Early Childhood and Family StudiesCollege of Education

University of Washingtonhttp://education.washington.edu/degrees/undergrad/ecfs

Student Handbook 2013-2014

Table of Contents

Description of the Major page 4Learning Outcomes of the Major

Degree Requirements page 4

Satisfactory Progress in the Major page 5

Service Learning (ECFS 303, 304; 454, 455, 456) page 6What is Service Learning?

Changes in Your Service Learning PlacementWhat is JumpStart?

Senior Project (ECFS 456) page 9

Course Schedule/Overview page 9

College of Education (COE) Community page 9Facebook LinkedInListserv Associated Students of the College of Education (ASCE)Computer Lab in Miller

UW Campus Undergraduate Support Services page 10Odegaard Undergraduate Writing Center CLUE UW Career Center

Early Graduation page 11

Honors Program page 11College HonorsDepartmental Honors

Study Abroad (Trondheim, Norway) page 12

Undergraduate Scholarship Opportunities page 13College of Education Scholarships

Zesbaugh and Anderson-Olsen ScholarshipsMarv Harshman Education Scholarship

University Scholarship ResourcesCenter for Experiential Learning & Diversity

Global Opportunities Mary Gates Endowment for StudentsOffice of Merit Scholarships, Fellowships, & Awards

Research Presentation/Recognition Opportunities page 13Undergraduate Research Symposium

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Undergraduate Library Research AwardCarlson Center Spring Celebration

Earning STARS Credit (MERIT) page 13

Appendix A page 15Career Paths

Appendix B page 16Senior Project options

Appendix CJournals and Organizations in ECFS page 18

Appendix DEarly Childhood Education across the UW Campus page 24

Appendix ETeacher Education Programs in the Greater Puget Sound Area page 26

Appendix FMaster’s Degree Programs in the Greater Puget Sound Area page 28

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Description of the Major

The Early Childhood and Family Studies major is designed to immerse students in the study of child and family development and education. Students have the opportunity to learn about child development, early learning, and family studies from a variety of perspectives. Students receive a strong grounding in reading and understanding the theory and evidence that provide the foundation for the field and drives current research and policy efforts. And, students apply their knowledge and skill as they work alongside community-based early learning and care providers.

A degree in early childhood and family studies will provide excellent preparation for a wide variety of careers in early learning, childcare, parent and family support and education, and social/mental health services (Appendix A). It will also serve as a pathway for graduate studies in education, child and family studies, and other areas. This interdisciplinary major is offered at the junior and senior level. Students may also be admitted as sophomores.

Learning Outcomes of the Major

Read and evaluate research Translate research findings to solve practical issues of early childhood Understand neurological, behavioral, social/cultural influences on child development including

bio-behavioral aspects and family systems Recognize community-based needs for informing research and policy directions Understand risk factors affecting child development Recognize indicators of typical child development and examples of atypical development Understand process for impacting social policy Demonstrate knowledge and skill in early childhood practices in applied settings

Degree Requirements Students must complete all General Education requirements for the BA degree.

General Education and Areas of Knowledge: English composition (5 credits) Quantitative/Symbolic Reasoning (5 credits) Writing courses (10 credits) Natural World (20 credits) Individuals & Societies (20 credits) Visual, Literary, & Performing Arts (20 credits) Enough additional coursework in Areas of Knowledge to bring the total to 75 credits Up to 15 credits of ECFS-prefix courses from the University Areas of Knowledge list may be

counted toward the UW Areas of Knowledge requirement (Natural World; Individuals & Societies; Visual, Literary, & Performing Arts)

Successfully meet College of Education foreign language requirement – completion of the third college quarter of a foreign language, if not a native speaker or did not have three years of a single foreign language in high school.

Prerequisites : Two courses in biological sciences (see approved course listing on website) One course in college-level math or statistics

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Requirements for ECFS major : ECFS Major Requirements (84 credits)

Courses Credits Title Quarters offeredGeneral Development Courses (23 credits)

__EDUC 305 or 310 (5) Public Schools in a Democracy/Current Issues (I&S) A/W/Sp__EDPSY 304 (5) Learning and Teaching in our Changing World (I&S) A/W/Sp__EDPSY 4021 (5) Child Development (I&S) A/W/Sp__EDSPE 4191 (5) Families (I&S) A/Sp__EDSPE 404 (3) Exceptional Children (I&S) W/S/Su

Core Courses (23 credits)__ECFS 3011 (5) Early Childhood Curriculum (I&S) W/Sp__ECFS 3021 (5) Survey of Infants and Children at Risk (W, I&S) Sp__ECFS 4002 (5) Child Observation and Assessment (I&S) A__ECFS 4012 (3) Understanding ECFS Research (W, I&S) A__ECFS 4022 (5) Social Policy & Organization (I&S) W

Service Learning Courses (18 credits)__ECFS 3031 (3) Service Learning and Research I A/W__ECFS 3041 (3, 6) Service Learning and Research II & III W/Sp__ECFS 3051 (3) Service Learning and Research II & III Sp__ECFS 4542 (3) Advanced Service Learning and Research I A__ECFS 4552 (3) Advanced Service Learning and Research II W__ECFS 4562 (3) Senior Project (W) Sp

1Taken in the first year of the major 2Taken in the second year of the major

Electives (20 credits) http://education.washington.edu/degrees/undergrad/ecfs/electives.html Students must take 20 credits of ECFS electives are sorted into three categories:

Theoretical Foundations of Early Childhood and Family Studies Methodology Social Policy and Organization

Students must take at least one course from each category and then additional courses to reach the 20-credit requirement. Work with your adviser to get permission to use a course for an elective, and to ensure that the course is counted as an elective for degree-audit purposes.

Satisfactory Progress in the Major

According to University of Washington policy, “To graduate with a baccalaureate degree, a student must earn a cumulative GPA of 2.00 for all work done in residence at the University” (see http://www.washington.edu/uaa/advising/degreeplanning/oasudr.php#grade)

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Service Learning (ECFS 303, 304, 305; 454, 455, 456)

What is Service-Learning?Service-learning provides students a unique opportunity to connect coursework with life experience through public service. Service-learning provides students an opportunity to experience how theories, traditionally studied within classrooms, can come to life, through volunteering in the community. By intentionally connecting service and classroom learning:

a) Service is more informed by theoretical and conceptual understanding, and;

b) Learning is more informed by the hands-on exposure to the realities of the world.

A core foundational value in service-learning is the need to establish mutually-beneficial relationships between the community and the College of Education.

There are five interrelated goals for requiring service-learning in the ECFS major:

The Carlson Center works closely with ECFS faculty to coordinate community-based learning experiences for students in both years of the major.

