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ED 429 - Talented and Gifted Education
3 credits
This foundations course is designed to give individuals the knowledge and skills necessary to develop a planned program that will meet the needs of academically talented and intellectually gifted students within a framework of Oregon’s state requirements. Students gain an understanding of the characteristics and needs of Talented and Gifted (TAG) students, current legislation as it relates to the education of talented and gifted children, identification procedures, assessment options, programs and services models, and curriculum differentiation options. Prerequisite(s): Junior standing or above.
Graded (A-F) only.
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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. Prerequisite(s): Junior standing or above. (Cross-listed with TA 430 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 431 - Teaching English Learners
3 credits
Introduces future educators to the knowledge, skills, attitudes and resources necessary to meet the needs of English learners in mainstream classrooms. Topics include overview of current theories of Second Language Acquisition, background on laws and historical foundations of Bilingual/ESOL programs, identification of types of Bilingual/ESOL programs in Oregon, recognition of the value of families’ native languages and cultures, and design of lessons with effective strategies for English learners. Instructor integrates experiences from the field with the content of the course. Prerequisite(s): Restricted to juniors or seniors or with instructor approval.
Graded (A-F) only
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ED 435 - STEM: Math/Science Methods
2-4 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 and the Next Generation Science Standards. Illuminates how engaging, creative instructional strategies 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. Repeatable for maximum 4 credits. Prerequisite(s): Restricted to seniors in the Licensure Track, or with instructor approval.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 437 - Science and the Young Child
4 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. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 438 - Children Around the World
4 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. Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 439 - Social Emotional Learning
3 credits
Explores multiple facets of social emotional learning through taking a compassionate look at our own lives and the lives of those we teach. Considers the self that teaches and the importance of that awareness, presence, and authenticity in one’s work. Provides a framework of personal strength as a basis for development, highlighting the non-duality of our essential qualities and the importance of the affective and spiritual dimensions in education. Integrates application and intervention skills for use in a wide range of age groups and schooling contexts. Intended for education majors. Prerequisite(s): Junior standing or higher, or with instructor permission.
Graded (A-F) only
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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.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 441 - Atypical Development
3 credits
Explores atypical development in early childhood, focusing on all domains of development including Gross Motor, Fine Motor, Cognitive, Language, Social/Emotional, and Adaptive. Students examine the causes and factors contributing to the development of various disabilities, the impact of a given disability on the child’s development and growth as well as on the family, and resources for supporting the child and family. Special attention is paid to supporting children to reach their optimal development through early intervention in the home as well as in the classroom. Prerequisite(s): Junior standing or above.
Graded (A-F) only.
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ED 443 - Foundations of Dual Language Education: Policies and Family/Community Involvement
4 credits
Examines philosophies and practices in the schooling of Culturally and Linguistically Diverse (CLD) students. Students will study bilingualism and biculturalism from historical, psychological, social and political perspectives. Program models will be analyzed as well as theories and research pertaining to the fields of ESOL/Bilingual Education. This course also builds knowledge and skills to effectively involve parents and community members in educating students whose primary language is not English. This course provides the foundation for promoting school, family and community connections and involvement in education. Emphasis is on building communication and understanding of students learning English and their culture. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 444 - English Language Development: Curriculum and Pedagogy
4 credits
Equips teachers with a range of effective instructional methodologies for facilitating ELL students’ learning. Examines innovative materials for developing culturally appropriate learning experiences. Presents approaches to instruction in specific content areas (reading, writing, mathematics, science, and social studies). Examines and integrates the use of current technology to enhance instruction for ELLs. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 445 - 1st and 2nd Language Acquisition and Cultural Impacts
4 credits
Explores theories on how first and second languages are learned and acquired. Considers the importance of the early development of a first language and the relationship of this development to the acquisition of other languages promoting academic literacy. Investigates the relationship of the four domains of language to cognitive and cultural development for all learners. Focuses on how culture manifests itself in school settings and provides a foundation for understanding methods and strategies to ensure that each student’s own cultural experiences are reflected and validated in classroom learning experiences. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 446 - Assessment/Evaluation of English Language Learners
4 credits
Teaches assessment principles in the context of language acquisition theory, pedagogical methodology, and legal considerations for ELLs in the public school system. Emphasizes language proficiency and academic progress in the first and second languages of students. Introduces standard and alternative instruments and measures. Examines cultural and linguistic biases in assessment and evaluation.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 450 - Teaching and Working in Global Contexts
4 credits
Examines the complexities, paradoxes, and challenges of teaching outside the United States and how culturally responsive teaching can empower the lives of English Language Learners (ELLs) and communities. Students develop a broader perspective concerning culture and its influence on schooling and students’ successful negotiation of the diverse educational systems. Students explore concepts of bilingualism, culture, cultural bias, enculturation, acculturation, ethnocentrism, globalization, individualism, and the role of collectivism in education. Prerequisite(s): Junior standing or above.
