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Spanish |
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SPAN 498 - Capstone: Research and Writing Seminar
4 credits
Designed to be the culminating project of the Spanish major, builds from a previous research and writing paper completed with a B or better from a 400-level literature, culture, or linguistics course taken at SOU and is normally taken in the spring term before graduation. Emphasizes three processes: 1) creating a capstone essay by polishing and expanding the analytical and rhetorical content of the original term paper; 2) expanding the original scholarly investigation and creating an annotated bibliography; and 3) presenting orally the final research to University faculty. All work in Spanish. Prerequisite(s): Senior standing and successful completion of at least two 400-level Spanish courses.
Graded (A-F) only
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SPAN 501 - Research
1 to 6 credits
Credits to be arranged. Repeatable.
Graded (A-F) only
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SPAN 503 - Thesis
1 to 9 credits
Credits to be arranged. Repeatable.
Graded (A-F) only
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SPAN 504 - Action Research Presentation
1 credit
Culmination of Action Research conducted in the student’s classroom. Consists of a presentation to faculty and students of the final version of the paper, which will also be submitted for digital storage in the library. These course components are graded based on the Spanish Action Research Project Rubric and the Spanish Action Research Presentation Rubric. The final written project must be approved before being presented to faculty and students.
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SPAN 505 - Reading and Conference
1 to 6 credits
Credits to be arranged. Repeatable.
Graded (A-F) only
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SPAN 507 - Seminar
1 to 4 credits
Credits to be arranged. Repeatable.
Graded (A-F) only
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SPAN 509 - Practicum
1 to 15 credits
Credits to be arranged. Repeatable for a maximum of 15 credits.
Graded Pass/No Pass only.
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SPAN 510 - Advanced Spanish Conversation
1 credit
Designed to improve Spanish conversational skills. Students will learn about and discuss a wide variety of current topics, including historical influences on contemporary culture; art and media; and societal, religious, and political institutions. Repeatable for a maximum of 3 credits that may be applied to degree requirements.
Graded (A-F) only.
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SPAN 511 - Advanced Spanish Grammar
1 credit
Addresses selected topics in Spanish grammar, with particular focus on grammatical difficulties for English speakers with the goal of helping students improve proficiency in the language. Course conducted entirely in Spanish. May be repeated for credit up to three times.
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SPAN 516 - Topics in Spanish Language Pedagogy
2 credits
Designed as a teaching praxis companion course to other courses on Spanish language, culture, and literature, this course addresses issues of how to teach newly acquired subject matter from the corresponding courses in the world language classroom. Must be repeated for credit with each of the foreign language/culture courses. Repeatable.
Graded (A-F) only.
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SPAN 520 - Topics in Spanish or Latin American Film
3 credits
Offers an in-depth study of selected topics in Hispanic cinema, focusing on insights into cultures, history, or film production and practices in Hispanic countries. Emphasizes film theory, form in film, and film industries. Topics include masterpieces of film, directors, women in cinema, cultural identity, post-structuralism, post-colonialism, and other recent cultural topics. Repeatable.
Graded (A-F) only.
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SPAN 521 - Selected Genre or Historical Period Studies
3 to 4 credits
Selected topics addressing theoretical, literary, and aesthetic issues of a designated genre or period of Spanish or Hispano-American literature. All activities conducted in Spanish. Repeatable.
Graded (A-F) only
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SPAN 522 - Major Literary Figures
3 to 4 credits
Involves reading and analysis of outstanding works by an author or group of authors from Spain or Hispano-America. All activities conducted in Spanish. Repeatable.
Graded (A-F) only
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SPAN 525 - Topics in Contemporary Hispanic Literature and Society
3 to 4 credits
Explores selected topics addressing the nature and complexity of thought, culture, and social reality in a period of twentieth-century Spanish or Hispano-American history, as exemplified by a particular group of literary and nonliterary texts. All activities conducted in Spanish. Repeatable.
Graded (A-F) only
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SPAN 532 - Communicative Grammar
3 credits
Addresses target areas of Spanish grammar that are typically challenging for students who have learned Spanish as a second language or as their heritage language. Contextualizes grammar through a focus on authentic discourse and the communicative value of each grammatical function, as well as providing theoretical explanations and extensive practice.
Graded (A-F) only.
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SPAN 541 - Topics in Hispanic Cultural Studies
3 to 4 credits
Explores selected topics addressing basic cultural differences in the Hispanic world. Examines cultural constructs as they relate to institutions, artistic forms, customs, and beliefs. All activities conducted in Spanish. Repeatable.