Junior students (in ECFS 303, 304, and 305) will volunteer 3-6 hours per week in schools and select social service agencies that serve low-income/high-need populations, accumulating approximately 75 hours over the course of 2-3 quarters In their service-learning roles. Students fill gaps in classroom coverage or work intensively on projects to support children and their families. In return, students gain exposure to professional staff with training in child development.

Senior students (in ECFS 454, 455, and 456) in the major make a service-learning commitment in a P-3 classroom, an early childhood policy/social service organization, or with faculty on a community-based research project. Seniors spend 2-6 hours per week in service, accumulating approximately 75 hours over 2 or 3 quarters*. Seniors also complete a Senior Project Portfolio on a topic related to their work in these various partner organizations and incorporate lessons learned through practical experience in service-learning.

*TIMELINE, HOURS AND PLACEMENTSMost students begin their service-learning commitments during Autumn Quarter and continue with the same community partner through the end of the academic year in June. In certain circumstances, students can condense their service-learning experience into two quarters.

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Academic Understanding

Civic Engagement

Personal Growth

Professional Development

CommunityService

JUNIOR YEAR

Junior Year-Fall StartCourses ECFS 303 (autumn), ECFS 304 (winter) and ECFS 305 (spring)Timeline Select service-learning position in early October (weeks 2-4) with the aim to

complete orientation and begin volunteering by early November.Hour Commitment

Students volunteer 3-4 hours per week, to complete a minimum of 75 hours over the course of three quarters.

Types of Placements

Preschool, kindergarten and first grade classrooms, as well as a few positions in social service agencies, that serves low-income/high-need children.

Junior Year-Winter StartCourses ECFS 303 (winter) and ECFS 304 (spring) Timeline Select service-learning position in mid-January (weeks 2-4) with the aim to

complete orientation and begin volunteering by early February.Hour Commitment

Students volunteer 4-6 hours per week to complete a minimum of 75 hours over the course of two quarters.

Types of Placements

Preschool, kindergarten and first grade classrooms, as well as a few positions in social service agencies, that serves low-income/high-need children.

SENIOR YEAR

Senior Year-Spring GraduationCourses ECFS 454 (autumn), ECFS 455 (winter) and ECFS 456 (spring)Timeline Select service-learning position in early October (weeks 2-4) with the aim to

complete orientation and begin volunteering by early November.Hour Commitment

Students volunteer 3-4 hours per week, to complete a minimum of 75 hours over the course of three quarters.

Types of Placements

A variety of early childhood settings, including preschool-3rd grade classrooms, social service agencies, policy or advocacy organizations, health-related fields, and research projects with College of Education faculty.

Senior Year-Winter GraduationCourses ECFS 454 (autumn), ECFS 455 (winter) and ECFS 499 (winter)Timeline Select service-learning position in early October (weeks 2-4) with the aim to

complete orientation and begin volunteering by early November.Hour Commitment

Students volunteer 4-6 hours per week to complete a minimum of 75 hours over the course of two quarters.

Types of Placements

A variety of early childhood settings, including preschool-3rd grade classrooms, social service agencies, policy or advocacy organizations, health-related fields, and research projects with College of Education faculty.

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Changes in Your Service-Learning PlacementUnfortunately, not every service-learning placement works out as well as we would hope/plan. Sometimes this is the result of a poor “fit” between the student and agency and a change in placement site is clearly in everyone’s best interests. On occasion, changes in personnel at agencies or in the life circumstances of a student requires that they leave a placement that is otherwise working well. We’ve attempted to outline here the process for changes in service-learning sites—be they initiated by the community partner or by the student. Every situation is unique, and while these guidelines may provide assistance, we strongly encourage community partners and students to be in conversation with the course instructor and/or the Carlson Center staff to resolve issues proactively.

Concerns of the Community Partner about the student The site supervisor should address concerns with the student and see if the areas of concern can

be worked out directly. If open and clear communication between the student and site does not alleviate tense

situations, the site should contact the Carlson Center and consult about the situation. Often, this sort of strategizing can result in a resolution to the problem. (The Carlson Center will keep the course instructor in the loop on these conversations.)

If resolution cannot be reached between the site and student around areas of concern, a plan for termination of the placement will be negotiated between the organization, student, Carlson Center, and course instructor.

The Carlson Center and course instructor will work directly with the student to find a new service-learning site. Options may be restricted due to timing in the quarter and a number of other factors.

Concerns of the student about the community partner organization The student should address the concerns with the site supervisor and see if the issues of

concern can be worked out directly. The Carlson Center has more complete information about an organization and may be aware of changes at an organization, so it is important to first check with Kathryn Pursch-Cornforth (serve@uw.edu) prior to communicating with your supervisor. Since the power differential between student and supervisor can be somewhat intimidating, especially early in the relationship, the student may wish to consult with course instructors or the Carlson Center to “rehearse” how to approach the site supervisor for such a discussion.

If, after conversation about areas of concern and a reasonable trial period after adjustments at the site, issues are not coming to satisfactory resolution, the student should contact their course instructor or the Carlson Center and consult with her on the best course of action.

Should it be mutually decided between the student, site, course instructor and Carlson Center that the best course of action is to terminate the placement, the Carlson Center will communicate this with the partner organization. The Carlson Center staff and course instructor will work with the student to find an alternative placement, given options available at the current time.

What is Jumpstart?Jumpstart Seattle is part of the Center for Experiential Learning and Diversity at the University of Washington. Jumpstart trains and supports teams of UW undergraduates to help low-income children in Head Start preschool classrooms build language, literacy, social and initiative skills. The program allows undergraduates to explore the world of early childhood education, gain a deeper understanding of themselves, and increase their awareness of the diverse communities they serve. Undergraduate students who join Jumpstart are called Corps Members and work one-to-one with a partner child for the entire academic year. Corps Members also work on teams of their peers of about 4-8 people and are supported by a Team Leader. Students are asked to join in the fall quarter and commit for the entire

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academic year. This allows students to engage in more meaningful relationships with preschool children and teachers. Students can apply their Jumpstart placements to service-learning requirements in either their junior or senior years. In addition to earning credit, students can also earn work-study funds and a $1,000 AmeriCorps scholarship! Jumpstart is housed in the Center for Experiential Learning within Undergraduate Academic Affairs. To learn more about Jumpstart visit Mary Gates Hall 120 or go to http://depts.washington.edu/jstart/.

