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2013-14 Catalog [ARCHIVED CATALOG]
School of Education
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Education-Psychology 142
541-552-6936
Steven Thorpe, Interim Dean
John King, Chair
| Professor |
Associate Professor |
Assistant Professor |
Senior Instructor |
Instructor |
Lecturer |
| Gregg Gassman |
Roni Adams |
Megan Farnsworth |
Susan Faller-Mitchell |
Patricia Bentley |
Maureen Honeycutt |
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William Greene
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Amy Belcastro
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Erin Wilder |
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Kim Boehler
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Rina Pryor
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Ken Kempner
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Dennis Jablonski
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Tish Brann
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Younghee Kim
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John King |
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Angela Crum
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| Jo-Anne Lau-Smith |
Mike Rousell |
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Susan Frey |
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Gerald McCain
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Kay Sagmiller |
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Susan Hamilton
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Geoffrey Mills
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April Harrison |
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| Steve Thorpe |
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Rebecca Olien |
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Heidi Olivadoti |
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Amy Schacht |
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Sandra Stockwell |
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The School of Education offers a rich variety of programs and coursework designed to prepare individuals for a wide range of professional opportunities within the various fields of education. While equipping students to meet the educational needs of a changing society, some programs in education enable students to meet licensing requirements established by the state of Oregon, and other programs in education enable students to do professional work in a range of educational activities and organizations.
For undergraduates, the School of Education offers majors in early childhood development and elementary education. Elementary education majors can choose to complete both a BA/BS degree and a teaching license or complete a degree without a teaching license. The School of Education also offers minors in education and in early childhood development.
Graduate students interested in obtaining a teaching license (early childhood, elementary, middle school, or high school) via the Master of Arts in Teaching or Special Education programs are urged to contact the School of Education to determine an appropriate major and specific admission requirements. The School of Education offers full or part-time licensure programs, including Master of Arts in Teaching (MAT), Master in Education with Special Education (SPED) licensure, an Initial Administrator License (IAL), and a Continuing Administrator License (CAL). Graduates and in-service teachers may also enroll in the Master in Education (MEd) or Continuing Teaching License (CTL) programs. Endorsement programs in English for Speakers of Other Languages (ESOL)/Bilingual Education and Reading are also offered. Specialty courses on current topics and practice are offered for professional development throughout the year and during Summer Session.
For working professionals who want a master’s degree without a teaching license, the Master in Education (MEd) professional track degree provides training for education work in multiple settings.
Undergraduate Degrees
BA or BS in Early Childhood Development
BA or BS in Elementary Education (with Initial Teaching License)
BA or BS in Elementary Education
Graduate Degrees
Master of Arts in Teaching (with Initial Teaching License)
Master of Education
Master of Education in Special Education
Minors
Early Childhood Development
Education
Certificates
Initial Administrator License
Continuing Administrator License
Endorsements
Special Education
English as a Second Language/Bilingual Education
Reading
Changing Authorization Levels or Adding Endorsements
Students interested in changing authorization levels or adding subject area endorsements are encouraged to inquire about their specific cases by calling the Teachers Standards and Practices Commission (TSPC) at 503-378-3586. A practicum may be required involving a school district (Conditional Assignment Permit) and is to be arranged by the individual seeking the change in licensure. These programs can also be completed at SOU. For more information about SOU’s offerings, contact the School of Education at 541-552-6996.