Graded (A-F) only.
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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. Prerequisite(s): Junior standing or above.
Graded Pass/No Pass only
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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. Prerequisite(s): Junior standing or above.
Graded Pass/No Pass only
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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. Repeatable for up to 3 credits. Prerequisite(s): Junior standing or above.
Graded (A-F) only
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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. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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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. Prerequisite(s): Junior standing or above.
Graded (A-F) only
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ED 456 - 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 with junior standing or higher, or with instructor permission.
Graded (A-F) only
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ED 457 - Assessment for Learning
4 credits
Provides a continuation of the complex design of standards-based curriculum and assessment to meet the diverse needs in an elementary classroom. Provides a deeper understanding of culturally responsive teaching. Emphasizes classroom teaching processes to help the beginning teacher develop a repertoire of strategies for instruction, planning, and assessment using current tools and methods. Students continue gaining an understanding of the Oregon State Standards, the Common Core State Standards, and Next Generation Science Standards. Emphasizes effective strategies for standards-based education while making connections from theory to practice. Encourages reflection of teaching based on work in the field. Prerequisite(s): Completion of ED 357 with a B or better. Restricted to seniors in the Licensure Track, or with instructor approval.
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless the course is stated to be repeatable in the description above: ED 457B.
Graded (A-F) only
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ED 458 - Social Science Methods
4 credits
Presents developmentally, culturally and linguistically responsive instructional methods, curricular designs, relevant resources, appropriate integration of technology, and varied assessment strategies associated with successful teaching of social studies in elementary school settings. Enables pre-service teachers to integrate social science content across the disciplines in a way that supports learners’ understandings of themselves, others, and the world around them. Provides insights into historical periods, people, places, events, and cultures. Explores multiple perspectives for understanding events to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local, global, and social justice issues. Prerequisite(s): Restricted to seniors in the Licensure Track or with instructor approval.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 459 - Philosophical Foundations of Education
4 credits
Highlights the philosophical roots guiding a wide range of educational beliefs and practices. Promotes development of a critical voice as it explores controversial challenges to the status quo by considering how to equitably serve all students. Encourages classroom leadership through deep and active engagement with the questions: Why teach? Why are my beliefs about education and learning important? How is the promise of “educational opportunity for all” still a troubling paradox in American society? Instructor integrates experiences from the field with the content of the course. Approved for University Studies (Integration - Strand I). Prerequisite(s): Restricted to elementary education majors with junior standing or above.
Graded (A-F) only.
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ED 460 - Multicultural Education
4 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. Promotes culturally relevant and responsive teaching and learning communities that respect individual and group differences. Provides multicultural curriculum, methods, and materials for positive interactions with all children and youth. Instructor integrates experiences from the field with the content of the course. Approved for University Studies (Integration - Strand J). Prerequisite(s): Restricted to elementary education majors with junior standing or above.
Graded (A-F) only.
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ED 462 - Human Development
3-4 credits
Prepares candidates to support the holistic development of their students and to make instructional decisions that build on learners’ strengths and differences. Introduces foundational work in educational psychology from early childhood to adolescence and integrates learning theories and research on cognitive, social, emotional, physical, and spiritual development. Recognizes that teaching to the human potential of their students requires teachers to cultivate and activate that potential within themselves. Provides opportunities to engage in contemplative approaches in education and to explore the self that teaches by investigating the transformative role of awareness and presence. Prerequisite(s): Restricted to elementary education majors with senior standing or above.
Graded (A-F) only
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ED 463 - Reading and Language Arts Methods B
4 credits
Examines the process of literacy development in an interrelated context of reading, writing, thinking, speaking, and active listening. Examines the current theories, strategies, pedagogy, and digital tools for grades 3-8 necessary to promote an educated, diverse society that meets language and literacy demands of the twenty-first century. Students practice essential literacy concepts: function, syntax, and discourse through their lesson design and application of literacy content in student teaching settings. Multiple methods of assessment are explored and practiced to ensure that students can assess literacy development in authentic ways that inform classroom instruction. Activities emphasize a multicultural/inclusive perspective with a focus on English Language Learner development, learning styles, skills, strengths, and collaboration through exploring content area reading comprehension, reader/writer workshops, literacy centers and literature circles in grades 3-8. Prerequisite(s): ED 363 . Restricted to seniors in the Licensure Track or with instructor approval.
