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Education |
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ED 556 - Holistic Education
3 credits
Considers how principles of whole student learning and contemplative practices can be part of any classroom or teaching setting. Engages students in experiential learning activities that exemplify holistic teaching. Discovers the implications of holistic learning in the student’s teaching practice. Evaluates course readings, discussions, and class experiences around the following essential questions: (1) What does it mean to teach to the heart, mind, body, and spirit each day? and, (2) How can holistic teaching and learning be a catalyst for positive change in education? Intended for education majors or with instructor permission. Prerequisite(s): Must be eligible to take graduate-level coursework.
Graded (A-F) only
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ED 557A - Curriculum, Instruction, and Assessment
3 credits
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. Prerequisite(s): Admittance into the MAT program.
Graded (A-F) only
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ED 557B - Curriculum, Instruction, and Assessment
3 credits
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(s): Completion of ED 557A with a B- or better.
Graded (A-F) only.
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ED 558 - Special Methods I, II, III
1 to 3 credits
Familiarizes students with the skills, instructional techniques, curricular designs, and materials associated with successful teaching of specific subjects at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation and assessment mandates from the Oregon Department of Education. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores material related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs. Repeatable for a maximum of 6 credits.
Graded (A-F) only.
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ED 559 - 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.
Graded (A-F) only.
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ED 560 - Diversity in the Workplace
4 credits
Focuses on the development of culturally responsive discourse and practices in the workplace. Explores how cultural perspectives, experiences and histories shape individuals who work and learn together as members of groups. Diversity in the work environment promotes acceptance, respect, and teamwork despite differences in race, identity, gender, age, ability, class, language, religion, or communication styles. Students will develop the self-awareness and cross-cultural competence to promote positive and productive relationships in diverse contexts. They will learn to lead and collaborate effectively, to interact thoughtfully, to address barriers of bias, discrimination, and inequity, and to champion inclusive strategies that engage and integrate people of different identities, backgrounds, and worldviews. Prerequisite(s): restricted to MSEd students.
Graded (A-F) only
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ED 561 - Advanced Educational Psychology
3 credits
Examines major theories of learning and measures current issues and educational practices against a continuum of theories in educational psychology. Engages students in research and development related to theoretical frameworks in educational psychology. Analyzes problems encountered in providing equal and appropriate education to learners with diverse backgrounds and needs.
Graded (A-F) only.
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ED 562 - 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.
Graded (A-F) only
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ED 563 - Language and Literacy
3 credits
Presents language and literacy as interactive processes involving reading, writing, thinking, speaking, and active listening. Examines the current theories, strategies, and pedagogy at specific authorization levels 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 at-risk students.
Graded (A-F) only
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ED 566 - Human Relations
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.
Graded (A-F) only
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ED 567 - Contemporary Issues, Leadership, and Collaboration
3 credits
Considers current issues affecting public school teachers, such as curriculum instruction, assessment, technology, time, the learning environment, school-community relations, governance, personnel, and teacher leadership. Builds an understanding of the focal points for participating in school restructuring efforts. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century.
Graded (A-F) only.
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ED 568 - Integration Projects
1 to 3 credits
Provides a framework and support for major capstone projects (professional portfolio and advocacy project) that integrate multiple program elements. Helps students make connections between theory and practice. Promotes disposition and strategies for reflective practice. Repeatable for a maximum of 3 credits.
Graded (A-F) only
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ED 569 - 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.
Graded (A-F) only.
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ED 570 - 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.
Graded (A-F) only.
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ED 571 - Inclusion Strategies
2-3 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 conditions of exceptionalities, available resources, and educational alternatives through a “learning styles” and case studies approach, 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. Repeatable for a maximum of 6 credits.
Graded (A-F) only.
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ED 573 - Nutrition, Health, and Safety for the Young Child
3 credits
Examines the physical and health issues of children from birth to age eight. Explores the multitude of decisions that families may make regarding their child’s physical and emotional health. Studies the standards for health and safety management within the early childhood classroom. Studies the importance of prevention with regard to a child’s health and safety. Heightens awareness of early signs, both visible and invisible, in children that may indicate a need for health interventions. Discusses the appropriate nutrition for children as well as the influences that school, home and society have on children’s wellbeing.
