Master of Education/Master in Teaching graduate courses
MED 506 Curriculum and Instruction (2)
Multiple approaches to curriculum and instruction emphasizing becoming a
reflective teacher. Principles of organizing, sequencing, delivering,
evaluating instruction. Emphasis on development of a thematic unit with
lesson design based on state and national standards. Exploration of
teaching methods such as cooperative learning, concept development and
inquiry learning. Prerequisite: Acceptance as a teacher certification
candidate.
MED 511 Methods of Teaching Math (3)
Objectives, materials, methods and curriculum for teaching preschool-grade
8 mathematics. Emphasis on theory, teaching strategies and integrated
knowledge and skills of mathematics for elementary teachers, Washington
State Essential Academic Learning Requirements and Grade Level
Expectations. Includes a 10-hour observation and instruction practicum in
primary-grade 8 mathematics. Prerequisite: MED 506.
MED 512 Technology for the Classroom (2)
Emphasis on how to integrate computers and other technologies into
classroom teaching, rather than computer skills themselves. Class
discussions will focus on teaching philosophies, issues and trends in
an information age. Students will develop curriculum and classroom
materials using email, internet and selected software. Emphasis on
development of electronic portfolio.
MED 513 Multimedia Production for Educators (3)
Classroom applications of multimedia hardware and peripherals such as
CD-ROMs, laserdiscs, scanner, digital cameras and video cameras. Ways
to incorporate these techniques into the classroom will be explored.
Book production, models, animation, cartoons, photography and posters,
along with other multimedia models/techniques, are used to creatively
express a view of the world. Students will create an advanced
integrated multimedia project. Prerequisite: MED 512 or equivalent.
MED 514 Network Systems for Educators (3)
Exploration of management information systems development, and network
systems as they pertain to the preschool-grade 12 school environment.
Students will create home pages for themselves and participate in the
creation of pages for the Saint Martin’s website. Course content will
incorporate the objectives and functions of a school’s technology center,
techniques and administrative procedures, including budget preparation,
space use, selection and organization of materials and equipment.
Prerequisite: MED 512.
MED 515 Methods of Teaching Science (3)
Objectives, materials, methods and curriculum for teaching
preschool-grade 8 science. Emphasis on theory, teaching strategies
and integrated knowledge and skills of science for elementary teachers,
Washington State Essential Academic Learning Requirements. Includes a
10-hour observation and instruction practicum in primary-grade 8
science. Prerequisite: MED 506.
MED 518 Methods of Teaching Social Studies (2)
Introduces specific methods used in preschool-grade 8 to teach social
studies. Emphasis on integrated thematic unit planning, map-globe
interpretation and content specified in the Washington State Essential
Academic Learning Requirements for grades primary-12. Course requires
a 10-hour observation and instruction practicum in primary-grade 12
social studies. Prerequisite: MED 506.
MED 519 Methods of Teaching Language Arts (2)
Objectives, materials, methods and curriculum for teaching listening,
speaking, writing and reading in grades kindergarten-8. Emphasis on
theory, teaching strategies and integrated knowledge and skills of
language arts for elementary teachers, Washington State Essential
Academic Learning Requirements and Grade Level Expectations. Includes
a 10-hour instructional practicum in primary-grade 8 language arts.
Prerequisite: MED 506.
MED 524 Early Childhood Education (3)
Important issues related to teaching preschool-3 will be emphasized.
Methods, curriculum and assessment specific to early childhood
education will be reviewed, as will the relationship of family and
community to the student, classroom environment and promotion of
social competence. Prerequisite: MED 506; MED 559 or concurrent
enrollment.
MED 525 Issues and Trends in English Language Learners and bilingual Education (3)
Examination of the educational theories, practice and research related
to the education of English Language Learners (ELL) and Bilingual
Education. This course presents issues pertaining to educating English
Language Learners, including program models, school community, assessment,
and politics involving ELL and Bilingual Education. Involvement of
parents, mainstream teachers and others who do not have ESOL or
bilingual training in educating English Language Learners will be
included. Additionally, discussions will include evaluating the
historical, political, social/cultural, and linguistic issues involved
in meeting the needs of students who are speakers of languages other
than English. Resources for continuing professional development in the
fields of second language instruction and bilingual education will be
provided. Prerequisites: MED 506; MED 526.