Graded (A-F) only
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SPAN 581 - Topics in Theoretical and Applied Spanish Linguistics
3 to 4 credits
This course is designed to deepen students’ knowledge of Spanish through the scientific study of the language and its structure. Topics may include the sound system of Spanish (phonology), how words are formed (morphology), sentence structure (syntax), and the study of meaning (semantics). Students will also have the opportunity to explore the application of theoretical linguistics to real-world, language-related challenges. These may include how second languages are learned or taught (second language acquisition), how our brains interact (sociolinguistics). Repeatable.
Graded (A-F) only
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SPAN 582 - Topics in Writing and Translation
3 to 4 credits
Explores selected topics in the practical applications of linguistic principles through writing and translation. Repeatable.
Graded (A-F) only
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Special Education |
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SPED 230 - Introduction to Disability Services
3 credits
Presents a foundation of knowledge in the area of special education which will serve as fundamental for any prospective educator or professional. We look at disability services for individuals from birth to 21 years of age. We provide an overview of what role special education teachers play in the lives of disabled students and families. We research how some individuals with disabilities manage in their daily lives with the assistance from disability services.
Graded (A-F) only.
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SPED 399 - Special Studies in Special Education
1-3 credits
Credits to be arranged, repeatable for up to 6 credits.
Graded Pass/No Pass only.
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SPED 417 - Curriculum for the Talented and Gifted
3 credits
Emphasizes methods of adapting the regular classroom curriculum to mainstreamed gifted or talented students. Includes techniques for individualizing instruction, using resources, and educating parents. For regular or special classroom teachers. 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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SPED 505 - Reading and Conference
1 to 6 credits
Credits to be arranged. May not be repeated for additional credit.
Graded (A-F) only.
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SPED 510 - Practicum II: Assessment
3 credits
Follows Special Educator I and II assessment courses. Involves the preparation of a work sample for the Special Educator I applicant. Includes completion of a comprehensive assessment covering both language arts and math (such as the administration of a complete Woodcock-Johnson battery).
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SPED 511 - Internship
4 credits
Half-day full-term internship. When appropriate, interns assume total responsibility for student instruction, scheduling, management and mainstreaming, as well as working with classroom assistants, parents, volunteers and regular education staff.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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SPED 512 - Orientation to Professional Studies
1 credit
Serves as the introduction to the teaching profession, specifically to being a special educator. Topics covered will be ethics, standards of conduct, scholarship, professional learning communities, and other areas to enhance participation in the SOU Special Education Program, and in the candidate’s professional career.
Graded (A-F) only
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SPED 513A - Seminar in Professional Studies
1 credit
Continuing course for candidates in the Special Education Stand-Alone Program. Further examines the traits and characteristics of professional educators as they apply to practice, fostering integration of course content with fieldwork, preparation for work samples, and topical issues in special education. Repeatable for a maximum of 4 credits. Prerequisite(s): Required in fall and winter terms.
Graded (A-F) only
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SPED 513B - Seminar in Professional Development
3 credits
Continuing course for candidates in the Special Education Stand-Alone Program. Focuses on topical issues in special education (e.g., working with instructional assistants, preparation for job seeking, etc.), work sample preparation, and continued professional development. Offered in spring term.
Graded (A-F) only
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SPED 514 - Curriculum, Instruction and Assessment - Special Education
4 credits
Introduces students to the study of classroom instructional processes by focusing on “Learning and Learners” and “Teaching and Learning”. Emphasis on effective strategies for standards-based education and the implementation of the “Oregon Education Act for the 21st Century”; as well as specific strategies to enhance effective learning and teaching in regular and special education settings. Special attention will be given to creating effective learning experiences for diverse learners and understanding general education curriculum development. Prerequisite(s): Must be admitted to the Special Education Stand Alone Program, or with approval of Program Coordinator.
Graded (A-F) only.
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SPED 515 - Understanding the Needs of the Talented and Gifted
3 credits
Introduces the regular classroom teacher, administrator, or parent to the education of gifted children. Includes historical perspectives, characteristics of gifted and talented students, definitions of giftedness, principles of acceleration and enrichment, parenting, and legal issues.
Graded (A-F) only.
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SPED 516 - Identification and Assessment of the Gifted or Talented Child
3 credits
Introduces the basics of assessment techniques for identifying traits of giftedness and types of talent. Considers standardized and informal testing procedures, types of instruments used, and Oregon statutory requirements.
Graded (A-F) only.
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SPED 517 - Curriculum for the Talented and Gifted
3 credits
Emphasizes methods of adapting the regular classroom curriculum to mainstreamed gifted or talented students. Includes techniques for individualizing instruction, using resources, and educating parents. For regular or special classroom teachers.