Senior Project (ECFS 456)(see Appendix B for course description of this project)

The Senior Project is the culminating project of the major and requires students to integrate what they have learned throughout the major in a self-selected topic related to Early Childhood and Family Studies. The Project is often connected to a student’s Service Learning site and completed with the guidance of the course instructor for ECFS 454, 455, & 456. Development of the Project takes place over the course of the senior year and is finished in the form of a portfolio that reflects student learning throughout the major. Components of the portfolio include a resume and Goal/Personal Statement, and sections of the final Senior Paper including a Project/Paper Proposal, Annotated Bibliography, Paper Outline, Literature Review, and Final Paper. We feel that students who have planned and finished this significant project have the ability to finish similar projects in their work or in graduate school. Further, students will have developed the communication skills necessary for the sharing of their ideas with others. Presentation of the Project is required.

Course Schedule/Overview

Required courses are offered approximately two times a year either within or across quarters. This is to allow for flexibility in student schedule planning, and opportunity for faculty collaboration in course planning and teaching. Appendix C includes a course requirements planning document for the major. The ECFS Adviser will work closely with students to plan course sequence based on individual needs.

College of Education (COE) Community

The College takes pride in its students and works to establish a community and set of communication and support structures to nurture relationships with students. These include:

ECFS Facebook Pagehttp://www.facebook.com/pages/Early-Childhood-Family-Studies-UW/149151378534966?ref=stream

Linked InFor alumni, Linked In can provide an important networking community and source of information. http://www.linkedin.com/groups?home=&gid=2189367&trk=anet_ug_hm

Listserv ecfs_students@uw.edu All students are automatically assigned a University e-mail address upon entry into the University of Washington. This e-mail address is entered into the ECFS e-mail list/listserv and will be used to send program communications. Students are responsible for checking their University e-mail address regularly for critical information about scheduling, deadlines, service learning placements, and job opportunities, etc.

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Associated Students of the College of Education (ASCE)http://education.washington.edu/current/students/asce/index.html

As described at the website, “The Associated Students of the College of Education (ASCE) was created as a forum to voice your ideas, concerns, and share your questions about the College of Education.” ECFS has a student representative on this forum. This can be an important connection for students to have a voice from the major to the College. (Retrieved on August 1, 2012 from http://education.washington.edu/current/orgs.html.)

Computer Lab in Miller http://education.washington.edu/tech/

The Computer Lab in Miller Hall is available to students and (by reservation) to classes and special events. The lab contains 20 workstations that can run under Windows 7 or MacOS. Document scanners are available. There are two workstations in the lab that allow for the transfer of VHS, DVD, and Mini DVVideo to computer. The Computer Lab is open from Monday - Friday 8 AM - 5 PM, and located on the fourth floor, Miller 424. Contact Information: 206-221-4693.

College of Education Writing Center

As of Autumn, 2013, the College of Education provides writing support to students in the College. Contact the Office of Student Services (Miller 206) for more information.

UW Campus Undergraduate Support Services

Odegaard Undergraduate Writing Center http://depts.washington.edu/owrc/

This interdisciplinary university writing center is available as a resource to all members of the UW community. This is an excellent resource if students are in need of writing advice and/or support with class assignments. As described on their website, “The OWRC offers specialized assistance through all stages of the writing and research process. Whether you need help getting started or would like assistance revising a completed draft--we can help!.....This is the place to come and chat with peer tutors and librarians, to grow as a writer in the context of whatever project is foremost in your mind. We can't magically "fix" papers for you (it wouldn't help you long-term if we could), but we can ask all kinds of smart questions and talk with you in order to help you.”

The Center is located in the Odegaard Undergraduate Library and is open from 12:00-6:00 pm Monday-Thursday. Contact Information: 206.543.8487 | owrc@uw.edu Appointments are highly recommended (scheduled online), but you may simply drop in and wait for an open session.

CLUE http://depts.washington.edu/clue/index.php

As described at their website, “CLUE is a free late-night, multidisciplinary study center housed in the Office of Undergraduate Academic Affairs at the University of Washington. Fundamental to CLUE's success is its state-of-the-art location in Mary Gates Hall, convenient evening hours, and the employment of current and recently graduated UW students and graduate students.”

The hours and location of this resource are Sunday – Thursday, 6:30pm – midnight, 191K Mary Gates Hall, 206-543-5755.

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UW Career Center http://careers.washington.edu/

From the website, “The Career Center of the University of Washington provides career and job search services to UW students and alumni. As a bridge from college life to the world of work, it’s our mission to support the exploration of career and academic options, the development of job search skills, and to facilitate connections between employers and students that lead to successful and satisfying futures.” Students may visit the Career Center for a variety of support services including mock interviews, workshops on job search strategies, job search counseling appointments, and current job listings. The instructors in the Service Learning course sequence also work closely with the UW Career Center to include aspects of career development in the seminar series.

Open from 8am-5pm on Monday through Friday, the Career Center is located in 134 Mary Gates Hall. Contact Information: 206-543-0535.

Early Graduation

Some students may be interested in graduating a quarter early and would need to confirm the meeting of all major and university requirements through a meeting with the ECFS Adviser, Lisa Murakami (lmurakami@uw.edu).

Because of Service Learning hourly requirements and commitments to community partners, plans for a Winter graduation involve an increase in weekly hours across Autumn and Winter quarters of the Senior Year. Early graduation plans would also include a faster timeline for Senior Project Winter quarter completion and presentation as negotiated in the Service Learning 454-455 course series. Early graduates are supported in completing their Senior Project requirements with this varied timeline through additional meetings with the Service Learning course instructor during Winter quarter.

Honors Program http://depts.washington.edu/uwhonors/

College Honors

To be eligible for College Honors, students must be accepted to the Interdisciplinary Honors Program in their freshman year (http://depts.washington.edu/uwhonors/). Additionally, students must be accepted into the Departmental Honors Program (See information below on Departmental Honors) for their major, which occurs during the junior year. Students who complete both the Interdisciplinary Honors Curriculum (See the Honors Program for more information) and the Departmental Honors requirements graduate “With College Honors in Early Childhood & Family Studies”.

Departmental HonorsStudents who do not participate in or complete the Interdisciplinary Honors Curriculum but are admitted into and complete Departmental Honors requirements will receive a degree “With Honors in Early Childhood & Family Studies”.

Admission Requirements for ECFS Departmental Honors are: Students must be junior standing have at least a 3.5 cumulative UW GPA and a 3.7 GPA in the major

Requirements for successful completion are:

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Minimum of 9 credits of College of Education courses may be taken at the 400 level or above in place of electives (see adviser for approved list of courses) or courses from an approved related area of study in place of electives, while meeting elective requirements to the best of their ability. These courses may include recommended graduate courses.

Minimum of 3 credits of ECFS 499: Undergraduate Research, or other similar Research/Independent Study course.

Apply for poster session or an oral presentation at the Undergraduate Research Symposium (http://exp.washington.edu/urp/symp/), or at a similar venue. Must have faculty adviser to help them with course selection and monitor their progress in independent study courses.