MED 526 Language Acquisition Methods (3)
Course focuses on developing student’s proficiency-oriented teaching
style, exploring various methodologies, theories and history of
language acquisition. Students will be able to apply language acquisition
theories and develop personal teaching styles. Uses English-as-a-Second-Language,
English language learner, bilingual education and foreign language
strategies. Prerequisite: MED506.
MED 527 Social Linguistics and People: Theory and Practice (3)
The course concerns the nature of human language, what the study of
language tells us about the human mind and the relation of language to
its cultural and educational context. The scope of the course is
interdisciplinary and the topics explored reach beyond the boundaries
of linguistics to other scientific disciplines that constitute the
field of cognitive science: psycholinguistics, philosophy of language
and the mind, anthropology and artificial intelligence. Examination
of the educational theories, practice and research related to the
education of diverse populations. The impact of social context factors
such as race, ethnicity, culture, gender and economic status on social
linguistics, knowledge bases, learning styles, socialization patterns
and educational opportunity will be studied. Development of appropriate
and diverse classrooms and curriculum will be emphasized. Prerequisite:
MED 506.
MED 528 Reading Instruction of English Language Learners (3)
The course provides knowledge of various methods of instruction for
ELL/bilingual education students with emphasis on techniques for
effective instruction and assessment of oral language development,
reading and writing. Students develop multicultural curriculum to
support language learning, using ELL/bilingual education strategies.
Prerequisites: MED 506, MED 526.
MED 529 Arts and Movement (4)
This course explores the elements, principles and pedagogy of visual
art, drama, music and creative movement for the elementary classroom.
Students will create and participate in arts experiences for the class
and others. A 10-hour practicum is required. Prerequisite: MED 506.
MED 538 Literature for Children and Young Adults (2)
Nature, history and sources of children’s books. Required for elementary
certification, special education, reading, English and English/language
arts endorsements. Prerequisite: MED 506.
MED 545 School Drug Prevention and Counseling (3)
Examines pharmacology, counseling approaches and school programs related
to the school counselors’ role in prevention, counseling and referral
of students with drug and alcohol problems.
MED 559 Introduction to Exceptionality (2)
Introduction to philosophical, historical, legal and social implications
of the exceptional student from an integrated, strategy-based pedagogical
perspective. Ten hours of classroom experience are required as a part of
the course.
MED 560 Classroom Management (2)
Through an understanding of current theories and practices in classroom
management, students begin to create personal philosophy of management.
Includes, but is not limited to, strategies for individual and group
behavior and instruction developed through systematic application of
specific models. Prerequisite: MED 506 or concurrent enrollment.
MED 561 Instructional Methods of Exceptional Learners (2)
Principles of organizing, sequencing, delivering and evaluating
instruction for exceptional learners. Effective methods for teaching
content-area material such as reading, math or science. Selecting and
adapting curriculum. Prerequisites: MED 506; MED 559.
MED 563 Management Strategies for Exceptional Learners (3)
Strategies for individual and group behavior/instructional management.
Various competencies developed in systematic application of specific
models for exceptional learners. Strategies for organization,
administration and participation with families and other significant
parties are included. Prerequisites: MED 506; MED 559.
MED 565 Transitions to Adulthood for Special Populations (3)
Examines the educational transition from school-based special education
programs to independent living or agency-supported living for differently
abled people through presentation and discussion of current literature,
field-based participatory research, on-site visits and other appropriate
formats. Prerequisite: MED 559.
MED 566 Assessment in Special Education (3)
Study of professional practice in special education assessment, including
ecological, classroom and curriculum-based assessment; norm-and
criterion-referenced testing; diagnostic instruments and procedures;
and alternative assessment strategies. Observation of school-based
assessment techniques and practical application of learned techniques
is required. Prerequisite: MED 570, MED 559.
MED 567 Legal Issues and the IEP (3)
Comprehensive study of federal and state regulations on populations.
Communicative ethics and collaborative strategies joining families,
school personnel and outside agencies are emphasized. Prerequisite:
MED 566 and MED 559.
MED 569 Practicum in Special Education (3)
Observation, small group instruction and assessment of exceptional
learners in public and private sectors. Prerequisite: Minimum of 3.33
grade point average in three prior Special Education courses.
