Language and Literacy, Non-Thesis, MEd

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Department of Elementary Education, Woodring College of Education

Graduate Faculty

Carney, Joanne, PhD.
Carroll, David, PhD.
Chu, Marilyn, PhD.
Coskie, Tracy, PhD.
Dagnon, Paula, PhD.
French, Kristen, EdD.
Green, Jennifer, PhD.
Hughes, Eileen, PhD.
Johnson, Nancy, PhD.
Larson, Bruce, PhD.
Lees, Anna, PhD
McClanahan, Lauren, PhD.
Miller, Matthew, PhD.
Riddle Buly, Marsha, PhD.
Timmons Flores, Maria, PhD.

Graduate Program Advisors: Dr. Tracy Coskie, Miller Hall 305A, 360-650-2164; Dr. Marsha Riddle Buly, Miller Hall 305B, 360-650-7348.

Program Description

The MEd – Language and Literacy has four main components: foundations, core study, independent research, and study in a concentration area. May provide Washington state additional endorsement in reading, ESOL, or bilingual education.

Program Application/Admission Requirements

Candidates must meet the requirements of the Graduate School (see pages 58-59) in addition to the following departmental requirements:

Specific Test Requirements: Miller Analogies Test or Graduate Record Exam, General Test.
Supporting Materials:
- A résumé
- A statement of purpose for seeking the MEd, not to exceed one page
- An on-campus interview (only if requested by the department)
- In limited cases, students who do not meet the departmental requirements for full admission may be granted provisional admission by the Graduate School.

Students’ applications are first reviewed by the Graduate School before consideration for admission to a specific program. No graduate Record Exams (GRE) or Miller Analogies Test (MAT) is required if an applicant holds an advanced degree.

Program Requirements (47 credits minimum)

Non-Thesis: Research Paper and General Comprehensive Exam

❑ Foundations (12 credits)
EDUC 501 - Introduction to Educational Research Credits: 4
EDUC 691 - Research Seminar and Inquiry Project Credits: 1-5
I T 515 - Emerging Technologies and New Literacies Credits: 4
❑ Core (15-16 credits)
ELED 521 - Seminar in Elementary Curriculum Credits: 4
ELED 535 - Research Analysis of Current Issues in Elementary Education Credits: 4
ELED 538 - Current Issues in Assessment and Evaluation in Elementary Literacy Education Credits: 4
Or ELL 562 - Assessment of Culturally and Linguistically Diverse Learners for P-12 Teachers Credits: 3
ELED 587 - Improvement of Instruction in Literacy Credits: 4
❑ Concentration Electives (19-20 credits): Concentration electives will generally be selected, by advisement, from elementary and early childhood education, literacy, TESOL, ESOL, Bilingual Education, and special education courses. Contact the department office for requirements within the various concentrations.

Advancement to Candidacy

Advancement to candidacy is formal recognition that the student has completed all admission requirements and has demonstrated satisfactory performance in at least 12 credits of graduate study. In addition to the above requirements, the department requires students to submit a proposal for a research paper (EDUC 691) for approval by the student’s committee.

Research Paper

The research paper plus comprehensive exams (EDUC 691) represent the independent research component of the program. Students design and carry out independent research under the direction of a faculty committee. Two faculty are required for the committee directing the research paper (EDUC 691).

Additional Information

Competency in Instructional Technology

Students admitted to programs in the Woodring College of Education are required to possess competence in the use of instructional technology in education prior to completion of their program and, when applicable, prior to being recommended for certification. Procedures for demonstrating or developing competence are available in Miller Hall 204.

Transfer from ESOL Endorsement for Teachers Program

Students who are currently enrolled in or who have completed the WWU ESLT program may transfer up to 27 credits earned into the M.Ed. - Languge and Literacy program. The 27 credits must fall within other graduate school guidelines (e.g., taken within the last five years, no more than 10 400-level credits, etc.) and be accepted by the program advisors.

Comprehensive Assessment Woodring

College of Education students in the Non-Thesis option are required to complete a comprehensive assessment. The format, timeline and criteria are defined by specific departments. For procedures, students should see their graduate advisors.

Second Master’s Degree

Enrollment must be for a single MEd, MA or MIT program. Students who have earned an MEd or MIT may apply for admission to another MEd program but all requirements of the second program must be met (with possible allowance for some course work taken in the first program). However, all programs must be completed with the minimum number of required credits.

Note: Due to a review and revision process which may affect Woodring College of Education programs and courses, the information contained in the Education section of this catalog is subject to change.

Post-baccalaureate candidates interested in combining teacher certification and master’s degree study should contact the Teacher Education Admissions office or the Graduate Office.

Some programs include an internship. A Washington State Patrol/FBI fingerprint check is required of most students prior to the internship. Students should check with their department advisor for details.