Study Abroad, Trondheim, Norway

The ECFS Major has a Departmental Exchange agreement with Queen Maud College in Trondheim, Norway. This well-established college for preschool teacher preparation focuses on early childhood education as situated in Norwegian culture. Accepted ECFS students (two) travel to Norway in late August, earn 22 UW credits, and return to the US in mid-December. Information sessions and application procedures will be arranged in late Autumn quarter, with interviews and acceptance for the exchange determined in Spring.

Undergraduate Scholarship Opportunitieshttp://education.washington.edu/funding/scholarships/table.html

College of Education Scholarships

Zesbaugh and Anderson-Olsen Scholarships

“The Catherine Zesbaugh Scholarship and the Anderson-Olsen Scholarship were established as a mechanism to encourage and support economically disadvantaged students with an interest in teaching. The scholarships are provided to undergraduate students (juniors and seniors) who are interested in pursuing a career in education (elementary or secondary education). Selected students are provided a year long scholarship of $1500 per quarter and must meet additional requirements such as participation in a seminar course 1-credit seminar and/or completion of field studies in educational settings. Students must be in the Early Childhood & Family Studies (ECFS) major or the Education, Learning, & Society (ELS) minor in order to be eligible.” (http://education.washington.edu/funding/scholarships/table.html)

Marv Harshman Education Scholarship

For undergraduate, Masters or Doctoral students in the College of Education, studying full-time, with a minimum 3.0 GPA. (http://education.washington.edu/funding/scholarships/table.html)

University Scholarship Resources

Center for Experiential Learning and Diversity

“The University of Washington's Center for Experiential Learning and Diversity (EXPD) is home to nine programs, each of which connects UW undergraduates to compelling and invigorating opportunities to expand and enrich their learning.” (http://expd.uw.edu/)

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Global Opportunities

“Global Opportunities helps undergraduate students with significant financial need access international learning opportunities. All University of Washington undergraduates should consider study abroad. We strive to make study abroad accessible for all UW undergraduates by supporting students in as they plan for study abroad, providing financial support to scholarship recipients, and promoting diversity within the study abroad community.” (http://www.goglobal.washington.edu/)

← Mary Gates Endowment for Students

← “The Mary Gates Endowment provides four kinds of scholarships that support and enrich undergraduate students' learning”; Honors, Research, Leadership, and Ventures. See http://exp.washington.edu/mge/about/index.htm for more information about this opportunity.

Office of Merit Scholarships, Fellowships, & Awards

This office provides information on local and national merit-based scholarships and supports students in their applications. See http://www.washington.edu/students/ugrad/scholar/scholarships for more information about this campus-wide resource.

Research Presentation/Recognition Opportunities

Undergraduate Research Symposium

“The Annual Undergraduate Research Symposium is a chance for undergraduates to present what they have learned through their research experiences to a larger audience. The Symposium also provides a forum for students, faculty, and the community to discuss cutting edge research topics and to examine the connection between research and education. The Symposium includes poster and presentation sessions by students from all academic disciplines and all three UW campuses, plus invited guests.”(http://exp.washington.edu/urp/symp/)

Undergraduate Library Research Award

“The University Libraries actively promote opportunities for undergraduates to participate in research initiatives that expand creativity and academic scholarship. To facilitate these opportunities the Libraries sponsor a competition providing awards in support of undergraduate research.” (http://www.lib.washington.edu/researchaward/)

Carlson Center Spring Celebration

The Spring Celebration of Service and Leadership is the annual event that showcases student work in partnership with the community. The Spring Celebration is co-sponsored by the Carlson Leadership & Public Service Center, Global Opportunities, Jumpstart, the Pipeline Project, and the Mary Gates Endowment for Students. The event is held in early May, and applications for participation in the gallery of student projects open in late February. Any student involved in community-based work is invited to participate in the gallery of student projects.

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Earning STARS Credit (MERIT)

An Overview of the STARS/MERIT System in Washington State

The State Training and Registry System (STARS) database has historically been where the Washington State Department of Early Learning stores information about trainings that early care and education providers have taken, as well as information about approved STARS trainers and training organizations. Each provider who attends state approved training and professional development in early learning receives a certificate of completion for trainings taken by approved trainers in Washington State.

For those who are interested in meeting the licensing requirements to provide care for children in Washington State, one must complete the required number of hours of STARS approved classes. Child care center directors, program supervisors and some staff must finish required STARS training within six months of being licensed or hired. Family home child care providers must complete the required STARS training before receiving a license. All providers and certain staff must complete a certain amount training each year after that.1 For example, licensed child care providers in Washington state are required to complete a 20-hour STARS basic training and 10 hours of continuing training annually.

STARS has now been replaced by MERIT, Managed Education and Registry Information Tool (http://www.del.wa.gov/requirements/professional/merit.aspx), Washington’s online tool for early learning professionals to find training, to track their career progress and obtain a portable background check2. MERIT is also used for placement of individuals on a level of a career lattice34 based on verified training and education accomplishments. Students with a Bachelors Degree would be placed on level 12 of the Career Lattice.

Submitting ECFS Courses to meet STARS/MERIT Credit

There are two routes for students to have their ECE college credits recorded as STARS hours in MERIT. The first is through the state-approved trainer5 who provided the training – this method is preferred since MERIT is documenting the trainer in the process as well, and gathering information on how the field learns and who is impacting their education. The second method is for the student to send unofficial transcripts to DEL/MERIT, and MERIT staff will enter the STARS hours in the professional’s training history.

1 From Licensed child care in Washington State: A guide for child care providers (p. 4). Retrieved from http://www.del.wa.gov/publications/licensing/docs/ProviderHandbook.pdf 2 http://www.del.wa.gov/publications/licensing/docs/MERIT_one_pager_professionals.pdfhttp://www.del.wa.gov/publications/licensing/docs/MERIT_ProviderManual.pdf3 http://www.del.wa.gov/publications/PD/docs/Career_Lattice_Placement_Awards.pdf4 http://www.del.wa.gov/publications/PD/docs/Career_lattice.pdf5 ECFS Faculty may be state-approved trainers in MERIT, ask them. Mary Clevenger-Bright is one of these state-approved trainers.

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Appendix A. Career Paths

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Appendix B: Senior Project options

Early Childhood & Family Studies 454, 455, 456Senior Project Options

The three-quarter Senior Service Learning, Research, and Senior Project provides students with advanced opportunities to integrate theory and practice in community-based early childhood or family support programs and/or research settings. The Senior Project is the culminating project of the Early Childhood and Family Studies Program. This project requires students to integrate knowledge from ECFS coursework as related to the Learning Outcomes of the Major. Presentation of the project is required.