MED 570 Classroom Assessment (2)
Students learn how to construct and evaluate classroom assessments to
assess student learning. Also covered are state and national trends in
assessment and testing, educational statistics, norm- and
criterion-referenced tests, standardized tests, alternative assessments,
grading, assessment management technology and conferencing skills.
Prerequisite: MED 506, or concurrent enrollment.
MED 571 Educational Law (1)
Fulfills new Washington State requirements for understanding educational
law and its relationship to contemporary school issues and problems.
State agencies and local school boards, university issues and law,
teachers’ employment, tenure, academic freedom and student issues of
compulsory education.
MED 572 Integrated Approach to Phonics and Spelling (2)
An in-depth exploration of the theoretical rationale and research base
for the learning and teaching of the reading skills, content and
strategies of phonemic awareness, phonics and spelling as they are
integrated into the reading program in elementary school. Prerequisites:
MED 519, MED 574 and MED 576.
MED 574 Primary Reading/Writing Instruction (1)
This course explores the reading and writing process as it pertains to
the teaching of beginning reading. The five components of reading
(phonemic awareness, phonics, fluency, vocabulary, and comprehension)
are applied to the teaching of beginning reading. Prerequisite: MED 519.
MED 575 Reader-Writer Workshop (3)
The purpose of this course is to develop an understanding of the
reader-writer workshop approach to teaching reading and writing as an
integrated process for K-8 students. Prerequisites: MED 519, MED 574
and MED 576.
MED 576 Content-area Reading for Elementary Teachers (1)
This course is planned to facilitate the application of specific reading
and writing strategies to assist comprehension of printed materials in
all subject areas by students at all levels of reading. Major components
of reading (fluency, vocabulary and comprehension) are used in planning
strategy lessons for use with students. Prerequisites: MED 519 or
permission of instructor.
MED 577 Reading Diagnosis (4)
Explores the area of reading disabilities. Students learn when and how
to use various assessments and instructional strategies to help
struggling readers. Reading behavior is analyzed using informal reading
inventories, miscue analysis and other assessment tools. Students
participate in a weekly tutoring experience, diagnosing children,
planning and implementing instruction. Prerequisites: MED 519, MED 574
and MED 576.
MED 579 Reading Practicum (3)
The purpose of this course is to apply theoretical knowledge learned
in the reading program. This practicum serves as an opportunity to
observe and practice instructional activities in reading in an extended
field experience. Prerequisite: MED 519, MED 574, MED 576.
MED 580 Readings in Education (1-2)
An independent readings course for students with special needs. Reading
list to be developed by student and advisor. Prerequisite: Graduate
status. Restricted enrollment.
MED 581 Issues and Trends in Literacy Instruction (3)
This course is designed as a student-centered forum in which students
take a leadership role in the study and discussion of current reading
topics and current research in literacy education. Prerequisites: MED
519, MED 574, and MED 576.
MED 582 Reading Assessment and Intervention for Secondary Teachers (1)
This course focuses on the reading behaviors of secondary students.
Students will acquire the necessary knowledge and skills to support
secondary students in reading complex materials. Students will explore
the reading process and examine their own reading behaviors. Assessment
strategies are studied and applied to the content areas taught in
secondary schools. Students are required to participate in a secondary
school, either working in a reading program and/or tutoring a struggling
student. Prerequisites: MED 506, and MED 585 or concurrent enrollment.
MED 583 Issues of Abuse/Teacher as Counselor (1)
Course addresses the teacher’s role in identifying, reporting and
working with children who have been victims of child abuse. Also
includes the role of the classroom teacher as a counselor.
Prerequisites: MED 506.
MED 584 Secondary Methods/Practica (4)
Students learn varied instructional methods via performance and
observation of peer teaching. Also covered are advanced instructional
planning and forming more effective relationships with students.
Includes 45 hours structured observation and teaching experience in
a high school and concurrent seminar. Prerequisite: MED 506.
MED 585 Content-area Reading for Secondary Teachers (1)
This course explores the reading process as it is applied to content
areas taught in the secondary school. This course facilitates the
application of specific reading and writing strategies to assist
comprehension of expository materials in all subject areas by students
at all levels of reading. Major components of reading (fluency,
vocabulary and comprehension) are used in planning strategy lessons
for use with students. Prerequisite: MED 506.