Graded (A-F) only.
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SPED 518 - Models for Developing Programs for the Talented and Gifted
3 credits
Presents current K-12 models and systems for teaching talented and gifted students. Examines possible implementations of these approaches. Investigates research behind the models and explores techniques used for recognizing and developing the full potential of talented and gifted individuals in public schools.
Graded (A-F) only.
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SPED 519A - Action Research in Special Education: Initial Licensure
4 credits
Develops knowledge and skills in appropriate action research techniques. Students design studies to be carried out during the academic year, collect data appropriate to the special education setting, and develop a research plan and report. Prerequisite(s): Restricted to students in the Special Education Licensure Program or by instructor approval.
Graded (A-F) only.
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SPED 519B - Action Research in Special Education
4 credits
Develops knowledge and skills in appropriate action research techniques. Students develop skills in designing studies to be carried out during the academic year, collecting data appropriate to the special education setting, and developing research plans and reports. Prerequisite(s): Restricted to students in the Special Education Program or by instructor approval.
Graded (A-F) only.
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SPED 520 - Law and Policy
4 credits
Provides an overview of laws and litigation affecting special education. Includes the development of laws that govern special education beginning with P.L. 94-142 through the current re-authorization of IDEIA. Reviews section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. Includes a review of major litigation since 1954 that has shaped and continues to influence special education practices. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 521 - Collaboration, Consultation, and Communication
4 credits
Discusses collaboration with parents, colleagues in general and special education, and community agencies. Addresses diversity and cultural competence from a social justice perspective. Candidates are expected to have the knowledge and ability to communicate with agencies outside the school that impact individuals with disabilities. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 522 - Administration and Interpretation of Assessment Instruments
4 credits
Prepares teachers to interpret results from standardized norm referenced assessments, as well as teacher-made, curriculum-based assessment instruments commonly used in public schools. Covers writing assessment reports, as well as interpreting the reports of others and explaining the results to parents and other teachers. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 523 - Behavior Management
4 credits
Introduces the theory, vocabulary, principles, and techniques for fostering a learning environment with a positive atmosphere. Includes a variety of management models, ways to preserve the dignity and human rights of students with disabilities, and legal and district policy responsibilities regarding behavior and behavior management. Candidates learn strategies for assessing individual and group behavior and apply theories to develop behavior management plans for both group and individual students. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 524 - Interventions in Academic Skills: Mathematics Methods
4 credits
Provides instruction in the planning, development, and implementation of academic curricula and lessons for the student with special needs, with emphasis on mathematics. Major topics include modifying the general education curricula, developing parallel curricula, and providing supplemental curricula. Emphasizes creating opportunities for students with special needs to succeed in a general education setting by utilizing appropriate modifications whenever possible. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 525 - Interventions in Functional Skills
4 credits
Develops candidates’ skills in designing interventions for students with severe disabilities. Includes instruction in self-help skill development, social skills, home-living management, recreational activities, dietary instruction, and a variety of living and family-life skills. Discusses transitions from early educational settings to those provided for the older student, with a primary focus on the transition from school to community life. Intended for students in the Stand-Alone endorsement program.
Graded (A-F) only.
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SPED 526 - IEP Development and Transition Planning
4 credits
Covers the preparation, development, implementation, and evaluation of the IEP and all of the review procedures relating to individualized programming. Prepares special education teachers to plan and conduct meetings in accordance with federal, state, and district regulations. Bridges information gained in assessment and intervention classes and provides practical experience in developing programs based on that information. Introduces technology appropriate to the development and maintenance of records. Prepares the special educator to understand the goals of Oregon’s Employment First Initiative and informs the learner about the supports required for students with disabilities to insure a meaningful, smooth transition from school services to adult life, competitive employment or continuing education. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 528 - Characteristics and Eligibility of Exceptionalities
4 credits
Focuses on the categories of exceptionalities included in the Individuals with Disabilities Education Improvement Act (IDEA). The course will include information about organic and environmental causes of disabilities, the learning characteristics of students within categories, definitions for each category of eligibility, criteria for identifying students under each eligibility category, and strategies to engage all learners, including dyslexia instruction. In addition, students will develop skills to design interventions for students with severe disabilities including instruction for self-help skills, social skills, and a variety of living and family skills. Special attention will focus on cultural and linguistic characteristics of students, and how these factors affect eligibility under the Reauthorization of IDEA.
Graded (A-F) only.