Senior Project will be focused on 1 of 3 ‘pathway’ choices: 1) Direct Service/Teaching-based Internship, 2) Program/Policy Development Internship, 3) Guided Research Project.

Portfolio Option #1:Direct Service/Teaching-based Internship

This project is designed for students who have a broad interest in working with young children ranging in age from birth to eight years. Students will complete their service learning hours in an early childhood classroom setting, preschool through third grade. Classroom settings need to be in centers/schools that serve culturally diverse, poverty impacted children and families. The goal is for students to complete their project and demonstrate further understanding of early childhood learning and development, developmentally appropriate curriculum development and related teaching methodologies, and home-school-community relations. This may interest students who are considering teaching or administrative positions in early childhood classrooms and settings, or continuing in teacher education and preparation.

*Reflective Memos on teaching during Winter & Spring Quarters*Literature Review/Annotated Bibliography*Paper & Final Presentation

Portfolio Option #2:Program/Policy Development Internship

This project focuses on analyzing and solving problems related to children and families with a primary emphasis on current issues in the field. Students will complete their service learning hours in an organizational setting/agency that serves children and families. The goal is for students to complete their project with further understanding of human development, family relations, educational and governmental initiatives and regulations, cultural differences, and/or policies/politics. This may interest students who are considering entry-level positions as advocates or policy generalists, or in pursuing a graduate degree.

*Literature Review/Annotated Bibliography*Analysis/recommendations related to issue/Written case study on project-based issue in ece*Paper & Final Presentation

Portfolio Option #3:Guided Research Project

This project allows for students to be involved in a research project in the field of early

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childhood and family studies. Students will complete their service learning hours working on a research project under the direction and supervision of a faculty member in the College of Education. The goal is for students to increase their understanding of the research process and the role that research plays in the field of early childhood and family studies. This may interest students who are considering further graduate studies related to the field. *Literature review/Annotated Bibliography*Data analysis/conclusions/recommendations of research*Paper & Final Presentation*Encouraged to participate in Undergraduate Research Symposium (poster session)

Steps in developing the Senior Project:1) Choose a ‘pathway’ for your Senior Project.

2) Gather information about your preferred project site (P-3 classroom/Organization, Agency/Research Project to understand the goals, activities, and nature of the work done by each.

3) Arrange your Service Learning Placement. Sign up online at the Service Learning website by the date specified on the course syllabus. Prepare for your orientation/informational interview as described on the course syllabus.

4) Participate at your Service Learning Site at least 3-5 hours per week (at least 30-50 hours per quarter). Note: You cannot be paid for these hours unless you have a federal work-study award.

5) Write a professional goal statement and resume as assigned in class (see course syllabus, Fall Quarter)

6) Complete Senior Project Proposal (see course syllabus) in Fall Quarter

7) Complete Literature Review/Annotated Bibliography see (course syllabus) in Winter Quarter

8) Complete Final Senior Project Paper (10-15 pages with required revision as required by W [writing intensive] course description) & Presentation (see course syllabus) in Spring Quarter

9) Final Papers must demonstrate your ability to integrate knowledge from your ECFS coursework as related to the Learning Outcomes of the Major:

Read and evaluate research Translate research findings to solve practical issues of early childhood Understand neurological, behavioral, social/cultural influences on child development

including bio-behavioral aspects and family systems Recognize community-based needs for informing research and policy directions Understand risk factors affecting child development Recognize indicators of typical child development and examples of atypical

development Understand process for impacting social policy Demonstrate knowledge and skill in early childhood practices in applied settings

All assignments with grading rubrics will be shared during the quarter and debriefed in class

For questions related to this Project contact Dr. Mary Clevenger-Bright, ECFS Assistant Director, Senior Service Learning course instructor; mclevbrt@uw.edu, 206-669-1250

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Appendix CJournals and Organizations in Early Childhood & Family Studies

American Educational Research Journal Child Care and Early Education Research Connections

http://www.childcareresearch.org/childcare/welcome Child Development Child Development Perspectives Child Development Research Childhood Education Contemporary Issues in Early Childhood (online journal) Developmental Psychology Early Childhood Development and Care Early Childhood Education Journal Early Childhood Research and Practice Early Childhood Research Quarterly Early Childhood Research and Policy Briefs Early Education and Development Family Relations Interdisciplinary Journal of Applied Family Studies International Journal of Early Childhood Special Education (online journal) Journal of Applied Developmental Psychology Journal of Early Childhood Literacy Journal of Early Childhood Teacher Education Journal of Early Intervention Journal of Family Theory and Review Journal of Marriage and Family Journal of Research in Childhood Education Young Children

Professional Organizations That Inform & Support the FieldAcademy for Education Development: http://www.aed.org

Alliance for Childhood: www.allianceforchildhood.net: Funded by grants & donations, this organization/alliance promotes policies and practices that support children’s healthy development, love of learning, and joy in living; funds public education campaigns and research grants.

American Speech-Language-Hearing Association: http://www.asha.org

Association for Childhood Education International: http://acei.org: A non-governmental organization focused on sharing knowledge for innovative practices and advocacy for education and children's rights internationally. Sponsors the Global Summit on Childhood, has consultative status with the United Nations, & publishes the journal, Childhood Education. Birth to Five Policy Alliance

Birth to Five Policy Alliance: http://www.birthtofivepolicy.org: An independent organization funded by Buffet, Gates, Kellogg and 4 other investors to promote state policies, public support, and private investments that result in positive early learning, strong families, and good health for children birth to age five who are at risk for poor outcomes.

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Brookings Institution: www.brookings.edu/topics/education.aspx \: A nonprofit public policy organization/’think tank’ based in Washington, DC that conducts research with the intent of providing recommendations for a variety of issues including The Center on Children and Families focused on policies on the well-being of America's children and their parents, especially children in less-advantaged families, and seeks a more effective means of addressing poverty, inequality and lack of opportunity in the United States.

California Tomorrow: http://www.californiatomorrow.org: No longer in operation, this site continues to provide resources related to their mission: “mission is to help create a just and inclusive multiracial, multicultural and multilingual society by promoting equal access to social, economic and educational resources and equal participation in major institutions, and by embracing diversity as a great strength” & is often referenced as a resource on cultural and linguistic diversity.

Center for the Childcare Workforce (project of American Federation of Teachers Educational Foundation): www.ccw.org: This project of the American Federation of Teachers Educational Foundation is a nonprofit research, education and advocacy organization committed to improving early care and education quality by ensuring that the ECE workforce is well-educated, receives better compensation and a voice in their workplace.