Program Requirements
Undergraduate Major
Graduate Major
Minor
Endorsements and Licensure Programs
Education
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ED 205 - Reading and Conference
1 to 3 credits
Credits to be arranged. Repeatable. -
ED 207 - Seminar
1 to 3 credits
Credits to be arranged. Repeatable. -
ED 209 - Practicum
1 to 6 credits
Credits to be arranged. Repeatable. -
ED 251 - Introduction to Teaching
3 credits
Introduces the historical, philosophical, and contemporary foundations of the American educational system. Fosters an understanding of teaching and learning processes, as well as the legal, financial, and ethical issues involved in today’s schools. Analyzes current trends and issues in education and provides students with a framework to make decisions about entering the teaching profession. Provides opportunities to engage in field-based activities. This course includes a practicum component. Approved for University Studies (Explorations Strand F–Social Science). -
ED 251H - Honors Intro to Teaching
3 credits
Introduces the historical, philosophical, and contemporary foundations of the American educational system. Fosters an understanding of teaching and learning processes, as well as the legal, financial, and ethical issues involved in today’s schools. Analyzes current trends and issues in education and provides students with a framework to make decisions about entering the teaching profession. Provides opportunities to engage in field-based activities. This course includes a practicum component. Approved for University Studies (Explorations Strand F–Social Science). -
ED 252 - Introduction to Social Foundations in Education
3 credits
Examines how schools function in today’s American democratic society. Exposes the potential discrepancies between the goals and the actual accomplishments of education. Explores the relationship between schools and the larger multicultural society, with emphasis on gender, social class, age, race, and ethnicity issues. Approved for University Studies (Explorations Strand F–Social Science). -
ED 253 - Southern Oregon University Learn and Serve (SOULS)
1 to 4 credits
Students explore their fields of interest and gain experience in a variety of community service placements. For each credit, participants spend thirty hours working in a setting of their choice. For placement in public schools, students must contact the School of Education. Course credit varies in proportion to the amount of time spent and the level of involvement. Repeatable. -
ED 305 - Reading and Conference
1 to 4 credits
Credits to be arranged. Repeatable for a maximum of 12 credits. -
ED 309 - Advanced Practicum and Seminar
1 to 3 credits
Supervised teaching of children in a lab school or community setting applying what has been learned through coursework and previous lab experiences. Students take on the role of a lead teacher for a portion of the experience and work closely with parents and staff. In collaboration with the cooperating teacher, students plan, implement, and evaluate developmentally appropriate activity lesson plans, which are used for portfolio development. Serves as an open forum to self-assess, discuss, and reflect on what has been learned from student-teaching experiences. Repeatable for a maximum of 6 credits. -
ED 346 - Special Studies: Child, Family, and Community
3 credits
Develops skills for establishing effective and mutually respectful relationships between the early childhood professional and families of children with whom the professional works. Students apply information to early childhood settings by completing projects that relate to formal and informal communication with parents, parent education, and parent involvement strategies. Requires students to plan a special event for parents in an early childhood setting. -
ED 348 - Special Studies: Children with Disabilities and Their Families
3 credits
Explores how teachers engage children with disabilities in the classroom. Includes adapting indoor and outdoor environments and activities and covers working with parents to enhance the development of children with a variety of special needs. Applies understanding of disabilities and research-based best practices into the classroom setting in collaboration with parents and other professionals to provide meaningful experiences for children with special needs. -
ED 365 - Special Studies: Children at Risk
3 credits
Explores stressful issues that impact the development of the whole child, including divorce, child abuse, moving, death of family members, changes in the family system, poverty, and cultural differences. Students research and apply knowledge to specific early childhood settings by planning curriculum and modifying classroom environments. Requires a case study of a child dealing with at least one stressful issue. -
ED 385 - Special Studies: The Early Childhood Professional
3 credits
Explores issues related to professional conduct and the development of professional philosophy. Topics include professionalism, historical and current factors, early childhood education programs, parent interaction, job opportunities, ethical and legal issues, and community resources. Students research and apply information to a particular early childhood issue. Requires students to complete a project enabling them to directly participate in professional activities in the early childhood community. -
ED 398 - Teaching Global Perspectives Through Children’s Literature
4 credits
Immerses prospective elementary and middle school teachers in integrated content and instruction by examining both the literary elements and social science information present in international children’s literature. Approved for University Studies (Integration - Strand J). Prerequisite(s): Completion of all lower division University Studies requirements. (Cross-listed with ENG 398 .) -
ED 399 - Special Studies
1 to 18 credits
Credits to be arranged. Repeatable. -
ED 405 - Reading and Conference
1 to 4 credits
Credits to be arranged. Repeatable for a maximum of 12 credits. -
ED 407 - Seminar
1 to 6 credits
Credits to be arranged. Repeatable. -
ED 409 - Practicum
1 to 6 credits
Credits to be arranged. Repeatable for a maximum of 12 credits. -
ED 411 - September Experience
1 to 3 credits