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SPED 529 - Interventions in Academic Skills: Reading Methods
4 credits
Prepares students to extend their study of classroom teaching processes by integrating information and knowledge from other courses taken during the fall term into the study of learning to read and best practices in reading instruction. Candidates will develop skills in assessing and teaching students with dyslexia and learning disabilities. Emphasizes effective strategies for standards-based reading education, assessment, and creating effective learning experiences for diverse learners. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 530 - Law and Policy
4 credits
Provides an overview of laws and litigation affecting special education. Includes the development of laws that govern special education beginning with P.L. 94-142 through the current re-authorization of IDEIA, a review of section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act. Includes a review of major litigation since 1954 that has shaped and continues to influence special education practices. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 531 - Collaboration, Consultation, and Communication
4 credits
Discusses collaboration and consultation with parents, colleagues in general and special education, and community agencies. Addresses diversity and cultural competence from a social justice perspective. Students are expected to have the knowledge and ability to communicate with agencies outside the school that impact individuals with disabilities. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 532 - Administration and Interpretation of Assessment Instruments
4 credits
Prepares teachers to interpret results from standardized norm referenced assessments, as well as teacher-made, curriculum-based assessment instruments commonly used in public schools. Covers writing assessment reports, as well as interpreting the reports of others and explaining the results to parents and other teachers. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 533 - Behavior Management
4 credits
Introduces the theory, vocabulary, principles, and techniques for fostering a learning environment with a positive atmosphere. Includes a variety of management models, ways to preserve the dignity and human rights of students with disabilities, and legal and district policy responsibilities regarding behavior and behavior management. Students learn strategies for assessing individual and group behavior and apply theories to develop behavior management plans for both groups and individual students. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 534 - Interventions in Academic Skills: Mathematics Methods
4 credits
Provides instruction in the planning, development, and implementation of academic curriculum and lessons for the student with special needs, with emphasis on mathematics. Major topics include modifying the general education curriculum, developing parallel curriculum, and providing supplemental curriculum. Emphasizes creating opportunities for students with special needs to succeed in a general education setting by utilizing appropriate modifications whenever possible. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 535 - Interventions in Functional Skills
3 credits
Develops skills in designing interventions for students with severe disabilities. Includes instruction in self-help skill development, social skills, home-living management, recreational activities, dietary instruction, and a variety of living and family-life skills. Discusses transitions from early educational settings to those provided for the older student, with a primary focus on the transition from school to community life. Intended for students in the Dual endorsement program.
Graded (A-F) only.
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SPED 536 - IEP Development and Transition Planning
4 credits
Covers the preparation, development, implementation, and evaluation of the IEP and all of the review procedures relating to individualized programming. Prepares special education teachers to plan and conduct meetings in accordance with federal, state, and district regulations. Bridges information gained in assessment and interventions classes and provides practical experience in developing programs based on that information. Introduces technology appropriate to the development and maintenance of records. Prepares the special educator to understand the goals of Oregon’s Employment First Initiative and informs the learner about the supports required for students with disabilities to insure a meaningful, smooth transition from school services to adult life, competitive employment or continuing education. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 538 - Characteristics and Eligibility of Exceptionalities
4 credits
Focuses on the categories of exceptionalities included in the Individuals with Disabilities Education Improvement Act (IDEA). The course will include information about organic and environmental causes of disabilities, the learning characteristics of students within categories, definitions for each category of eligibility, criteria for identifying students under each eligibility category, and strategies to engage all learners, including dyslexia instruction. In addition, students will develop skills to design interventions for students with severe disabilities including instruction for self-help skills, social skills, and a variety of living and family skills. Special attention will focus on cultural and linguistic characteristics of students, and how these factors affect eligibility under the Reauthorization of IDEA. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 539 - Interventions in Academic Skills: Reading Methods
4 credits
Prepares students to extend their study of classroom teaching processes by integrating information and knowledge from other courses taken during the fall term into the study of learning to read and best practices in reading instruction. Candidates will develop skills in assessing and teaching students with dyslexia and learning disabilities. Emphasizes effective strategies for standards-based reading education, assessment, and creating effective learning experiences for diverse learners. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 540A - Student Teaching Initial Experience I
3 credits
Full-day field experience which requires students to observe and assist an experienced special education as the school year begins. Students engage in one-one-one and small group instruction, become familiar with the learning environment, and begin to collect data regarding assessments, curriculum, students, and ways in which services are scheduled and delivered.
Graded (A-F) only.
