QUESTION: EducationB1

The Department of Accounting offers a Master of Professional Accountancy degree.   We help our students enter the public accounting profession by developing the entry-level knowledge and skills expected by the profession in the areas of auditing and attestation, financial accounting and reporting, regulation, business environment and concepts, and writing.  The revised curriculum focuses on the entry-level knowledge and skills expected by the CPA profession.  Specific courses cover content assesses by the Uniform CPA Examination.  

The Department of Accounting offers a B.S. in Accounting degree. We help our students learn foundation knowledge and skills in accounting and business that will aid them in private, government, or non-profit careers or prepare them for additional education for public accounting careers.  The major requires 5 upper-division courses providing depth of accounting knowledge in the basic areas of financial accounting, auditing, cost accounting, and taxation.  Our program also requires a core of business courses that provide students with breadth of understanding of busines processes.  Most courses require admission to the major.  Courses requiring prerequisite knowledge have stated prerequisite courses.

     · BSc 75 credits, with upper division coursework in five subfields of anthropology (ethnography, ethnology, linguistic anthropology, archaeology, biological anthropology); includes coursework in methods in three or more subfields of anthropology (could include internships or field schools); capstone courses in history and theory of anthropology and senior comprehensive survey of the entire discipline; one course in statistics.  (This major does not require a foreign language.)

     · BA 61 credits, with upper division coursework in at least three subfields of anthropology (student chooses from ethnography, ethnology, linguistic anthropology, archaeology, biological anthropology); includes course work in methods in the subfield of the student’s choice (could include internships or field schools); capstone course senior colloquium. (The B.A. degree also requires one year of foreign language.)

     · Bridge 45 credits, intended to link to a major in a closely aligned field (such as history, psychology, biology)

     · Minor 25-26 credits – at least three courses in the introductory sequence and 10 credits of related elective courses.

     · Museum Studies Minor 30 credits, with upper division coursework in museum curation, exhibit design, and internship (12 credits), plus 10 credits internship and 8 credits elective courses.

     · Primate Behavior and Ecology Program, 69-74 credits. The Primate Behavior and Ecology program provides students with interdisciplinary perspectives on the relationships between non-human primates and the environment in both captive and free-range settings. Specific course requirements in Anthropology, Psychology, Biology, and Primate Studies give students a solid academic background, which is enriched by opportunities for field work, research, and husbandry training.

[Department course listings, book orders and syllabi may be the best evidence of our department’s continuous development as a community of scholar educators.  Through our informal interactions and certainly through the annual performance review process, we are made aware of our colleagues’ innovations and discoveries and are thus inspired to seek fuller knowledge and broader understanding of art, art theory, strategy and teaching practices.]

Students select one of five technical specializations leading to a Bachelor of Science degree in Flight Technology. The curriculum is designed to provide a solid foundation in the liberal arts as well as a thorough education and training in a technical discipline.  The three specializations that require flight training and FAA-certification are:

1. Flight Officer (FO), 89 credits.  Completion of this specialization assists students to prepare for professional pilot positions within the airline industry.  A minor is also required.  The following FAA certificates and ratings are required for graduation: Private Pilot Certificate, Instrument Rating, Commercial Pilot Certificate, Certified Flight Instructor, and Multiengine Rating.

2. Aircraft Systems Management (ASM-Airway Science), 123 credits.  Completion of this specialization assists students to prepare for professional pilot positions within the airline industry and has a greater emphasis on management.  Since this specialization requires additional management, math (calculus) and physics courses, as well as an additional pilot rating—the Certified Flight Instructor-Instrument (CFII)—a minor is not required.

3. Commercial Pilot (CP), 83 credits.  Completion of this specialization assists students to prepare for commercial aviation employment opportunities.  A minor is required of students graduating with this specialization. The following certificates and ratings are required for graduation: Private Pilot Certificate, Instrument Rating, and Commercial Pilot Certificate.

Approximately one quarter of the class work for the above specializations are FAA-approved ground school courses (specific to pilot certification) and are taught under the more stringent standards of Part 141 of the FAA regulations.  All flight training is provided by Central Washington Universitys approved flight training provider at Bowers Field in Ellensburg, Washington, and is conducted under FAA Part 141 rules.  In addition to these FAA-designated Part 141 ground schools, course work includes classes in meteorology, aircraft systems, physiology and survival, human factors, aviation history, aerodynamics, safety management, and for the FO and ASM specializations, advanced navigation, air transportation and air carrier operations.  Additional classes are offered in aviation law, aviation and airport management, and national airspace.  Students enrolled in the FO or ASM specializations also complete multiengine and turboprop training in advanced FTDs (simulators), and may qualify for approved airline internships with Horizon Air and Alaska Airlines, and after graduation, the Direct Hire program with Horizon Air. 

The two management specializations that do not require flight training are:

1. Aviation Management (AM), 101 credits. Completion of this specialization assists students to prepare for a variety of administrative and management positions within the aviation industry. This specialization utilizes an interdisciplinary curriculum with courses from the Business, Information Technology & Administrative Management, Economics, Communication and Political Science departments.

2. Aviation Maintenance Management (AMM-Airway Science), 124 credits. Completion of this specialization assists students to prepare for administrative or management positions within the aircraft maintenance field at FBOs, maintenance/repair/overhaul (MRO) facilities and regional or major airlines.  This specialization entails in depth coverage of both theoretical and practical applications.  Students enrolling in this specialization must already posses an Airframe and Powerplant Certificate from a Federal Aviation Administration approved Part 147 school.  Students are awarded 45 credits toward their B.S. degree for this certificate.

  The Airway Science specializations (ASM & AMM) are designed to prepare graduates for entry level positions within the aviation industry or the Federal Aviation Administration. These specializations offer a curriculum based upon a strong foundation in the liberal arts in addition to technical competence. The curriculum is disciplined and structured to educate the future technical managers of government and the aviation industry. 

The B.A. degree is designed to develop breadth in the sciences generally. Students completing the Bachelor of Arts major will find that their strong general background will allow them flexibility career choices. The Bachelor of Arts degree meets the requirements for admission to most graduate schools and medical schools. The B.S. major offers the opportunity to specialize in a field of biology or work toward becoming a high school biology teacher. The degree can be designed to prepare the student for immediate entrance into a chosen profession or for preparation for graduate work. The specific program is to be designed by the student and the appropriate departmental advisor, and must be submitted for approval to the Department of Biological Sciences at least one academic year preceding graduation. We have offered several specializations for Biology majors pursuing a B. S. degree, including General Biology, Environmental Public Health Biology, Ecology, Medical Technology, Microbiology, and Plant Sciences. We are currently working toward consolidating these into three fields of emphasis within biology: cellular and molecular biology, organismal biology, and ecology. 

We also offer a Biology teaching major, which satisfies the Primary endorsement for Biology.  Students taking this major are required to complete the professional education program requirements offered through the Curriculum and Supervision Department. Minors in Biology: Teaching Elementary and Biology: Teaching Secondary are available for students seeking a supporting endorsement in Biology. The department oversees Allied Health Sciences, which advises students in preprofessional programs such as pre-medicine, pre-dentistry, pre-veterinary, and pre-physical therapy. 

The Chemistry Department offers four undergraduate degree programs: B.A. in Chemistry, B.A. in Chemistry Teaching, B.S. in Chemistry and a B.S. in Chemistry with Biochemistry specialization.  These broad-based chemistry degree programs are designed to effectively generate well-prepared, self-sufficient learners, teachers and problem solvers that are successful in pursuing graduate degrees as well as securing employment in the various fields of chemistry.  The department also offers two minors: Chemistry and Chemistry Teaching.  