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless the course is stated to be repeatable in the description above: ED 463B.
Graded (A-F) only
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ED 466 - Human Relations
4 credits
Describes a broad range of theories, models, and interpersonal interactions that promote student achievement. Examines how creating a classroom community of learners and developing a classroom management plan, including norms, expectations, routines, organizational structures, and proactive behavioral support systems, establishes a positive climate that engages learners and enhances learning. Develops attitudes and understandings for enacting culturally relevant and responsive practices to promote safe, respectful, and productive environments Assists pre-service teachers in learning to communicate effectively in building relationships and rapport with diverse students, families and communities to support all students’ academic, social, and emotional success. Supports positive social interactions in face to face and virtual environments. Prerequisite(s): Restricted to seniors in the Licensure Track or with instructor approval.
Graded (A-F) only
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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. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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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. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 471 - Inclusion Strategies
4 credits
Surveys the foundations of special education, including historical and philosophical perspectives, legal issues, and current trends in culturally responsive instruction and programming. Explores the role of the teacher as related to the exceptional child in the general education classroom. Provides opportunities to study assessment data within the response to intervention framework and practice adapting instruction to meet student needs. Emphasizes developing knowledge of various exceptionalities, identifying available resources (including adaptive technology), 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. Prerequisite(s): Restricted to students in the Licensure Track with junior standing or with instructor approval.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 472 - 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. Prerequisite(s): Junior standing or above.
Graded (A-F) only
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ED 474A - Honors Curriculum and Instruction
3 credits
Explores strengths-based strategies for instruction and planning in 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 an understanding of the Oregon State Standards and Common Core State Standards. Inclusive and responsive instructional strategies will be explored and developed. Integrates reflective practice and transparent teaching. Prerequisite(s): Restricted to students with junior standing or above in the BA/BS in Elementary Education with Honors program.
Graded (A-F) only
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ED 474B - Honors Curriculum, Instruction, and Assessment
4 credits
Provides a continuation of the complex design of standards-based curriculum and assessment to meet the diversity of needs in an elementary classroom. Provides a deeper understanding of culturally responsive teaching. 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 while making connections from theory to practice. Encourages reflection of teaching based on work in the field. Prerequisite(s): ED 474A or ED 357 with a B or better. Restricted to students with junior standing or above in the BA/BS in Elementary Education with Honors program, and Licensure Track or with instructor approval.
Graded (A-F) only
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ED 475 - Honors Social Science Methods
4 credits
Presents developmentally, culturally and linguistically responsive instructional methods, curricular designs, relevant resources, and varied assessment strategies associated with successful teaching of social studies in elementary school settings. Enables pre-service teachers to integrate social science content across the disciplines in a way that supports learners’ understandings of themselves, others, and the world around them. Provides insights into historical periods, people, places, events, and cultures. Explores multiple perspectives for understanding events to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local, global, and social justice issues. Prerequisite(s): Restricted to juniors or above in the BA/BS in Elementary Education with Honors program, and to students in the Licensure Track or with instructor approval.
Graded (A-F) only
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ED 476 - Honors Foundations of Education
3 credits
Highlights the philosophical roots guiding a wide range of educational beliefs and practices. Promotes development of a critical voice as it explores controversial challenges to the status quo by considering how to equitably serve all students. Encourages classroom leadership through deep and active engagement with the questions: Why teach? Why are my beliefs about education and learning important? How is the promise of “educational opportunity for all” still a troubling paradox in American society? Instructor integrates experiences from the field with the content of the course. Approved for University Studies Integration - Strand I. Prerequisite(s): Restricted to juniors or above in the BA/BS in Elementary Education with Honors program. Corequisite(s): ED 309 (Advanced Practicum and Seminar: Honors Foundations of Education - for education majors only).
Graded (A-F) only
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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. Promotes culturally relevant and responsive teaching and learning communities that respect individual and group differences. Provides multicultural curriculum, methods, and materials for positive interactions with all children and youth. Instructor integrates experiences from the field with the content of the course. Approved for University Studies Integration - Strand J. Prerequisite(s): Restricted to juniors or above in the BA/BS in Elementary Education with Honors program. Corequisite(s): ED 309 (Advanced Practicum and Seminar: Multicultural Education - for education majors only).