Allows students to observe and participate in the preparation of a new public school year and to experience the classroom during the first weeks of school. Provides opportunities to observe and reflect on how public school teachers establish expectations and norms that affect the entire school year. Additionally, teacher education students assist teachers in preparing classrooms. May not be repeated for additional credit. -
ED 416 - Field Experience: Gradual Participation in Delivering Instruction
1 to 3 credits
Offers a supervised field-experience practicum in a public school as preparation for half-day student teaching. Teacher education students engage in systematic observation and gradually participate in delivery of instruction. May not be repeated for additional credit. -
ED 417 - Student Teaching: Second Authorization Level
4 to 10 credits
Provides a supervised half-day student teaching experience in a public school as preparation for full-day student teaching. Teacher education students engage in systematic observation and gradually assume teaching responsibilities. May not be repeated for additional credit. -
ED 418 - Student Teaching: First Authorization Level
10 to 13 credits
Final supervised student teaching experience in a public school. Teacher education students assume the full-day classroom teacher’s role and responsibilities. Provides an opportunity to refine teaching style and management strategies and to be part of the total school environment. May not be repeated for additional credit. -
ED 426 - Bullies and Victims in the Schools: Intervention/Prevention
3 credits
Designed to provide understanding of the bully/victim syndrome, policy guidelines, and strategies and methods to intervene and curb bullying in the schools. Provides teachers with a system of preventing and dealing with bullying abuse in the schools. Examines the identified types of bullying and their manifestations, as well as applicable state and federal laws. -
ED 427 - Child Abuse and Neglect
3 credits
Designed to give participants a foundation in the subjects of child abuse and neglect. Includes materials to create an awareness of child abuse and neglect and how to recognize the signs of abuse and neglect in students, as well as ways to respond, including awareness and requirements of the law. Examines society’s role in abuse and neglect, the types of abuse and neglect children encounter, preventive measures a teacher can utilize, incidence in diverse populations, the role of the school, mandated reporting, working with parents and social service agencies, and the role of court-appointed special advocates. -
ED 430 - The Art of Storytelling
3 credits
Explores folk tales, literary tales, and family and personal stories. Focuses on observing different storytellers, experimenting with a variety of storytelling techniques, and developing a personal storytelling style. Students learn to select and adapt stories for telling and deliver them with their own unique flair. Covers audience-participation storytelling, story games, story-theater, and developing family stories. K—12 teachers learn to use storytelling in the classroom throughout the curriculum. (Cross-listed with TA 430 .) -
ED 431 - Teaching English Language Learners
3 credits
Introduces future educators to the knowledge, skills, attitudes, insights and resources necessary to meet the needs of English language learners (ELL)S) in mainstream elementary classroom. In addition to an overview of current theories and issues in the teaching of ELLs, the course focuses on active, hands-on methods for engaging and instructing ELLs. Participants will learn how to create a culturally responsive classroom, apply appropriate differentiated teaching techniques for children and their stage of language acquisition, and plan lessons with rich content and context to facilitate comprehension. Future educators will recognize the value of families’ native languages and cultures as the foundation for developing language proficiency. Prerequisite(s): Restricted to elementary education majors. -
ED 434 - Educational Technology
1 to 3 credits
Provides an overview of the effective use of instructional technology in elementary education classes. Students use a variety of media to prepare teaching materials and deliver instruction. Emphasizes applying computers to the elementary school curriculum. May not be repeated for additional credit. -
ED 435 - Math/Science Methods
3 credits
Familiarizes licensure students with the skills, instructional strategies, curricular designs, and materials associated with successful teaching of math content, problem solving, science content and inquiry at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation of the Common Core State Standards, Oregon Science Standards, and the Next Generation Science Standards. The course will illuminate how engaging, creative instructional strategies can enhance and inspire student learning, with a strong focus on issues related to the inclusion of students with diverse backgrounds, learning styles, skills, strengths and special needs. -
ED 437 - Science and the Young Child
3 credits
Utilizes science investigations common in an elementary classroom to deepen scientific understanding for the adult learner while also exploring the developing mind of the young child. Addresses current societal problems and the role of scientific and technological advances in finding solutions through project-based inquiry. Approved for University Studies (Integration - Strand H). Prerequisite: Completion of lower division University Studies requirements. Class restriction: Junior standing or above. -
ED 438 - Children Around the World
3 credits
Focuses on the unique characteristics, conditions, and inherent human wisdom of early education practices around the world with the goal of preparing early childhood professionals to understand, respect, and honor these differences. Emphasizes philosophical and epistemological perspectives to better understand the significance of cultural, historical, social, political, and economical contexts on beliefs about child development (age ranges from pre-birth to eight). Students will build an understanding of differing practices in different times and places and apply their knowledge to promote nurturing curricula and relationships with young children in their particular settings. Students will reflect upon and apply the awareness gained from this course to an educational philosophy that seeks to support all children in their care to reach their holistic developmental potential. Approved for University Studies (Integration - Strand J). Prerequisite(s): completion of lower division University Studies requirements. Class restriction: Junior standing or above. -