Students completing any of the four undergraduate chemistry major programs will:

     ·Know the standard technical information and be able to perform experimental techniques of general, organic, analytical and physical chemistry. 
     
     ·Be able to speak and write clearly in the language and style of the discipline. 

     ·Demonstrate quantitative problem-solving skills. This includes having a firm foundation in the fundamentals and applications of the necessary mathematics, physics and statistics as it applies to experimental design and data analysis. 

     ·Be able to use computers and discipline specific software. 

     ·Be able to retrieve and critically analyze chemical literature. 

     ·Be aware of current health and safety protocols that are an integral part of the discipline. 

     ·Be able to work effectively in group situations.

The field of chemistry is highly structured academically. All programs build on fundamental knowledge through a year-long general chemistry core course sequence followed by two or three quarters (depending on program) of organic chemistry.  All programs require one year of general physics and one year of calculus as supporting knowledge integral to upper division chemistry courses. The differences in the programs are how many upper division chemistry courses are required.

BS: Chemistry
The Bachelor of Science major is designed for students who plan a career in chemistry or related fields. The program prepares students for further study in graduate programs, or to enter the workplace directly.  The B.S. degree is certified by the American Chemical Society if the nine department-approved electives come from a designated set of upper-division courses within chemistry. Students are exposed to all major subdisciplines within chemistry.  Most courses consist of year long sequences that build on one another.

BS: Chemistry, Biochemistry Specialization
This specialization is designed for students who plan a career in biochemistry or a related health science area such as medicine or dentistry. Majors may pursue further graduate studies, a career in biotechnology or a related industry.  The program is designed to give students a solid foundation in chemistry and molecular biology.  The chemistry and biology departments work closely to ensure course sequences that build on foundational knowledge.  For example, the general biology course for majors requires courses in chemistry.

BA: Chemistry
The Bachelor of Arts major is designed to provide breadth, with an emphasis on chemistry, that provides maximum flexibility in career choices. For example, students with this major may pursue careers in the health sciences, industry, environmental sciences and other related areas.  Courses taken early in the program (first two years) are year long sequences to prepare students to select from lists of upper division electives that support their learning goals.

BA: Chemistry Teaching
This major satisfies the criteria for an endorsement in chemistry. This major qualifies students to teach chemistry at the high school, middle or junior high levels. Students are encouraged to consider working toward endorsement in a second area, such as biology, general science, earth science, physics, or mathematics. Students taking this major are required to complete the professional education program requirements offered through the education department. Course breadth and depth are aligned with State competencies for chemistry teachers.

Leading up to the 2008-2009 Program Review, the department spent three years in examining and revising its curriculum.  It established new Student Learning Outcomes for the three majors, and worked to develop more coherence within each major.  The department decided to reduce the number of required courses, so that students can have electives to better tailor their individual education for their own goals.

We also decided to embed a study abroad experience in Communication Studies to emphasize our commitment to multicultural/intercultural education.

We have build up the convergent media track within journalism to serve not only journalism majors, but also across the curriculum.

We created specialized courses in Public Relations, something students have frequently requested.  We also increased the commitment to public speaking skills.

We revamped our advertising minor which had languished for several years since our partner department pulled out.  We created a new interdisciplinary minor NonProfit Organization Administration.

January, 2008
Once a decade, computer professionals from business, industry, and education get together and analyze the needs and trends in computer education.  The most recent curriculum review was published with the title Curriculum 2001.  The department carried out a total curriculum review in 2000 based on advanced releases of the document.  The review was completed with just after Curriculum 2001 was issued and the new curriculum was published for students beginning in the 2002 academic year.  The organization of the computer science undergraduate program was one of the major results of this review.  Under the revised curriculum each is requiredstudent to take a set of specified core courses and to work out a focus area with the guidance of an advisor.  

Coherence

This process along with our annual review has created a curriculum that encorporates the recognized basis for computer science students augmented with both traditional focus areas and those that are developing in our rapidly evolving discipline.  In essence by adopting the curriculum to match the basics of Curriculum 2001 we ensure that our students have meet professional and industry recognized standards.  By providing both traditional and evolving focus areas the curriculum responds to the regional and national needs of the computing industry.

Breadth

In our program review document, we summarized how the core courses in current, updated curriculum match recommendations the CS Body of Knowledge recommendations found in Curriculum 2001.  Note that the core courses required of all majors in the computer science program cover almost 88% of the CS Body of Knowledge identified by Curriculum 2001.   Further, when one includes popular elective courses (Networking and Data Communications, Graphics I, Parallel Processing, and Artificial Intelligence, coverage of the CS Body of Knowledge is over 98%.

Depth

As noted above, the curriculum provides both traditional and evolving focus areas which respond to the regional and national needs of the computing industry.  We believe that advising is the key to success here.  Pre-major and early entry-to-major students meet with the department faculty to discuss various focus areas the student might persue.  Major students then meet each term with an advisor who has a specialty in the desired focus area of each student.  One purpise of this advising is to ensure that the choice of elective courses truely provides depth of study in the chosen focus area.

Effective Sequencing of Courses

For the Computer Science Department, effective sequencing begins with the fact that our curriculum encorporates the recognized basis for computer science education.  Our annual review takes us through the curriculum as taught on a regular basis, ensuring that we remain focused on the appropriate content of our courses while allowing for the introduction of advances as necessary.  From the student point of view, regular advising guarentees students sequence coureses properly while still creating schedules that lead to timely graduation.

Synthesis of Student Learning

Perhaps the primary tool used by the department is the two-term senior capstone course required of all majors.  In this course, students, working in project teams, develop a real project solicited from members of the university and the community in general.  The projects require a deomnstration fo skills aquired over their academic career.  Students must produce industry standard documents and make regular status presentatons through out the courses.  These artifacts provide a principle review component for our annual assessment of the program.  

A second major demonstration of the synthesis of student learning is through the active undergraduate research program the department has.  Students regularly participate in SOURCE and regional, national, and even international conferences.

Curricula reflect current needs and developments in business and promote an understanding of theory and its practical application. Education at a high level of quality derives from concern for students at the individual level, and personalized, innovative instruction supported by appropriate learning technologies.

  In addition to emphasizing economic theory in classroom lectures, DOE faculty members regularly provide practical illustrations of theoretical techniques. 
Several examples may help illustrate this point: 

   • Faculty members routinely bring examples of contemporary economic problems into the classroom that illustrate the relevance of theory to the real world. 

   • Case studies are used in many economics classes. 

   • Students are encouraged to participate in internship programs with government agencies, financial institutions, public utilities, hospitals, and so on. 

   • Microcomputers have been integrated into the curriculum. 

   • An economics research methods course is available for our students. This course is designed to familiarize them with a systematic approach for utilizing economic principles and quantitative techniques as a frame of reference in conceptualizing, designing, and carrying out analyses of problems. 

   • The DOE has internationalized its curriculum by including international topics throughout the material taught in the principles of macroeconomics and microeconomics courses. Upper level economics courses with international themes are part of the curriculum. DOE majors have participated in foreign exchange programs with universities in the Pacific Rim countries and Europe. Foreign students interact with American students on a regular basis in economics courses. 

The Department of Education offers a Bachelor of Arts in Education. Three majors (Early Childhood Education, Elementary Education, and Special Education) and five minors (Bilingual Education/Teaching ESL, Early Childhood Education, Reading, Teaching ESL, and Special Education)are located within this bachelor degree. Central Washington University is recognized by the state as being an endorsement granting institution. Consequently, the curriculum for each of the majors and minors are designed along two fronts: quality research and standards recognized by professional organizations and the competencies required by the State of Washington. 

