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ED 540 - Organizational Finance 2 credits
The course examines the organization and financing of organizations and agencies in Washington State. Topics/activities include leadership skills necessary to adhere to and understand the legal foundations of governing organizational finance; internal and external sources of funding; grant proposal writing; organizational budgeting, accounting, expenditure, evaluation; and federal, state, local, and building-level issues. Students will complete simulations related to traditional and non-traditional sources of funding to support an organizational improvement plan. To meet ISLLC Standards, student work products/artifacts, as identified in course syllabus, are required for educational administration students. Cross-listed as
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EDR 408 - Parent and Community Engagement Proficiency 1 credit
Having met and supported families and other members of the community throughout the preparation program, candidates will be able to discuss those aspects of parent and community engagement that the candidates found to be effective in supporting student growth.
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ED 310 - Parent and Community Involvement 2 credits
Addresses different avenues of communicating, interacting and teaming with parents and the community. Included are: conferencing, parent/community involvement in the classroom and at home, use of media and working with populations with diverse cultures, socioeconomic backgrounds and languages. Field experience required. Offered Fall semester.
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ED 611 - Pathway 2 3 credits
This course is for students that want to add an additional endorsement to their valid Washington State teaching certificate. Eligibility will be determined at the time of application. The procedure for obtaining an additional endorsement is to pass the WEST-E in the endorsement area desired to be added. Students prepare the products related to the endorsement using the pedagogy assessment instrument protocol and participate in observations conducted by an individual assigned by the University for a minimum of two times and a maximum of four times. Following are the different pathways that can be earned from Heritage: PW2: Elementary Ed, PW2: Eng/Language Arts, PW2: Mathematics, PW2: Middle Level Math, PW2: Middle Level Science, and PW2: Reading.
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ED 621 - Perf Task: ESL Mnstrm Stdnts & WA St Essntl Lrnngs 2-3 credits
The workshop is designed to increase the capacity of mainstream teachers to deliver instruction in their content area classrooms that will help limited English proficient children meet essential learnings. Emphasis is placed on the development of performance tasks that apply the framework to the State’s Essential Learning Tool Kit to the classroom.
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ED 305W - Personal and Professional Foundations of Education 3 credits
Prerequisite for all upper division teacher education courses. May be taken concurrently with professional core courses. Intensive communication skills development. Addresses social, historical, political, ethical and legal background of U.S. public and private education. Students develop personal philosophy of education and begin professional portfolio. Twenty (20) hours of observation/participation in schools required. Offered Fall semester.
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EDR 413 - Professional Growth Plan and Student Transition 0-3 credits
Candidates must update the professional growth plan while transitioning the learners to a new teaching learning team member.
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EDR 520 - Professional Growth Plan and Student Transition 0 credits
Candidates will update professional growth plan while transitioning the learners in their care to a new teaching learning team member.
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EDR 318 - Professional Growth Plan–Acquisition 0-3
Candidates will begin creating a Professional Growth Plan. This plan will be revised and changed throughout the program.
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EDR 307W - Professional Issues: Ethics, Responsibilities, and Professional Growth Plan 1 credit
Candidates will acquire and share knowledge related to professional ethics and professional responsibilities, (including a professional growth plan). Course culminates in the articulation of a code of professional conduct and professional expectations.
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EDR 507 - Professional Issues: Ethics, Responsibilities and Professional Growth Plan 1 credit
Candidates will acquire and share knowledge related to professional ethics and professional responsibilities (including professional growth plan). Candidates will be able to articulate a code of professional conduct and professional expectations.
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ED 504D - ProTeach Portfolio Support I 2 credits
Intense one-week course where the focus is to “get the big picture” of State mandated requirements for Residency Certificated Teachers to pursue and obtain the Professional Certificate. Professional Certificate candidates will discuss the 3 standards/12 criteria in depth to prepare a Draft Needs Assessment, 3 Draft Professional Growth Plans, and a Draft of their School/Classroom Profile. Grade: Pass/No Pass. This course replaces ED 504A Professional Certification Preparation I. course description is subject to change in accordance with Washington State Certification requirements.
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ED 504E - ProTeach Portfolio Support II 2 credits
Review of the ProTeach Portfolio Entries; Finalize School/Classroom Profile; Selection of Professional Growth Team; 3 Professional Growth Plans approved by PGT; Selection of Focus Students; Intoduction of Quality Evidence to document “At Standard” for all 12 criteria. Begin work on all 3 Entries for the ProTeach Portfolio. Final requirement for this course is the submittal of a completed Draft ProTeach Portfolio for Faculty Scoring. Feedback will be provided as the starting point in ED 504C. Grade: P/NP. This course replaces ED 504B Professional Certification Preparation II. Prerequisite(s): ED 504D Course description is subject to change in accordance with Washington State Certification requirements.