ED 440 - Whole Child Development
3 credits
Explores the study of child development from a holistic perspective. Students will gain an appreciation and respect for children as unique individuals of intrinsic worth and dignity. Emphasis will be on the skills of observation, reflection and interpretation as tools to learn about children and their development. -
ED 450 - Mediation and Conflict
4 credits
Introduces students to the fundamental concepts and theories of dispute resolution and assists them in developing the basic skills and knowledge for productively managing their own and intervening in others’ disputes. Class time consists primarily of practice and roleplay, as well as lecture, lecture-discussion, and coaching by professional mediators. Certificate of completion provided with successful completion of the course. Additional fees/tuition may apply. (Cross-listed in other departments.) -
ED 451 - Advanced Teacher Assistantship
1 to 2 credits
Provides opportunities to learn about the roles, responsibilities, and skills needed to supervise educational activities. Laboratory includes working in a public school classroom under the direction of a cooperating teacher. Students work with children both one-on-one and in small groups as they learn basic data-taking skills. Course may be applied toward a minor in education. Repeatable. -
ED 452 - Outdoor Education Experiences
2 credits
Students participate as assistants to the administrative staff in a public school outdoor education experience for children in grades 5 and 6. Includes involvement as children learn how natural settings become the perfect classroom for an integrated curriculum. Repeatable. -
ED 453 - Southern Oregon University Learn and Serve (SOULS)
1 to 3 credits
Explores fields of interest and allows students to gain experience in community service placements. For each credit, participants spend thirty hours working in a setting of their choice. For placement in public schools, students must contact the School of Education. Course credit varies in proportion to the amount of time spent and the level of involvement. -
ED 454 - Leadership and Advocacy in Early Childhood Education
3 credits
Examines literature and research related to leadership, advocacy, and current topics influencing the early care and education of young children. Explores and critiques the rationale for multiple perspectives on controversial topics. Students develop and defend their own philosophy of working with young children related to their specific career goals and context. Integrates reflection and small group processes to promote personal strength and model effective leadership in a collaborative environment. -
ED 455 - Honors Leadership and Advocacy in Early Childhood Education
3 credits
Examines literature and research related to leadership, advocacy, and current topics influencing the early care and education of young children. Provides opportunities for students to explore and critique the rationale for multiple perspectives on controversial topics. Students develop and defend their own philosophy of leadership and how it relates to working with young children within their specific career goals and context. Integrates reflection and small group processes to promote personal strength and model effective leadership in a collaborative environment. -
ED 457A - Introduction to Curriculum, Instruction, and Assessment
3 credits
Taught during the junior year of the Elementary Education program. Explores strategies for instruction, planning, and assessment of diverse elementary classrooms. Emphasizes the core beliefs that teaching requires intentionality and is a complex and human endeavor. Students will cultivate skills in standards-based curriculum unit design, lesson planning and assessment and an understanding of the Oregon State Standards. Integrates reflective practice and transparent teaching.
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ED 457B - Curriculum, Instruction, and Assessment
3 credits
Taught during the senior year of the Elementary Education licensure program, this course provides a continuation of the complex design of standards-based curriculum and assessment to meet the diversity of needs in an elementary classroom. Emphasizes classroom teaching processes to help the beginning teacher develop a repertoire of strategies for instruction, planning, and assessment, while gaining an understanding of the Oregon State Standards and the Common Core State Standards. Emphasizes effective strategies for standards-based education. Prerequisite(s): Completion of ED 457A with a B or better. -
ED 458 - Social Science Methods
3 credits
Familiarizes licensure students with the skills, instructional techniques, curricular designs, materials, and resources associated with successful teaching of social science subjects in K-6 classrooms. Emphasizes effective, engaging, and culturally responsive strategies for implementing Oregon Content Standards and the Common Core State Standards in teaching diverse learners. -
ED 459 - Foundations of Education
3 credits
Examines literature and research from diverse social science disciplines to present American public education in its historical and social contexts. Emphasizes the multicultural history of public education in the U.S. and the increasing diversity of pre-collegiate classrooms. Provides an opportunity to analyze, investigate, and evaluate current and future schooling issues and to explore ways to improve schooling and instructional practices. Approved for University Studies (Integration - Strand I). -
ED 460 - Multicultural Education
3 credits