Each specific program, led by their respective coordinators, conducted a review of their courses in alignment with state and professional standards. This led to course and program changes. The synthesis of student learning is explored throughout the programs with the use of electronic data. All education students submit artifacts to be evaluated that are representative of the required knowledge and skills. These abilities are examined in "real-life" situations during student teaching and practicum experiences.

There are five masters degrees offered by the Department of Education: Master Teacher, School Administration, Instructional Leadership, Reading Specialist, and Special Education. Each of these programs have established their courses of study based on current academic research and professional organization standards. 

The department offers two undergraduate majors, one in English Language and Literature and one English/Language Arts Teaching. In addition, we offer a Writing Specialization.  Requirements for all programs are outcomes-based. Program outcomes are organized into seven areas of competence or “strands,” and multiple courses satisfy the outcomes for each strand. The Major/Minor Handbook is distributed in an introductory course, English 303: Principles of English Studies, and students self-monitor their progress toward completion of the outcomes in that handbook. The culminating experience for all three major programs has been the Senior Colloquium, ENG 489, in which students participate in a peer revision process to compile a portfolio of writings which illustrate their competence in the program strands. Our recently revised program for English/Language Arts teaching culminates in ENG 488, a separate portfolio colloquium in which students complete an e-portfolio using LiveText software.

The English Major is designed to promote intellectual and critical engagement, an aptitude for delight through aesthetic awareness, a facility with various forms of written expression, and an appreciation of the diversity and universality of human experience. Those ends are achieved by developing a knowledge of literary traditions and forms, by practicing ways of reading that engage us with literary experiences through various perspectives, and by practicing forms of expression that both reflect literary understanding and that build an appreciation of the art and craft of writing. 

Critical thinking skills are thus nurtured in the rich environment of the literary imagination as students identify and analyze interpretive problems, articulate and explore the basis of their responses, position themselves in critical dialogues on questions at issue, identify assumptions and evidence, consider historical, cultural, and social contexts, and draw implications and conclusions in an atmosphere of shared discourse. In pursuit of literary and aesthetic competence, students will practice these tools and techniques of literary study as they read closely the works of great writers, acquire knowledge of literary traditions, read and compose using the conventions of various genres, explore community and cultural connections and disconnections, and analyze linguistic elements and functions. Through these lenses, readers and writers develop sensitivity to the possibilities of language, an awareness of the ways meaning is shared imaginatively, emotionally and intellectually; and an aptitude for continuing their explorations of meaning beyond their college experience and throughout their lives.

The curriculum for every FCS program has been designed to align the programs with their national professional standards.  Every FCS program has identified student learning outcomes and has assessed student learning.  In areas where student learning has been deficient, faculty are making curriculum modifications to enhance student success.
FCS Education
Coherence.  The design of our major reflects an integrated set of set of learning outcomes.  The coherence of our curriculum is addressed in department meetings, retreats, and planning sessions.  Through our departmental approval process, all faculty members have an opportunity to influence program development.  We stress a consistent set of syllabus elements within the department.  
Breadth.  Our core course requirements represent all the major subfields of Family and Consumer Sciences.
Depth.  All major subfields of Family and Consumer Sciences are introduced in the required core courses of our major.
Logical Sequencing.  Our course prerequisites direct students into a desirable sequence of courses.  The online registration system recently has started enforcing these prerequisites.  Our academic advisors direct students into logical sequences of courses.
Synthesis of Learning.  All senior majors take a capstone seminar course in their last quarter.  The course brings together their undergraduate major through a portfolio review.  Internships and service learning in applied settings are encouraged.

Family Studies
Coherence.  The design of our major reflects an integrated set of student learning outcomes.
The coherence of our curriculum is addressed in department meetings, retreats, and planning sessions.  Through our departmental approval process, all faculty members have an opportunity to influence program development.  We stress a consistent set of syllabus elements within the program.
Breadth.  Our major and minor core course requirements represent all the major subfields and research skills of family studies.
Depth.  All major subfields of Family Studies are introduced in the required core courses of our major.  Elective courses permit greater depth of study in areas of student interest.
Logical Sequencing.  Our course prerequisites direct students into a desirable sequence of courses.  The online registration system recently has started enforcing these prerequisites.
Synthesis of Learning.  All senior majors take a capstone seminar course in their last quarter.  The course brings together their undergraduate major through a portfolio review.  Student-faculty research is presented to regional and national professional meetings and at Central Washington University’s annual Symposium on university Research an Creative Expression (SOURCE).

Fashion Merchandising
Coherence.  The design of our major reflects an integrated set of student learning outcomes.
The coherence of our curriculum is addressed in department meetings, retreats, and planning sessions.  Through our departmental approval process, all faculty members have an opportunity to influence program development.  We stress a consistent set of syllabus elements within the program. 
Breadth.  Our major and minor core course requirements represent all the major subfields and research skills of fashion merchandising.  Elective courses represent common specialty areas.
Depth.  All major subfields of Fashion Merchandising are introduced in the required core courses of our major.  Directed research and special topics classes encourage reading and data gathering in areas of mutual student-faculty interest.
Logical Sequencing.  Our course prerequisites direct students into a desirable sequence of courses. The online registration system recently has started enforcing these prerequisites.  Our academic advisors direct students into logical sequences of courses.
Synthesis of Learning.  All senior majors must complete an internship in their last year.  The course brings together their undergraduate major through the application of knowledge in a field based experience.

Recreation & Tourism
Coherence.  The design of our major reflects an integrated set of student learning outcomes.
The coherence of our curriculum is addressed in department meetings, retreats, and planning sessions.  Through our departmental approval process, all faculty members have an opportunity to influence program development.
Breadth.  Our major and minor core course requirements represent all the major subfields and research skills of Recreation and Tourism.  Elective courses represent common specialty areas.
Depth.  All major subfields of Recreation and Tourism are introduced in the required core courses of our major.  Elective courses permit greater depth of study in areas of student interest.
Directed research and special topics classes encourage reading and data gathering in areas of mutual student-faculty interest.
Logical Sequencing.  Our course prerequisites direct students into a desirable sequence of courses.  The online registration system recently has started enforcing these prerequisites.
Our academic advisors direct students into logical sequences of courses.
Synthesis of Learning.  All majors must complete an internship.  The course brings together their undergraduate major through the application of knowledge in a field based experience.  Student-faculty research is presented to regional or national professional meetings and at Central Washington University’s annual Symposium on university Research and Creative Expression (SOURCE).

Interior Design
Coherence.  The design of our major reflects an integrated set of student learning outcomes.
The coherence of our curriculum is addressed in department meetings, retreats, and planning sessions.  Through our departmental approval process, all faculty members have an opportunity to influence program development.  We stress a consistent set of syllabus elements within the program.
Breadth.  Our major and minor core courses represent all the major subfields and research skills of interior design.
Depth.  All major subfields of Interior Design are introduced in the core courses of our major.  Elective courses permit greater depth of study in areas of student interest.  Directed research and special topics classes encourage reading and data gathering in areas of mutual student-faculty interest.
Logical Sequencing.  Our course prerequisites direct students into a desirable sequence of courses.  The online registration system recently has started enforcing these prerequisites.  Our academic advisors direct students into logical sequences of courses.
Synthesis of Learning.  All majors take a capstone studio course in their last quarter.  The course brings together their undergraduate major through a portfolio review.  Internships and service learning in applied settings are encouraged.

The Department of FIN&OSC offers a BS in Business Administration with specializations in Finance, General Business and Operations and Supply Chair.  The Department also offers a Supply Chain Management Certificate Program.
Ozden is the Director of the Supply Chain Institute and the Supply Chain Management Certificate program. 