MED 586 Living and Learning in the Middle School (3)
Intertwines specific needs of preadolescents (ages 10-14 years old)
with middle school philosophy, organization and specific middle school
teaching methods. Includes a 30 hour practicum designed to integrate
observation and teaching at the middle-school level. Prerequisites:
MED 502 and MED 506.
MED 591 Added Endorsement Practicum (2-3)
Includes 60-90 hours of structured observation, teaching preparation,
teaching experience, and reflection in a P-12 setting in the added
endorsement field. Includes a minimum of two observations by a
University supervisor using the Washington State Performance-based
Pedagogy Assessment. Field experiences and assignments will relate to
the student’s added endorsement area. Prerequisite: Acceptance to Added
Endorsement Program; permission of instructor.
MED 593 Internship, Special Education (6-12)
Sixteen-week internship in special education in a kindergarten-12
school setting. Prerequisite: Application approval.
MED 594 Internship, Elementary Education (6-12)
Sixteen-week internship in elementary education in a kindergarten-12
school setting. Prerequisite: Application approval.
MED 595 Directed Study (1-3)
Independent study on topics of special interest. Restricted enrollment.
MED 596 Internship, Secondary Education (6-12)
Sixteen-week internship in secondary education (7-12) in a kindergarten-12
school setting. Prerequisite: Application approval.
MED 597 Directed Practicum (1-3)
Independent practicum related to strand/endorsement/area of interest.
Prerequisite: Graduate status. Restricted enrollment.
MED 598 Internship Teaching Seminar (1)
Weekly seminar for student or intern teachers. Must be taken concurrently
with internship. Prerequisite: Concurrent enrollment in MED 590.
MED 601 Educational Research Methods I (3)
An introduction to traditional and alternative forms of understanding
and communicating about the teaching profession. A variety of
techniques related to understanding and writing, including library
research, field research, narrative, metaphoric and personal reflection
will be studied. This course is a prerequisite for the research course,
MED 609, and the thesis course, MED 699. To be taken semester after
completion of 15 semester credits of program and prior to admission to
candidacy. Prerequisites: Admission to graduate program.
MED 605 Diversity and Social Context in the Classroom: Theory and Practice (3)
Examination of the educational theories, practice and research related
to the education of diverse populations. The impact of social context
factors such as race, ethnicity, culture, gender and economic status
on knowledge bases, learning styles, socialization patterns and
educational opportunity will be studied. Development of appropriate and
diverse classrooms and curriculums will be emphasized. Prerequisites:
Admission to the graduate program; relevant professional experience.
MED 607 foundations for Educational Practice (3)
This is a course designed to provide a graduate student the basic
knowledge and skills in educational philosophy and educational
psychology. Graduate students will be asked to think critically and
creatively about concepts involved with the control of education,
educational philosophy and psychology. The course will include how
these philosophies or theories affect best practice; and how best
practice affects these theories. Focus will be on those basic concepts
central to the certification requirements as well as refinement and
extension of those concepts.
MED 630 Creative Thinking and Problem-solving (3)
Examination of basic theoretical concepts involved with creativity and
problem-solving. Attention to development of creative thinking and
problem-solving abilities. Development of ideas and design of
activities aimed at enhancing the capabilities of others.
MED 631 Curriculum Theory and Development (3)
Design, development and evaluation of instructional material. Emphasis
on construction of educational sequences for various types of learning
tasks. Selection, sequencing, teaching procedures and assessment are
discussed. Prerequisite: MED 506.
MED 633 Models of Teaching (3)
Comprehensive review of various instructional strategies frequently
used in classroom settings. Emphasis on strategies amenable to
analytical review and evaluation. Prerequisite: MED 506.
MED 635 Inquiry Development (2)
Development of questioning techniques that enable teachers to increase
the verbal skills of students and make students more autonomous,
productive learners.
MED 636 Individualized Instruction (2)
Rationale and principles of individualized instruction, with special
attention to programs, methods and materials now available, as well
as development of new programs.
MED 637 The Gifted Child (2)
Investigation of the gifted student, emphasizing definition, attributes,
identification and implications for the educator.
