Course Descriptions

DRAFT 168 - SketchUp

DRAFT 169 - 3-D Model Rendering

• 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

DRAFT 186 - Manual Drafting

• 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.

DRAFT 224 - Architectural Drafting I

DRAFT 225 - Architectural Drafting in REVIT

5 Credits

​

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.
​

DRAFT 226 - Architectural Drafting III

• Develop floor plans
• Develop Elevations and sections 
• Framing, roofing, foundations plans, enlarged plans, kitchen & bath Elevations and stair details

DRAFT 227 - Architectural Drafting Advanced

• 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

DRAFT 234 - Civil Drafting

DRAFT 240 - Internship

• Measurable learning objectives.
• Setting and accomplishing goals.
• Career development or exploration through work experience.
• Successful work habits and attitudes.
• Interpersonal communication skills.

DRAFT 254 - Sustainable Design

DRAFT 270 - Portfolio Development

• 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

ECED 138 - Home Visiting & Family Engagement

3 Credits

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

ECED 391 - Cultivating Creativity

• 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.

ECED 433 - Family Partnerships and Community Connections

5 Credits

• 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.

ECED& 100 - Introduction to Child Care

ECED& 105 - Introduction to Early Childhood Education

ECED& 107 - Health, Safety and Nutrition

ECED& 120 - Early Childhood Practicum

• 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

ECED& 132 - Infants and Toddlers Care

ECED& 134 - Family Child Care

ECED& 138 - Home Visiting & Family Engagement

• 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

ECED& 139 - Admin Early Lrng Prog

ECED& 160 - Curriculum Development

ECED& 170 - Environments for Learning

• 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.

ECED& 180 - Language and Literacy Development

• 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

ECED& 190 - Observation and Assessment

3 Credits

II. 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

EDUC 391 - Cultivating Creativity

• 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.

EDUC 433 - Family Partnerships and Community Connections

5 Credits

• 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.

ECON 110 - Global Economic Issues

• Social Science Area I

ECON 120 - Economics of Entrepreneurship

• Social Science Area I

ECON 190 - Sustainability Seminar

• Social Science Area I

ECON 221 - Economics of Investing

• Social Science Area I

ECON 273 - Introduction to International Economics

• Social Science Area I

• 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

ECON 295 - Independent Study

• 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.

ECON 303 - Survey of International Economics

• 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

ECON 330 - Survey of Research Methods for Information Systems and Business

5 Credits

1. Research formulation and design
   1. Research mindset - critical thinking, triangulation
   2. Research focus - academic, decision-making, advocacy
   3. Research questions - big and small
   4. Choosing a research design
      1. Descriptive
      2. Correlational
      3. Semi-experimental, including action research
      4. Experimental
      5. Meta-analysis
   5. Choosing a research method
      1. Quantitative
      2. Qualitative
      3. Mixed method
   6. Research theory
      1. Interpretive
      2. Positivist
   7. Managing the research process
      1. Metadata
      2. Pilot testing
2. Research ethics
   1. Citing sources
   2. Informed consent, confidentiality and privacy
   3. Transparency with participants and audience, conflicts of interest, abuse of position
   4. Scope and sample
   5. Statistics use
      1. Numbers and percentages
      2. Statistical significance
   6. Positionality
   7. Limitations
      1. Generalizability
      2. Causality
   8. Negative results
   9. Replicability
      1. Validity
      2. Reliability
   10. Acknowledging contributions
3. Literature Review
   1. Purpose and scope of the search
      1. Models - process and theory
      2. Similar questions
      3. Similar populations
   2. Coverage
      1. What’s been done before
      2. What’s not there
   3. Evaluating sources - academic, government, popular, Web, experts
   4. Summary and synthesis
4. Sampling
   1. Population and sample - Representative sample
   2. Sampling mechanics - techniques and size
   3. Bias - self-selection, method, modality
   4. Evaluating a sample - based on the research design
5. Quantitative research
   1. Strengths and limitations
   2. Research objectives
   3. Data structures - population, sample, observations, variables, values, census, time series, cross-section, panel, continuous, discrete, categorical
   4. Levels of measurement - nominal, ordinal, interval, ratio
   5. Collecting data - design and administration
      1. Questionnaires
      2. Observation - including system process data, A-B testing
      3. Secondary data, including Census, big data
   6. Categorization and coding
      1. Distributions vs. thresholds
      2. Aggregation
   7. Common analysis software - Excel, R
   8. Descriptive statistics
      1. Choosing descriptive statistics for univariate, bivariate and multivariate data - data type and purpose
      2. Common data charts
   9. Inferential statistics interpretation, significance, and limitations
      1. Hypothesis testing
      2. Two-group comparisons
      3. Regression results - correlation vs. causality
      4. Other common tests - e.g. Chi-square tests
6. Qualitative research
   1. Strengths and limitations
   2. Research objectives
   3. Subject selection - individuals, locations, websites, organizations
   4. Collecting data - processes, considerations, tools
      1. Documents or system records
      2. Interviews
      3. Focus groups
      4. Observations - direct and participant, including ethnography
   5. Content analysis, coding and synthesizing
      1. Interpretive analysis - “thick description”
      2. Theoretical lens
      3. Grounded theory
   6. Analysis software
7. Reporting research results
   1. Audience - academic, internal, professional, legal
   2. Purpose - confirmatory, exploratory, strategic planning, audit
   3. Report structure - Executive summary, background, results, limitations, conclusions
   4. Presenting data
      1. Tables
      2. Data visualization
      3. Talking about data
   5. 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.