Course offerings provide: 
(1) an introduction to the nature of the language as a facet of culture; 
(2) an acquaintance with the literature and culture of the aforementioned languages; and 
(3) proficiency in speaking, comprehension, [reading] and writing. 

We take pride in being able to offer an unusually wide array of geography courses that seem to interest a broad spectrum of the campus community.  We have responded to the needs of students in other majors by fulfilling needed electives within those majors and by regularly offering courses that help students reach their career goals.  Of particular interest is our new GIS Certificate program, which is open to students from any major on campus.  

The Geography major is currently a Bachelor of Arts degree with either a 45-credit or a 60-credit option.  We currently have approximately 65 student majors in these programs.  Additionally, the department plays a significant role in the Public Policy major as well as the Environmental Studies, Energy Studies, Asian-Pacific Studies, American Indian Studies, and the Latin American Studies minor programs.  

UPDATED JULY 2008
The Geological Sciences department offers four undergraduate majors (B.S. in Geology, B.A. in Geology, B.S. in Environmental Geological Sciences, and B.A. in Earth Science) as well as one undergraduate minor (Earth Science). In general, the Geological Sciences majors each consist of: 1) core geoscience courses; 2) upper-level elective courses; and 3) allied science (Physics, Chemistry, Biology, Mathematics) requirements. In the case of the Earth Science major, which is intended for future secondary school teachers, the allied science requirements are minimal and students are expected to complete the Education requirements for a teaching certification.  

Coherence of each program is achieved through careful attention to sequencing of classes that build content knowledge as well as skill level. From 100-level to 400-level classes, undergraduates are expected to develop broader and more in-depth content understanding as well as more refined communication, quantitative and analytical skills. Synthesis of student learning is addressed in all classes, but is most effective in 400-level undergraduate classes in which students are required to produce research projects and/or papers. An excellent example of a synthesis class is GEOL 489, which is the department field methods class.  Students spend 6 weeks on-site in different geologic field areas.  Exercises and projects require them to integrate knowledge and skills from a number of different classes including Rocks and Minerals, Stratigraphy, and Structural Geology.  

At the M.S. level (M.S. Geology), coherence is provided by a series of 500-level classes that help students develop skills to engage in independent research.  Reading and oral and written communication skills are emphasized, as are techniques for developing and executing an M.S. level research project. Depth and breadth are addressed through elective classes that the students are required to complete. Thesis research, which is a major component of the degree, also strengthens content knowledge. Synthesis of student learning is directly addressed through the production of the thesis.  Students are required to place their research in context with broader geologic issues, address methods and uncertainties of data collection, and collection and interpretation of data.

Bachelor of Arts:  History Major (58-60 credits):  The Department of History requires majors to develop familiarity in the areas of American History, European History, and Non-Western History.  The coherence of this major resides in its requirement that students receive a breadth of knowledge about the history of the US and World Civilization.  The department expects students to complete these survey courses either before or shortly after declaring history as a major.  Newly declared majors receive initiation into the discipline with a course that emphasizes the skills of communication, interpretation, research and critical analysis (HIST 302, Introduction to History).  Students then deepen their understanding of both US and world history in a variety of upper-division courses related to specific eras and geographical areas.  In the history major, the department’s courses emphasize interrelationships among regions as well as the skills of communication, chronology, signification, interpretation and critical analysis.  The department assesses the students’ understanding of the historical discipline in a senior seminar requiring the completion of a research paper (HIST 481, Understanding History).

Future teachers of Social Studies take His 421, a methods course, and Pacific Northwest History, a state requirement that the History Department provides.

The Graduate Program effects a breadth of knowledge in courses on US, European and World History but requires a synthesis of knowledge in the final MA thesis, project, or exams.

Construction management is accredited by the American Council for Construction Education (ACCE).  This curriculum incorporates four years of progressive sequencing, learning and synthesis.  This is met through building classes on a progressive knowledge basis and a continual reemphasizing of key skill sets.  
The Electronic Engineering Technology and Mechanical Engineering Technology programs are accredited by ABET.  These curriculums incorporate progressive sequencing of classes, learning and synthesis.  This is met through building classes on a progressive knowledge basis, a continual reemphasizing of key skill sets, and final culminating senior project.  

The Industrial Technology program is based on a core set of expected learner outcomes that are acquired through a series of core course requirements.  Further specialization is provided by advisement. 
The Technology Education program is a broad technology program where students learn the art of teaching through the Education department and the technical skills through the Industrial and Engineering Technology department.  Students have a capstone course to ensure the synthesis of the technical and educational learner outcomes. 

The Safety and Health Management program is preparing for accreditation by ABET.  This curriculum incorporates four years of progressive sequencing, learning and synthesis.  This is met through building classes on a progressive knowledge basis and a continual reemphasizing of key skill sets.  

The overriding criteria regarding a curriculum decision is:  “Where are we in relationship to emerging technology and preparing our students to be successful in this ever-changing area?”

Faculty compile materials from a wide variety of sources including professional organizations; other peer university programs; industry standards; and data collected from students, interns and supervisors, employers, and industry experts.

The department faculty work collectively to update curriculum.  Several faculty members with similar areas of expertise, such as networking or retail management and technology, are primarily responsible for keeping up to date and proposing curriculum revisions in their expertise area.  However, the faculty as a whole review proposed revisions as each specialty area overlaps, to some degree, all other specialty areas.

The curriculum is designed to give students a foundation in law and justice, and a broadly based education in the liberal arts tradition, and not a police or corrections training experience. This major primarily focuses on the disciplines of criminal justice and legal studies, as well as political science, psychology, and sociology as electives. The core courses are designed to provide an infrastructure in law and justice. Approved elective courses provide opportunity for the students to develop a broad perspective on social and legal issues. 

BSBA Major

Knowledge-based Outcomes

a)Foundation Knowledge
Accounting, behavioral science, economics, and mathematics and statistics form the foundation of our students’ business knowledge.  CWU students are required to take several of these courses as part of their General Education requirements, and courses within all of these areas are required of our business administration majors.  Table 2 summarizes our students’ coverage of the foundations areas.

The foundation knowledge areas are described briefly below. 

Foundation Knowledge in Accounting.  Business administration majors are required to take two accounting courses:  ACCT 251 (Accounting I) and ACCT 252 (Accounting II).  

Foundation Knowledge in Behavioral Science.  The university-wide breadth requirements contain a social and behavioral sciences component, and students are required to take at least one course in the human adaptations and behavior category.  This requirement provides all CWU students with exposure to behavioral science.  In addition, all students pursuing the business administration major must complete MGT 380 (Organizational Management) and MKT 360 (Principles of Marketing), where students are introduced to various aspects to the human behavior.  

Foundation Knowledge in Economics.  All CB students are required to take two courses in economics:  ECON 201 (Principles of Economics Micro) and ECON 202 (Principles of Economics Macro).  These provide a firm foundation for our majors to understand economic issues, a critical component for understanding business.

Foundation Knowledge in Mathematics and Statistics.  All students within the university must complete the general education requirements that include: one five credit math class and a second math class may be used to fulfill another basic skills requirement.   Additionally, all CB majors have preadmission requirements that include BUS 221 (Introductory Business Statistics) and Math 153 (Pre-Calculus Mathematics) or higher.

b)Business Administration Key Perspectives
Table 3 lists the set of core courses for the BSBA, and the extent to which each of the key perspectives are covered in the curricula.  The symbol ++ indicates a key perspective receives significant coverage in a class, such as a key portion of a chapter or a key idea that is presented multiple times throughout the course.  The symbol + indicates a key perspective is definitely addressed in the course, but does not receive recurring attention.  A blank space indicates the key perspective either is addressed only briefly or not at all in that that particular course.

