic status, history and the emerging mathematics and science skills of students in their Residency Teaching placement. WSCC I. Child Growth and Development 3.g. II. Curriculum & Learning Environment. 3.d. II. Curriculum & Learning Environment - Promoting Cognitive Development. 3.b. IV. Family & Community Partnerships. 3.c, 3.d. VIII. Professional Development & Leadership. 3.a
Apply individual and group guidance techniques to specific situations that meet the mathematics and science learning needs of young children. WSCC VI. Interactions - Promoting Social/ Emotional Development. 3.d, 3.m. II. Curriculum & Learning Environment - Promoting Language Development. 3.l.
Collaboratively and cooperatively exchange ideas, solve problems, and actively listen to others when working on planning mathematics and science curriculum development. WSCC VIII. Professional Development and Leadership- Professionalism 1.f, 2.b, 2.c, 2.d, 3.a
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EDUC 450 - Social and Legal Foundations of Education 5 Credits Examines the historical, philosophical, political and cultural foundation of the U.S. education system and their impact on contemporary teaching and learning. Topics include: historical foundations of education; major educational philosophies; school governance and finance; laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse); teaching as a profession, including coders of ethics, professional standards of practice, and relevant law policy. This course introduces participants to the relevant historical and current legal and social issues concerning the education of students with disabilities in the state of Washington and the United States.
Pre-requisite(s) ENGL& 101 min. 2.0 Program Admission Required Yes Admitted Program BAS - EDUC Fees
Quarters Typically Offered Fall Evening, Online Designed to Serve BAS in Teaching Students Active Date 20230321T15:40:40
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Course Outline Laws in Education: -
Laws related to learners’ rights and teacher responsibilities
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Confidentiality and Privacy (FERPA)
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Mandated Reporting
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Appropriate treatment of learners
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School governance and finance
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Social issues concerning the education of students with disabilities in Washington State and the US.
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Codes of ethics
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Professional standards of practice and relevant law policy
Social and HIstorical Foundations: -
Historical foundations of education and major educational philosophies
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Explain the impact of population shifts and the importance of cultural proficiency in relationship to public education systems
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Identify the importance of cultural proficiency in relationship to public education systems and shifting population dynamics
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Discuss the connection between public schools and sociological issues and trends
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Awareness of political issues and how they influence public education at the Federal, State and Local levels
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Apply knowledge about the evolving model of public education by considering historical and current perspectives on school reform
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Address contemporary issues in education including the development of methods to integrate technology within the scope of differentiated instruction.
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Connecting public schools with sociological issues and trends
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Describe the important political issues that influence public education at the Federal, State and Local levels
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Applying the knowledge about the changing model of public education by considering historical and current perspectives on school reform
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Explore contemporary issues in education with the integration of technology to differentiate instruction
Student Learning Outcomes Identify concepts, principles, models, and legal structures related to the historical and philosophical foundations of education
Articulate comprehensive understanding of equality of opportunity in the U.S. with regard to race, gender, and special needs using examples in public education by generating a project to demonstrate skills in accordance with Highline Residency and Washington State Cultural, Competency, Diversity, Equity, and Inclusion (CCDEI) standards and measures.
Analyze and apply knowledge of Washington Administrative Codes (WACs) in elementary education to design and implement early intervention, special education, and related services in the K-8 schools through expository writing based on Highline’s Residency Formal Evaluation criteria and measures.
Examine, assess, and make recommendations for the documentation, development, implementation, and monitoring of comprehensive Individual Family Service Plan (IFSP), Individualized Education Plan (IEP), and 504 plans.
Diagnose and critique complex structures of power and control in U.S. education around equity, social justice, and its impact on schooling, teaching, and addressing diverse student needs through meaningful dialogue.
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EDUC 470 - Teacher Residency I 5 Credits Candidates will be placed in a school internship related to their desired certification endorsement(s) where they will have the opportunity to practice and develop skills related to teaching. Emphasis will be placed on establishing a healthy learning atmosphere and assisting students to understand their learning.
Pre-requisite(s) EDUC 240 Practicum; Co-requisites EDUC 346, EDUC 400, and EDUC 405 Instructor Permission Required Yes Program Admission Required Yes Admitted Program BAS - EDUC FeesHD
Quarters Typically Offered Fall Day, Evening, Online Designed to Serve Students in the BAS in T&EL program who are seeking certification as a school teacher. Active Date 20230328T10:33:22
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Field Studies 165 Total Contact Hours 165 Degree Distributions: ProfTech Course Yes Course Outline - Placement
- Introduction to the field
- Understanding the class context
- Assisting in instruction
- Developing and teaching initial lessons
Student Learning Outcomes Candidates will develop effective curricular materials that show an advanced and practical understanding of the impact of their own and their students’ individual characteristics including: family, community, cultural background, ethnicity, physical/neurological development, language development, socioeconomic status (SES), gender/gender identity, sexual orientation, and ability.