ECON& 201 - Microeconomics

• Social Science Area I

ECON& 202 - Macroeconomics

• Social Science Area I

ECED 303 - BAS in Early Childhood Education Student Orientation

• Advising and pathway
• Practicum Requirements 
• Criminal History Clearance
• Graduation Requirements
• Research and Information Literacy Skill Building

ECED 332 - Reflective Practice with Infants and Toddlers

• 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

ECED 381 - Leadership, Advocacy, and Resilience

5 Credits

• 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.

ECED 399 - BAS Early Childhood Education : Senior Seminar I

2 Credits

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

ECED 401 - BAS Early Childhood Education : Senior Seminar II

2 Credits

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

ECED 403 - Authentic Assessment in Early Childhood

• 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? 

ECED 421 - Early Childhood Special Education Methods

• 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

ECED 431 - Advanced Emerging Language & Literacy/ELL

• 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

ECED 441 - Emerging Numeracy and Science Methods

• 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

ECED 481 - Early Childhood Education : Practicum I

• Work with field supervisor to develop a learning plan
• Implement learning activities
• Reflect on learning 

ECED 491 - Early Childhood Education : Practicum II

• Work with field supervisor to develop a learning plan
• Implement learning activities
• Reflect on learning

ECED 499 - BAS Early Childhood Education Capstone

5 Credits

 
Program Admission Required Yes Admitted Program BAS - ECE
Fees

Quarters Typically Offered
Spring Evening

Designed to Serve Final quarter BAS ECE candidates.
Active Date 20230320T11:45:24

Grading Basis Decimal Grade
Class Limit 24
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
ProfTech Course Yes
Course Outline

• Review BAS ECE program learning outcomes
• Gather evidence
• Group work and peer review
• Reflect on content and prepare presentation
• Present and justify evidence

ECED& 137 - Outdoor Learning for Young Children

• 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

EDUC 102 - ParaEducator Basics

3 Credits

• Technology Basics

• Introduction to Cultural Identity and Diversity

• Methods of Educational and Instructional Support

• Using and Collecting Data

Demonstrate Professionalism and Ethical Practices       

• District Orientation/Roles and Responsibilities of Job Duties including professional conduct and ethical practices. 

• Equity             

Support a Positive and Safe Learning Environment         

• Positive and Safe Learning Environment

• Behavior management strategies including de-escalation techniques                                                                 

• Child and Adolescent Development                       

• Emergency and Health Safety

Comm. Effectively and Participate in the Team Process   

• Communication Basics

• Communication Challenges

EDUC 103 - Early Childhood Education Program Orientation

1. Advising
2. Criminal History Clearance (MERIT)
3. Placement Expectations
4. Introduction/Review of Conceptual framework
5. Structure of Early Learning Systems in WA
6. Introduction Certificates for Early Learning
7. Graduation requirements
   1. Portfolio
   2. Degree requirement
8. Registration for VIA

EDUC 191 - Field Experience I- Cooperative Work Experience

• Introduction to Education Practicum.
• Professional Development and Leadership
• Cultural Competence and Responsiveness
• Observation and Assessment
• Curriculum and Environments

EDUC 199 - Tutor Training

• Orientation to tutoring center
• Learning styles
• Leading study groups
• Using study skills in listening
• Questions and problem-solving
• Discipline specific tutoring
• Goal setting/planning

EDUC 230 - The Democratic Classroom

• 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

EDUC 240 - Education Practicum

• Introduction to Education Practicum.
• Professional Development and Leadership
• Cultural Competence and Responsiveness
• Observation and Assessment
• Curriculum and Environments

EDUC 258 - Integrated Curriculum

5 Credits

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

EDUC 281 - Education Capstone

3 Credits

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)

EDUC 291 - Special Projects I

EDUC 292 - Special Projects II

EDUC 293 - Special Projects III

EDUC 300 - Practicum I

1 Credits

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

• assisting teachers

• looking at curriculum and discussing curriculum with teachers

• sitting in on planning sessions or staff development meetings

• looking at students’ reading samples and discussing them with students and/or teachers

• visiting classrooms outside of your subject area

• discovering what resources and services the schools offer: special education, auxiliary programs, etc.