MED 640 Guidance and Counseling (3)
Consideration of major principles and practices of guidance and
counseling. Roles of the teacher and school counselor in the guidance
and counseling process.
MED 641 Individual Counseling (3)
Consideration of major principles and practices of individual counseling
for school counselors. Either MED 641 or MAC 501 can be taken to meet
the Individual Counseling Requirement for the Guidance and Counseling
Strand.
MED 642 Group Processes (3)
Consideration of major principles and practices of group counseling for
school counselors. Either MED 642 or MAC 502 can be taken to meet the
Group Counseling Requirement for the Guidance and Counseling Strand.
MED 643 Assessment and Appraisal (3)
Introduction to major techniques of assessing strengths and weaknesses
of individuals in academic, psychological and social domains.
MED 644 High School and Career Counseling (3)
The course combines two topics: 1) topics and skills needed for high
school counselors, and 2) career counseling topics and skills needed
for K-12 school counselors.
MED 646 Assessment and Current Issues in School Counseling (3)
Covers research on current issues of interest to school counselors;
consulting and training design roles of school counselors; and testing
and assessment competencies needed by school counselors.
MED 647 Education foundations for ESA Certification (1)
Focuses on problems of school and society, human growth development,
learning and American school law for ESA school counseling candidates
without prior coursework in the above topics.
MED 648 Elementary and Middle School Counseling (3)
Covers topics and skills needed for elementary and middle school
counselors. Emphasis on pragmatic, developmentally appropriate,
counseling skills for working with kindergarten-grade 8 students.
Topics include community resources, testing and measurement, working
with parents, visitations to kindergarten-8 schools, the varying roles
of kindergarten-8 school counselors, prevention programs and the role
of school counselor as staff trainer and consultant.
MED 649 Internship in School Counseling (1-5)
An accumulation of 400 hours of supervised and school based internship
in a P-grade 12 school setting and a one-hour weekly seminar. Must be
repeated each semester that a student is working on the internship.
Each student must take a total of five credits.
MED 650 Professional Development Evaluation and Supervision (3)
The study and development of knowledge/skills and techniques/strategies
essential to personnel evaluation, supervision and development. Focus
will be on three related areas: assessment of person’s competency and
performance; design of relevant didactic and practicum staff development
experiences; and education as a “profession.”
MED 653 Principles of Leadership (3)
This course examines the basic principles of school leadership. Using
research, theory from education and the social sciences, and knowledge
based on effective practices, students will examine various aspects of
the daily work of principals, the characteristics of effective schools,
and the value of leading school change and improvement. Special attention
will be given to how principals lead, manage programs and shape school
culture. Theories, concepts, and models will be applied to the
realities of successful, productive leadership.
MED 654 Principal as Leader of Learning Community (3)
An introduction to the information and competencies necessary to prepare
administrators capable of facilitating the development, articulation,
implementation and stewardship of a vision of learning that is shared
and supported by the school community; who are advocating, nurturing
and sustaining a school culture and instructional program conducive to
student learning and staff professional growth; who are capable of
ensuring management of the organization, operations and resources for
a safe, efficient, and effective learning environment; and who will
act with integrity, fairness and in an ethical manner.
MED 655 School and Community Relations (2)
A course designed to provide a thorough examination of the school and
its interaction with the community. Internal and external communities
and the relationship between and among these entities and the school
will be examined, including the role of communications in
school-community relations. The overall goal is to produce leaders who
can take action to promote organizational growth and productivity.
MED 656 Educational finance (2)
An overview of financial support for schools including legal and
historical basis of school funding, sources of funding for schools,
basics of funding mechanisms, budgeting procedures, and building level
financial management. Emphasis will be placed on legal foundations and
requirements for practice.
MED 657 School Law for Educational Administrators (2)
Provides an overview of federal and state law that principals and school
administrators are responsible to know and administer, including student
rights and protections under special education and privacy requirements.
This course satisfies the following requirements of WAC 181-27-(2):
Principal and program administrator candidates, in order to support
student achievement of the state learning goals and essential academic
learning requirements, will complete a well-planned sequence of courses
and/ or experiences in an approved preparation program which shall
include: (B) Information Collection… (C) Problem analysis… (D) Judgment…
(P) Oral expression… (Q) Written expression… (R) Philosophical and
cultural values… (S) Legal and regulatory applications. Prerequisite:
Admission to the school administration program or permission of instructor.