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ED 504F - ProTeach Portfolio Support III 2 credits
Third and final step in the ProTeach Portfolio Support Program; Candidates will review and consider edits/comments provided by faculty as they continue to collect evidence/artifacts to document at standard for all 12 criteria, analyze evidence and finalize their writings for the final Professional Growth Team and Faculty assessment of their ProTeach Portfolio. Candidates are responsible for the Registration and payment fee to submit their ProTeach Portfolio for external assessment. Grade: P/NP This course replaces ED 504C Professional Certification Preperation III. Prerequisite(s): ED 504E Course description is subject to change in accordance with Washington State Certification requirements.
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EDR 310 - Reading 3 credits
Having acquired acquisition level knowledge and skills in reading, candidates will acquire and demonstarte the ability to teach effectively to more complex student needs in reading while boosting student performance.
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EDR 301 - Reading Instruction: State Standards, Planning, Delivery, and Accountability 3 credits
Candidates will be introduced to K-8 standards for reading and will learn a basic framework for the teaching of reading. Beginning with assessment, candidates will continue through setting appropriate individual goal targets that are yearly, semi-annual, monthly, weekly, and daily for each student. Candidates will acquire and be able to apply knowledge about major components of reading instruction and reading interventions.
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EDR 501 - Reading Instruction: State Standards, Planning, Delivery, and Accountability 2 credits
Candidates will be introduced to K-8 state standard for reading and will learn a basic framework for the teaching of reading beginning with assessment and continuing through setting appropriate individual goals with targets that are yearly, semi-annual, monthly, weekly and daily for each student. Candidates will acquire and be able to apply knowledge about the major components of reading instruction and reading interventions.
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EDR 316 - Reading Instruction: State Standards, Planning, Delivery, and Accountability–Acquisition 2
Candidates will be introduced to K-8 standards for reading and will learn a basic framework for the teaching of reading. Beginning with assessment, candidates will continue through setting appropriate individual goal targets that are yearly, semi-annual, monthly, weekly, and daily for each student. Candidates will acquire and be able to apply knowledge about major components of reading instruction and reading interventions.
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EDR 401W - Reading Proficiency 3 credits
Candidates will demonstrate mastery of reading assessment, goal setting, instructional design, instructional delivery, daily and weekly monitoring strategies with individuals and groups of children. Candidates will be able to discuss instructional needs and differences in reading across grades K-8 and will be able to use intervention strategies for special education and other at-risk students.
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EDR 510 - Reading–Advanced Acquisition 2 credits
Having acquired acquisition-level knowledge and skills in reading, candidates will acquire and demonstrate the ability to teach effectively to more complex student needs in reading while boosting student performance.
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ED 553 - Research Methods 3 credits
An introduction to research methods: types, characteristics of effective research, formulating hypotheses, research design, preparing questionnaires, and research writing. A research proposal using the current American Psychological Association (APA) manual for reference citations, tables and figures is a required learning experience for the course. No commitment is made that the proposal developed for this course can be applied toward meeting the requirements for ED 595 , ED596, or ED 598 . Prerequisite(s): ED 584 or PSY 555 .
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ED 571 - Scholarly Research & Writing 3 credits
This course is designed as a first step in the research course sequence leading to the culminating/capstone Special Project of the Master of Education graduate degrees. Extensive reading and writing are at the heart of this course. Students will learn the characteristics of valid and credible research in their field of interest; the characteristics of effective communication of research findings including the use of APA formatting; and they will identify/select a possible topic for their graduate degree capstone project. Descriptors of this course include: ability to distinguish opinion versus research-based references, communication of credible information, and identification of research problem/question. Offered in Fall and Spring semesters. Offered face-to-face/blended in Tri-Cities and Online.
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ED 570 - School & Community Relations 2 credits
This course presents the multi-dimensional role of school-community relations and administrative communication. Development of positive and constructive relationships between educational institutions, families, and diverse stakeholders; specific methods and techniques in public relations are explored to ensure school support, family involvement, and student success. Major emphasis is placed on contemporary issues facing schools, e.g. cultural competence. Cross-listed as
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ED 527 - School Curriculum 2 credits
This course addresses the changing curriculum in the American public schools (grades P-12). The course is designed for both specialists and generalists in education, particularly principals, supervisors, and subject area specialists. Through experiences gained in this course, graduate students will be knowledgeable about the function, development, alignment, implementation, and assessment of curriculum. Candidates will be knowledgeable about innovations, school improvement planning, issues, trends, cultural competence, and federal and state regulations in order to exert leadership in articulating curricular reform to school boards, parents and professional staff members.