• shadowing a student in most or all of his or her classes throughout the school day

• attending teacher professional development programs

• visiting local community agencies

EDUC 302 - Practicum II

1 Credits

• Ability to command attention 

• Use effective strategies to engage students attention

• Relational credibility with students

• Potential to lead

• Initiates appropriate interactions with individual students

• Display with-it-ness

Importance of relationships with school colleagues, families, and educational partners

• After-school activities

• Knowledge of schools and communities

• Community cultural wealth

• 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

• Understanding cultural, gender, intellectual and physical ability differences in classroom communication

• 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

• Individualized instruction

• Connect instruction to students’ prior learning experiences, families, cultures, and communities. 

• Design learning opportunities that take into account students’ stages of language acquisition and the academic language demands of lesson targets

EDUC 303 - BAS in Early Childhood Education Student Orientation

• Advising and pathway
• Practicum Requirements 
• Criminal History Clearance
• Graduation Requirements
• Research and Information Literacy Skill Building

EDUC 304 - Orientation for BAS in Teaching

1 Credits

 
Active Date 20230328T10:33:10

Grading Basis Decimal Grade
Class Limit 24
Contact Hours: Lecture 11
Total Contact Hours 11
Degree Distributions:
ProfTech Course Yes
Course Outline

• Advising
• Criminal History Clearance (OSPI)
• Placement Expectations
• Assessment requirements (WEST-E; WEST-B; edTPA)
• Introduction/Review of Conceptual framework
• Structure of Education in WA (OSPI, PESB, etc.)
• Introduction to Standards/Competencies for Certification and Endorsements
• Graduation requirements
  • Portfolio
  • Degree requirement

EDUC 306 - Practicum III

1 Credits

• Ability to command attention 

• Use effective strategies to engage students attention

• Relational credibility with students

• Potential to lead

• Initiates appropriate interactions with individual students

• Display with-it-ness

Importance of relationships with school colleagues, families, and educational partners

• After-school activities

• Knowledge of schools and communities

• Community cultural wealth

• 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

• Understanding cultural, gender, intellectual and physical ability differences in classroom communication

• 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

• Individualized instruction

• Connect instruction to students’ prior learning experiences, families, cultures, and communities. 

• 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

• Student responsibility 

• Knowledge of students; individual development, sills, knowledge, and language proficiency

• Theories of learning

Learning beyond the classroom

• Knowledge of subject matter in the area of certification

• Present subject matter in multiple ways

• Use students’ prior knowledge when identifying earning objectives and choosing instructional strategies

• Engage students in methods of inquiry

• 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

• 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

• Principles of effective instruction

• Evaluation of plans and student work relevant to long and short term goals

Reflective Practitioner

• Self-assessment and problem-posing strategies for reflecting on practice

• Resources for professional development

• Professional ethics

Motivation

• Motivation strategies

• Behavior management strategies/techniques

• Time management for effective classroom instruction

Assessment

• Informal/formal assessment to enhance, monitor, and evaluate student learning

• Metacognition-self assessment activities to help learners identify learning targets, learning behaviors, progress toward learning and setting personal goals for learning

•  Maintaining useful records of student work

• Communicate student progress to students, parents, guardians,m and other colleagues

EDUC 320 - Math Methods

• 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

EDUC 330 - Science Methods

• 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

EDUC 332 - Reflective Practice with Infants and Toddlers

• 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

EDUC 336 - Methods for Teaching Arts

5 Credits

• Humanities

• 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. 

• 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

• incorporating methods that elicit student voice (e.g., including reflection related to learning targets, metacognitive strategies, and effective use of resources).

•  This course will include opportunities to reflect on student teaching experiences. 

EDUC 340 - Assessment

Principles of measurement

• Definition
• Scales of measurement

Types of assessment

• Formal
• Informal

Bias in Assessment

• Sources of Bias
• Minimizing Bias

Tools of assessment

• Observation
• Tests

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.

EDUC 346 - ELA Methods

3 Credits

• Distinguish between different central concepts, tools of inquiry, and structures of English Language Arts with an emphasis on writing.