Graded (A-F) only
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ED 574 - Current Issues and Methods in STEM Education
4 credits
Examines current issues and methods related to Science, Technology, Engineering, and Mathematics (STEM) Education. Illuminates how engaging, creative instructional strategies, inquiry, problem solving, and the appropriate integration of technology 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. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 575 - Trends and Issues in Environmental Education
4 credits
Focuses on environmental education as a profession. Analyzes current literature to evaluate trends within the field and explores how professional environmental educators contribute to the development of the field, including research and publications. Investigates environmental issues to prepare future environmental educators to address local and regional challenges and opportunities. Areas of study include the loss of biodiversity and strategies for preservation and recovery of threatened species, sustainable management of natural resources, and issues affecting the welfare of human populations and the biosphere. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 576 - Introduction to Career and Technical Education
4 credits
Examines the history and practice of Career and Technical Education including the impact of educational reform on Career and Technical Education and workforce development. Provides an overview of federal funding and program characteristics that support CTE. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 577 - Project-Based Learning
4 credits
Introduces project-based learning as a pedagogical approach that emphasizes student-driven inquiry and problem solving, and parallels the way in which project teams are organized in the workplace. The goal is to develop the educator’s knowledge of project learning and to develop an understanding for using multi-task inquiry-based activities in the classroom. This course will focus on a project plan that emphasizes critical thinking, collaboration and the appropriate use of technology. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 580 - 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.
Graded (A-F) only.
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ED 581 - 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.
Graded (A-F) only.
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ED 582 - Counseling Techniques
3 credits
Explores counseling techniques for educational professionals. Develops the theoretical understanding and practical skills needed to deal constructively with personal and social problems that affect behavior, mood, and self-efficacy.
Graded (A-F) only.
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ED 584 - 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.
Graded (A-F) only.
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ED 585 - Assessment and Planning
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.
Graded (A-F) only.
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ED 586 - 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.
Graded (A-F) only.
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ED 587 - 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.
Graded (A-F) only.
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ED 588 - 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.
Graded (A-F) only.
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ED 589 - 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.
Graded (A-F) only.
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ED 590 - Principles and Theories of Adult Learning and Development
4 credits
Examines the history and practice of adult learning in today’s world. Relates the research, theory, and practice of cognition and learning; humanistic psychology; and adult learning to the workplace and higher education, with an emphasis on critical thinking and critical perspectives. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 591 - Strategies for Adult Learners
4 credits
Equips learners with the pedagogy and andragogy to develop effective strategies to engage adult learners. Topics include: theory into action; effective adult teaching characteristics; learning interventions to support adult learners: self-directed, active/project-based, problem-based, experiential, and collaborative learning. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 592 - Humanizing the Workplace
3 credits
Relates the research, theory, and practice of humanistic psychology to the workplace, with emphasis on techniques for building a positive-self-concept, resolving conflict, and building effective interpersonal relationships.
Graded (A-F) only.
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ED 593 - Observation and Evaluation of Teaching
3 credits
Provides an opportunity for teachers to observe contemporary trends in education and applied learning theories as demonstrated in the schools. Analyzes learning theories, investigates trends and their use in classroom situations, and discusses the effectiveness of educational theories and practices on instruction.
Graded (A-F) only.
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ED 594 - Institutional Strategies for Student Support
4 credits
Introduces learners to current research and best practices in academic and student affairs with special attention towards the learning environments and factors that influence college and university student success. Examines institutional strategies for organizing, staffing and funding the extensive array of programs and services designed to meet college and university students’ economic, social, cultural, developmental (older adolescents through adult learners), and academic needs. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 595 - Models of Professional Ethics and Leadership
4 credits
Focuses on exploring professional ethics and decision-making by looking at contemporary practices, policies, principles and issues within a variety of settings in education. Examines ethical dimensions of leadership through both traditional and nontraditional paradigms. Students reflect on personal ethical stances, examine the influence of ethics and values on decision-making, and analyze and critique ethical issues in a variety of contexts to frame professional ethical perspectives. Provides MSEd students with information on the thesis/project process and proposal format and enables them to develop and refine ideas for potential research. Prerequisite(s): restricted to MSEd students.