Candidates will design and use curricula that include a wide range of instructional plans and strategies that support student learning within and across at least two academic content areas and that clearly align the state competencies, the learning objectives and the assessment tools.
Candidates establish classroom communities that support student learning and positive human relationships and that demonstrate a nuanced understanding of their students’ individual characteristics including cultural backgrounds, ethnicity, language development, socioeconomic status (SES), gender/gender identity, sexual orientation, and disabilities.
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EDUC 480 - Teacher Residency II 10 Credits Candidates will continue their placement in a school internship related to their desired endorsement(s) where they will have the opportunity to practice and develop skills related to teaching. Candidates will increase responsibility for instruction in their placement. Emphasis will be placed on developing facility in planning and instructional skills through practice. In addition, assessment, incorporating student voice, and academic langauge into lessons will become a focus.
Pre-requisite(s) EDUC 470 min. 2.0Co-requisites are EDUC 348 and EDUC 420 Program Admission Required Yes Admitted Program BAS - EDUC FeesHD
Quarters Typically Offered Winter Day, Evening, Online Designed to Serve Students in the BAS in T&EL program who are seeking certification as a school teacher. Active Date 20220330T15:33:53
Grading Basis Decimal Grade Internship Yes Class Limit 24 Contact Hours: Field Studies 330 Total Contact Hours 330 Degree Distributions: ProfTech Course Yes Course Outline - Developing instructional skills
- Building edTPA assessment portfolio
- Understanding and teaching literacy skills
- Assuming more responsibility for classroom instruction
Student Learning Outcomes Design and execute a wide range of culturally responsive/anti-bias instructional plans and strategies that support student learning within and across multiple content areas.
Formulate a rationale for instructional strategies based on the characteristics of the learners and the content taught.
Formulate a reflection on assessment results, and create differentiated instruction based on the results.
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EDUC 481 - Early Childhood Education : Practicum I 5 Credits Practice 165 hours in a setting that serves young children and families. Settings are approved by the Education Department Coordinator. Develop, implement, and reflect on a personalized learning plan.
Pre-requisite(s) Corequisite - EDUC 401 Instructor Permission Required Yes Program Admission Required Yes Admitted Program BAS - EDUC FeesHD
Quarters Typically Offered Winter Day, Evening Designed to Serve BAS in Early Childhood Education Active Date 20220330T15:33:54
Grading Basis Decimal Grade Internship Yes Class Limit 24 Contact Hours: Field Studies 165 Total Contact Hours 165 Degree Distributions: ProfTech Course Yes Course Outline - Work with field supervisor to develop a learning plan
- Implement learning activities
- Reflect on learning
Student Learning Outcomes Create a learning plan that supports personal development in the context of community needs.
Apply practical teaching skills in a setting that serves young children and families, based on professional standards.
Construct a plan for personal and professional growth based on evaluation of learning.
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EDUC 490 - Teacher Residency III 5 Credits Candidates will continue their placement in a school internship related to their desired endorsement(s) where they will have the opportunity to practice and develop skills related to teaching. Candidates wil continue to increase responsibiity for instruction in their placement eventualy assuming full responsibility. In addition, candidates will analyze their own profile of strengths and challenges as a professional educator.
Pre-requisite(s) HIST& 214; EDUC 480 with min 2.0
Co-requisites are EDUC 336 and EDUC 372. Program Admission Required Yes Admitted Program BAS - EDUC FeesHD
Quarters Typically Offered Spring Day, Evening, Online
Designed to Serve Students in the BAS in T&EL program who are seeking certification as a school teacher. Active Date 20230328T10:33:25
Grading Basis Decimal Grade Class Limit 24 Contact Hours: Field Studies 165 Total Contact Hours 165 Degree Distributions: ProfTech Course Yes Course Outline - ”Full-responsibility” for the class
- Advanced development of curricula
- Integrating curricula across several subjects
- Professional educator profile development
Student Learning Outcomes Articulate and demonstrate strategies incorporating student voice to determine skills and resources necessary to meet learning targets.
Design curricular elements that honor the home language of the student and family while also teaching the academic language necessary to master the learning targets.
Design and execute a wide range of culturally responsive/anti-bias instructional plans and strategies that support student learning within and across all academic content areas (i.e. social studies, science, reading/English language arts, and math).
Develop a professional profile that analyzes individual strengths and challenges based on state-specific competencies.
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EDUC 491 - Early Childhood Education : Practicum II 5 Credits Practice 165 hours in a setting that serves young children and families. Settings are approved by the Education Department Coordinator. Develop, implement, and reflect on a personalized learning plan.