Emphasizes the philosophical and epistemological perspectives of multicultural education in American public schools. Addresses issues of marginalized students, social justice, and equity. Explores materials related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs. Introduces curriculum planning, instruction, and assessment techniques that help develop an effective multicultural education program at each level of education in public schools. Approved for University Studies (Integration - Strand J). -
ED 461 - Health/PE Methods
3 credits
Examines principles of children’s health, safety, and ways in which classroom teachers can help students develop movement skills and an active, healthy lifestyle. Addresses planning, implementation, and evaluation of health and physical education instruction. Topics include mental, emotional, and personal wellness for children in grades K-8. The course provides opportunities for active participation in the Great Body Shop Curriculum. -
ED 462 - Human Development, Cognition, and Learning
3 credits
Facilitates an understanding of human development from conception to age twenty-one. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and neurological research. Makes connections between research on learning theories and experiences in a child’s school life to build stronger bonds between teaching and learning. Includes a practicum in which teacher education students develop effective ways of addressing learning differences and gain a better understanding of children with unique needs. -
ED 463A - Reading and Language Arts Methods A
3 credits
Examines the process of language development and the emergence of literacy as interactive processes involving reading, writing, thinking, speaking, and active listening. Examines the current theories, strategies, and pedagogy for birth-age 8 necessary to promote an educated, diverse society that meets language and literacy demands of the twenty-first century. Activities emphasize a multicultural perspective (with a special focus on the needs of students with diverse backgrounds), learning styles, skills, strengths, and special needs in reading and language arts teaching methods for the early childhood classroom birth-third grade. -
ED 463B - Reading and Language Arts Methods B
3 credits
Examines the process of literacy development in an interrelated context of reading, writing, thinking, speaking, and active listening. Examines the current theories, strategies and pedagogy for grades 3-8 necessary to promote an educated, diverse society that meets language and literacy demands of the twenty-first century. Activities emphasize a multicultural/inclusive perspective, learning styles, skills, strengths, and collaboration through exploring content area reading comprehension, reader/writer workshops, literacy centers and literature circles in grades 3-8. -
ED 466 - Human Relations
1 to 3 credits
Describes a broad range of interactions, including the interpersonal interactions and intrapersonal orientations of each individual. Examines human relationships, classroom organization, and management—which help teacher-education students understand how to establish classroom climates that support learning. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youths and considers how schools can respond to these needs. Examines relationships among schools, parents, and communities. May not be repeated for additional credit. -
ED 469 - Language and Literacy in the Content Areas
3 credits
Develops competence in teaching the interactive processes of reading, writing, listening, speaking, viewing, and thinking across the curriculum. Focuses on strategies for teaching students of varied backgrounds and abilities. Grades 4–12. -
ED 470 - The Exceptional Child
3 credits
Examines the special educational needs of children classified as exceptional. Analyzes the legal requirements of mainstreaming and special programs. Covers the practical aspects of providing or adapting materials, curriculum, and teaching techniques. Studies the affective domain of exceptionality and strategies to help children develop to their fullest potential. -
ED 471 - Inclusion Strategies
3 credits
Surveys the foundations of special education, including historical and philosophical perspectives, legal issues, and current trends in instruction and programming. Explores the role of the teacher as related to the exceptional child in the general education classroom. Emphasizes developing knowledge of various exceptionalities,identifying available resources, and focusing on students’ strengths and needs, with particular emphasis on working with students with exceptional needs in the general classroom. Strategies for including exceptional students will provide a foundation for pre-service teachers in developing differentiated materials and activities. -
ED 473 - Art Education Methods
3 credits
Discusses the concepts and issues in art that affect the world of art education. Covers historical perspectives, critical theories, and effective practices in current art education to examine and question boundaries, standards, beliefs, and the current social cultural context. Explores the role and value of art and creativity in child development and learning in classroom settings, the community, and society. Uses a cross-cultural approach to explore art-making, art history, aesthetics, creative and artistic performance, and art appreciation for grades P–8. -
ED 474A - Honors Introduction to Curriculum, Instruction and Assessment
3 credits
Taught during the junior year of the Elementary Education program. Explores strategies for instruction, planning, and assessment of diverse elementary classrooms. Emphasizes the core beliefs that teaching requires intentionality and is a complex ahd human endeavor. Students will cultivate skills in standards-based curriculum unit design, lesson planning and assessment and an understanding of the Oregon State Statndards. Integrates reflective practice and transparent teaching. Restricted to students in the BA/BS in Elementary Education with Honors program. -
ED 474B - Honors Curriculum, Instruction, and Assessment
3 credits
Taught during the senior year of the Elementary Education program. A continuation of the complex design of standards-based curriculum and assessment to meet the diversity of needs in an elementary classroom. Emphasizes classroom teaching processes to help the beginning teacher develop a repertoire of strategies for instruction, planning, and assessment, while gaining an understanding of the Oregon State Standards. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Prerequisite: Completion of ED 474A with a B or better. Restricted to students in the BA/BS in Elementary Education with Honors program. Prerequisite(s): ED 474A -