Graded (A-F) only.
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ED 596 - Higher Ed Systems and Culture
4 credits
Examines higher education administration leadership through a social justice and equity lens. Relates justice, sensitivity to power and privilege, and equitable outcomes to shared governance, decision-making, economics and finance, labor relations, policy and planning, higher education law, institutional research, and organizational culture. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 597 - Creativity in the Workplace and Higher Education
4 credits
Addresses the challenges of incorporating creativity into the workplace and higher education both as an issue of personal creative development and as a leadership issue related to nurturing creativity and innovation in others. Offers an opportunity to acquire and practice multiple strategies for fostering creativity and innovation i11 oneself and in others. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 598 - Learning in Organizations
4 credits
Explores how learning occurs within organizations and characteristics of effective professional learning. Examines standards, models and conditions for implementing and sustaining learning within and across organizations. Explores learning designs that reflect adult learning theory, incorporate stakeholder voice and choice, and support continued growth as individuals advance along the career span. Topics covered from theoretical and practical perspectives include understanding people, motivation, group dynamics, communication, leadership, power, politics, conflict, diversity, culture, decision making, change and organizational structure. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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Early Childhood Education |
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ECE 300 - ECD Orientation
2 credits
Provides incoming ECD students with a comprehensive review of the online degree-completion program and major expectations, guidance on program plan development, useful tools for Moodle and Google Suite applications, and support in remedial writing and professionalism practices for the growing ECD professional. Prerequisite(s): Restricted to ECD majors.
Graded (A-F) only.
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ECE 309 - Advanced Practicum
1-3 credits
Supervised interaction with children in a school or community setting applying what has been learned through coursework and previous lab experiences. In collaboration with the teacher, students plan, implement, and evaluate developmentally appropriate activity lesson plans. Serves as an open forum to self-assess, discuss, and reflect on what has been learned from these experiences. Repeatable for a maximum of 6 credits. Prerequisite(s): Sophomore status or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ECE 350 - Foundations and Trends in Early Childhood Education
4 credits
Covers an overview of the history of early childhood education; theoretical models; different types of early childhood programs; community resources; professional organizations; contemporary trends, and issues facing the early childhood educational field. Students have the opportunity to practice observation skills and explore a variety of tools to record and assess student behavior, teachers, and the environment of young children. Students establish their own sense of professionalism and strengthen their professional voice by connecting to the literature, organizations and resources in the field by articulating their personal philosophy of early childhood education. Course content is applicable to infant and toddler programs, preschool programs, kindergarten and primary education. Field work is required. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 360 - Infants, Toddlers, and Families Development
4 credits
The first three years of life are a time of amazing growth and development. Based on research in neuroscience, this course explores the importance of early relationships and how they promote healthy brain development. Students gain in-depth appreciation and understanding this unique stage of life and a vision for high quality care and early education. Emphasis is placed on child observations, analysis and reflection as important components in the application of teaching practices in developmentally appropriate early childhood programs. Current understandings of infant/toddler mental health are used to support students understanding of infant-parent/caregiver attachment and the effects of trauma and stress in infancy. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 370 - Valuing Diversity in Early Childhood Education
4 credits
Emphasizes the importance of becoming a culturally competent educator able to teach to diverse learning styles, culturally and linguistically diverse learners, children with diverse abilities and from vastly different family backgrounds. Students reflect on their personal biases and deepen their understanding of cultural, ethnic, gender, sexual orientation, language, and learning differences in order to create inclusive learning environments, build stronger relationships with students and families, and to adapt their teaching practices to meet the needs of each learner. Aspects of diversity are explored including economic/social class, sex, gender identity, race/ethnicity/nationality, religion, ability, body appearance, language, learning style, family composition. Students learn to employ multicultural, developmentally appropriate practices as a means of developing classroom environments that support the concepts of culture, diversity, equity, social justice, and democracy in early childhood settings and in collaboration with families. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 380 - Family Community Connections
4 credits
Explores supporting whole child development in the context of family, community, and culture. The benefits of parent-professional partnership, parent-support services, and family oriented culturally responsive teaching are emphasized. Strategies for supporting families by sharing early childhood development information, understanding families’ cultures and societal influences, connecting families with community resources, and examining current social policies that are impacting in-home and community-based child rearing practices are developed. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 390 - The Art of Holistic Education in Early Childhood
4 credits
Examines and explores the art of cultivating the moral, emotional, social, physical, intellectual, creative, aesthetic, and spiritual dimensions of the early learning teacher and developing child. Holistic education nurtures a sense of wonder, curiosity, reverence for life and love of learning through interactive class structures, and contemplative practices to uncover the unique gifts and potential within each individual. Prerequisite(s): Junior status or above, restricted to ECD majors and minors.