Undergraduate Programs:

BS Mathematics: The Bachelor of Science degree is the perfect major for those planning on a career in business, industry, or continuing on to graduate school. The curriculum for this program is based on the Mathematical Association of America Committee on Undergraduate Mathematics Programs Curriculum Guideline.

BS Actuarial Science Specialization: Our department offers a variety of courses and seminars to prepare prospective actuaries for examinations given jointly by the Society of Actuaries and the Casualty Actuarial Society.  Specialized courses in probability, mathematical statistics, stochastic processes, loss models, life contingencies, and the theory of interest have helped our program earn an enviable reputation for producing well-trained graduates.  

B.A. Mathematics: Teaching Secondary Major: Central Washington University has an excellent reputation and a solid heritage as a teaching institution.  This major prepares students to teach secondary level mathematics and satisfies the endorsement for Mathematics. This program is guided by standards set by the National Council of Mathematics Teachers and the National Council for Accreditation of Teacher Education.

Middle Level Math/Science Teaching Minor: This minor is designed for students who wish to teach science and/or mathematics at the middle level (grades 5-8).  Completion of this minor provides a Middle Level Math/Science endorsement.  The coursework provides experiences in mathematics and science content and pedagogy including field experience.  This program is guided by standards set by the National Council of Mathematics Teachers and the National Council for Accreditation of Teacher Education.

Certification Programs:

Students who have a BA or BS can enroll in the following teacher certification and a secondary mathematics endorsement programs.  The CWU Mathematics Department has two certification programs: 1) An open enrollment program on Ellensburg Campus and 2) A cohort program at CWU Lynnwood called Career Switcher.    Students seeking enrollment for either of these programs must meet the admission requirements for the Mathematics Education Program and Teacher Education Program (TEP).  The curriculum for both programs is the Teaching Secondary Mathematics Minor.  To complete both programs students must meet all the requirements of the Teaching Secondary Mathematics Program (Complete all mathematics courses with a C or better, complete all courses in the TEP, have a 3.0 GPA in the last 45 credits, complete the Mathematics Education Electronic Portfolio, and pass the West-E exam).

Graduate Programs:

Masters of Arts for Teachers (MAT): This program has been structured mainly for junior and senior high school mathematics teachers.  It also may prepare a student for community college teaching and for advanced study in mathematics education.  Sequencing of the required coursework is minimal and makes it possible in most cases to complete all the requirements for the degree in three consecutive summer sessions. This program is guided by standards set forth by the National Council of Teachers of Mathematics.

· Accrediting influence on curricula:  

Since degree curricula are strongly influenced by guidelines established by the accrediting organization, the core courses of the majors are defined by those guidelines.  When those guidelines change, curricula are altered to reflect that change.  An example of this is the recent revision of the core courses in music history.  NASM now requires that all music degree curricula include a course in World Music; the music history curriculum has reconfigured this year to allow for the inclusion of that course.

· Historical influence on curricula:
  
While most curricula are defined by accreditation guidelines for each degree, the history of the department and its image in the state and region plays a substantial role in determining the shape of the program.  This is most evident in the area of Jazz.

· New faculty influence on curricula:  

New opportunities for enriching the curricula with elective courses are made possible by the strengths brought to the department by new hires.  Although all new hires are guided by competencies in advertised areas that mesh with long-term department goals, faculty also bring with them strengths that might be peripheral to the duties for which they were hired.

The department is divided in 5 primary programs that grant undergraduate major degrees: 1) Exercise Science, 2) Food Science and Nutrition, 3) Health Programs, 4) Paramedics and 5), Physical Education. The department offers graduate degrees in three programs and a student Physical Activity Program. The program coordinator assesses the content of student activity program annually with input from faculty and students. 

Two of the programs have a focus on teacher preparation (Health Education K-12, and Physical Education K-12). Students are able to graduate from these programs with non-teaching emphases. The other programs in the department either provide support for the teacher preparation programs or focus on non-teaching paraprofessional preparation. 

Curriculum revision in each program is an ongoing process focused on continuous improvement. Within each program, curriculum revisions reflect content required by state, federal, or professional organizations. 

Exercise Science Exercise Science bases its curricula content on the principles described by the American College of Sports Medicine (ACSM), the American Society of Exercise Physiologists (ASEP), the National Athletic Trainers Association (NATA), the National Strength and Conditioning Association (NSCA), other allied health organizations such as the American Physical Therapy Association (APTA), the American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR), the North American Association for the Study of Obesity (NAASO), and the expressed needs of business and allied health care providers. Two distinctive curricula (Generalist and Clinical Physiologist) exist within Exercise Science. The Generalist curriculum prepares students to work in settings where healthy individuals predominate such as private health and fitness organizations, non-profit agencies such as YMCA’s, corporate fitness and wellness centers, and athlete development programs. In contrast, Clinical Physiologists are prepared to better serve the needs of the less healthy or injured populace in settings such as cardiac rehabilitation, physical or occupational therapy, sports medicine, and research. In most instances, the acquisition of employment in these areas requires additional education at the graduate level and the Clinical Physiology curriculum is designed to meet a majority of the pre-admission requirements for such graduate programs. 

The courses within each curriculum are linked sequentially such that material from initial courses facilitates the comprehension of additional, related, and increasingly more complex material in subsequent courses. The final student learning experience (capstone requirement) is the completion of a 480-hour internship. Despite a reasonably rigid sequencing for coursework, students are able to graduate in a timely manner due to the offering of many courses during several quarters of the academic year.  

The faculty and program director regularly attend national and regional meetings of relevant professional societies (ACSM, NATA, NSCA, NAASO, ADA) and consult with and seek guidance from a variety of professionals on developments in the field in order to keep abreast of current standards, research, and curricular aspects. 
The Exercise Science Program bases it curriculum on the standards of the American College of Sports Medicine (ACSM), the needs of business, and care providers. The faculty and program director attend annual national ACSM meetings to keep abreast of current standards and research. 

The Graduate Program is governed by ACSM standards, NASPE standards for graduate programs, the policy and procedures of the university’s graduate office, and the standards of the university’s human subjects review committee. In addition to complying with national reviews, curricula are reviewed by the department’s curriculum committee, the Dean, the university’s faculty senate curriculum committee, the full faculty senate, and the Provost. 

Food Science and Nutrition The BS in Food Science and Nutrition with a specialization in Nutrition and Dietetics is accredited as a Didactic Program in Dietetics (DPD) by the Commission on Accreditation for Dietetics Education (CADE) of the American Dietetic Association.  The program is reviewed based on a self-study every 5 years and is re-accredited every 10 years based on a self-study and a site visit.  The DPD at CWU will undergo the re-accreditation process in 2008-2009.  In addition, CWU offers a CADE/ADA accredited Dietetic Internship.  Like the DPD program, the DI is reviewed every 5 years and re-accredited every 10 years.  The DI will also undergo the re-accreditation process in 2008-2009.

The program in food science and nutrition also offers a masters degree.  Currently, the program is a MS in Family and Consumer Sciences with a specialization in Nutrition, but a proposal to create an MS in Nutrition is completing the on-campus approval process and will be reviewed by the Higher Education Coordination Board this spring.  The curriculum for the MS program is based around the 5 graduate courses offered in successive summers as part of the dietetic internship.  In addition, graduate students take graduate level statistics and research design courses.

Paramedics  The Paramedic and EMT curriculum was revised and adopted in 2000 by the National Highway Safety Administration (NHTSA) and also reviewed by the State of Washington Medical Association Advisory Committee, the ad hoc committee of the faculty of all training programs in Washington State, and finally reviewed and approved by CWU’s Medical Program Director and the program’s Advisory Committee. 

