Early Childhood and Family Studies
College of Education
University of Washington
http://education.washington.edu/degrees/undergrad/ecfs
Student Handbook 2013-2014
Table of Contents
Description of the Major
Learning Outcomes of the Major
page 4
Degree Requirements
page 4
Satisfactory Progress in the Major
page 5
Service Learning (ECFS 303, 304; 454, 455, 456)
What is Service Learning?
Changes in Your Service Learning Placement
What is JumpStart?
page 6
Senior Project (ECFS 456)
page 9
Course Schedule/Overview
page 9
College of Education (COE) Community
Facebook
LinkedIn
Listserv
Associated Students of the College of Education (ASCE)
Computer Lab in Miller
page 9
UW Campus Undergraduate Support Services
Odegaard Undergraduate Writing Center
CLUE
UW Career Center
page 10
Early Graduation
page 11
Honors Program
College Honors
Departmental Honors
page 11
Study Abroad (Trondheim, Norway)
page 12
Undergraduate Scholarship Opportunities
College of Education Scholarships
Zesbaugh and Anderson-Olsen Scholarships
Marv Harshman Education Scholarship
University Scholarship Resources
Center for Experiential Learning & Diversity
Global Opportunities
Mary Gates Endowment for Students
Office of Merit Scholarships, Fellowships, & Awards
page 13
Research Presentation/Recognition Opportunities
Undergraduate Research Symposium
page 13
2
Undergraduate Library Research Award
Carlson Center Spring Celebration
Earning STARS Credit (MERIT)
page 13
Appendix A
Career Paths
page 15
Appendix B
Senior Project options
page 16
Appendix C
Journals and Organizations in ECFS
page 18
Appendix D
Early Childhood Education across the UW Campus
page 24
Appendix E
Teacher Education Programs in the Greater Puget Sound Area
page 26
Appendix F
Master’s Degree Programs in the Greater Puget Sound Area
page 28
3
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
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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
4
Requirements for ECFS major:
ECFS Major Requirements (84 credits)
Courses
Credits
Title
Quarters offered
General 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
__ECFS 3021
__ECFS 4002
__ECFS 4012
__ECFS 4022
(5)
(5)
(5)
(3)
(5)
Service Learning Courses (18 credits)
__ECFS 3031
(3)
__ECFS 3041
(3, 6)
__ECFS 3051
(3)
2
__ECFS 454
(3)
__ECFS 4552
(3)
__ECFS 4562
(3)
1
Early Childhood Curriculum (I&S)
Survey of Infants and Children at Risk (W, I&S)
Child Observation and Assessment (I&S)
Understanding ECFS Research (W, I&S)
Social Policy & Organization (I&S)
W/Sp
Sp
A
A
W
Service Learning and Research I
Service Learning and Research II & III
Service Learning and Research II & III
Advanced Service Learning and Research I
Advanced Service Learning and Research II
Senior Project (W)
A/W
W/Sp
Sp
A
W
Sp
Taken in the first year of the major
2
Taken 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 20credit 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:
Community
Service
Academic
Understanding
Civic
Engagement
Personal
Growth
Professional
Development
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 PLACEMENTS
Most 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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JUNIOR YEAR
Junior Year-Fall Start
Courses
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
Students volunteer 3-4 hours per week, to complete a minimum of 75 hours over
Commitment the course of three quarters.
Types of
Preschool, kindergarten and first grade classrooms, as well as a few positions in
Placements
social service agencies, that serves low-income/high-need children.
Junior Year-Winter Start
Courses
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
Students volunteer 4-6 hours per week to complete a minimum of 75 hours over
Commitment the course of two quarters.
Types of
Preschool, kindergarten and first grade classrooms, as well as a few positions in
Placements
social service agencies, that serves low-income/high-need children.
SENIOR YEAR
Senior Year-Spring Graduation
ECFS 454 (autumn), ECFS 455 (winter) and ECFS 456 (spring)
Select service-learning position in early October (weeks 2-4) with the aim to
complete orientation and begin volunteering by early November.