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SPED 540B - Student Teaching Initial Experience II
4 credits
Half-day field experience which requires students to assist a special education teacher at either the elementary or secondary level in delivering services to students with special needs. Students conduct formal and informal assessments within the special education setting or other identified students; attend special education related meetings; collaborate with special and general education colleagues. Students are required to demonstrate competency in all areas of special education including assessment, instruction, planning and evaluation.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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SPED 541 - Transition Planning for Students with Special Needs
3 credits
Prepares the special educator to understand the goals of Oregon’s Employment First Initiative. The course will inform the learner about the supports required for students with disabilities to insure a meaningful, smooth transition from school services to adult life, competitive employment or continuing education.
Graded (A-F) only.
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SPED 550A - Student Teaching Alternate Experience I
6 credits
Half-day field experience which requires students to assist a special education teacher at the alternate level as SPED 540A in delivering services to students with special needs. Students conduct formal and informal assessments within the special education setting or other identified students; attend special education related meetings; and collaborate with special and general education colleagues.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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SPED 550B - Student Teaching Alternate Experience II
7 credits
Full-day field experience which requires students to assist a special education teacher at the alternate level as SPED 540 in delivering services to students with special needs. Students are required to demonstrate competency in all areas of special education including assessment, instruction, planning and evaluation.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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SPED 551 - Multiple Disabilities
3 credits
Intended for instructors dealing with students who have severe or multiple disabilities. Includes the latest information on medical and related services, such as speech and physical therapy techniques and assistive devices. Explores techniques for serving students with low-incidence disabilities (including complex syndromes); deaf, blind, and deaf-blind students; and others who need specialized interventions.
Graded (A-F) only.
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SPED 552 - Advanced Interventions in Academic Skills
3 credits
Features interventions for students with mild or moderate disabilities who function well in academic areas. Includes practical, contemporary techniques for achieving academic goals and objectives in reading, language, math, and other basic skill areas. Broadens and supplements the skills and knowledge of a licensed special educator.
Graded (A-F) only.
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SPED 553 - Advanced Interventions in Functional Skills
3 credits
Offers licensed special education teachers advanced information on instruction in functional skill areas such as independent living, vocational opportunities, family life, recreation, home economics, nutrition, self-help skills, and community agency assistance programs.
Graded (A-F) only.
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SPED 554 - Advanced Assessment and Diagnosis
3 credits
Focuses on the application of commonly used formal and informal diagnostic instruments. Details the administration of several types of instruments. Includes an examination of alternative assessment procedures using techniques such as informal or qualitative observation techniques, portfolio preparation and analysis, authentic assessment, and curriculum-based assessment.
Graded (A-F) only.
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SPED 555 - Advanced Legal Issues
3 credits
Expands a good basic understanding of special education law through investigating case law and current controversial issues in legal matters. Includes case analysis, reading of legal briefs, application of state and federal law to district practice, and preparation techniques for due process hearings.
Graded (A-F) only.
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SPED 556 - Advanced Techniques in Behavior Management
3 credits
Provides an in-depth examination of curriculum and program development, special methods, techniques of management, and procedures in public school settings for students with difficult behavior challenges. Includes the application of IDEA 1997 guidelines to drug and weapons violations and FAPE in alternative settings. Examines the conflict between the least-restrictive-setting principle and the constraints of unusual behavioral interventions.
Graded (A-F) only.
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SPED 557 - Current Issues in Special Education
3 credits
Offers an in-depth study of controversial issues in special education for the practicing special education teacher. Examines current thought, curriculum, and practice from differing points of view through participation in seminar discussions, debates, and research. Requires students to defend several sides of controversial issues and to articulate the rationale for practices that may be misunderstood or contested by others.
Graded (A-F) only.
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SPED 561 - Foundations of Autism
3 credits
Emphasizes the etiology, history, definition, and scope of the many manifestations and symptoms of autism spectrum disorder. Included are current models and best practices in working with individuals and families; diagnosis of ASD; characteristics of students across the spectrum; continuum of services and placement options; community resources; and developing self-determination and advocacy for individuals with ASD.
Graded (A-F) only
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SPED 562 - Assessment of Autism Spectrum Disorder
3 credits
Introduces a variety of methods to assess and diagnose students who may exhibit, and be eligible for services, on the autism spectrum. Included will be the impact that ethnic, cultural, and linguistic diversity issues have on the assessment; administration and/or assistance in the completion of the required components of the assessment for the identification (initial and reevaluation); and interpreting assessment data, summarizing and reporting results to teams, including families, in a systematic manner that leads directly to programmatic recommendations for instruction for individuals with ASD. NOTE: Candidates working toward the ASD Specialist designation must concurrently register for SPED 562L: Assessment of Autism Spectrum Disorder Lab. See an advisor in the School of Education Special Education Program.