Center for the Study of Child Care Employment. University of California, Berkeley:www.irle.berkeley.edu/cscce: Directed by Marcy Whitebrook (National Child Care Staffing Study), this center conducts research & proposes policy solutions aimed at improving how our nation prepares, supports and rewards the early care and education workforce to ensure young children’s optimal development.

Center on the Developing Child: http://developingchild.harvard.edu/: In collaboration with a large number of independent organizations, this center is designed to bring the science of early childhood and early brain development to bear on public decision-making. Other major activities include implementing a research, public engagement, and leadership development agenda in child health and development, informing policy & practice, & leadership development.

Center on the Social and Emotional Foundations for Early Learning: http://csefel.vanderbilt.edu/index.html.

Children’s Defense Fund: www.childrensdefense.org: This organization grew out of the Civil Rights Movement under the leadership of Marian Wright Edelman. They are well known for careful research & analysis of how federal and state policies affect children, families, and their communities. Their mission is to enact laws that have helped millions of children fulfill their potential and escape poverty because they received the health care, child care, nurturing, proper nutrition and education they deserve.

Children, Youth, and Family Consortium: www.cyfc.umn.edu University of Minnesota research center.

Columbia University Clearinghouse on International Developments in Child, Youth, and Family Policies: www.childpolicyintl.org: This policy center provides cross-national, comparative information about the policies, programs, benefits and services available in the advanced industrialized countries to address child, youth, and family needs. Coverage focuses on 23

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advanced industrialized countries. This is an excellent source of comparative information for those interested in policies for children and families around the world.

Culturally and Linguistically Appropriate Services Early Childhood Research Institute: http://www.clas.uiuc.edu/ : This federally funded institute identifies, evaluates, and promotes effective and appropriate early intervention practices and preschool practices that are sensitive and respectful to children and families from culturally and linguistically diverse backgrounds. It is an excellent resource for reviews, catalogs, abstracts, and materials and practices developed for children and families from culturally and linguistically diverse backgrounds.

Clearinghouse on Early Childhood and Parenting: http://ceep.crc.uiuc.edu/

Council for Exceptional Children: http://www.cec.sped.org/am/template.cfm?section=Home : Known as the ‘voice and vision ‘ of special education & a leading advocate for legislation, this international professional organization advocates for appropriate governmental policies, sets professional standards, provides professional development, & advocates for individuals with exceptionalities.

Department of Early Learning, Washington State: http://www.del.wa.gov/ : This state organization provides licensing to child care settings, information for parents, providers, and educators, updates and advocacy for legislative issues & initiatives, & publications & research on issues in early childhood. Good source for rules, regulations, laws, & standards for both state and federal areas.

Early Childhood Education On Line Listserv: www.umaine.edu/eceol

Early Childhood & Parenting Collaborative: http://ecap.crc.uiuc.edu/listserv/ecprof-1.html: Home to more than a dozen projects that focus on educating and raising young children. ECAP hosts research, technical assistance, and service projects. It is an excellent resource for listservs [and more] on topics such as men working in ECE, policy issues relating to children & families, the Reggio Emilia and the Project Approach. Early Childhood Learning & Knowledge Center: http://eclkc.ohs.acf.hhs.gov/hslc: Providing training and technical assistance in the areas of Cultural & Linguistic Responsiveness, Early Head Start, Health, Parent & Community Engagement, & Quality Teaching and Learning, this Center in the Administration for Children & Families also provides extensive information on Head Start.

Exchange Everyday: www.childcareexchange.com/eed

Foundation for Child Development: www.fcd-us.org: A national, private philanthropy that seeks to understand children, particularly the disadvantaged, and to promote their well-being. Currently, it promotes research, policy development, & advocacy on P-3 education, the Child Well-Being Index, & on the well-being of children (birth to age ten) living in low-income immigrant families.

Future of Children: www.futureofchildren.org

Harvard Family Research Project: http://www.hfrp.org: This research and resource/evaluation center works primarily within three areas that support children’s learning and development—

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early childhood education, out-of-school time programming, and family and community support in education, and on the idea of ‘complementary learning’.

National Association for the Education of Young Children (NAEYC): http://www.naeyc.org/ : The world’s largest professional organization (80,000) for those working with and on behalf of children from birth to age 8. Frequently referenced for their publications, public policy & advocacy, position statements, standards for programs for both children and professional preparation, and conferences.

National Association of Child Care Resource and Referral Agencies: http://www.naccrra.org/: Working with more than 700 state and local agencies, this group works to ensure that families have access to high-quality, affordable child care. They lead projects that increase the quality and availability of child care professionals, undertake research, and advocate child care policies that positively impact the lives of children and families.

NAEYC Center for Applied Research: http://www.naeyc.org/research/using: This center provides practitioners with access to high-quality research and supports the development and number of researchers entering the field of early childhood. Offers research related resources, criteria for good research, links to national data sets, up-to-date statistics, and lists of Graduate Schools in early childhood.

National Board for Professional Teaching Standards (NBPTS): http://www.nbpts.org/

National Center for Children in Poverty: www.nccp.org: Extensive, comprehensive, leading policy center working to promote the economic security, health, and well-being of America’s low-income families and children. This center uses research to inform policy and practice with the goal of ensuring positive outcomes for the next generation; includes state profiles, data tools & publications.

National Center for Early Development & Learning: Frank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill: www.fpg.unc.edu/NCEDL: Situated at a 40 year old research center (200 researchers, students, & staff; famous for the longitudinal study, the Abecedarian Project), this group is engaged in a number of research projects on the development of children, birth to age 8, and has a number of important online publications including an award winning magazine.

National Center on Quality Teaching and Learning: http://ncqtl.org/: Located at the University of Washington, this center supports Head Start with effective resources and training to improve classroom practices. It will develop and distribute curriculum, instruction, & assessment tools along with coaching, feedback, and professional development to teachers. NCQTL works in collaboration with six additional university centers.

National Clearinghouse for English Language Acquisition: http://www.ncela.gwu.edu: This group’s mission is to gather and conduct research that informs an inclusive approach to high-quality education for English Language Learners. Publications, webinars, technical assistance, access to national conversations.

National Council of Family Relations: http://www.ncfr.org/: With members in 35 countries and all 50 states, this professional organization focuses on family research, practice, and education and publishes 3 scholarly journals. In addition, this group interprets and disseminates

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information on families to inform legislators and decision-makers about the possible impact of policy of families.

National Head Start Association: http://www.nhsa.org/: The mission of this organization is to work for policy and institutional changes that will ensure all vulnerable children and families have what they need to succeed. Providing legislative updates, research, and a wide variety of services to its members, this association has been in existence since the early 1970s.