Hour
Students volunteer 3-4 hours per week, to complete a minimum of 75 hours over
Commitment the course of three quarters.
Types of
A variety of early childhood settings, including preschool-3rd grade classrooms,
Placements
social service agencies, policy or advocacy organizations, health-related fields, and
research projects with College of Education faculty.
Courses
Timeline
Senior Year-Winter Graduation
Courses
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
Students volunteer 4-6 hours per week to complete a minimum of 75 hours over
Commitment the course of two quarters.
Types of
A variety of early childhood settings, including preschool-3rd grade classrooms,
Placements
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 Placement
Unfortunately, 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 Page
http://www.facebook.com/pages/Early-Childhood-Family-Studies-UW/149151378534966?ref=stream
Linked In
For 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 DV
Video 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 MondayThursday. 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 Honors
Students 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 Opportunities
http://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.pdf
http://www.del.wa.gov/publications/licensing/docs/MERIT_ProviderManual.pdf
3
http://www.del.wa.gov/publications/PD/docs/Career_Lattice_Placement_Awards.pdf
4
http://www.del.wa.gov/publications/PD/docs/Career_lattice.pdf
5
ECFS Faculty may be state-approved trainers in MERIT, ask them. Mary Clevenger-Bright is one of these stateapproved trainers.
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Appendix A. Career Paths
15
Appendix B:
Senior Project options
Early Childhood & Family Studies 454, 455, 456
Senior 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
16
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
17
Appendix C
Journals 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 Field
Academy 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.
18
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
19
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—
20
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 highquality 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
21
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
22
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
23
Appendix D
Early 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-sleepdisturbances.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/
24














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
25
Appendix E
Teacher Education Programs in the Greater Puget Sound Region
Program/
Application
Length of
Institution
Degree
Deadline
Program
Masters in
4 Quarters
Teaching
January 24,
UW Seattle
Summer Start
(MIT)
2014
Full time
K-8 Certificate
4 Quarters
UW Seattle
Masters in
Summer Start
(Seattle
Teaching
February 2014 Full time
Teacher
(MIT)
(+additional
Residency)
K-8 Certificate
classes)
UW Bothell
UW Tacoma
Seattle
University
Seattle
Pacific
University
Evergreen
State College
Western WA
University
(NSCC)*
Website
Application Checklist
http://education.washington.edu/areas/tep/
http://education.washington.edu/areas/te
p/elementary/index.html
http://www.seattleteacherresidency.org/
http://education.washington.edu/areas/te
p/documents/applying/elem-app.pdf
http://www.uwb.edu/k8certification
http://www.uwb.edu/k8certification/chec
klist
http://www.tacoma.uw.edu/educationprogram/k-8-certification-0
http://www.tacoma.uw.edu/educationprogram/k-8-certification-how-apply
http://www.seattleu.edu/coe/mit/
http://www.seattleu.edu/coe/mit/Default.
aspx?id=5904
K-8 Teacher
Certificate
January 2,
2014
5 Quarters
Spring Start
K-8 Teacher
Certificate
Masters in
Teaching
(MIT),
K-8 Certificate
Masters in
Arts in
Teaching
(MAT)
Masters in
Teaching
(MIT) K-8
Certificate
Now
Accepting
Oct. 1/Spring
start
Feb. 1/Fall
start
4 Quarters
Summer Start
Spring or Fall
Start
4 consecutive
quarters
Dec 1 (Early)
March 15
4 Quarters
Summer Start
Evening classes
http://spu.edu/academics/school-ofhttp://www.spu.edu/depts/soe/academics/certific education/graduate-programs/mastersations/alternative.asp
programs/masters-of-arts-inteaching/admission-requirements
Jan 13 (early)
April 7 (final)
2 Years
Fall Start
http://www.evergreen.edu/mit/home.htm
http://www.evergreen.edu/mit/checklist.h
tm
April 1
Evening classes
Daytime
practicum
http://www.wce.wwu.edu/Depts/TEOP/
Information PDFs available on website
Postbaccalaureate
26
Central WA
University**
Antioch
University
City
University
University of
Puget Sound
(UPS)
BA/K-8 Cert &
P-3 End.