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ED 569 - School Finance 2 credits
The course examines the organization and financing of public schools in Washington State. Topics/activities include: legal foundations of school finance; internal and external sources of funding; grant proposal writing; school budgeting, accounting, and expenditure evaluation; and, federal, state, local, and building-level issues. Students will complete simulations related to traditional and non-traditional sources of funding to support a school improvement plan. Cross-listed as
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ED 568 - School Law 2 credits
The course examines the legal framework affecting governance and operation of public schools. Primary attention is focused on legal issues facing school personnel. Constitutional provisions, court decisions, federal laws, Washington statutes, and administrative codes and their influence on district/building policy and procedure are considered. Topics may include: legal issues involved in church-state relationships, rights and responsibilities of students and staff, individuals with disabilities, school personnel, cultural competence, accessing legal resources, and safe schools. To meet ISLLC Standards, student work products/artifacts, as identified in course syllabus, are required for educational administration students. Cross-listed as
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ED 565 - School Principalship 2 credits
This course explores the principal’s role as an instructional leader, as well as successful, contemporary building-level practices. Models of leadership and an analysis of theory and research focus on instructional leadership, managing and resolving complex problems, communication, and developing self and others. Students will assess their knowledge, skills, dispositions, and cultural competence for effective school leadership through self-reflection, active class participation and discussion of important concepts, case studies, and simulations.
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ED 481S - Secondary Co-teaching Internship 5-10 credits
Practical application, with supervision and support, of the principles of learning and instructional techniques in secondary classrooms. Prerequisite: Approval based upon satisfactory completion of co-teaching internship application process. Candidates must have passed the state-required WEST-B test and have attempted all appropriate WEST-E tests to register for course. Graded only as P/NP.
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ED 582S - Secondary Co-teaching Internship 5
Practical application, with supervision and support, of the principles of learning and instructional techniques in a secondary classroom. The Teacher Preparation Assessment (edTPA) will be completed and electronically sent to Pearson. Limited to department approval. Graded P/NP. Prerequisite(s): Candidates must have passed the WEST-E tests to register for course.
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ED 588A - Secondary Teaching Methods 2
Class will formulate objectives, select and organize content, and discuss various methods of instruction for teaching English Language Arts in grades 5-12. Candidate will discuss teaching procedures, evaluation, and different instructional materials needed for English teachers.
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ED 597S - Secontary Co-teaching Internship 5
Practical application, with supervision and support, of the principles of learning and instructional techniques in secondary classrooms. Candidates will complete the required State Teacher Performance Assessment (TPA). Graded P/NP Prerequisite(s): Approval based upon satisfactory completion of co-teaching internship application process. Also, candidates must have passed the WEST-E tests to be placed in a school district for the co-teaching internship.
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EDR 308 - Social Studies Proficiency 3 credits
Candidates will learn and know how to design and delivery instruction for K-8 social studies instruction. Using the State standards for social studies, candidates will be able to identify appropriate annual targets for each student and work with colleagues to achieve learning targets in social studies.
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EDR 508 - Social Studies, Art, Music, and Wellness Proficiency 2 credits
Candidates will be introduced to social studies, general aspects of student fitness, art, and music. Candidates will demonstrate application of such knowledge and skills with individuals and small groups of learners.
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EDR 411 - Special Education Issues and Practices 4 credits
Candidates will demonstrate that they have acquired all the knowledge and application skills necessary to serve effectively as member of an IEP team, work cooperatively with colleagues serving learners with special needs, and demonstrate proficiency at effectively serving learners with special needs in the regular classroom. Candidates will demonstrate, at proficient level, knowledge of laws that support and foster the education of children with disabilities.
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EDR 512 - Special Education: Issues and Practices 2 credits
Candidates will demonstrate that they have acquired all the knowledge and application skills necessary to serve effectively as a member of an IEP team, work cooperatively with colleagues serving learners with special needs, and demonstrate proficiency at effectively serving learners with special needs in the regular classroom. Candidates will demonstrate, at a proficient level, knowledge of laws that support and foster the education of children with disabilities.
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ED 495 - Special Project 1-3 credits
An advanced course designed to permit qualified students to pursue an approved topic through independent study under the direction of a faculty member and to produce a specific outcome. Only three semester credit hours of either 495 or 497 may be used to satisfy the upper division concentration requirements. Prerequisite(s): Senior standing; permission of Program Chair.
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ED 595 - Special Project 3 credits
A course designed to permit qualified students to pursue a researched-based approved topic through independent study under the direction of a faculty member and to produce a specific outcome. Reference citations, tables and figures will follow the current American Psychological Association (APA) manual. Prerequisites: ED 553 , ED 584 , permission of the department chair. Graded P/NP. Students will be expected to meet defined standards to recieve a pass grade. Prerequisite(s): ED 553 , ED 584 , permission of the department chair.