Graded (A-F) only
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ED 479 - Honors Human Relations
4 credits
Presents developmentally, culturally and linguistically responsive instructional methods, curricular designs, relevant resources, and varied assessment strategies associated with successful teaching of social studies in elementary school settings. Enables pre-service teachers to integrate social science content across the disciplines in a way that supports learners’ understandings of themselves, others, and the world around them. Provides insights into historical periods, people, places, events, and cultures. Explores multiple perspectives for understanding events to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local, global, and social justice issues. Prerequisite(s): Restricted to juniors or above in the Elementary Education with Honors program, and the Licensure Track or with instructor approval.
Graded (A-F) only
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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. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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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. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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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. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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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. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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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. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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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. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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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. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 489 - Guidance of Young Children
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. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 493 - Observation and Evaluation of Teaching
4 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. Prerequisite(s): Junior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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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 juniors or above in the elementary education with honors program.
Graded (A-F) only
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ED 495 - Reflective Inquiry/Professional Portfolio
1 credit
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. Prerequisite(s): Restricted to elementary education majors with senior standing or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 500 - Professional Development
1 to 6 credits
Offers professional development for educators. A maximum of 6 credits may be applied to fifth-year or graduate degree programs. Repeatable.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 501 - Research
1 to 6 credits
Credits to be arranged. Repeatable.
Graded (A-F) only.
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ED 503A - Thesis Project
1 to 9 credits
This is the last required class in the MS in Education program, where learners complete the Master’s thesis based on their approved research proposal completed in ED 531. The Master’s thesis project must follow the guidelines in the SOU MSEd Student Handbook, demonstrate evidence of scholarly study and writing, and contribute to the field of education. Repeatable for up to 9 credits. Prerequisite(s): ED 531 , restricted to MSEd students.
Graded (A-F) only.
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ED 503B - Portfolio Project
4 credits
Students are guided through the development of a professional portfolio. Provides students the opportunity to analyze, reflect and demonstrate their skills and expertise in their content knowledge and professional writing specific to their area of concentration. Prerequisite(s): restricted to MSEd.
Graded (A-F) only.
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ED 505 - Reading and Conference
1 to 6 credits
Credits to be arranged. Repeatable.
Graded (A-F) only.
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ED 506 - Special Individual Studies
1 to 4 credits
Credits to be arranged. Repeatable for up to 6 credits.
Graded (A-F) only.
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ED 507 - Seminar
1 to 9 credits
Credits to be arranged. Repeatable.
Graded (A-F) only.
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ED 508 - Workshop
1 to 3 credits
Credits to be arranged. Repeatable.
Graded (A-F) only.
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ED 509 - Practicum
1 to 9 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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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.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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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.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 512 - Introduction to Education Research
4 credits
Equips learners with the necessary skills to become critical consumers of research related to their work. Learners are introduced to a variety of research approaches common to the field of education. Learners will be able to evaluate and interpret qualitative, quantitative, mixed methods, and action research. Prerequisite(s): restricted to MSEd students.
Graded (A-F) only.
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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.
Graded (A-F) only.
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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.
Graded (A-F) only.
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ED 515 - Critical Issues in Education
4 credits
Explores issues in education and the context in which they exist. Examines, analyzes and applies concepts in professional ethics and policies, foundational philosophies, research, leadership, and contemporary issues within their focused area of education. Students will engage in a comprehensive review of research materials available for advanced studies in education. The intent of this course is to guide graduate students in exploring the purpose of research, to answer questions and acquire new knowledge, thereby making important and valuable contributions to the various fields within the discipline of education. Prerequisite(s): restricted to MSEd students.
Graded (A-F) only.
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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.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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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.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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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.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 519 - Action Research as an Approach to School Improvement
1 to 3 credits
Develops the educator’s knowledge of appropriate action research techniques. Educators learn how to use action research as a reflective tool in assessing the effectiveness of their teaching practices in relation to student learning. Participants create an action plan to implement in an educational setting. Repeatable for a maximum of 3 credits.
Graded (A-F) only.
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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.
Graded (A-F) only.