ED 475 - Honors Social Science Methods
3 credits
Familiarizes students with the skills, instructional techniques, curricular designs, and materials associated with successful teaching of social science subjects at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to the inclusion of students with diverse backgrounds, learning styles, skills, strengths, and special needs in social science teaching methods for grades P-8. Restricted to students in the BA/BS in Elementary Education with Honors program. -
ED 476 - Honors Foundations of Education
3 credits
Examines literature and research from diverse social science disciplines to present American public education in its historical and social contexts. Emphasizes the multicultural history of public education in the U.S. and the increasing diversity of pre-collegiate classrooms. Provides an opportunity to analyze, investigate, and evaluate current and future schooling issues and to explore ways to improve schooling and instructional practices. Restricted to students in the BA/BS Elementary Education with Honors program. -
ED 477 - Honors Multicultural Education
3 credits
Explores concepts, theories, and strategies that constitute major dimensions of multicultural education in American public schools. Examines issues and attitudes regarding race, ethnicity, language, social class, sexuality, and gender. Raises cultural awareness, sensitivity, and competence. Provides instructional methods, materials and curriculum for positive interactions with children and youth. Promotes learning communities that respect individual and group differences. Examines dimensions of multicultural education including content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture. Restricted to students in the BA/BS Elementary Education with Honors program. -
ED 478 - Honors Human Development, Cognition, and Learning
3 credits
Facilitates an understanding of human development from conception to age twenty-one. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and neurological research. Makes connections between research on learning theories and experiences in a child’s school life to build stronger bonds between teaching and learning. Includes a practicum in which teacher education students develop effective ways of addressing learning differences and gain a better understanding of children with unique needs. Restricted to students in the BA/BS Elementary Education wtih Honors program. -
ED 479 - Honors Human Relations
1 to 3 credits
Describes a broad range of interactions, including the interpersonal interactions and intrapersonal orientations of each individual. Examines human relationships, classroom organization, and management—which help teacher-education students understand how to establish classroom climates that support learning. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youths and considers how schools can respond to these needs. Examines relationships among schools parents, and communities. Restricted to students in the Elementary Education with Honors program. May not be repeated for additional credit. -
ED 480 - Foundations in Early Childhood/Elementary Education
3 credits
Introduces students to the field of early childhood and elementary education and presents an overview of historical and philosophical perspectives. Explores different approaches to ECE and elementary education. Analyzes relevant issues in the field of early childhood and elementary education from sociological and cultural perspectives. -
ED 481 - From At-Risk to Resiliency
3 credits
Examines the factors that place a student at risk, with the goal of identifying the most beneficial strategies for pulling students through difficulties. Includes chemical abuse, physical and sexual abuse, dysfunctional families, suicide, and socioeconomic status. Addresses the use of community agencies and development of classroom resources. -
ED 484 - Curriculum Design in Early Childhood
3 credits
Examines early childhood development and learning as a basis for determining developmentally appropriate experiences for young children. Incorporates observation and evaluation into organizing principles and considers the meaning and development of play and its importance in curriculum design. Examines relationships between the environment and program goals. -
ED 485 - Assessment of Young Children
3 credits
Covers the administration and interpretation of screening and assessment tools for identification and evaluation of infants, toddlers, preschool, and primary-grade children with special needs. Examines curricula issues and intervention strategies related to service, delivery, and advocacy for young children. -
ED 486 - Curriculum Content in Early Childhood Education
3 credits
Uses the developmental-interaction approach as a framework for integrating scientific, social, and mathematical content areas into early childhood programs. Considers ways to facilitate creative development and expression through the visual and performing arts. Explores the role of teacher as facilitator and examines ways to integrate health, safety, and nutrition instruction. -
ED 487 - Family, School, and Community Relations in Early Childhood Education
3 credits
Examines the socializing environments in a child’s life and their interrelatedness. Focuses on understanding the importance of cooperation and collaboration between family and school, including special educators and other professionals. Examines conferencing techniques and explores ways to build positive relationships and strengthen communication between school and family. -
ED 488 - Early Language and Literacy Development
3 credits
Examines the process of language development and the emergence of literacy in young children. Studies the cognitive and social bases of language and literacy development. Considers ways of promoting language and literacy development, including the selection and use of activities and materials. -
ED 489 - Interpersonal Relations and Guidance in ECE
3 credits