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ED 566 - Special Project Defense 1 credit
This course is designed as the last step in the research course sequence leading to the completion of program requirements for the Master of Education graduate degrees. Students must have completed at a minimum a final approved draft of the Special Project. With the help and guidance of their Special Project Advisor, the student will design a strategy to share their original research to Heritage University Faculty and general community. Final outcomes for this course are the community sharing of the original research completed by the graduate student and submission to the HU Library for public access and reference. Descriptors for this course include: poster board presentation, audio-visual presentation, effective oral presentation of original research. Offered face-to-face/blended in Tri-Cities and Online.
Prerequisite(s): Approved , , and In-Progress/Completed
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ED 491M - Specialty Methods in Middle Level Teaching 3 credits
Formulation of objectives, selection and organization of content, specific methods of instruction in selected subject areas, analysis of teaching procedures, evaluation and overview of instructional materials. Field experience required. Offered Spring semester. Prerequisite(s): ED 315
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ED 491S - Specialty Methods in Secondary Teaching 3 credits
Formulation of objectives, selection and organization of content, specific methods of instruction in selected subject areas, analysis of teaching procedures, evaluation and overview of instructional materials. A field experience is required. Offered Spring semester. Prerequisite(s): ED 315
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EDR 320 - Student Project–EdTPA Preparation 0-3
Candidates will complete EdTPA and submit portfolio to appropriate state assessment company.
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ED 539 - Supervision for Effective Leaders 2 credits
This course is designed to study effective leadership behaviors and the related functions. Students are expected to acquire the knowledge, skills, dispositions, and cultural competence requisite to providing leadership for teaching and learning in effective schools, organizations, and/or agency settings. Theories and techniques of supervision and leadership, research findings on effective instruction, operations/personnel development, professional growth, and introductory practice in supervision are important elements of the course. Emphasis is placed on understanding the professional standards that have a positive impact on student learning and/or organizational success. To meet ISLLC Standards, student work products/artifacts, as identified in course syllabus, are required for educational administration students. Cross-listed as
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ED 564 - Supervision for Effective Schools 2 credits
This course is designed to study effective supervisory behavior, related functions, systems, and state requirements. Students are expected to acquire the knowledge, skills, dispositions, and cultural competence requisite to managing and supervising teaching and learning in effective school and/or program settings. Theories and techniques of supervision, research findings on effective instruction, teacher development continuum, and introductory practice in supervision are important elements of the course. Emphasis is placed on understanding the professional teaching standards and introduction to the state approved instructional frameworks and requirements having a positive impact on student learning. Cross-listed as
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ED 304 - Teacher Preparation Orientation 0 credits
This course is designed as a required orientation for undergraduate teacher preparation candidates. It includes program overview, requirements, research skills, MyHeritage on-line program and the skills necessary to successfully develop a professional portfolio based on Washington Administrator Code (WAC), learning competencies, and the Heritage University Conceptual Framework.
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EDR 519 - Technology for Planning, Instruction, and Accountability 2 credits
Candidates will be able to use technology to manage student records. Candidates will also use technology to track communications among team members, families, and colleagues. Candidates will also demonstrate that they can incorporate the use of technology into at least 35 percent of all prepared and delivered lessons.
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EDR 406 - Technology for Planning, Instruction, and Accountabiltity 2 credits
Candidates will be able to use technology to manage student records, their own development of competencies, and track communication between team members, families and colleagues. Candidates will also demonstrate that they can incorporate the use of technology into at least 35 percent of all prepared and delivered lessons.
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EDR 407 - Theories of Development, Education History, and Philosophy of Learning 2 credits
Working within their teaching learning team and within their school-based professional learning community, candidates will be able to discuss in detail critical developments in educational theory, educational philosophies, and the history of education. Candidates will be able to discuss how such theories and history impact current viewpoints or professional dispositions.
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EDR 513 - Theories of Development, Educational History, Philosophy of Learning, and Parent and Community Issues 1 credit
Working through teaching learning teams and school-based professional learning communities, candidates will be able to discuss and debate those events and developments in educational history, theory, or philosophy that have shaped their own disposition. Candidates will be able to identify those theories, philosophies, and historical events that helped and hindered student learning. Having met and supported families and other members of the community throughout the preparation program, candidates will be able to discuss those aspects of parent and community engagement that were found to be effective in supporting student growth.
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ED 590 - Theories of Learning 2 credits
This course is a survey of the development of psychological theories of learning and comparing and critiquing them. It will include implications and applications of each theory and how these affect teaching and/or leadership. This course will include discussion of purists versus eclectics in areas such as skills learning, cognitive learning, affective learning and the development of ones own personal learning theory.
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ED 598 - Thesis 3 credits
Student identifies a topic in an area of interest approved by the advisor. A committee appointed by the program chair approves the proposal and outline. An advisor follows the progress of the thesis, which the student must defend and submit in duplicate copy.