Graded (A-F) only.
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ECE 450 - Building Resilient Learners
4 credits
Explores some of the major factors that can negatively impact the development of the whole child including socioeconomic status, family dynamics, environmental factors, and traumatic life changes. Students examine the impact of exposure to multiple risk factors on brain development and learning in a diverse, adverse environment. This course identifies beneficial strategies for impactful changes supporting students to build resilience through effective curriculum adaptation, family outreach, and modifying learning environments. Prerequisite(s): Junior standing or above or instructor permission.
Graded (A-F) only.
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ECE 460 - Innovations in Curriculum for Young Children
4 credits
Provides teachers with a philosophical foundation, a clear articulation of appropriate practices and principles for young children and connecting student observations with their own theoretical knowledge. Students bring critical thinking into the work with young children while examining all aspects of classroom life including children’s cultural identities, linking known and accepted early learning theories to developmentally appropriate curriculum development, utilizing a “whole-child” perspective to serve all learners. This robust course looks deeply at the development of children between the ages of 3 and 8 years and the role of the teacher as observer, documenter, curriculum designer, and advocate for children and families. Prerequisite(s): ECE 350 ; restricted to ECD majors and minors. Junior standing or above or instructor permission.
Graded (A-F) only.
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ECE 470 - Developmentally Appropriate Practice in Action
4 credits
Grounded in developmentally appropriate practices in early learning, this course provides students with the opportunity to envision and implement a caring community of learners. Students develop deep understandings of the interrelated characteristics that make up an effective learning community. These characteristics include positive and nurturing relationships within the context of responsive, joyful and safe environments; a developmentally appropriate curriculum framework based on whole-child development, child-centered, hands-on, and play-based learning, support for healthy development of the children in the group and positive guidance practices. Teachers use reflective practice to better understand themselves and to look in-depth at the diverse ways of knowing by children. Prerequisite(s): restricted to ECD majors and minors. Junior standing or above or instructor permission.
Graded (A-F) only.
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ECE 480 - Powerful Early Childhood Leaders
4 credits
Examines literature and research related to leadership, advocacy, and current topics influencing the early care and education of young children. This course provides opportunities for students to explore issues related to professional conduct and to broaden their existing educational philosophies. Students explore multiple perspectives on controversial topics through critical thinking and analysis. This course encourages deeper levels of self and professional reflection in order to expand leadership and advocacy skills and models effective strategies for demonstrating powerful and positive leadership in collaborative environments. Prerequisite(s): Junior standing or above or instructor permission.
Graded (A-F) only.