Focuses on understanding social and emotional development as a basis for effective group management and positive interpersonal relations. Examines different theories of group management and their relationships to curriculum design. Considers ways to foster positive interactions between children and adults. -
ED 491 - School Law and Organization
3 credits
Studies federal, state, and local legal institutions and laws that affect schools. Emphasizes governance and liability of schools. -
ED 493 - Observation and Evaluation of Teaching
3 credits
Provides an opportunity for future and experienced teachers to observe contemporary trends in education and applied teaching/learning theories as demonstrated in the schools. Students analyze teaching and learning theories, investigates trends, observe their use in classroom situations, and discusses the effectiveness of educational theories and practices on instruction and evaluation of teaching. Students also design lessons in various content areas to meet learning goals. -
ED 494 - Honors Observation and Evaluation of Teaching
3 credits
Provides an opportunity for future and experienced teachers to observe contemporary trends in education and applied teaching/learning theories as demonstrated in the schools. Students analyze teaching and learning theories, investigate trends, observe their use in classroom situations, and discuss the effectiveness of educational theories and practices on instruction and evaluation of teaching. Prerequisite(s): Restricted to students in the elementary education with honors program. -
ED 495 - Reflective Inquiry/Professional Portfolio
3 credits
Provides an opportunity to examine contemporary trends and research in professional development practices and to understand the personal reflective inquiry process. Analyzes personal values and beliefs affecting instructional approaches, as well as interactions with others, including students, parents, and teachers. Investigates decision-making and problem-solving skills in various situations using deliberate critical inquiry. Discusses the potential of multilevel learning and self-study to improve personal and professional practices in school settings. Guides the development of a professional portfolio that demonstrates the knowledge, skills, and competencies required of student teachers in the initial licensure program. -
ED 500 - Professional Development
1 to 6 credits
Designed and sponsored by educational agencies. Offers professional development courses for educators. A maximum of 6 credits may be applied to fifth-year or graduate degree programs. -
ED 501 - Research
1 to 6 credits
Credits to be arranged. Repeatable. -
ED 503 - Thesis/Project
1 to 9 credits
Credits to be arranged. Repeatable. -
ED 505 - Reading and Conference
1 to 6 credits
Credits to be arranged. Repeatable. -
ED 506 - Special Individual Studies
1 to 4 credits
Credits to be arranged. May not be repeated for additional credit. -
ED 507 - Seminar
1 to 9 credits
Credits to be arranged. Repeatable. -
ED 508 - Workshop
1 to 3 credits
Credits to be arranged. Repeatable. -
ED 509 - Practicum
1 to 9 credits
Credits to be arranged. Repeatable for a maximum of 15 credits. -
ED 510 - Field Experience: Research Application
1 to 6 credits
Provides students with opportunities to practice specific research skills, such as observation, interviewing, and data analysis. May not be repeated for additional credit. -
ED 511 - September Experience
1 to 3 credits
Allows students to observe and participate in the preparation of a new public school year and to experience the classroom during the first weeks of school. Provides opportunities to observe and reflect on how public school teachers establish expectations and norms that affect the entire school year. Additionally, teacher education students assist teachers in preparing classrooms. May not be repeated for additional credit. -
ED 512 - Research Investigations
3 credits
Equips students with the necessary skills to become critical consumers of research related to their work. Students apply research findings to problem identification and analysis and develop a research design appropriate for investigation of a relevant workplace or community problem. -
ED 513 - Evaluation and Management of Classroom Instruction
3 credits
Through classroom observations, students learn to collect, analyze, and use objective data to evaluate the major elements of classroom instruction. Students practice a variety of evaluation tools. Develops management techniques and skills to provide feedback and direction to others. Students also develop their rationale for evaluative practices and create an evaluation instrument of their own. -
ED 514 - Education in Sociological Perspectives
3 credits
Examines literature and research related to the current and historical role of public education in American society from the multiple perspectives of the social sciences. Strengthens analytical skills by applying social science research to the assessment of educational change and public policy in public schools. (Cross-listed with SSC 514 .) -
ED 515 - Field Experience: Understanding the Learner
1 to 3 credits
Focuses on human development, cognition and learning, and the multiple influences on these phenomena as they relate to educational institutions. May not be repeated for additional credit. -
ED 516 - Field Experience: Gradual Participation in Delivering Instruction
1 to 3 credits
Offers a supervised field-experience practicum in a public school as preparation for half-day student teaching. Teacher education students engage in systematic observation and gradually participate in delivery of instruction. May not be repeated for additional credit. -
ED 517 - Student Teaching: Second Authorization Level
4 to 10 credits
Provides a supervised half-day student teaching experience in a public school as preparation for full-day student teaching. Teacher education students engage in systematic observation and gradually assume teaching responsibilities. May not be repeated for additional credit. -
ED 518 - Student Teaching: First Authorization Level
10 to 13 credits
Final supervised student teaching experience in a public school. Teacher education students assume the full-day classroom teacher’s role and responsibilities. Provides an opportunity to refine teaching style and management strategies and to be part of the total school environment. May not be repeated for additional credit. -