Graded (A-F) only
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SPED 562L - Assessment of Autism Spectrum Disorder Lab
1 credit
Provides for the practical application of the methods in assessing and diagnosing students who may exhibit, and be eligible for services, on the autism spectrum. Candidates will conduct multiple assessments on students who exhibit ASD, or are currently receiving services for ASD.
Graded (A-F) only
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SPED 563 - Interventions and Strategies for Students with Autism Spectrum Disorder I
3 credits
Focuses on the first five interventions and strategies identified in “Evidence-Based Practice: Autism in the Schools” that can be used with students on the autism spectrum disorder who are receiving special education services. Included is an understanding of the need and rationale for using specific strategies for students on the autism spectrum based on needs in the areas social-emotional, communication, cognitive, academic, sensory, leisure and adaptive development. NOTE: Candidates working toward the ASD Specialist designation must concurrently register for SPED 563L: Interventions and Strategies for Students with Autism Spectrum Disorder I Lab. See an advisor in the School of Education Special Education Program.
Graded (A-F) only
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SPED 563L - Interventions and Strategies for Students with Autism Spectrum Disorder I Lab
1 credit
Provides candidates the opportunity to implement the interventions and strategies covered in the course with students on the autism spectrum disorder. Candidates will work with student across the spectrum and in a variety of settings.
Graded (A-F) only
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SPED 564 - Interventions and Strategies for Students with Autism Spectrum II
3 credits
Focuses on the first five interventions and strategies identified in “Evidence-Based Practice: Autism in the Schools” that can be used with students on the autism spectrum disorder who are receiving special education services. Included is an understanding of the need and rationale for using specific strategies for students on the autism spectrum based on needs in the areas social-emotional, communication, cognitive, academic, sensory, leisure and adaptive development. NOTE: Candidates working toward the ASD Specialist designation must concurrently register for SPED 564L: Interventions and Strategies for Students with Autism Spectrum Disorder II Lab. See an advisor in the School of Education Special Education Program.
Graded (A-F) only
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SPED 564L - Interventions and Strategies for Students with Autism Spectrum II Lab
1 credit
Provides candidates the opportunity to implement the interventions and strategies covered in the course with students on the autism spectrum disorder. Candidates will work with student across the spectrum and in a variety of settings.
Graded (A-F) only
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SPED 565 - Coaching, Consulting and Collaboration in Autism
3 credits
Explores practical ideas, concepts, theories, and skills that ASD specialists use to be effective in their coaching of direct service providers. Examines important factors that contribute to functional and successful team collaboration to improve learning for students on the autism spectrum.
Graded (A-F) only
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SPED 566 - ASD Specialist Portfolio
1 credit
Designed as the final step to complete the ASD Specialist designation. Candidates follow the guidelines for providing evidence of having met the requirements for the ASD Specialist designation.
Graded (A-F) only
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SPED 572 - Special Education Advanced Work Sample
3 credits
Designed for previously licensed teachers who have fulfilled Oregon initial teacher licensure requirements. Working independently, candidates prepare a teaching performance work sample consisting of instruction that is implemented during the term in which the course is taken. The work sample must include student information (case history, PLAAFP, IEP goals and STOs), summative and formative student performance data, complete instructional plans targeting either language arts or math within a special education setting, interpretation of learning gains, modifications in response to student progress, and reflections on teaching effectiveness. Candidates negotiate an individualized meeting and progress schedule with the instructor. The work sample is completed in conjunction with SPED 573: Special Education Advanced Practicum.
Graded (A-F) only
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SPED 573 - Special Education Advanced Practicum
3 credits
Designed for previously licensed teachers who have fulfilled Oregon initial teacher licensure requirements. Working independently, candidates complete a minimum 90 contact hours in a special education setting appropriate to the authorization level sought (elementary or secondary). The practicum is completed in conjunction with SPED 572: Special Education Advanced Work Sample. Candidates negotiate an individualized meeting and progress schedule with the instructor.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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Success at Southern Courses |
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SAS 101 - Freshman Academic Development
1 credit
This sequence is available to students enrolled in the Success at Southern/Student Support Services program. College Success classes have been developed to help facilitate students’ academic and personal success in college. While SAS 101 is designed for newly enrolled freshmen, SAS 102 is designed for newly enrolled transfer students with 36 or more credits. Both classes cover the clarification of academic goals, planning, study skills, financial planning, collaborative skills, and assessment targeted at heightening students’ understanding of themselves as learners. Academic Development (SAS 103 ) provides a structured setting in which students may access professional and tutoring support to enhance their academic skills and performance. Specialized SAS 103 courses are provided for student-athletes and for scholarship research and application.