• Distinguish between different central concepts, tools of inquiry, and structures of English Language Arts with an emphasis on writing content accessible to English language learners, and for evaluating and supporting their development of English proficiency.

• Articulate how learners grow and develop (in cognitive, linguistic, social, emotional, and physical areas) to design and implement developmentally appropriate and challenging learning lessons that use a variety of instructional strategies aimed at making ELA/writing accessible to all learners. 

Instructional Development

• Create lesson plans that make the discipline accessible and meaningful for learners to assure mastery of the content.

• Choose and create effective lesson sequences with learning targets that support learners in reaching rigorous curriculum goals based on common core standards.

• Demonstrate ability to combine standards across different disciplines to: engage learners, efficiently cover standards requirements, stimulate critical thinking, allow students to demonstrate creativity, and to support and encourage collaboration.

• Create an effective variety of assessments to plan and guide instruction that will meet each student’s individual learning needs and address standards.

• List and describe how to integrate technology to create technologically proficient learners

Culturally Responsive Instruction

• Provide evidence of engagement in culturally responsive practices that empower students intellectually, socially, emotionally, and politically to develop knowledge, skills and attitudes.

• Plan and support English language learners’ authentic engagement and interaction in a variety of learning environments (e.g., whole group, cooperative groups, independent learning, and individualized instruction) 

Assessment

• List, describe, and apply a range of teaching strategies to implement student voice, self reflection, metacognitive skills that engage students of different languages, increase student engagement, and allow students to monitor their own learning at their own level.

EDUC 348 - Teaching with Technology

2 Credits

• 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.

EDUC 354 - Reading Methods

5 Credits

• Develop lesson plans and curriculum units that align instruction and assessment with rigorous learning objectives

• Select reading assessment tools to match instructional purposes

• Use developmentally appropriate instructional strategies within lessons

• Understand variability in reading levels among same age/grade children

• Reading instruction interventions (differentiation)

• Flexible groups within reading instruction

• Incorporate methods that elicit student voice (e.g., including reflection related to learning targets, metacognitive strategies, and effective use of resources).

Major Components of Reading

• Phonemic awareness, phonics, vocabulary, fluency, and comprehension

• Metacognitive strategies and role of metacognition

• Speaking & listening;

Culturally Responsive Literacy Practices

• Use of culturally & linguistically appropriate teaching strategies and assessments

• Differences between first and second language acquisition in application with teaching reading

• constructing meaning from a variety of culturally relevant literary and expository texts

EDUC 372 - Professional Leadership and Advocacy

5 Credits

• Understand how to advocate for English language learners

• 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.

• 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.

• Recognize characteristics of English learners who potentially qualify for highly capable programs.

• 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.

• 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.

• 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. 

• Reflect on student teaching experience in regards to English language learners, to improve teaching practice.

EDUC 380 - Understanding Learning

5 Credits

• Students Identify and articulate your own assumptions about human learning and development.

Learning and development are incremental behavioral processes

• Students articulate in writing and in discussion the main components of each of the theories and topics that we will cover throughout the quarter.

Learning and development are cognitive processes

• Students l articulate in writing and in discussion the main components of each of the theories and topics that we will cover throughout the quarter.

Learning and development are constructive processes

• Students articulate in writing and in discussion the main components of each of the theories and topics that we will cover throughout the quarter.

Learning and development are cultural processes

• Students articulate in writing and in discussion the main components of each of the theories and topics that we will cover throughout the quarter.

Learning and development can be measured

• Students identify and articulate assumptions about learning and development inherent in each of the theories and topics that we will cover throughout the quarter. 

Learning and development involve transitions in how we understand our self and others

• Students coordinate the theories with your own assumptions about learning and development.

Learning theory and schooling

• Students connect these theories and topics to your work (or projected work) in the field. 

•  Students engage in a knowledgeable and productive dialogue with colleagues about human learning, development, and educational practice. 

EDUC 381 - Leadership, Advocacy, and Resilience

5 Credits

• 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.

EDUC 400 - Social Emotional Learning & Classroom Management

• 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

EDUC 401 - BAS Early Childhood Education : Senior Seminar

• Introductions and expectations for reflection
• Descriptions of practicum sites and communities
• Engagement in current issues as identifited by the group

EDUC 403 - Authentic Assessment in Early Childhood

• 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? 