National Institute for Early Education Research: http://nieer.org: This group conducts and communicates research to support high quality, effective, early childhood education for all young children. It offers independent research-based advice and technical assistance to policy makers, journalists, researchers, and educators. Extensive resource for research, statewide information, publications, and facts and figures related to early childhood.

National Network for Child Care: www.nncc.org/about.html: Through many universities and the County Extension network, this organization provides information, publications, and a reference for child care resources by state to share knowledge about children and child care to parents, professionals, practitioners, and the general public.

New America Foundation: www.newamerica.net/issues/education: A nonprofit, nonpartisan public policy institute, this foundation (prohibited from political activity), this is an source for policy papers, events, and blogs on both domestic and global issues, ie., early education [Early Education Initiative], children & families, immigration, poverty and welfare.

North American Reggio Emilia Alliance: http://www.reggioalliance.org/: THE go-to website and organization for those interested in this approach to early childhood education which emphasizes the philosophy and experiences in which all children are honored and respected for their potential, their capabilities, and their humanity.

Pre-K Now: www.preknow.org: The mission of this organization is to re-imagine public education as beginning with quality early childhood education (earlier than kindergarten); includes research on the topic, updates on states’ work in this area, etc.; extensive website on this area of interest in early childhood as part of a larger educational system.

RAND Corporation: www.rand.org/education: With a staff from over 50 countries, this global organization works to help improve policy and decision making through research and analysis. In existence since 1948, this independent, nonprofit organization engages in research to benefit the public good. Extensive resource for research on children & families.

Reading Is Fundamental: http://www.rif.org: With a mission of a literate America where all children have access to books, this organization’s highest priority is reaching underserved children birth to 8 and their families. Supported by multiple sources, having over 400,000, and in communities all over America, also provides a wide variety of literacy resources.

Stand for Children: www.stand.org

Thrive by Five, Washington State: http://www.thrivebyfivewa.org/

UNICEF: United Nations Children’s Fund: http://www.unicef.org/about/index.html: Upholding the Convention on the Rights of the Child and the Millennium Development Goals and active in

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more than 190 countries around the world, this organization had its beginnings in 1946 after WWII. Focusing on child survival & development, education, gender equality, and policy advocacy & partnerships, excellent website resource for these issues.

World Forum on Early Care and Education: www.worldforumfoundation.org: A partner in the Campaign for the Rights of the Child, this group’s mission is to impact children globally by strengthening the quality of services to children and families. Sponsoring gatherings of early childhood professionals around the globe, they also have a number of initiatives from men working in early childhood, working with children with AIDS, and indigenous people, etc.

For additional organizations that support children and families see list at NAEYC of collaborations: http://www.naeyc.org/collaborations

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Appendix DEarly Childhood Education across the UW Campus

Early Childhood Collaborative (no longer in existence)Participating UW Departments, Institutes, Programs, Units and Studies

Active Minds, Active Bodies (Department of Epidemiology): http://depts.washington.edu/waaction/tools/featured_resources/waabam.html

Autism Center (CHDD): http://depts.washington.edu/chdd/ucedd/autism_2/2_autismmain.html

CARE Clinic (Clinical Services, Assessment, Research and Professional Education-College of Education Haring Center): http://www.haringcenter.washington.edu/care

Child and Youth Advocacy Clinic (School of Law): http://www.law.washington.edu/Clinics/Child/default.aspx

Center on Human Health and Disability (CHDD): http://depts.washington.edu/chdd/ Center on Infant Mental Health and Development (School of Nursing):

http://www.cimhd.org/ Center for Adoption Medicine (School of Medicine): http://www.adoptmed.org/ Center for Child and Family Well-Being (Department of Psychology):

http://depts.washington.edu/ccfwb/ Center for Research on the Management of Sleep Disturbances (School of Nursing):

http://nursing.uw.edu/centers/crmsd/center-for-research-on-management-of-sleep-disturbances.html

College of Arts and Sciences: http://www.artsci.washington.edu/ College of Education: http://education.washington.edu/ Department of Epidemiology (School of Public Health):

http://depts.washington.edu/epidem/ Department of Health Services (School of Public Health):

http://depts.washington.edu/hserv/ Department of Hearing and Speech Sciences (College of Arts and Sciences):

http://depts.washington.edu/sphsc/ Department of Psychology: http://web.psych.washington.edu/ Early Childhood and Family Studies (College of Education):

http://education.washington.edu/degrees/undergrad/ecfs/ Experimental Education Unit (EEU)- Infant Toddler Program:

http://www.haringcenter.washington.edu/eeu/about Evans School of Public Affairs/ Human Services Policy Center:

http://evans.washington.edu/ Fetal Alcohol and Drug unit (FADU)- School of Medicine:

http://depts.washington.edu/fadu/ Fetal Alcohol Syndrome Diagnostic and Prevention Network (FAS DPN)- School of Public

Health: http://depts.washington.edu/fasdpn/ Graduate School: http://www.grad.washington.edu/ Haring Center/ Project Data: http://www.haringcenter.washington.edu/ Headstart Center for Inclusion (College of Education):

http://depts.washington.edu/hscenter/ ILBAS Brain Research (Institute for Learning and Brain Sciences):

http://ilabs.washington.edu/ International Society of Early Learning (CHDD): http://depts.washington.edu/isei/

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NCAST- Promoting Nurturing Environments for Young Children (School of Nursing): http://www.ncast.org/

Raising Healthy Children (Social Development Research Group): http://depts.washington.edu/sdrg/RHC.pdf and http://education.washington.edu/research/projects/raisinghealthychildren.html

Parenting Clinic (School of Nursing): http://www.son.washington.edu/centers/parenting-clinic/

Partners for Our Children (School of Social Work): http://www.partnersforourchildren.org/

Psychosocial and Community Health (School of Nursing): http://nursing.uw.edu/departments/pch/psychosocial-community-health.html

School of Law: http://www.law.washington.edu/ School of Medicine: http://uwmedicine.washington.edu/Education/Pages/default.aspx School of Nursing: http://nursing.uw.edu/ School of Social Work: http://socialwork.uw.edu/ School of Public Health: http://sph.washington.edu/ Seattle Children’s Research Institute (partner with CHDD): https://www.iths.org/PCRC Social Development Research Group (School of Social Work): http://www.sdrg.org/ Special Education (College of Education):

http://education.washington.edu/areas/edspe/ The University Center for Excellence in Developmental Disabilities (UCEDD)(CHDD):

http://depts.washington.edu/chdd/ucedd.html

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Appendix ETeacher Education Programs in the Greater Puget Sound Region

Institution Program/Degree

Application Deadline

Length of Program Website Application Checklist

UW Seattle

Masters in Teaching (MIT)K-8 Certificate

January 24, 2014

4 QuartersSummer StartFull time

http://education.washington.edu/areas/tep/ http://education.washington.edu/areas/tep/elementary/index.html