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ECE 490 - Capstone A: Internship Community-Service Learning
4 credits
Provides students an opportunity to expand and refine skills and knowledge that are important in educating children. Students conduct internships in educational settings where they can observe and interact with children and their families. Capstone Internship is a major culminating experience for the Early Childhood Development program students as a part of graduation requirements. This course offers opportunities for students to apply what has been learned through the previous years of coursework and field experiences. Students are engaged in Community-Based Learning (CBL) by planning, implementing, and reflecting on a developmentally appropriate, culturally sensitive and responsive, CBL service project for children and their families in their internship setting. Weekly online meetings serve as an open forum for students to self-assess their growth, discuss critical perspectives in their internship, and reflect on their professional development in the field experience. Prerequisite(s): ECE 460 and ECE 470 . Junior standing or above or instructor permission.
Graded (A-F) only.
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ECE 495 - Capstone B: Professional Portfolio
4 credits
Provides students an opportunity to expand and refine skills and knowledge that are important as professionals in educating young children. Capstone Portfolio Development is a major culminating experience for the Early Childhood Development (ECD) program students as part of graduation requirements. This second capstone offers opportunities for students to apply and synthesize what has been learned through the previous years of coursework and practicum experiences. In Capstone B, students are expected to develop and present a professional portfolio during the course of the term. Weekly online meetings serve as an open forum for students to self-assess their continuing growth, share reflections and growth perspectives in their professional learning, and reflect on their professional development in designing electronic portfolios. Prerequisite(s): ECE 460 and ECE 470 . Junior standing or above or instructor permission.
Graded (A-F) only.
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ECE 510 - Administration, Ethics, and Leadership in Early Childhood Education
4 credits
Learners develop skills planning, organizing, managing, and evaluating programs and facilities for young children. Learners explore strategies in program management, ethics, including hiring practices, motivating and evaluating staff, and parent involvement. Emphasis is placed on professional development and ethics in the field of early childhood through participation in current issues affecting the community. Learners develop leadership and envisioning skills. Learners are required to spend up to fifteen hours in the field. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ECE 520 - Holistic Early Childhood Education for Change
4 credits
Focuses on holistic approaches in early childhood education, incorporating outdoor education and nature connection, play, natural learning rhythms, developmentally appropriate practices (DAP), the environment as the third teacher, creative art, movement and games. Cultivation of the moral, emotional, social, physical, intellectual, creative, aesthetic, and spiritual dimensions of the teacher, developing child, family and community is central to holistic early childhood education. This course provides an opportunity for early childhood leaders, supervisors, directors and Master’s level learners to strengthen their professional roles as innovative leaders and sensitive advocates for young children, families, and developmentally appropriate practices. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ECE 530 - Enriching Multicultural Family and Community Engagement
4 credits
Learners examine and develop a deeper understanding of individual differences and diverse cultures in the rapidly changing demographics of their community. Participants re-examine their own knowledge, beliefs, values, and attitudes and build positive, strength-based, cultural asset-focused, and affirming perspectives and learn to embrace and honor the diversity that their children and families and staff bring to the program. The course provides opportunities for learners to build a learning community that is open, safe and an inclusive place. The course examines brain-based research to nurture cross-cultural, linguistic, contextual, and developmentally appropriate, culturally responsive learning experiences for all learners. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ECE 540 - From Teacher to Thinker: Pedagogical Leadership
4 credits
Learners re-examine assumptions and habits in teaching and learning. We can no longer separate the mind from the heart and spirit in classroom and program practices. This course examines the pedagogical leader’s responsibility to help others embrace disequilibrium, discomfort and uncertainty while embracing inquiry, wonder, curiosity, and passion in their work with children and families. Learners examine and design learning as a co-created relationship between children and educators using investigation, questioning, and understanding, strengthening children’s thinking about their explorations. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ECE 550 - Trauma and Restorative Justice
4 credits
Examines the NEAR science model (Neuroscience, Epigenetics, ACE’s and Resiliency) to gain a comprehensive understanding of the impact of trauma on children. The course explores two major approaches in response to trauma in the schools, trauma-informed care and restorative justice. Learners assess the benefits and challenges of implementing major interventions on a large scale and work to develop the practical skills needed to influence school culture in response to trauma. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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Educational Leadership |
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LEAD 501 - Research on School Leadership
1 to 4 credits
Credits to be arranged for research on School Leadership. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 505 - Reading and Conference
1 to 4 credits
Students work with the education leadership coordinator and instructor of record to develop an independent study to strengthen theoretical understanding of education issues at the building and district levels. Readings and assignments are determined collaboratively depending on the agreement between the student education leadership coordinator, and instructor of record. Repeatable for a maximum of nine credits.