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ED 521A - Practicum/Portfolio
4 credits
Provides a 90-hour practicum experience in an English Language Development (ELD) or bilingual classroom. Students develop and teach a worksample designed for English Language Learners (ELLs) and are required to work closely with a mentor-teacher. Participants document their understanding and competency through the development of a professional portfolio. Includes information on professional portfolios and format options for documenting the required ELL Standards for the ESOL/Bilingual endorsement. The portfolio is an accumulation and presentation of evidence of how each of the ELL standards has been met.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 522 - Curriculum Design and Educational Change
4 credits
Engages learners in applying 21st-century knowledge and skills to instructional decisions and practices. Introduces learners to learning theory and innovative curricular design. Challenges learners to perform a comprehensive examination of the processes, content, and assessments related to the spectrum of curriculum relevant to their professional arena. Prerequisite(s): restricted to MSEd students.
Graded (A-F) only.
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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.
Graded (A-F) only.
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ED 524 - Core Reflection
3 credits
Provides theoretical and applied basis for core reflection as deep and transformative approach to learning, teaching, and life. Explores key principles of learning from within to enhance self-awareness and personal empowerment. Presents theoretical models alongside practical and personal examples. Students will engage in real-life coaching situations created during class and engage in mini-exercises focused on specific skills to apply core reflection.
Graded (A-F) only.
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ED 525 - Play as Core Curriculum
3 credits
This course is intended to build awareness surrounding the importance and value of play in child development and human learning. Through a variety of hands-on experiences, students will engage in learning about the fundamental principles and theories about the power of play in learning and brain development. Observing and involving themselves in authentic embodiment of play will help teachers apply active and open-ended play experiences as effective instructional approaches, promotion for whole child development, and support for evoking curiosity, creativity, passion, love, and joy for learning.
Graded (A-F) only.
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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.
Graded (A-F) only.
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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.
Graded (A-F) only.
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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.
Graded (A-F) only.
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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.
Graded (A-F) only.
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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 .)
Graded (A-F) only.
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ED 531 - Study Proposal and Design
5 credits
This course is one of the last required courses in the MS in Education program where learners design a research-based project proposal that provides learners the opportunities to practice
research and professional writing skills specific to their area of concentration. The proposal includes developing a needs assessment, executive summary, literature review of the background and factors that may influence the context of the project design and an action and evaluation plan for the MSEd project to address the specific issue or problem that lies at the heart of the project. Prerequisite(s): ED 512 and ED 515 ; restricted to graduate students in the Master’s degree in Education program or instructor approval.
Graded (A-F) only.
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ED 532 - Teaching English Learners
3 credits
Introduces future educators to the knowledge, skills, attitudes and resources necessary to meet the needs of English learners in mainstream classrooms. Topics include overview of current theories of Second Language Acquisition, background on laws and historical foundations of Bilingual/ESOL programs, identification of types of Bilingual/ESOL programs in Oregon, recognition of the value of families’ native languages and cultures, and design of lessons with effective strategies for English learners.
Graded (A-F) only
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ED 533 - Advanced Curriculum Work Sample
3 credits
Designed for previously licensed teachers who have fulfilled Oregon standard teacher licensure requirements. Working independently, candidates prepare a teaching performance work sample consisting of a multiweek teaching unit that is implemented during the term in which the course is taken. The written work sample must include unit goals, lesson plans, pre- and post-instruction student performance data, interpretation of learning gains, and modifications in response to student progress. Students negotiate an individualized meeting and progress schedule with the instructor.
Graded (A-F) only.
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ED 534 - Educational Technology
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.
Graded (A-F) only.
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ED 536 - Teaching for Social Justice Across the Curriculum
3 credits
Examines what it means and looks like to teach for social justice in different grade levels and subject areas. Explores a range of curricular, instructional strategies and other resources for empowering students to explore questions of equity, marginalization, and humanization within the classroom and to apply their academic learning to address those issues in both school and society.
Graded (A-F) only
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ED 537 - Science and the Young Child
4 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. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 538 - Children Around the World
4 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.
Graded (A-F) only.
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ED 539 - Social Emotional Learning
3 credits
Explores multiple facets of social emotional learning through taking a compassionate look at our own lives and the lives of those we teach. Considers the self that teaches and the importance of that awareness, presence, and authenticity in one’s work. Provides a framework of personal strength as a basis for development, highlighting the non-duality of our essential qualities and the importance of the affective and spiritual dimensions in education. Integrates application and intervention skills for use in a wide range of age groups and schooling contexts. Intended for education majors with junior standing or higher, or with instructor permission.
Graded (A-F) only
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ED 540 - Reading Programs: Curriculum/Instruction, K-12
3 credits
Prepares students for leadership roles in developmental, remedial, and enrichment reading programs at school- and district-wide levels. Reviews current materials, media, and management systems for teaching K-12 reading.