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ENG 097 - Academic Eng Lang Prof Reading 4 credits (maximum 8 credits)
Intended for students whose first language is not English. Small group, individualized and/or computer-assisted instruction with emphasis on the comprehension and critical reading of academic texts, improvement of reading speed and flexibility, and especially strengthening of vocabulary skills. Students read, analyze, discuss and paraphrase typical university-level texts in order to prepare themselves to be effective participants in future classes. May be repeated for a maximum of two semesters. Not applicable to degree programs. Offered Fall and Spring semester.
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ENG 095 - Academic Eng Lang Prof Writing 4 credits (maximum 8 credits)
(For ESL students placed at the 95 level on the Heritage University Assessment Test) Focuses on grammar and academic vocabulary needs of nonnative speakers and prepares them to either enter the ENG 099A /ENG 099B sequence or, perferably, test into ENG 101 . Writing assignments and tasks parallel those in the ENG 099A / ENG 099B sequence: the skills needed to compose various types of coherent paragraphs and short essays, including practice in reading, paraphrasing, and summarizing expository essays. May be repeated for a maximum of two semesters. Not applicable to degree programs. Offered Fall and Spring Semester.
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ENG 323 - Advanced Composition: Rhetorical Modes 3 credits
This course develops the students’ ability to write persuasively in different writing situations. Depending on the needs of the students, it covers a range of rhetorical modes and genres such as comparison/contrast, process analysis, narrative, biography/autobiography, journal, review, reflective essay, proposal, report, types of letters, etc. Includes examination of texts written for a variety of audiences and formats along with intensive study of academic vocabulary. Offered TBA. Prerequisite(s): ENG 102 .
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ENG 324 - Advanced Composition: Writing in the Sciences 3 credits
This course develops students’ ability to write persuasively in the forms and genres critical to the sciences. Covers a range of writing tasks such as process analysis, proposal, report, types of letters, resumes, etc. Includes examination of texts written in various formats for the sciences along with intensive study of scientific vocabulary. Offered TBA. Prerequisite(s): ENG 102 .
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ENG 306 - Advanced Play Production 3 credits
Additional study of play production, including directing, costuming and makeup, stagecraft, acting, and theater business practices. The final project will involve the actual production of a theatrical performance. Offered Fall and Spring semesters. Prerequisite(s): ENG 206A or ENG 206B .
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ENG 343 - African American Literature 3 credits
This course will examine oral storytelling, as well as colonial and post-colonial prose, poetry, and drama by African American writers to present day. An emphasis in political, historical, and cultural contributions and challenges will help students understand how this literature has been constructed and reconstructed according to how African Americans view themselves and are understood in today’s literary canon. This course will also seek to analyze trends, values, and layers of multicultural traditions by writers of all genders. Students will be able to expand current literary conversations by contributing their own voice and experiences in order to understand how they identify with underrepresented groups in Western culture. Recommend an undergraduate introduction to literature or advanced literature course and a literary theory course (such as ENG 450) or permission of program chair.
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ENG 543 - African American Literature 2 credits
This course will examine oral storytelling, as well as colonial and post-colonial prose, poetry, and drama, by African American writers to present day. An emphasis on political, historical, and cultural contributions and challenges will help students understand how this literature has been constructed and reconstructed according to how African Americans view themselves and are understood in today’s literary canon. This course will also seek to analyze trends, values, and layers of multicultural traditions by writers of all genders. Students will be able to expand current literary conversations by contributing their own voice and experiences in order to understand how they identify with underrepresented groups in Western culture. Prerequisite(s): Recommend an undergraduate introduction to literature or advanced literature course and a literary theory course (such as / ) or permission of program chair.
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ENG 325W - American Literature I: Origins to Realism 3 credits
Advanced study of American literature from the Pre-Colonial period to the Rise of Realism in the late 19th Century, emphasizing research with primary and secondary sources and teaching the full diversity of American literature. Offered Fall Semester. Matched with . Prerequisite(s): , UG Introduction to Literature or advanced literature course; , or permission of program chair.
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ENG 525 - American Literature I: Origins to Realism 2 credits
The advanced study of American literature from the pre-colonial period to the rise of realism in the late 19th Century, emphasizing research with primary and secondary sources and teaching the full diversity of American literature. Offered Fall Semester. Matched with . Prerequisite(s): Recommended: An undergraduate introduction to literature or advanced litertaure course and a literary theory course (such as / ) or permission of program chair.
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ENG 326W - American Literature II: Modernism to the Present 3 credits
Advanced study of American literature from the Modernist movement in the late 19th Century to the present, emphasizing research with primary and secondary sources and teaching the full diversity of American literature. Offered Spring Semester. Matched with ENG 526 . Prerequisite(s): ENG 102 , Undergraduate Introduction to Literature or advanced literature course; ENG 450 , or permission of program chair.