Graded (A-F) only.
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LEAD 506 - Special Individual Studies on School Organizations
1-4 credits
Credits to be arranged for research on School Leadership. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 507 - Seminar in Education Leadership
1-4 credits
Explores issues of organizational leadership in the schools and community. Examines theoretical understandings of organizational issues at the district level including leading learning systems in an ever-shifting sociopolitical context. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership development program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements. Repeatable for a maximum of 9 credits.
Graded (A-F) only.
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LEAD 508 - Workshop on School Improvement
1-4 credits
Credits to be arranged for research on School Leadership. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 513 - Instructional Leadership
3 credits
Equips learners to develop a learning culture through hiring, onboarding, developing, and retaining effective, culturally responsive, caring, and diverse educational personnel in K-12 schools. Explores a variety of tools and strategies in supervision and evaluation.
Graded (A-F) only.
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LEAD 520 - Administrative Portfolio
1 credit
Supports the development of a professional portfolio for candidates who are completing their Professional Administrative License. Purpose is to show evidence of meeting the Oregon Teacher Standards and Practices Commission (TSPC) requirements for the administrative licensure. Successful completers must meet the following criteria: evidence of a substantial and sustained practicum that is standards-based, accomplished in real settings across all authorization levels, planned and guided cooperatively, and taken for graduate credit. Candidates work with their practicum mentor, SOU supervising professor, and the LEAD program coordinator to plan, develop, and submit the portfolio.
Graded (A-F) only.
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LEAD 522 - A Learning Culture: Curriculum, Instruction, and Assessment
3 credits
Explores multiple conceptual frameworks for developing curriculum, instructional, and assessment systems. Equips learners to evaluate and improve teaching and learning in the K-12 schools with a focus on access for all students. Intended for students in the Principal Licensure Program.
Graded (A-F) only.
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LEAD 524 - Professional Models of Governance
1 credit
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.
Graded (A-F) only.
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LEAD 525 - Social Foundations and Organizational Culture
3 credits
Introduces aspiring leaders to the role of schools in the larger sociopolitical context. Examines educational governance, organizational culture, and school improvement, the unique aspects of working in collaboration with families and community.
Graded (A-F) only.
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LEAD 528A - Leadership into Practice
1 to 6 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 Principal Licensure Program engage in coherent, authentic field experiences in both the elementary and secondary levels. Repeatable for a maximum of 20 credits.
Graded (A-F) only.
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LEAD 528B - Leadership into Practice
1-6 credits
Creates conditions for school district 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 Professional Licensure Program work at school district sites to develop district-leadership capacity. Repeatable for a maximum of 20 credits.
Graded (A-F) only.
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LEAD 560 - Leadership for Social Justice
3 credits
Examines approaches to developing and sustaining inclusive, equity-focused schools and systems in the United States. Investigates the intersections of race, identity, power, and privilege in our society and how to coordinate an effective utilization of school-based special services in the context of student diversity with attention to values, theory, and research underlying curriculum, instruction, and policy. Intended for students in the Principal Licensure Program.
Graded (A-F) only.
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LEAD 564 - Instructional Systems Leadership
3 credits
Examines the role of district administrators as instructional leaders. Focuses on the theoretical and applied perspectives on effective instructional and curriculum leadership, which includes applying knowledge and skills about effective instruction and curriculum to improve teaching practices to increase student learning. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 575 - Systems Leadership in K-12 Schools
3 credits
Explores educational leadership through the lens of systems-thinking and change management. Examines data to assess the status of current educational systems. Equips learners to engage diverse stakeholders in transformative change, system improvement, while navigating complex sociopolitical contexts.
Graded (A-F) only.