MED 659 Principal/Program Administrator Internship (1-4)
An accumulation of 720 hours of school-based, supervised, internship
in a kindergarten-grade 12 school setting and a weekly one hour
seminar. (A minimum of 360 of the hours must be accumulated during the
regular school day.) Repeated each semester that a student is working
on the internship. Each student must take a total of 4 units.
MED 671 Philosophy of Reading Instruction (2)
Explores theoretical and historical base of teaching of reading and
writing in grades kindergarten-8. Also offers an overview of the body
of knowledge associated with the field of reading instruction.
Prerequisites: MED 519, MED 574 and MED 576.
MED 672 Writing, Spelling, and Phonics Instruction: from Theory to Practice (3)
This course is designed for the serious student of literacy education
to study and evaluate the trends and issues in the field of education
that have lead to the professionally accepted best practices in the
areas of writing, spelling, and phonics instruction in America’s
schools. Prerequisites: Admission to the MED graduate program.
MED 673 Strategies for Reading Improvement K-12 (3)
Students learn how to create a learning environment that fosters reading
improvement at the K-12 level. This course focuses on those cognitive
strategies needed for the instruction of reading comprehension and
effective study methods. Students assess the effectiveness of the
school/class reading curriculum and learn how to supplement that
curriculum for diverse learners. Prerequisites: Admission to the MED
graduate program.
MED 674 Literature Across the Curriculum (3)
Literature is part of a balanced-literacy program. In this course,
students will build their knowledge of quality children’s and young
adult literature and develop practical teaching methods using
literature. Using a literacy curriculum framework, students will explore
ways to effectively use literature to supplement, extend, and enhance
student learning. Prerequisites: Admission to the MED graduate program.
MED 675 Literacy Assessment and Evaluation (3)
The study of reading development and the analysis of reading behavior
using a variety of assessment tools, including Running Records, Informal
Reading Inventories and Miscue Analysis. Students work with children
individually and in small groups to diagnose, plan, and implement
effective instruction. Prerequisites: Admission to the MED graduate
program.
MED 678 Literacy Leadership (2)
This course is designed to aid the master teacher in the development
of leadership skills in preparation for filling the role of reading
specialist in schools. It is further planned to facilitate the
preparation of teachers to be effective reading coaches in their
schools. Prerequisites: Must be taken in the last 12 hours of the
graduate program.
MED 680 Professional Growth Plan — Pre-assessment Seminar (2)
An overview of the Professional Certification program including the
legal frameworks for the program, development of the individualized
growth plan based on a pre-assessment of the candidate’s ability to
demonstrate successfully the professional growth standards and criteria
with the coordination of the professional growth team that is required
by Washington Administrative Code (WAC). Prerequisite: Acceptance to
Professional Certification program.
MED 685 School Counselor Peer Review (1)
This is a Washington state required OSPI course for continued School
Counselor Certification (WAC 181-79A-221). Students will share,
examine, and receive and provide peer-review on their approaches for
having a positive impact on their student’s academic learning and
lives. Prerequisite: previously earned ESA School Counselor Certificate.
MED 688 Professional Growth Plan — Culminating Seminar (2)
Final component of the Professional Growth Plan, in which the residency
teacher’s/ counselor’s ability to demonstrate the standards and criteria
will be evaluated. The residency teacher/counselor will produce
assignments that include multiple forms of data collected over time,
including evidence of positive impact on student learning, where
appropriate. This work will be documented via electronic portfolio.
Prerequisite: Successful completion of development of the Growth Plan
from MED 680 and written permission of the candidate’s professional
growth team.
MED 690 Integrating Seminar (1)
Required for non-thesis option students. Provides practice in
integrative writing similar to that required for comprehensive
examinations and practice in questions comparable to oral examinations.
Designed to be taken during the last semester of the candidate’s
program. Prerequisites: All Graduate Core courses completed and Graduate
Committee formed prior to registration.
MED 699 final Project/Thesis Research Component (3)
Designed for the student to complete the thesis/final project (thesis
option).