Graded (A-F) only.
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ED 542 - Education in Philosophical Perspectives
3 credits
Examines how the ideas of philosophers relate to current educational aims and practices. Helps students strengthen their own philosophies about educational aims and practices.
Graded (A-F) only
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ED 543A - Foundations or Dual Language Education: Policies and Family/Community Involvement
4 credits
Examines philosophies and practices in the schooling of Culturally and Linguistically Diverse (CLD) students. Students will study bilingualism and biculturalism from historical, psychological, social and political perspectives. Program models will be analyzed as well as theories and research pertaining to the fields of ESOL/Bilingual Education. This course also builds knowledge & skills to effectively involve parents and community members in educating students whose primary language is not English. Provides the foundation for promoting school, family and community connections and involvement in education. Emphasis is on building communication and understanding of students learning English and their culture.
Graded (A-F) only.
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ED 544A - English Language Development: Curriculum and Pedagogy
4 credits
Equips teachers with a range of effective instructional methodologies for facilitating ELL students’ learning. Examines innovative materials for developing culturally appropriate learning experiences. Presents approaches to instruction in specific content areas (reading, writing, mathematics, science, and social studies). Examines and integrates the use of current technology to enhance instruction for ELLs.
Graded (A-F) only.
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ED 545A - 1st and 2nd Language Acquisition and Cultural Impacts
4 credits
Explores theories on how first and second languages are learned and acquired. Considers the importance of the early development of a first language and the relationship of this development to the acquisition of other languages promoting academic literacy. Investigates the relationship of the four domains of language to cognitive and cultural development for all learners. Focuses on how culture manifests itself in school settings and provides a foundation for understanding methods and strategies to ensure that each student’s own cultural experiences are reflected and validated in classroom learning experiences.
Graded (A-F) only.
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ED 546A - Assessment/Evaluation of English Language Learners
4 credits
Teaches assessment principles in the context of language acquisition theory, pedagogical methodology, and legal considerations for ELLs in the public school system. Emphasizes language proficiency and academic progress in the first and second languages of the students. Introduces standard and alternative instruments and measures. Examines cultural and linguistic biases in assessment and evaluation.
Graded (A-F) only.
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ED 547 - Impact of Culture in the Classroom
3 credits
Focuses on how culture manifests itself in school settings and provides a foundation for understanding methods and strategies to ensure that each student’s own cultural experiences are reflected and validated in classroom learning experiences.
Graded (A-F) only.
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ED 548 - Culture and Family/Community Involvement
3 credits
Focuses on parent and community involvement in schools. Presents strategies for building strong partnerships among parents, teachers, students, and community members. A study of the differences between school culture and the diverse cultures represented by children and families provides a foundation for learning methods and programs that promote cooperation and collaboration among the school, family, and community. Considers communication strategies among school personnel and families with limited English proficiency.
Graded (A-F) only.
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ED 549 - ESOL/Bilingual Portfolio
3 credits
Participants in the ESOL/Bilingual Endorsement Program document their understanding and competency through the development of a professional portfolio. Includes information on professional portfolios and format options for documenting the required competencies. Establishes standards for quality. The instructor works individually with students to facilitate the development of a thorough accumulation and presentation of evidence regarding each of the competencies.
Graded (A-F) only.
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ED 550 - Teaching and Working in Global Contexts
4 credits
Examines the complexities, paradoxes, and challenges of teaching outside the United States and how culturally responsive teaching can empower the lives of English Language Learners (ELLs) and communities. Students develop a broader perspective concerning culture and its influence on schooling and students’ successful negotiation of the diverse educational systems. Students explore concepts of bilingualism, culture, cultural bias, enculturation, acculturation, ethnocentrism, globalization, individualism, and the role of collectivism in education.
Graded (A-F) only.
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ED 551 - Assessment Research and Strategies for Learning
4 credits
Explores research and strategies of various forms, uses and approaches to educational assessment. Learners will examine current assessment tools, strategies and methods to design culturally relevant and developmentally appropriate assessments, and learn how to evaluate and use assessment data to improve 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 552 - Differentiated Instructional Strategies
4 credits
Utilizes research and professional practice from the field to identify a framework for differentiation in the K-12 classroom. Investigates current trends in education to evaluate how to incorporate a differentiated approach to instruction to meet the diverse needs of all students. Provides professional educators with the key principles of differentiation and proven techniques to implement such strategies in today’s classrooms. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 554 - 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.
Graded (A-F) only
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