The program is accredited by CoAEMSP. During the most recent accreditation review in 2006 CoAEMSP reported one citation relating to facilities, resources, and clerical support. In fall 2007, the program received $150,000 to upgrade its resources. Lab and instructional space has also been expanded and a new half-time clerical support position has been awarded (starting January 2008).

The curriculum is reviewed each year by the faculty, medical program director, and the advisory committee to incorporate any new content, or skills based on any new changes in practice at the national or regional levels. The National Association of EMS Educators and NHTSA provide changes in practice based on research in the pre-hospital and emergency care areas. Graduate and employer surveys are also used to make adjustments in the program curriculum.

Health Programs:  The School Health Education Program went through a program review and change in September 2000 to accommodate the state’s requirements for the Health/Fitness endorsement and complies with the state mandated EALR’s in Health/Fitness. Additionally, the state is adopting Professional Education Endorsement Competencies for Health/Fitness. Changes are in harmony with the National Health Education Standards and health trends from the Centers for Disease Control and Prevention of Adolescent Risk Behaviors.  This program is again going through revision as a more effective and efficient curriculum is being developed to merge Physical Education and School Health Education programs.  It is inticipated that the inaugural class will be enrolled Fall 2008.

The Public Health major has made several curriculum changes in accordance with Society of Public Health Educator/American Association of Health Education Baccalaureate Program Approval Committee (SABPAC) guidelines and the Committee on Education in Public Health (CEPH) guidelines.  The curriculum is based on professionally accepted guidelines that promote the “Seven Areas of Responsibility for Entry-Level Health Educators.” Successful acquisition of these skills, as measured by the Comprehensive Health Education Specialist (CHES) exam results in individual certification. Successful completion of this exam is an expected outcome of the curriculum. 

Faculty within the Health Programs regularly attend National conferences in order to keep abreast of the most recent trends and applications within their fields.  Faculty also are encouraged to become Certified Health Education Specialists (CHES).  This certification requires faculty to stay current through earning continuing education units in order to re-certify.

Physical Education Physical Education teacher preparation also went though a program review and change in September 2000. The curriculum that emerged was based on the national standards for NASPE (National Association for Sport and Physical Education) (NCATE Affiliate) and the Health/Fitness state teaching endorsements. The new curriculum involved the creation of a carefully sequenced progression of newly created classes. Inherent in this new program was the creation of a “block” sequencing of classes in which groups of students started the program in the fall and continued together taking the required classes over a 6-quarter timeline. The block program ensured that all students had the prerequisite knowledge and skills before progressing to new learning experiences.  To enhance this program and the student’s technological literacy, over $13,000 of hardware (heart rate monitors and pda’s) and software (assessment programs) were given to the program by an external source.  The technology has been integrated into two of the existing classes.  This program was also revised to provide an experiential approach in that preservice teachers take 9 practicum credits.  During these practica, students are provided a variety of experiences including school observation, fitness assessment and teaching of K-12 students, and an actual quarter long teaching assessment.

In 2006, the Health Education and Physical Education Programs initiated discussion on possibilities to combine the teaching majors into one new major. This combination made sense due to the change in state certification that awarded identical teaching certificates to students graduating with either the Health Education or Physical Education teaching majors. A proposed new major is planned for the start of the fall 2008 academic year. As a part of the proposed major, several courses have been combined to provide a more integrated approach to preparing future teachers of Health and Physical Education.  Technology will be far more extensively integrated into a variety of courses allowing for better congruence with instructional needs.  
Physical Activity Program   The program coordinator assesses the content of student activity program annually with input from faculty and students. Also reassesses scheduling days and time; number of sections each quarter; reassigns instructors quarterly; assesses the balance of aquatics, leisure, fitness, racquet sports, team, dance, lifetime recreation courses as a whole program; student learning is assured with cognitive and physical performance criteria; content of courses in line with fitness guidelines of ACSM, ACE, American Red Cross (water) and Central Washington University Physical Education.

Students may choose either a 45 credit major or a 60 credit major. In order to graduate, a student who completes the 45 credit major must also have a minor or second major in another discipline. A student who completes the 60 credit major is not required to have a minor or second major. The Philosophy Major curriculum cover a sequence of history courses in Western philosophy as well as contemporary thought, integrated with breath requirements in the areas of logic, ethics, and other electives. In addition to a senior seminar course, all seniors write a senior thesis under the supervision of a faculty member as a capstone experience. 
Students majoring in Philosophy may choose a Religious Studies specialization. This specialization amounts to a major in religious studies. It is a path of inquiry into the nature of religion, its pervasive role in human life, and its contribution to understanding human existence and destiny. This specialization contains a philosophical component focused on religion. In addition, the student is encouraged to augment their study with course work in other disciplines to see the practices and influences of religion in various fields of human culture. 

The major provides a liberal education of an interdisciplinary yet focused character. It, as well as the minor, combines well with another major in the humanities or in the social sciences. The student is also prepared for graduate work in the humanities, social sciences, or religious studies itself, as well as for employment in the religious and social science fields.

Students who specialize in Religious Studies may choose either a 50 credit specialization or a 60 credit specialization. In order to graduate, a student who completes the 50 credit specialization must also have a minor or second major in another discipline. A student who completes the 60 credit specialization is not required to have a minor or second major.

The Physics Department offers two undergraduate degree programs: B.A. in Physics and a B.S. in Physics.  These broad-based physics degree programs are designed to effectively generate well-prepared, self-sufficient learners, teachers and problem solvers that are successful in pursuing graduate degrees as well as securing employment in the various fields of physics.  The department also offers two minors: Physics and Astronomy.  

1. Content Knowledge: Graduates demonstrate a comprehensive knowledge base of the major areas of physics and related disciplines.

2. Technical Skills: Graduates perform experimental, computational and analytical techniques in solving physics and physics-related problems.

3. Intellectual Skills: Graduates demonstrate critical thinking skills.

4. Communication Skills: Graduates demonstrate an ability to communicate scientific ideas effectively.

5. Civic Engagement: Graduates demonstrate civic engagement.

6. Life-long Learning: Graduates demonstrate an ability to learn new material independently from a variety of resources, to be used throughout their life.

The field of physics is highly structured academically. All programs build on fundamental knowledge through a year-long general physics core course sequence followed by two quarters of modern physics and optics.  All programs require two quarters of chemistry, four quarters of calculus and one quarter of linear algebra.  The B.S. degree option also requires differential equations.   The primary difference between programs is how many upper division physics courses are required.

BS: Physics
The Bachelor of Science major is designed for students who plan a career in Physics, dual-degree engineering or related fields.  The program prepares students for further study in graduate programs, or to enter the workplace directly.  Students are exposed to all major sub-disciplines within physics.  

BA: Physics
The Bachelor of Arts major is designed to provide breadth, with an emphasis on physics that provides maximum flexibility in career choices. For example, students with this major may pursue careers in the health sciences, industry, environmental sciences and other related areas.  The degree also satisfies the criteria for a teaching endorsement in physics with course breadth and depth aligned with State competencies for physics teachers.

The requirements for the CWU physics major (both B.S. and B.A. programs) have been compared to programs at other institutions that offer the same degree, have no graduate program and graduate a similar number of physics majors each year (less than 10).  Comparison has also been made with “thriving” programs, as outlined in a joint national report prepared by the American Physical Society, the American Association of Physics Teachers and the American Institute of Physics.  The core curricula were determined to be very similar and some minor changes in the curricula have been proposed based on this reflection.