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SAS 102 - Transfer Student Academic Development
1 credit
This sequence is available to students enrolled in the Success at Southern/Student Support Services program. College Success classes have been developed to help facilitate students’ academic and personal success in college. While SAS 101 is designed for newly enrolled freshmen, SAS 102 is designed for newly enrolled transfer students with 36 or more credits. Both classes cover the clarification of academic goals, planning, study skills, financial planning, collaborative skills, and assessment targeted at heightening students’ understanding of themselves as learners. Academic Development (SAS 103 ) provides a structured setting in which students may access professional and tutoring support to enhance their academic skills and performance. Specialized SAS 103 courses are provided for student-athletes and for scholarship research and application.
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SAS 103 - Academic Development
1 credit
This sequence is available to students enrolled in the Success at Southern/Student Support Services program. College Success classes have been developed to help facilitate students’ academic and personal success in college. While SAS 101 is designed for newly enrolled freshmen, SAS 102 is designed for newly enrolled transfer students with 36 or more credits. Both classes cover the clarification of academic goals, planning, study skills, financial planning, collaborative skills, and assessment targeted at heightening students’ understanding of themselves as learners. Academic Development (SAS 103) provides a structured setting in which students may access professional and tutoring support to enhance their academic skills and performance. Specialized SAS 103 courses are provided for student-athletes and for scholarship research and application. Repeatable for a maximum of 12 credits.
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SAS 199 - Special Studies
1 to 6 credits
Credits to be arranged. Repeatable.
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TA 129 - Singing for Musical Theatre
4 credits
This group, studio-style class specifically addresses the singing requirements in Musical Theatre. Students learn exercises and tools in a group setting and then perform several times individually in front of the class. All levels of musical and singing knowledge are welcome. Ability to read music is not a requirement but students must be capable of learning and memorizing a piece of music on their own. Repeatable for up to 8 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 147 - Introduction to the Theatre: Drama in Production
3 credits
This course is designed for those wishing to broaden their knowledge of theatre from the inception of the production to closing night. Not open to theatre majors. Approved for University Studies (Explorations Strand E–Humanities). Prerequisite(s): Restricted to non-Theatre majors.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 155 - Capstone Preparation
0 credits
Each year, all Theater BA and BS students are required to enroll in TA 155 for the Spring term. During the 9th or 10th week of the term (depending on class standing) students will be required to present their ‘work-in-progress’ for their Senior year capstone presentation (TA 400B). Requirements for the presentation differ by class year and include documentation of the student’s work over the year on departmental productions and Theatre classes. The requirements are available in the Theatre Student Handbook. Students are given verbal and/or written feedback on their presentations by faculty with advice for improvement for the following year’s presentation. Repeatable up to 3 times.
Graded Pass/No Pass only.
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TA 157 - Introduction to Musical Theatre Dance
3 credits
Intended for students with little or no previous dance experience. Introduces common musical theatre dance styles, the language of dance, and techniques for picking up steps. (Cross-listed with D 157 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 166 - Theatre Foundations
3 credits
Required for all freshman and transfer theatre majors in the first year of training. Introduces the collaborative art of theatre and all aspects of producing theatre. Acquaints new majors with the requirements, expectations, and opportunities within the theatre program. Prerequisite(s): Restricted to majors.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 167 - Script Analysis
4 credits
Develops students’ abilities to read and interpret dramatic material for direction, performance, or design. Discusses what makes plays unique from other forms of writing. Students learn how to initially read a play, how to plot the action of the play and its characters, and how to interpret information offered by the playwright by asking questions that illuminate the inner meaning of the play. Open to non-theatre majors. (Approved for University Studies Explorations - Strand E.)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 168 - Play Reading
3 credits
Offers an intensive analysis and discussion of key works in dramatic literature. May be applied to BA/BS dramatic literature requirement.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 169 - Elements of Design
3 credits
Required for all freshman and transfer theatre majors. Serves as an introduction to the process and principles of design. Particular attention is given to the practice of designers working in the performing arts. Introduces students to the concepts, terminology, and practice of designers. Explores the design process from text analysis through design development by incorporating lectures, readings, classroom activities, and projects. Students become comfortable with image manipulation and interpretation while gaining communication tools vital for working in a collaborative environment. Approved for University Studies - Strand E.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 182 - Introduction to Modern Dance
2 credits
Explores technique, improvisation and compositional components of modern dance for beginning and experienced dancers. Also covers techniques to strengthen and stretch your body and creativity. Students will learn basic modern dance technique and form, explore partnering skills, and play with improvisational structures both individually and in groups. Students will be given a prompt by the instructor and guided through the development of a movement phrase for the final exam. Dancers will present their phrase for the final exam. Repeatable for a maximum of 20 credits. (Cross-listed with PE 182 and D 182 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 183 - Dance Improvisation
2 credits
Utilizing the elements of dance, this class investigates movement through structured explorations for the creative development of personal movement repertoire, spontaneous group interaction, and observation skills. The course emphasizes the exploration of movement through spur-of-the-moment problem solving and creative risk-taking. This course is designed to evoke the student’s creative movement individuality and sense of ensemble. It may also include weight-sharing and contact improvisation. Repeatable for a maximum of 20 credits. (Cross-listed with PE 183 and D 183 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 189 - Tap Dance I
3 credits
Beginning level class in Tap Dance technique and vocabulary. Repeatable for a maximum of 6 credits. (Cross-listed with D 189 ).