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LEAD 585 - Education Systems Management
3 credits
Explores the responsibilities central office personnel and school building administrators have with understanding, monitoring, and maintaining systems that govern school district practices. Considers the nexus between law, professional practice, and ethical codes of conduct. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 587 - School Law and Finance
3 credits
Explores legal issues that arise in elementary and secondary schools and their implications for school leaders. Examines educational, political, ethical, and financial questions that legal issues generate in schools. Focuses on preventative law, providing school leaders with the knowledge and skill they will need to make sound decisions, advance important educational objectives, and minimize legal problems.
Graded (A-F) only.
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LEAD 588 - Cultural and Organizational Leadership
3 credits
Explores systems and structures of oppression that exist in school organizations and the relationships in a school district. Equips learners to develop, sustain, and foster a shared mission, vision, values, and organizational culture that promotes equity, wellbeing, and successful outcomes through collaboration among the district, local school board, and stakeholders inside and outside the formal organization of the school district.
Graded (A-F) only.
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LEAD 592 - School Leadership for Human Thriving
3 credits
Explores reflective practices that support personal development, collaborative work, decision-making, communication, and conflict resolution. Examines common approaches to designing and facilitating educational change in response to a shifting array of complex educational reforms and social change in K-12 schools.
Graded (A-F) only.
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LEAD 595 - Becoming an Educational Leader
3 credits
Examines methods of inquiry and integration to be used as students develop a leadership vision. Equips aspiring leaders to develop the knowledge, skills, and personal attributes central to leading educational organizations, leading people, and developing a philosophical approach to leadership grounded in educational theory and empirical research.
Graded (A-F) only.
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Emerging Media & Digital Arts |
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EMDA 199 - Special Studies
1 to 15 credits
Credits to be arranged. Repeatable for a maximum of 15 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 201 - Image and Animation Design
2 credits
Students discuss the nature of digital images, debate the ethical challenges involved in creating and manipulating them, and explore the principles behind effective design and innovative imagery. Includes exercises to develop students’ collaborative skills. Approved for University Studies (Explorations Strand E - Humanities). Corequisite(s): EMDA 201R .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 201R - Image and Animation Design - Recitation
2 credits
Students complete a series of projects to test and refine their understanding of the issues and design principles covered in EMDA 201 and to begin developing a distinctive body of work for their portfolios. Corequisite(s): EMDA 201 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 202 - Sound and Narrative Design
2 credits
Focuses on the development and applications of time-based media, including sound design and audio-visual media. Introduces applications of digital audio production, including recording, editing, and sound processing. Introduces topics including history of electronic music, sound art, and video art; scientific and cultural theories of sound and video; scripting and storyboarding of time-based media narratives; and interdisciplinary uses of digital audio and video. Approved for University Studies - Strand E. Corequisite(s): EMDA 202R .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 202R - Sound and Narrative Design - Recitation
2 credits
Students complete a series of projects exploring techniques in sound and narrative design. Corequisite(s): EMDA 202 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 203 - Coding and Interactive Design
2 credits
Students develop basic programming skills and learn to apply them in the creation of digital media, including websites, games, and interactive art. Corequisite(s): EMDA 203R .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 203R - Coding and Interactive Design - Recitation
2 credits
Develop code based media skills through hands-on learning. Projects may include game development, web development, app design, and generative art. Corequisite(s): EMDA 203 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 209 - Practicum
1 to 15 credits
Credits to be arranged. Repeatable for a maximum of 15 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 299 - Special Studies
1 to 15 credits
Credits to be arranged. Repeatable for a maximum of 15 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 302 - Podcast Design & Production
4 credits
A production course combining research (including close listening) and the creative process (writing, designing, and recording a finished podcast). We will examine the history as well as contemporary practice of radio plays, audiobooks, and podcasts, and we will culminate by launching our own individual or collaborative projects while reflecting insightfully and critically on learning and creative processes. Repeatable for up to 8 credits. Prerequisite(s): EMDA 202 or DCIN 101 or TA 242 or MUS 115 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 320 - Writing Nonlinear