The department curriculum, as it has been for years, attempts to balance breadth, depth, and synthesis, while also being practical given faculty resources, student interests, scheduling realities, etc. The department curriculum for both versions of the major essentially consists of a set of “core” courses which introduce the student to the field and its four major subfields. These consist of:
	-Political Science 101, Introduction to Politics and Political Science
	-Political Science 210, American Politics (US political system)
	-Political Science 260, Comparative Politics (other political systems)
	-Political Science 270, International Politics (politics between nations, etc.)
	-One course from the 400-level Political Theory sequence (481, Early Political Thought; 482, Early Modern Political Thought; 483, Recent Political Thought; or 485, American Political Thought.)
Then the student is required to take a certain number of elective credits, which amount to advanced, upper-division courses of their choosing in whatever subfield(s) they wish.
(For minors, the theory requirement is removed, and less electives are required.) The upper-division courses are thus more “concentrated” or in-depth treatments of aspects in the core.  For example, a student taking the introductory American politics and government survey course would spend about a week (out of a ten-week term) on the topic of Congress, yet we have an entire upper-division course that spends ten weeks on that very subject.  The same goes with elections, courts, etc.  Similarly, a student might spend only a week or so on Britain or France in the Comparative Politics course, but can take an entire course on Western European Politics as an upper-division elective.  Unfortunately, due to staff size and expertise, we haven’t been able to fully offer in-depth upper division courses that cover all of the topics in the sub-fields, as the department is stronger in some areas than others.  (One example: until the addition of a new faculty member in 2007-08, the Department was unable to offer an upper-division Latin American politics class in the subfield of comparative politics, a glaring weakness. As noted elsewhere, other such gaps remain. Hence, part of our reason for desiring more faculty.)

- Thus, the Department curriculum certainly is coherent and meets the criteria of both breadth and depth: to graduate with a degree in political science, students must know something about all the main pillars of the field, but at the same time have climbed up higher on some of those pillars than others. The sequencing of courses is perhaps the weakest link in this; because of faculty staffing limitations, we do not require the lower-division “core” course in a subfield before taking a upper-division course. Ideally, a student would, to use an earlier example, take Political Science 101 first, before taking American Politics (210); after getting more interested in Congress, said student then would later take the Congress course (313).  However, due to scheduling concerns and the fact we are a small department, forcing such a result is probably not feasible.  We also wish to attract students of related disciplines (history, economics, business, communications, sociology, etc.) to take upper-division courses without requiring specific prerequisites.  We attempt to guide students into courses through numbering system and through advising them that they should take lower-level survey course before an upper-division elective. The same might be said of synthesis of student learning, but presumably this is achieved in the Senior Assessment exit course, the only course we do have pre- and co-requisites for (since they must have senior standing, within two quarters of graduating, and have taken or be taking all the core.)

As further justification for such flexibility, we would note most political science programs around the country do something similar, and some even are less structured. For example, Harvard University requires one course in each of the four sub-fields, along with upper-division electives, but courses counting in the sub-field don’t have to be the introductory ones; Yale University simply requires 11 courses (including a senior seminar) but there must be at least two from three of five subfields (they split theory into analytical and philosophical). [We use these two because we presume that most people would agree these two institutions have reputable programs, not that we are comparable in other ways.]  It does mean however, that in terms of assessment we must focus on broader goals (such ) and can only directly assess the basic knowledge in the four subfields.
Jan. 08

(January 2008)
B.A. in Psychology, (45 or 60 credit major)

Coherence
• The design of our major reflects an integrated set of student learning outcomes.
• The coherence of our curriculum is addressed in department meetings, retreats, and planning sessions.
• Through our departmental approval process, all faculty members have an opportunity to influence program development
•	We stress a consistent set of syllabus elements within the department. We are moving toward syllabus templates for selected courses often taught at the university centers and by part-time faculty members.
•	Our department has defined its areas of strength and built a curriculum around them. These areas include solid general experimental psychology, research methods, statistics, educational psychology, child development, primate behavior, and pre-counseling courses. We avoid curriculum and faculty appointments in areas that might require very specialized equipment, scant student interest, highly-trained assistants, or large professional research teams.

Breadth
•	Our major and minor core course requirements represent all the major subfields and research skills of psychology. Elective courses represent common specialty areas. The Office of Teaching Resources in Psychology, a service of Division 2 of the American Psychological Association, has assembled a list of 17 subfield topics from a review of 36 university-level comprehensive survey texts. All of these topics are addressed in one or more of our courses.

Depth
•	All major subfields of psychology are introduced in the required core courses of our major and three topics, learning, cognition, and physiological psychology, are pursued in greater depth. Elective courses permit greater depth of study in areas of student interest. Two or more courses are available in a few areas: general experimental psychology, research methods, statistics, educational psychology, child development, primate behavior, and pre-counseling psychology.
•	Directed research and special topics classes encourage reading and data gathering in areas of mutual student-faculty interest. 

Logical Sequencing
•	Our course prerequisites direct students into a desirable sequence of courses. The online registration system recently has started enforcing these prerequisites.
•	Our academic advisors direct students into logical sequences of courses

Synthesis of Learning
•	All senior majors take a capstone seminar course in their last quarter. The course brings together their undergraduate major through a portfolio review, career, graduate school, and personal assessment presentations, and a major field exam.
•	All majors take a comprehensive course in the history and theories of the discipline
•	Student-faculty research is presented to regional or national professional meetings and at CWU’s annual Symposium on University Research and Creative Expression (SOURCE). 
•	Internships and service learning in applied settings are encouraged.

M.S. in Mental Health Counseling

Coherence
•	The curriculum is tightly organized around the knowledge and skills of the professional mental health counselor. Our program is CACREP accredited. CACREP is the leading national body for accrediting educational programs in mental health counseling. It establishes standards for the institution, program objectives and curriculum (including foundations, contextual dimensions, and knowledge and skills), clinical instruction, faculty and staff, organization and administration, and evaluations in the program. The current CACREP standards may be found at http://www.cacrep.org/2001Standards.html. 
•	Relations among courses and between courses and the program mission are reviewed annually by the graduate program faculty committee. 
•	The process of creating a student handbook has focused the faculty on the structure and content of the entire curriculum.

Breadth
•	The curriculum addresses all the knowledge and skills of the professional mental health counselor, as recommended by the Council for Accreditation of Counseling and Related Programs (CACREP), the leading accrediting body for masters-level programs in mental health counseling. 

Depth
•	This professional masters program is, by its nature, restricted to specialized content and skills. 
•	The research thesis requirement results in deeper study in an area of special interest. 
•	The internship requirement results in intensive experience in a specialized professional setting.

Logical Sequencing
•	Courses are formed into a sequence with little permissible variation. Students are closely advised into the sequence of courses. The sequence is reviewed by the program committee. 
•	Quarterly course offerings are dictated by the program’s course sequence.
•	The program’s student handbook informs students about the sequencing of courses.

Synthesis of Learning
•	Students execute, present, and defend a research thesis written in APA style. The thesis study may be presented to regional or national professional meetings or at CWU’s annual Symposium on University Research and Creative Expression (SOURCE).
•	Students complete a 900-hour internship in a professional setting 

M.S. in Experimental Psychology

Coherence
•	Courses cover both an advanced core of research methods and content, with specialty courses in selected areas of faculty expertise.
•	We establish correspondence between student interests and our expertise areas before admitting students to graduate study. 
•	Relations among courses and between courses and the program mission are reviewed annually by the graduate program faculty committee. 

Breadth
•	Courses cover both an advanced core of research methods and content and specialty courses in selected areas of faculty expertise. We emphasize general applications in our methods courses but limit program breadth to areas in which we have ample faculty expertise. 