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ENG 526 - American Literature II: Modernism to the Present 2 credits
The advanced study of American literature from the Modernist movement in the late 19th Century to the present, emphasizing research with primary and secondary sources and teaching the full diversity of American literature. Offered Spring semester. Matched with . Prerequisite(s): Recommended: An undergraduate introduction to literature or advanced litertaure course and a literary theory course (such as / ) or permission of program chair.
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ENG 311 - Applied Drama 1 credit
Participation in the rehearsal and performance of a university drama production. Graded as P/NP. May not be used to meet GUCR’s. Offered Fall and Spring semesters.
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ENG 523A - Applied Linguistics I 2 credits
Survey of phonetics, phonology, morphology, syntax and semantics along with an introduction to the history of English, language acquisition and sociolinguistics. This course waived for students who have taken an undergraduate Introduction to Linguistics course; substitute an ENG course or other approved course. Offered Fall, Spring, and Summer semesters. Cross-listed as .
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ENG 523B - Applied Linguistics II 2 credits
An advanced survey of phonetics, phonology, morphology, syntax and semantics as well as their application to teaching ESL and composition. This class includes further linguistic field research based on study of electronic and print professional journals. Offered Fall, Spring, and Summer semesters. Prerequisite(s): Undergraduate Introduction to Linguistics course or or . Cross-listed as .
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ENG 515 - British Literature 2 credits
An advanced study of British literature, emphasizing research with primary and secondary sources and teaching British literature. Matched with . Offered spring semester. Prerequisite(s): Recommended: An undergraduate introduction to literature or advanced litertaure course and a literary theory course (such as / ) or permission of program chair.
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ENG 315A - British Literature I: Origins to Romanticism 3 credits
Survey of works by representative writers from the major literary periods from the Celtic and Anglo-Saxon periods to 19th century Romanticism. Includes introduction to literary research using electronic and print professional journals. Offered TBA. Prerequisite(s): . Recommended: Lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 315B - British Literature II: Victorian to Present 3 credits
Survey of works by representative writers from the majority literary periods from the 19th century Victorian Era to the present, including Realism, Modernism, and Post-Modernism. Includes introduction to literary research using electronic and print professional journals. Offered TBA. Prerequisite(s): . Recommended: Lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 098 - College Reading 3 credits
Small-group, and/or computer-assisted instruction, with emphasis on the critical reading of academic texts, improvement of reading speed and flexibility, and strengthening of vocabulary skills. Students read, analyze, and paraphrase typical university-level texts in order to prepare themselves to be effective participants in future classes. may be repeated for a maximum of two semesters. Not applicable to degree programs. Offered Fall and Spring semesters.
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ENG 221W - Comparative World Literature 3 credits
Survey of works of lasting appeal in world literature. Introduction to and comparison of literature from various ages, languages, and cultures (Western and non-Western) by writers of major literary and historical significance. Includes introduction to literary research and academic writing about literature. Offered Spring semesters. Prerequisite(s): ENG 101 .
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ENG 199B - Composition Review: Documentation 1 credit
Review of composition skills including developing a thesis, organizing and structuring university essays, handling and synthesizing source materials, with a special emphasis on documentation. Ideal for students who have completed ENG 102 (or transfer equivalent) but need skills review. Advisors should recommend this course for students whose transfer assessment or writing-intensive course results indicate these specific needs. Offered Fall, Spring, and Summer semesters.
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ENG 199A - Composition Review: Grammar & Mechanics 1 credit
Review of composition skills including developing a thesis, organizing and structuring university essays, handling and synthesizing source materials, with a special emphasis on grammar and mechanics. Ideal for students who have completed ENG 102 (or transfer equivalent) but need skills review. Advisors should recommend this course for students whose transfer assessment or writing-intensive course results indicate these specific needs. Offered Fall, Spring, and Summer semesters.
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ENG 352W - Creative Writing 3 credits
A course designed to be individually centered in the student’s choice of genre: prose, fiction and poetry. The course will combine full class participation with workshop activity. Offered Fall semester. Prerequisite(s): ENG 102 .
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ENG 552 - Creative Writing 2 credits
An advanced study of the art of creative writing, emphasizing original work and teaching creative writing. Prerequisite: undergraduate Poetry, Fiction Writing, or Creative Writing course. Matched with ENG 352. Prerequisite(s): An undergraduate Poetry, Fiction Writing, or Creative Writing course.
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ENG 452 - Editing and Desktop Publishing Workshop 3 credits
Theory and practice of producing professional publications in both print and electronic formats (such as the Internet): writing and editing copy; soliciting and selecting manuscripts; working with writers; copyrights; laying out text and graphics for print and electronic media, using desktop publishing programs or by hand; and son on. Course content varies according to the needs of the students enrolled, because students will work both on their own publishing projects and as a member of a team creating a real-world product (such as a web site, a literary magazine or web zine, or a brochure). Offered in Spring semester. Prerequisite(s): or permission of the program chair.