4 credits
Students practice and engage in a study of the theoretical discourse around the evolution of nonlinear, interactive texts and develop independent and/or collaborative critical studies on selected sub-topics, creating digital-media presentations on their findings for the campus and/or online communities. Repeatable for a maximum of 8 credits. Prerequisite(s): EMDA 201 or EMDA 202 or EMDA 203 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 321 - Theory & Practice in Emerging Media & Digital Arts
4 credits
Students research the aesthetic, social, and historical contexts that inform their own work so that they can better contextualize, explain, and defend their work. Students use writing and other forms of self-presentation to explain the contexts, both shared and unique, their work responds to. Typically, students present a portfolio of selected works, along with written research on the contexts that inform these works. Prerequisite(s): EMDA 201 or EMDA 202 or COMM 215 or EMDA 203 or EMDA 204 or EMDA 205 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 322 - Writing the Artist Narrative
1-4 credits
Students will work intensively on telling their stories in order to showcase their work to different audiences for different purposes, including curators, gallery managers, graduate schools, and granting agencies. Any combination of EMDA/ART 322 is repeatable for a maximum of 8 credits. (Cross-listed with ART 322 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 331 - The Art of Data
4 credits
Explores the visual representation of data through a series of hands-on projects. Develops skills to represent and interpret complex datasets in a variety of ways including static and dynamic visualizations, sonification, and alternative modalities. Lecture topics include relevant visual theory, design theory, database aesthetics, and the interplay between art and science. Approved for University Studies Integration-Strand H (Science, Technology, and Society). Repeatable for a maximum of 16 credits. Prerequisite(s): EMDA 203 or CS 200 or CS 210 or CS 256 or instructor permission.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 341 - Remix Culture
4 credits
Examines acts of creative repurposing - the mashing, meme-ing, sampling, hacking and sharing of pre-existing content toward modified ends. Students will explore and participate in different remix practices, including visual essays, found footage videos and audio mashups, while interrogating the legal, artistic and cultural implications of these practices in the process. Prerequisite(s): EMDA 201 or EMDA 202 or COMM 215 or EMDA 203 or EMDA 204 or EMDA 205 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 342 - Motion Graphics
4 credits
Explores novice-to-intermediate digital motion graphics techniques with an emphasis on animating typography and graphics, Examines contemporary production practices and cycles of critique and revision. Repeatable for a maximum of 16 credits. Prerequisite(s): EMDA 201 or EMDA 202 or EMDA 203 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 343 - Graphic Design Methods
1-4 credits
Explores design theory and concept development through combining form, image, message and typography. Projects include designing logos, branding materials, advertising and packaging. Repeatable for a maximum of 16 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 348 - Concept Art and Preproduction Methods
1-4 credits
Explores digital drawing, painting, and collage techniques with a focus on developing ideas for film, video, animation, books, games or any other media requiring development of a visual design concept. Topics include art direction, visual research, character design, set design, and storyboarding. Repeatable for a maximum of 16 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 350 - Projects in Digital Media
1 to 4 credits
In a collaborative learning environment, students develop and produce original digital projects while conducting critical investigations into our role as participants in and products of digitally mediated culture. Repeatable for a maximum of 16 credits. Prerequisite(s): 8 credits from EMDA 201 , EMDA 202 , EMDA 203 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 353 - Digital 3D Modeling Methods
1-4 credits
Explores contemporary approaches to 3D modeling and animation. Topics may include environment and character creation, lighting, texture mapping, compositing, character rigging, and animation. Repeatable for a maximum of 16 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 360 - The Portfolio
4 credits
Students engage in the process of telling their stories, presenting their work, and researching and developing professional goals and opportunities, by preparing a portfolio of creative projects and a plan with clear steps for future development. This course provides a mid-program assessment point for all EMDA majors. Prerequisite(s): EMDA 201 , EMDA 202 , and EMDA 203 . Restricted to EMDA majors, Sophomore standing or above.
Graded (A-F) only.
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EMDA 399 - Special Studies
1 to 4 credits
Credits to be arranged. Repeatable for a maximum of 20 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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