EDUC 404 - Curriculum Planning and Instruction

5 Credits

• Year-Long Plans & Curriculum Maps 

•  Purpose of using Backward Design Making documents public 

Writing unit plans 

• Essential Questions Planning for student success 

Assessment 

• Authentic assessments 

• Using evidence to anchor curriculum units & guide instruction 

Determining the extent of student understanding 

• Grading and reporting practices that support learning

Instructional Best Practices 

• Collecting evidence 

• Using evidence to support academic excellence 

• High-leverage teaching practices

EDUC 405 - Assessment/edTPA

• 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

EDUC 406 - Assessment/Sharing Student Progress

• Planning for assessment
• Gathering information about the development of specific children
• Sharing information about the development of specific children

EDUC 420 - Special Education Methods

• 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

EDUC 421 - Early Childhood Special Education Methods

• 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

EDUC 428 - Language and Culture

5 Credits

• Students are prepared to study language and literacy development as complex constructs influenced by schools, relationships with communities these schools serve, and systems which disconnect colonialism, race, and racism from language and literacy practices. 

• Students receive mentoring on faculty research projects related to:

  •  the language development of young children reading

  • reading disabilities with diverse and multilingual learners

  •  the preparation of teachers to serve linguistically diverse students, 

  •  language repertoires and literacies

  • and the teaching and learning of writing in higher education contexts

 

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)

EDUC 430 - Advanced Language and Literacy/ELL

•  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

EDUC 431 - Advanced Emerging Language & Literacy/ELL

• 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

EDUC 440 - STEM Math and Science Methods

• 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

EDUC 441 - Emerging Numeracy and Science Methods

• 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

EDUC 450 - Social and Legal Foundations of Education

5 Credits

Laws in Education:

•  Laws related to learners’ rights and teacher responsibilities

•  Confidentiality and Privacy (FERPA)

• Mandated Reporting

• Appropriate treatment of learners

• School governance and finance

• Social issues concerning the education of students with disabilities in Washington State and the US.

• Codes of ethics 

• Professional standards of practice and relevant law policy
   

Social and HIstorical Foundations:

• Historical foundations of education and major educational philosophies

• Explain the impact of population shifts and the importance of cultural proficiency in relationship to public education systems

• Identify the importance of cultural proficiency in relationship to public education systems and shifting population dynamics

•  Discuss the connection between public schools and sociological issues and trends

• Awareness of  political issues and how they influence public education at the Federal, State and Local levels

• Apply knowledge about the evolving model of public education by considering historical and current perspectives on school reform

• Address contemporary issues in education including the development of methods to integrate technology within the scope of differentiated instruction.

• Connecting public schools with sociological issues and trends

• Describe the important political issues that influence public education at the Federal, State and Local levels

• Applying the knowledge about the changing model of public education by considering historical and current perspectives on school reform

• 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.

EDUC 470 - Teacher Residency I

• Placement
• Introduction to the field
• Understanding the class context
• Assisting in instruction
• Developing and teaching initial lessons

EDUC 480 - Teacher Residency II

10 Credits

Co-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

EDUC 481 - Early Childhood Education : Practicum I

• Work with field supervisor to develop a learning plan
• Implement learning activities
• Reflect on learning 

EDUC 490 - Teacher Residency III

5 Credits

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

EDUC 491 - Early Childhood Education : Practicum II

• Work with field supervisor to develop a learning plan
• Implement learning activities
• Reflect on learning

EDUC 499 - BAS Early Childhood Education Capstone

3 Credits

Co-requisite EDUC 491
Instructor Permission Required Yes
Program Admission Required Yes Admitted Program BAS - EDUC
Fees

Quarters Typically Offered
Spring Evening

Designed to Serve Final quarter BAS ECE candidates.
Active Date 20220330T15:33:56

Grading Basis Decimal Grade
Class Limit 24
Contact Hours: Lecture 33
Total Contact Hours 33
Degree Distributions:
ProfTech Course Yes
Course Outline

• Creating a professional portfolio
• Group work and peer review of evidence
• Reflection content, draft, review
• Presentation preparation 

EDUC& 101 - ParaEducator Basics

3 Credits

• Technology Basics

• Introduction to Cultural Identity and Diversity

• Methods of Educational and Instructional Support

• Using and Collecting Data

Demonstrate Professionalism and Ethical Practices       

• District Orientation/Roles and Responsibilities of Job Duties including professional conduct and ethical practices. 

• Equity             

Support a Positive and Safe Learning Environment         

• Positive and Safe Learning Environment

• Behavior management strategies including de-escalation techniques                                                                 

• Child and Adolescent Development                       

• Emergency and Health Safety

Comm. Effectively and Participate in the Team Process   

• Communication Basics

• Communication Challenges

EDUC& 115 - Child Development