ED 519 - Action Research as an Approach to School Improvement
1 to 3 credits
Develops the educators’ knowledge of appropriate action research techniques. Educators lean how to use action research as a reflective tool in assessing the effectiveness of their teaching practices in relationship to student learning. Participants create an action plan to implement in an educational setting. May not be repeated for additional credit. -
ED 520 - Professional Portfolio
1 to 3 credits
The professional portfolio demonstrates the advanced knowledge, skills, and competencies required of students in the MEd/CTL Program. Students work individually with a faculty advisor to compile appropriate documentation over the course of their programs. Once they have completed the program and fulfilled all the requirements, students submit the final version of their portfolio via this course. May not be repeated for additional credit. -
ED 521 - Field-Based Practicum: ESOL/Bilingual
3 credits
Provides practicum experience in an ESOL/bilingual classroom. Students work with second-language learners and are required to work closely with a mentor-teacher. Students also complete a work sample. -
ED 522 - Curriculum Design and Educational Change
3 credits
Engages students in applying knowledge and skills to real-world situations. Leads students beyond basic recall to high levels of achievement. Challenges students to perform a comprehensive examination of the processes, content, and assessments related to the spectrum of curriculum areas present in a K–12 instructional program. -
ED 523 - Issues of Educational Reform
3 credits
Introduces students to areas of educational reform, restructuring, and change. Includes international, national, state, and local reform efforts and research into educational change. Provides personal strategies for promoting and coping with educational change efforts. -
ED 524 - Professional Models of Governance
3 credits
Covers the strategies used by educators as they manage and cope with the numerous innovations and refinements to teaching and learning required in today’s schools. Focuses on the principles governing the improvement process. -
ED 525 - Public and Professional Relations
3 credits
Helps teachers project a positive public image. Involves understanding the multiple audiences and the variety of forums available for articulating one’s vision of what education should be. Participants learn to communicate effectively, identify common goals, and present thoughts clearly. Introduces teachers to effective strategies for building positive relationships. -
ED 526 - Bullies and Victims in the Schools: Intervention/Prevention
3 credits
Designed to provide understanding of the bully/victim syndrome, policy guidelines, and strategies and methods to intervene and curb bullying in the schools. Provides teachers with a system of preventing and dealing with bullying abuse in the schools. Examines the identified types of bullying and their manifestations, as well as applicable state and federal laws. -
ED 527 - Child Abuse and Neglect
3 credits
Designed to give participants a foundation in the subjects of child abuse and neglect. Includes materials to create an awareness of child abuse and neglect and how to recognize the signs of abuse and neglect in students, as well as ways to respond, including awareness and requirements of the law. Examines society’s role in abuse and neglect, the types of abuse and neglect children encounter, preventive measures a teacher can utilize, incidence in diverse populations, the role of the school, mandated reporting, working with parents and social service agencies, and the role of court-appointed special advocates. -
ED 528 - Leadership into Practice
3 credits
Creates conditions for teacher leadership and requires practice in principles supporting individual and collaborative growth and change. Using current understandings of the forces of educational change and the implementation of personal and professional action plans, students in the MEd/CTL Program work at their school sites to aid in teaching and learning improvement. Repeatable for a maximum of 9 credits. -
ED 529 - Talented and Gifted Education
3 credits
Designed to give individuals the knowledge and skills necessary to develop a planned program to meet the needs of academically talented and intellectually gifted (TAG) students within a framework of Oregon’s state requirements. Students gain an understanding of the characteristics and needs of TAG students, current legislation as it relates to the education of talented and gifted children, identification procedures, assessment options, program and service modules, and curriculum differentiation options. -
ED 530 - The Art of Storytelling
3 credits
Explores folk tales, literary tales, and family and personal stories. Focuses on observing different storytellers, experimenting with a variety of storytelling techniques, and developing a personal storytelling style. Students learn to select and adapt stories for telling and deliver them with their own unique flair. Covers audience-participation storytelling, story games, story-theater, and developing family stories. K—12 teachers learn to use storytelling in the classroom throughout the curriculum. (Cross-listed with TA 430 .) -
ED 532 - Teaching English Language Learners
3 credits
Introduces future educators to the knowledge, skills, attitudes, insights and resources necessary to meet the needs of English language learners (ELL)S) in mainstream elementary classroom. In addition to an overview of current theories and issues in the teaching of ELLs, the course focuses on active, hands-on methods for engaging and instructing ELLs. Participants will learn how to create a culturally responsive classroom, apply appropriate differentiated teaching techniques for children and their stage of language acquisition, and plan lessons with rich content and context to facilitate comprehension. Future educators will recognize the value of families’ native languages and cultures as the foundation for developing language proficiency.
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