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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 535 - Program Planning for Adult Learners
5 credits
Focuses on the planning and organization of instruction and evaluation for adult learners in the workplace. Applies adult learning theories and innovative instructional strategies to program and curricular design. Emphasizes the application of 21st-century knowledge and skills, using current and emerging digital delivery tools and techniques. Not repeatable. Prerequisite(s): Restricted to MSEd students in the following concentrations: Adult Education, Adult Education-ELL, Leadership in Higher Education, Public Health Education. Students in other graduate programs who wish to take the course should contact the instructor to request an enrollment override.
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 - STEM to STREAM in Education Settings
4 credits
Utilizes science investigations common in k-12 classrooms to deepen scientific understanding for the adult learner while also exploring the developing mind of our students. Addresses the value of real-world connections to science instruction. Through this course, the concept of STEM will be extended to include literature that aligns to scientific concepts and the use of the arts to engage students’ creativity. The acronym moves from STEM to STREAM with the inclusion of “Reading” and “Arts”. 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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ED 556 - Holistic Education
3 credits
Considers how principles of whole student learning and contemplative practices can be part of any classroom or teaching setting. Engages students in experiential learning activities that exemplify holistic teaching. Discovers the implications of holistic learning in the student’s teaching practice. Evaluates course readings, discussions, and class experiences around the following essential questions: (1) What does it mean to teach to the heart, mind, body, and spirit each day? and, (2) How can holistic teaching and learning be a catalyst for positive change in education? Intended for education majors or with instructor permission. Prerequisite(s): Must be eligible to take graduate-level coursework.
Graded (A-F) only
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ED 557A - Curriculum, Instruction, and Assessment
3 credits
Explores strategies for instruction, planning, and assessment of diverse elementary classrooms. Emphasizes the core beliefs that teaching requires intentionality and is a complex and human endeavor. Students will cultivate skills in standards-based curriculum unit design, lesson planning and assessment and an understanding of the Oregon State Standards. Integrates reflective practice and transparent teaching. Prerequisite(s): Admittance into the MAT program.
Graded (A-F) only
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ED 557B - Curriculum, Instruction, and Assessment
3 credits
A continuation of the complex design of standards-based curriculum and assessment to meet the diversity of needs in an elementary classroom. Emphasizes classroom teaching processes to help the beginning teacher develop a repertoire of strategies for instruction, planning, and assessment, while gaining an understanding of the Oregon State Standards. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Prerequisite(s): Completion of ED 557A with a B- or better.
Graded (A-F) only.
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ED 558 - Special Methods I, II, III
1 to 3 credits
Familiarizes students with the skills, instructional techniques, curricular designs, and materials associated with successful teaching of specific subjects at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation and assessment mandates from the Oregon Department of Education. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores material related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs. Repeatable for a maximum of 6 credits.
Graded (A-F) only.
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ED 559 - Foundations of Education
3 credits
Examines literature and research from diverse social science disciplines to present American public education in its historical and social contexts. Emphasizes the multicultural history of public education in the U.S. and the increasing diversity of pre-collegiate classrooms. Provides an opportunity to analyze, investigate, and evaluate current and future schooling issues and to explore ways to improve schooling and instructional practices.
Graded (A-F) only.
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ED 560 - Diversity in the Workplace
5 credits
Focuses on the development of culturally responsive discourse and practices in the workplace. Explores how cultural perspectives, experiences and histories shape individuals who work and learn together as members of groups. Diversity in the work environment promotes acceptance, respect, and teamwork despite differences in race, identity, gender, age, ability, class, language, religion, or communication styles. Students will develop the self-awareness and cross-cultural competence to promote positive and productive relationships in diverse contexts. They will learn to lead and collaborate effectively, to interact thoughtfully, to address barriers of bias, discrimination, and inequity, and to champion inclusive strategies that engage and integrate people of different identities, backgrounds, and worldviews. Prerequisite(s): restricted to MSEd students.
Graded (A-F) only
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ED 561 - Advanced Educational Psychology
3 credits
Examines major theories of learning and measures current issues and educational practices against a continuum of theories in educational psychology. Engages students in research and development related to theoretical frameworks in educational psychology. Analyzes problems encountered in providing equal and appropriate education to learners with diverse backgrounds and needs.
Graded (A-F) only.