Pre-requisite(s) Co-requisite EDUC 499 Instructor Permission Required Yes Program Admission Required Yes Admitted Program BAS - EDUC FeesHD
Quarters Typically Offered Spring Day, Evening
Designed to Serve BAS in Early Childhood Education Active Date 20220330T15:33:56
Grading Basis Decimal Grade Internship Yes Class Limit 24 Contact Hours: Field Studies 165 Total Contact Hours 165 Degree Distributions: ProfTech Course Yes Course Outline - Work with field supervisor to develop a learning plan
- Implement learning activities
- Reflect on learning
Student Learning Outcomes Create a learning plan that supports personal development in the context of community needs.
Apply practical skills in a setting that serves young children and families, based on professional standards.
Construct a plan for personal and professional growth based on evaluation of learning.
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EDUC& 101 - ParaEducator Basics 3 Credits An introduction to roles and responsibilities of the Paraeducator in the K-12 educational system. Students will explore techniques supporting instruction, professional and ethical practices, positive and safe learning environments, effective communication and teamwork.
Fees
Quarters Typically Offered Spring Online
Designed to Serve This course is required by students in the AAS ParaEducator Degree. Get Prior Learning Credit for this course if you have taken the State mandated 4 day/28 clock hour training, Fundamental Course of Study, required of school district Instructional Paraeducators. Active Date 20200330T21:15:11
Grading Basis Decimal Grade Class Limit 38 Contact Hours: Lecture 33 Total Contact Hours 33 Degree Distributions: ProfTech Course Yes Restricted Elective Yes PLA Eligible New Option
Course Outline Support Educational Outcomes -
Technology Basics
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Introduction to Cultural Identity and Diversity
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Methods of Educational and Instructional Support
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Using and Collecting Data
Demonstrate Professionalism and Ethical Practices Support a Positive and Safe Learning Environment -
Behavior management strategies including de-escalation techniques
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Child and Adolescent Development
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Emergency and Health Safety
Comm. Effectively and Participate in the Team Process -
Communication Basics
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Communication Challenges
Student Learning Outcomes Compare the distinct roles and responsibilities of the Paraeducator with those of the certificated staff.
Identify the signs of a safe, positive and culturally inclusive learning
environment.
Utilize effective communication techniques and strategies to be used with
students, family members, and staff.
Examine positions of power, privilege and inequity.
Utilize the Washington State Paraeducator Standards to develop a professional development plan.
Demonstrate the ability to utilize assessments and record data to monitor child growth and development.
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EDUC& 115 - Child Development 5 Credits Build foundation for explaining how children develop in all domains, conception through early adolescence. Explore various developmental theories, methods for documenting growth, and impact of brain development. Topics addressed: stress, trauma, culture, race, gender identity, socioeconomic status, family status, language, and health issues.
Course Note Previously EDUC 112. FeesES
Quarters Typically Offered Summer Online, Weekend Fall Online Winter Online Spring Online
Designed to Serve * Professional-technical students working towards a certificate or AAS degree in Early Childhood Education or Paraeducation. * Transfer students as a transferable elective or prerequisite for a teacher education program. * Current practitioners. Active Date 20190625T13:36:27
Grading Basis Decimal Grade Class Limit 36 Shared Learning Environment Yes Contact Hours: Lecture 55 Total Contact Hours 55 Degree Distributions: ProfTech Course Yes Transferable Elective Yes PLA Eligible Yes
Course Outline I. Overview of Development
a. Historical perspectives of children
b. Current views of children and development
II. Introductions to Theories
III. Prenatal Development
IV. Birth and the Newborn
V. Observation of Children
VI. Physical Development
VII. Perceptual and Language Development
VIII. Cognitive Development
IX. Personality Development
X. Social Relationships and Concepts of Self
XI. The Ecology of Development
Student Learning Outcomes Discuss prominent child development research and theories guiding parenting and caregiver's practices.
WSCC I. Child Growth and Development 3.f
Describe the developmental sequence from conception through early adolescence in all domains.
WSCC I. Child Growth and Development 2.c; II. Curriculum and Learning Environment- Cognitive Development 1.a
Analyze critical stages of brain development as influencers of child development.
WSCC I Child Growth & Development 3.a
Examine techniques to conduct and document observations of children as a means to assess and communicate growth and development.
WSCC I Child Growth & Development; III Ongoing Measurement of Child Progress 2.f, 3.c
Explain individual differences in development.
WSCC I. Child Growth & Development 2.d, 3.h; III. Ongoing Measurement of Child Progress 2.a
Identify how family, caregivers, teachers, community, culture, and trauma influence development.
WSCC IV Family & Community Partnerships. Relationships with Families 1.b, 2.h; VI. Interactions. Individual Guidance 2.j
Outline community resources to support children’s and families’ development.
WSCC I Child Growth & Development 3.i; III. Ongoing Measurement of Child Progress 3.h
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