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 192 - Ballet I
2 credits
Introduces ballet movement vocabulary and creates a foundation for dance technique for many Western dance forms. Students learn and practice a basic barre of classical ballet exercises that build throughout the term; learn center floor work including port de bras, adagio, small jumps, large jumps, turns and short ballet combinations. Students learn a basic ballet movement vocabulary and can correctly identify twenty ballet steps they have practiced throughout the term. As a term project, students choreograph a one-minute ballet dance using material from the class OR write a 5-page paper on a dance-related topic they research during the term. Repeatable for up to 12 credits. (Cross-listed with D 192 and PE 192 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 193 - Jazz I
2 credits
Provides an introduction to solid dance technique, jazz dance vocabulary, proper dance alignment, and use of the core of the body to stabilize and control movement. Various styles of jazz will be used in combinations throughout the term with a foundation of LA style jazz inspired by the studios of Dupre, Joe Tremaine, Carleton Johnson and Jaime Rogers. Repeatable for up to 12 credits. (Cross-listed with D 193 and PE 193 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 199 - Special Studies
1 to 18 credits
Credits to be arranged. Repeatable.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 200 - Shakespeare: Innovations (The Early Plays)
4 credits
Serves as an introduction to the study of Shakespeare, providing the appropriate backgrounds and contexts with which to analyze Shakespeare’s work, including biographical, historical/cultural, critical/theoretical, linguistic, and theatrical. Examines two plays from the first decade of Shakespeare’s writing career. Approved for University Studies (Explorations Strand E–Humanities). (Cross-listed with SHS 200 and ENG 200 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 201 - Shakespeare: Explorations (The Middle Plays)
4 credits
Examines 4-5 plays from the middle period of Shakespeare’s career, roughly 1598-1604. Includes consideration of at least one comedy, history, and tragedy. Approved for University Studies (Explorations Strand E–Humanities). (Cross-listed with ENG 201 /SHS 201 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 202 - Shakespeare: Consummations (The Late Plays)
4 credits
Examines 4-5 plays from the last stage of Shakespeare’s career, roughly 1604-1611. Includes consideration of at least one history, tragedy, and romance. Approved for University Studies (Explorations Strand E–Humanities). (Cross-listed with ENG 202 /SHS 202 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 220 - Scene Design
4 credits
Introduces the basic principles of scene design and the influence of visual choices on the audience’s understanding of the play. Explores scenery design and enhances understanding of the role of theatrical scenery. Covers the use of design elements such as line, color, shape, mass, and texture; the arrangement of stage space; and the importance of research in making appropriate choices. Introduces students to a variety of scenic styles and approaches. Students produce ground plans, color elevations, and models.
* 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: TA 143
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 230 - Theatre and Culture I
4 credits
Explores the development of global drama and theatre from antiquity to the Middle Ages. Involves intensive study of representative plays. Examines production techniques, theatre architecture, actors and acting styles, and significant political and cultural developments of the times. Prerequisite(s): Sophomore standing or above required. Restricted to majors.
* 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: TA 466.
Graded (A-F) only
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TA 231 - Theatre and Culture II
4 credits
Explores the development of global drama and theatre from the Renaissance to the eighteenth century. Involves intensive study of representative plays. Also examines production techniques, theatre architecture, actors and acting styles, and significant political and cultural developments of the times. Prerequisite(s): TA 230 or sophomore standing or above required. Restricted to majors.
* 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: TA 467.
Graded (A-F) only
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TA 232 - Theatre and Culture III
4 credits
Explores the development of global drama and theatre from the eighteenth century to the present. Involves intensive study of representative plays. Examines production techniques, theatre architecture, actors and acting styles, and significant political and cultural developments of the times. Prerequisite(s): TA 230 and/or sophomore standing or above required. Restricted to majors.
* 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: TA 468.
Graded (A-F) only
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