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ENG 555 - Editing Workshop 2 credits
Theory and practice of producing professional publications in print and/or electronic formats (such as the Internet): writing and editing copy; soliciting and selecting manuscripts; working with writers; copyrights; laying out text and graphics for print and electronic media with desktop publishing programs or by hand; and so on. Course content varies according to the needs of the students enrolled because students will work both on their own publishing projects and as a member of a team creating a real-world product (such as a website, a literary magazine or web zine, or a brochure). Offered Spring semester.
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ENG 101 - English Composition I 3 credits
An intensive introduction to critical reading and expository writing as encountered in the academic setting. Includes practice in reading, paraphrasing, summarizing, responding to, and synthesizing academic prose and introduces library and documentation techniques. Emphasizes the use of correct, coherent English prose, orderly development of ideas, and precise exposition through explanations and examples. Offered Fall and Spring semesters. Prerequisite(s): Heritage University Assessment Test or successful completion of ENG 099B or an equivalent course.
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ENG 102 - English Composition II 3 credits
Extensive practice in the skills of academic reading, writing, and research across the disciplines: writing summaries, paraphrases, syntheses, and critiques; critically reading academic prose; using library resources effectively; properly documenting papers using MLA/APA parenthetical reference styles as well as the documentation techniques appropriate to a student’s discipline. Offered Fall and Spring semesters. Prerequisite(s): ENG 101 .
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ENG 354W - English Teaching Techniques 3 credits
Theory and practices of teaching writing, literature, and journalism for secondary teachers. Development of syllabi and lesson plans; lecture, discussion, and small group techniques; designing assessment instruments and evaluating student performance, particularly in writing. Composition theory will be explored as it relates to teaching writing for secondary students, with an emphasis on a wide variety of writing experiences, including preparation for the Washington State Essential Academic Learning Requirements and the MSP (Measure of Student Progress) and HSPE (High School Proficiency Examination) in writing and reading. Offered Spring or Summer semester. Prerequisite(s): or equivalent.
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ENG 560 - English Teaching Techniques 2 credits
Theory and practices of teaching writing, literature, language, and journalism for secondary teachers. Development of syllabi and lesson plans; lecture, discussion, and small group techniques; designing assessment instruments and evaluating student performance, particularly in writing. Composition theory will be introduced as it relates to teaching writing for secondary students, with an emphasis on a wide variety of writing experiences, including preparation for the Washington State Essential Academic Learning Requirements and the MSP (Measure of Student Progress) and HSPE (High School Proficiency Examination) in writing and reading. Offered Spring or Summer semesters.
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ENG 410W - Grant Writing 3 credits
The components of writing a grant proposal, including preparing a needs assessment, identifying goals and objectives, conducting a feasibility study, formulating a program and actions steps, developing an evaluation component, developing a budget, researching potential resources and critiquing proposals. Students participate in writing an actual proposal. Offered Spring semester. Prerequisite(s): ENG 102 .
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ENG 510B - Grant Writing 2 credits
Workshop course which explores the components of writing a grant proposal, including preparing a needs assessment, identifying goals and objectives, conducting a feasibility study, formulating a program and action steps, developing an evaluation component, developing a budget, researching potential resources, and critiquing proposals. Students will work on individual or group grant proposals during the workshop. Matched with ENG 410.
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ENG 541 - Hispanic-Latino/a-Chicano/a Literature 2 credits
Advanced study of Hispanic-Latino/a Chicano/a literature, emphasizing research with primary and secondary sources and teaching those texts. Matched with . Offered fall semester. Prerequisite(s): Recommended: An undergraduate Introduction to Literature or advanced literature course and a literary theory course (such as / ) or permission of program chair.
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ENG 341W - Hispanic-Latino/Chicano/Literature 3 credits
Study of the development of the poetry, drama, and fiction of Mexican-Americans. Includes the literature of the Hispanic Southwest, Mexican-American folklore and the literature of the contemporary Chicano/Chicana movement. Offered Spring semester. Prerequisite(s): ENG 102 and ENG 222 or permission of Program Chair.
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ENG 221HW - Honors World Literature - To 1600 3 credits
Taught in Integrated Studies format with HIS 101H and ENG 101H. Study of world literature from the pre-literate era to the Renaissance. Representative works from a wide range of periods, languages, and cultures (both Western and non-Western) will be considered. Special attention will be given to works with major literary and/or historical significance, emphasizing the relationships between literature/art and historical, socio-economic-political features of the cultures that produced them. Offered Fall semesters.
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ENG 490 - Internship 1-6 credits
Through individually appropriate field experiences, students are given opportunities to apply knowledge gained from coursework and to integrate theory and practice in professional situations. Offered Fall, Spring, and Summer semesters. Prerequisite(s): Permission of Program Chair.