Depth
•	We limit our content courses and student population to research areas in which we have ample faculty expertise. 
•	The research thesis requirement results in deeper study in an area of special interest. 
•	Internships in applied settings are encouraged.

Logical Sequencing
•	Courses are relatively independent, so little control is exerted over sequence. 
•	Research experience begins with collaborative work with a faculty member and culminates in an independent thesis.
•	Internships in applied settings are built on prior appropriate course work. 

Synthesis of Learning
•	Students execute, present, and defend a research thesis written in APA style. The thesis study may be presented to regional or national professional meetings or at CWU’s annual Symposium on University Research and Creative Expression (SOURCE).

M.Ed. in School Psychology/Washington State Educational Staff Associate Residency Certificate in School Psychology

Coherence
•	The curriculum is tightly organized around the knowledge and skills of the professional school psychologist. The curriculum conforms to the requirements of the National Association of School Psychology (NASP), the National Council for the Accreditation of Teacher Education (NCATE), and Washington State Office of the Superintendent of Public Instruction (OSPI) standards for Residency Level Educational Staff Associate in School Psychology certification programs. Our program is fully approved by all of these accrediting bodies.
•	Relations among courses and between courses and the program mission are reviewed annually by the graduate program faculty committee. 
•	The process of creating a student handbook has focused the faculty on the structure and content of the entire curriculum.

Breadth
•	The curriculum covers all the knowledge and skills of the professional school psychologist, as recommended by NASP, NCATE, and OSPI.

Depth
•	This professional masters program is, by its nature, restricted to specialized content and skills.
•	The research thesis requirement results in deeper study in an area of special interest. 
•	The year-long internship requirement results in intensive experience in a specialized professional setting.

Logical Sequencing
•	Courses are formed into a sequence with little permissible variation. Students are closely advised into the sequence of courses. 
•	Quarterly course offerings are dictated by the program’s course sequence.
•	The program’s student handbook informs students about the sequencing of courses.

Synthesis of Learning
•	Students execute, present, and defend a research thesis written in APA style. The thesis study may be presented to regional or national professional meetings or at CWU’s annual Symposium on University Research and Creative Expression (SOURCE).
•	Students complete a year-long internship in a professional setting 
•	Students complete a portfolio review, a comprehensive written examination, and an oral examination conducted by the CWU School Psychology Professional Education Advisory Board, a state-appointed board of school personnel from our region. 

M.Ed. in School Counseling/Washington State Educational Staff Associate Residency Certificate in School Counseling

Coherence
•	The curriculum is tightly organized around the knowledge and skills of the professional school counselor. The curriculum conforms to the requirements of the Council for Accreditation of Counseling and Related Programs (CACREP), a national accrediting body for masters-level programs in school counseling. The program is approved by the National Council for the Accreditation of Teacher Education (NCATE), and Washington State Office of the Superintendent of Public Instruction (OSPI) standards for Residency Level Educational Staff Associate in School Counseling certification programs. 
•	Relations among courses and between courses and the program mission are reviewed annually by the graduate program faculty committee. 
•	The process of creating a student handbook has focused the faculty on the structure and content of the entire curriculum

Breadth
•	The curriculum addresses all the knowledge and skills of the professional school counselor, as recommended by CACREP, NCATE, and OSPI.

Depth
•	This professional masters program is, by its nature, restricted to specialized content and skills.. 
•	The research thesis requirement results in deeper study in an area of special interest. 
•	The internship requirement results in intensive experience in a specialized professional setting.

Logical Sequencing
•	Courses are formed into a sequence with little permissible variation. Students are closely advised into the sequence of courses. 
•	Quarterly course offerings are dictated by the program’s course sequence.
•	The program’s student handbook informs students about the sequencing of courses.

Synthesis of Learning
•	Students execute, present, and defend a research thesis written in APA style. The thesis study may be presented to regional or national professional meetings or at CWU’s annual Symposium on University Research and Creative Expression (SOURCE).
•	Students complete a 600-hour internship in a professional setting 
•	Students complete a portfolio review, a comprehensive written examination, and an oral examination conducted by the CWU School Counseling Professional Education Advisory Board, a state-appointed board of school personnel from our region. 

Through its curriculum, the Department of Sociology provides opportunities for students to understand the major conceptual and methodological tools used by sociologists and others to understand society.  Students will be encouraged to:
 - see society as a social construct—the result of day-to-day behavior of human beings 
 - grasp the relationship between history, society and the individuals own life 
 - realize that social patterns are tools for the accomplishment of human ends and are not necessarily unalterable facts of life 
 - develop the ability to observe critically and analyze social phenomena 

In providing these intellectual skills, the Sociology major is relevant to a wide variety of academic and occupational pursuits.  Majors will develop skills of analytic thought and practice which will provide a foundation for personal growth, post-graduate education, and entrance into many public and private sector occupations.

For sociology majors, the departments requires introductory sociology and a capstone course in sociology as well as coursework in sociological theory, research methods, and statistics. Our program infuses the empirical base of sociology throughout the curriculum, giving students exposure to research opportunities
across several methodological traditions, providing repeated experiences in posing
sociological questions, developing theoretical explanations, and bringing data to
bear on them. 
  
For social services majors, the department requires introductory social services and a capstone course as well as coursework in sociological theory, research methods, and statistics. In addition, the program structures the curriculum of required major courses and substantive elective courses to provide focused training for careers in social services related profession. 
   
The department also structure the curriculum to include three content areas that provide broad knowledge base and develop students’ sociological literacy by ensuring that they take substantive courses at the heart of the discipline as well as across the breadth of the field. Our curriculum underscores the centrality of race, class, and gender in society and in sociological analysis. Instructional materials and activities are constructed to increase students’ exposure to multicultural, cross-cultural, and cross-national content relevant to sociology. The department encourages diverse pedagogies, including active learning experiences, to increase student engagement in the discipline. Our curriculum offers regularly community and classroom-based learning experiences that develop students’ critical thinking skills and prepare them for lives of civic engagement. A good number of sociology students involve in out-of-class (co- and extra-curricular) learning opportunities.

The Theatre Arts Department offers many challenging and rigorous courses.  To 
strengthen its offerings, the faculty in the department consistently revise their course offerings.  
The department recently completed revisions of both the undergraduate and graduate programs.  Over the last five years, the faculty has designed several new courses and substantially revised several others. 
 
In the undergraduate program, gaps in the Design and Technical Theatre specialization were filled by creating new courses TH 268 Lighting Technology, TH 361 Stage Costuming, and TH 367 Stage Scenery.  A new dramatic literature course, TH 377 Staging Gender, was created to fill a gap in gender studies.  A new course to support the production of student-written plays, TH 332 New Play Production was created.  In addition, a number of new courses are currently being offered as workshops and are expected to be converted to new courses in the near future.  These courses support student-written works, as well as student participation in the American College Theatre Festival.  Substantial course revisions
included TH 166 Theory of Play Production, TH 489 Career and Portfolio, TH 301/401
Production Application, TH 393/494 Theatre Laboratory, TH 244/245/246 Basic Acting sequence, and TH 383 Contemporary World Drama. 
 
In the graduate program, TH 503 Survey of Theatre History and Literature was created to fill a need for background course work among our Master’s candidates.  TH /487/587 Theatre Pedagogy was created as a means to provide much-needed mentoring and course work for our graduates serving as assistants during the academic year.  TH 547 Musical Theatre Choreography was created based on demand from our student constituency.  TH 511 Analysis and Criticism recently underwent a substantial revision.
  
In addition, the department is engaged in preliminary work on a finer revision of both the undergraduate and graduate programs.