Masters in
Arts in
Education
with Teacher
Certification
Masters in
Teaching
(MIT)
MIT in Special
Education
Master of Arts
in Teaching
7 Quarters
Fall Start
http://www.cwu.edu/des-moines/baed-earlychildhood-educationelementary-education
http://www.cwu.edu/~cert/
Deadlines vary
depending on
quarter of
admission
5 Quarters
http://www.antiochseattle.edu/academics/educat
ion/masters-in-education/m-a-education-withteacher-certification/
https://app.applyyourself.com/AYApplican
tLogin/fl_ApplicantConnectLogin.asp?id=A
NTIOCH-U
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/admissionsfinancialaid/forms/admission.aspx
April 1, 2014
March 1
4 Quarters
http://www.pugetsound.edu/academics/departm
ents-and-programs/graduate/school-ofeducation/mat/
http://www.pugetsound.edu/admission/a
pply/graduate-students/applyonline/education-application-requirem/
Masters of Art
in Education
Nov 15 (1)
4 Quarters
http://www.plu.edu/education/Admission
with
Jan 15 (2)
http://www.plu.edu/maed/
Summer Entry
s/Graduate-Admission.php
Residency
March 8 (3)
Certification
* North Seattle Community College, requiring admittance to WWU
**Des Moines campus, designed for community college transfer, requiring admittance to CWU
This information is current as of August 2013 and is subject to change – please check individual websites to ensure its accuracy
Pacific
Lutheran
University
(PLU)
27
Appendix F
Masters Degree Programs in the Greater Puget Sound Area
Institution
Program/
Application
Length of
Degree
Deadline
Program
Masters in
January 10,
4 Quarters
UW Seattle –
Educational
2014
Fall Start
College of
Policy
Full time
Education
Masters in
January 10,
Two years
Organizations
2014
& policy
UW Seattle –
Evans School
of Public
Affairs
Website
Application Checklist
http://www.mep.uw.edu/
http://www.mep.uw.edu/admissions/app
lication-process/
http://education.washington.edu/areas/edlps/study
options/org_pol/
http://education.washington.edu/prospe
ctive/applying/m_req.html
Intercollegiate
Athletic
Leadership
MEd (IAL)
January 10,
2014
Two years
http://www.ial.washington.edu/
http://www.ial.washington.edu/admissio
ns/application-checklist
Educational
Psychology
January 10,
2014
Two years
http://education.washington.edu/areas/ep/
http://education.washington.edu/prospe
ctive/applying/
Special
Education
January 10,
2014
Two years
http://education.washington.edu/areas/edspe/
http://education.washington.edu/prospe
ctive/applying/
Curriculum &
instruction
January 10,
2014
Two years
http://education.washington.edu/areas/ci/
http://education.washington.edu/prospe
ctive/applying/
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
28
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
Two years
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
http://socialwork.uw.edu/programs/msw/masterof-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/Admissi
ons/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/degreeprograms/absn/absn-application-requirements.html
http://nursing.uw.edu/academicservices/degree-programs/informationsessions.html
UW Seattle
Center on
Human
Development
and Disability
Graduate
certificate
program in
Infant Mental
Health
January 2014
http://depts.washington.edu/chdd/ucedd/cimhd_3/
grad_certificate_3.html
http://nursing.uw.edu/academicservices/degreeprograms/certificates/imh/infant-mentalhealth-graduate-certificate-program
UW Seattle
Department
of Psychology
PhD in Clinical
psychology (no
MEd program
available)
December
15, 2013
Six-quarter,
part-time,
interdisciplinar
y graduate
certificate
program
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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