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ENG 330 - Introduction to Language Studies 3 credits
A broad interdisciplinary survey of language emphasizing the practical applications of language theory. Because this course is intended to provide a foundation for further studies, subjects explored will include the nature of language and its role in society; the fundamentals of phonology, morphology, and syntax; and the application of those concepts to issues in education, sociology, and other fields. Includes introduction to linguistic field research and linguistic research using electronic and print professional journals. Offered fall and spring or summer semesters. Prerequisite(s): ENG 101 .
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ENG 345 - J.R.R. Tolkien 2-3 credits
Detailed study of the works of J.R.R. Tolkien, with particular emphasis on The Hobbit, The Lord of the Rings, The Simarillion, and Tolkien’s critical writings. Examination of genre considerations, including the origins of the world-building model of contemporary fantasy fiction and comparison of written and cinematic versions. Biographical, historical, formalist, feminist, ecocriticial, and other approaches will also be explored by students enrolled for 2 credits and students enrolled for 3 credits will practice teaching Tolkien at the secondary level. Recommended: An undergraduate Introduction to Literature or advanced literature course or permission of program chair. Offered Fall, Spring, and Summer.
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ENG 545 - J.R.R. Tolkien 2 credits
Detailed study of the works of J.R.R. Tolkien, with particular emphasis on The Hobbit, The Lord of the Rings, The Simarillion, and Tolkien’s critical writings. Examination of genre considerations, including the origins of the world-building model of contemporary fantasy fiction and comparison of written and cinematic versions. Biographical, historical, formalist, feminist, ecocritical, and other approaches will also be explored, and students will practice teaching Tolkien at the secondary or post-secondary levels. Offered Fall, Spring, and Summer. Prerequisite(s): Recommended: An undergraduate Introduction to Literature or advanced literature course and a literary theory course (such as / ) or permission of program chair.
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Eng 307 - Language Acquisition
Exploration of current approaches, processes, and materials used to promote first and second language acquisition. Introduction of interrelationship of psychological, social, cultural, and educational factors influencing learning and language fluency.
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ENG 507 - Language Acquisition 2 credits
Exploration of current approaches, processes, and materials used to promote first and second language acquisition. Introduction of relationships among psychological, social, cultural, and educational factors influencing learning and language fluency. Particular emphasis on generative models of syntax: analysis of important syntactic structures of English, exploration of the acquisition and internalization of those structures in first and second language learners through field observations of L1 and L2 English Language Learners and hands-on experience of teaching methods (such as sentence combining) based on those conclusions. Offered Spring semester. Prerequisite(s): or or other introductory linguistics course.
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ENG 435W - Language, Culture, & Society 3 credits
Study of sociolinguistic interrelationships among language, culture and socio-economic-political factors in societies; social processes of language change; semantics and world view; sociolinguistic issues in modern society. Offered Spring semester. Prerequisite(s): ENG 330 .
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ENG 450 - Literary Theory 3 credits
Survey of approaches to literature, including biographical, historical, structural, socio-political, phenomenological, etc., and their application to teaching literature. Students will also be introduced to electronic and print journals and their use in the study of literature. Offered Summer semester. Prerequisite(s): or advanced literature course.
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ENG 550 - Literary Theory 2 credits
A survey of approaches to literature, including biographical, historical, structural, socio-political, phenomenological, etc., and their application to teaching literature. Students will also be introduced to electronic and print journals and their use in the study of literature. Matched with . Offered Summer semester. Prerequisite(s): An undergraduate Introduction to Literature or advanced literature course.
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ENG 340W - Literature by Women 3 credits
Study of selected short stories, poetry and novels by women writers both classical and modern. Special attention will be given to women writers’ problems and opportunities. Offered Fall semester. Prerequisite(s): ENG 102 or permission of Program Chair.
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ENG 540 - Literature by Women 2 credits
Advanced study of literature by women, emphasizing research with primary and secondary sources and teaching texts by women. Matched with . Prerequisite(s): Recommended: An undergraduate Introduction to Literature or advanced literature course and a literary theory course (such as / ) or permission of program chair.
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ENG 360A - Literature for Children 3 credits
Study of literature for elementary level emphasizing appropriate content, style and suitability for various ages of children. Extensive reading and sharing of children’s literature required. Offered Spring semester.
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ENG 360B - Literature for Young Adults 3 credits
Study of literature on the secondary level emphasizing appropriate content, style, and suitability for young adults. Extensive reading and sharing of young adult literature required. Offered Spring semesters.
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ENG 430 - Modern Grammar 3 credits
Intensive study of modern descriptive grammar with emphasis on functional analysis. Stresses analysis of actual texts written by both experienced and inexperienced writers. Discussion of how knowledge of the development of “mature” writing styles may be used in the classroom and in the evaluation of student writing. Offered Fall semester. Prerequisite(s): or Heritage University test of traditional grammar; or permission of the program chair.
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