UW Seattle (Seattle Teacher Residency)

Masters in Teaching (MIT)K-8 Certificate

February 2014

4 QuartersSummer StartFull time (+additional classes)

http://www.seattleteacherresidency.org/ http://education.washington.edu/areas/tep/documents/applying/elem-app.pdf

UW Bothell K-8 Teacher Certificate

January 2, 2014

5 QuartersSpring Start http://www.uwb.edu/k8certification http://www.uwb.edu/k8certification/

checklist

UW Tacoma K-8 Teacher Certificate

Now Accepting

4 QuartersSummer Start

http://www.tacoma.uw.edu/education-program/k-8-certification-0

http://www.tacoma.uw.edu/education-program/k-8-certification-how-apply

Seattle University

Masters in Teaching (MIT),K-8 Certificate

Oct. 1/Spring startFeb. 1/Fall start

Spring or Fall Start4 consecutive quarters

http://www.seattleu.edu/coe/mit/ http://www.seattleu.edu/coe/mit/Default.aspx?id=5904

Seattle Pacific University

Masters in Arts in Teaching (MAT)

Dec 1 (Early)March 15

4 QuartersSummer StartEvening classes

http://www.spu.edu/depts/soe/academics/certifications/alternative.asp

http://spu.edu/academics/school-of-education/graduate-programs/masters-programs/masters-of-arts-in-teaching/admission-requirements

Evergreen State College

Masters in Teaching (MIT) K-8 Certificate

Jan 13 (early)April 7 (final)

2 YearsFall Start http://www.evergreen.edu/mit/home.htm

http://www.evergreen.edu/mit/checklist.htm

Western WA University(NSCC)*

Post-baccalaureate April 1

Evening classesDaytime practicum

http://www.wce.wwu.edu/Depts/TEOP/ Information PDFs available on website

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Central WA University**

BA/K-8 Cert & P-3 End. April 1, 2014 7 Quarters

Fall Starthttp://www.cwu.edu/des-moines/baed-early-childhood-educationelementary-education http://www.cwu.edu/~cert/

Antioch University

Masters in Arts in Education with Teacher Certification

Deadlines vary depending on quarter of admission

5 Quarters http://www.antiochseattle.edu/academics/education/masters-in-education/m-a-education-with-teacher-certification/

https://app.applyyourself.com/AYApplicantLogin/fl_ApplicantConnectLogin.asp?id=ANTIOCH-U

City University

Masters in Teaching (MIT)MIT in Special Education

Multiple start times depending on location

Variable, depending on option chosen – one to two years

http://www.cityu.edu/programs/soe/mit_k8.aspx http://www.cityu.edu/admissions-financialaid/forms/admission.aspx

University of Puget Sound (UPS)

Master of Arts in Teaching March 1 4 Quarters

http://www.pugetsound.edu/academics/departments-and-programs/graduate/school-of-education/mat/

http://www.pugetsound.edu/admission/apply/graduate-students/apply-online/education-application-requirem/

Pacific Lutheran University (PLU)

Masters of Art in Education with Residency Certification

Nov 15 (1)Jan 15 (2)March 8 (3)

4 Quarters Summer Entry http://www.plu.edu/maed/ http://www.plu.edu/education/

Admissions/Graduate-Admission.php

* North Seattle Community College, requiring admittance to WWU**Des Moines campus, designed for community college transfer, requiring admittance to CWUThis information is current as of August 2013 and is subject to change – please check individual websites to ensure its accuracy

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Appendix FMasters Degree Programs in the Greater Puget Sound Area

Institution Program/Degree

Application Deadline

Length of Program

Website Application Checklist

UW Seattle – College of Education

Masters in Educational Policy

January 10, 2014

4 QuartersFall StartFull time

http://www.mep.uw.edu/ http://www.mep.uw.edu/admissions/application-process/

Masters in Organizations & policy

January 10, 2014

Two years http://education.washington.edu/areas/edlps/studyoptions/org_pol/

http://education.washington.edu/prospective/applying/m_req.html

Intercollegiate Athletic Leadership MEd (IAL)

January 10, 2014

Two years http://www.ial.washington.edu/ http://www.ial.washington.edu/admissions/application-checklist

Educational Psychology

January 10, 2014

Two years http://education.washington.edu/areas/ep/ http://education.washington.edu/prospective/applying/

Special Education

January 10, 2014

Two years http://education.washington.edu/areas/edspe/ http://education.washington.edu/prospective/applying/

Curriculum & instruction

January 10, 2014

Two years http://education.washington.edu/areas/ci/ http://education.washington.edu/prospective/applying/

UW Seattle – Evans School of Public Affairs

Master’s in Public Administration (MPA)

July 1, 2014 Two years, full time

http://evans.washington.edu/courses-degrees/mpa http://evans.washington.edu/prospective-students/admissions

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UW Seattle Dept. of Rehabilitation Medicine

Master of Occupational Therapy (MOT)

December 15, 2014

Seven consecutive quarters of academic coursework, followed by two quarters of full-time clinical field work

http://rehab.washington.edu/education/degree/ot/ http://rehab.washington.edu/education/degree/ot/applying.asp

UW Seattle School of Social Work

Masters in Social Work (MSW)

ANNOUNCED LATER

Two years http://socialwork.uw.edu/programs/msw/master-of-social-work-program

http://socialwork.uw.edu/programs/msw/msw-degree-requirements

UW Seattle School of Law

J.D. Program March 15, 2014

Three years http://www.law.washington.edu/ http://www.law.washington.edu/Admissions/Apply/JD/

UW Seattle School of Nursing

Accelerated Bachelor of Science degree in Nursing (ABSN)

October 15, 2013

Five consecutive quarters

http://nursing.uw.edu/academic-services/degree-programs/absn/absn-application-requirements.html

http://nursing.uw.edu/academic-services/degree-programs/information-sessions.html

UW Seattle Center on Human Development and Disability

Graduate certificate program in Infant Mental Health

January 2014 Six-quarter, part-time, interdisciplinary graduate certificate program

http://depts.washington.edu/chdd/ucedd/cimhd_3/grad_certificate_3.html

http://nursing.uw.edu/academic-services/degree-programs/certificates/imh/infant-mental-health-graduate-certificate-program

UW Seattle Department of Psychology

PhD in Clinical psychology (no MEd program available)

December 15, 2013

Five to seven years

http://web.psych.washington.edu/psych.php#p=233 http://web.psych.washington.edu/psych.php#p=237

This information is current as of August 2013 and is subject to change – please check individual websites to ensure its accuracy

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