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ED 562 - Human Development, Cognition, and Learning
3 credits
Facilitates an understanding of human development from conception to age twenty-one. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and neurological research. Makes connections between research on learning theories and experiences in a child’s school life to build stronger bonds between teaching and learning. Includes a practicum in which teacher education students develop effective ways of addressing learning differences and gain a better understanding of children with unique needs.
Graded (A-F) only
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ED 563 - Language and Literacy
3 credits
Presents language and literacy as interactive processes involving reading, writing, thinking, speaking, and active listening. Examines the current theories, strategies, and pedagogy at specific authorization levels necessary to promote an educated, diverse society that meets language and literacy demands of the twenty-first century. Activities emphasize a multicultural perspective, with a special focus on the needs of at-risk students.
Graded (A-F) only
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ED 564 - Culturally Responsive Practices in School
5 credits
Focuses on developing culturally responsive discourse and practices in the Pre-K -12 schools. Explores how cultural perspectives, experiences, and histories shape individuals who work and learn together as members of groups. Diversity in the school environment promotes acceptance, respect, and achievement despite differences in race, identity, gender, age, ability, class, language, religion, or communication styles. Students will develop self-awareness and cross-cultural competence to promote positive and productive relationships in diverse school settings. They will learn to create and facilitate learning environments effectively, interact thoughtfully, address barriers of bias, discrimination, and inequity, and champion inclusive strategies that engage and integrate learners of different identities, backgrounds, abilities, and worldviews. Not repeatable. Prerequisite(s): Restricted to MSEd students in the following concentrations: Leadership in Early Childhood, Curriculum, and Instruction, C&I STEM, Reading, and Literacy. Students in other graduate programs who wish to take the course should contact the instructor to request an enrollment override.
Graded (A-F) only.
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ED 566 - Human Relations
3 credits
Describes a broad range of interactions, including the interpersonal interactions and intrapersonal orientations of each individual. Examines human relationships, classroom organization, and management-which help teacher-education students understand how to establish classroom climates that support learning. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youths and considers how schools can respond to these needs. Examines relationships among schools, parents, and communities.
Graded (A-F) only
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ED 567 - Contemporary Issues, Leadership, and Collaboration
3 credits
Considers current issues affecting public school teachers, such as curriculum instruction, assessment, technology, time, the learning environment, school-community relations, governance, personnel, and teacher leadership. Builds an understanding of the focal points for participating in school restructuring efforts. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century.
Graded (A-F) only.
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ED 568 - Integration Projects
1 to 3 credits
Provides a framework and support for major capstone projects (professional portfolio and advocacy project) that integrate multiple program elements. Helps students make connections between theory and practice. Promotes disposition and strategies for reflective practice. Repeatable for a maximum of 3 credits.
Graded (A-F) only
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ED 569 - Language and Literacy in the Content Areas
3 credits
Develops competence in teaching the interactive processes of reading, writing, listening, speaking, viewing, and thinking across the curriculum. Focuses on strategies for teaching students of varied backgrounds and abilities. Grades 4-12.
Graded (A-F) only.
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ED 570 - The Exceptional Child
3 credits
Examines the special educational needs of children classified as exceptional. Analyzes the legal requirements of mainstreaming and special programs. Covers the practical aspects of providing or adapting materials, curriculum, and teaching techniques. Studies the affective domain of exceptionality and strategies to help children develop to their fullest potential.
Graded (A-F) only.
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ED 571 - Inclusion Strategies
2-3 credits
Surveys the foundations of special education, including historical and philosophical perspectives, legal issues, and current trends in instruction and programming. Explores the role of the teacher as related to the exceptional child in the general education classroom. Emphasizes developing knowledge of various conditions of exceptionalities, available resources, and educational alternatives through a “learning styles” and case studies approach, with particular emphasis on working with students with exceptional needs in the general classroom. Strategies for including exceptional students will provide a foundation for pre-service teachers in developing differentiated materials and activities. Repeatable for a maximum of 6 credits.
Graded (A-F) only.
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ED 573 - Nutrition, Health, and Safety for the Young Child
3 credits
Examines the physical and health issues of children from birth to age eight. Explores the multitude of decisions that families may make regarding their child’s physical and emotional health. Studies the standards for health and safety management within the early childhood classroom. Studies the importance of prevention with regard to a child’s health and safety. Heightens awareness of early signs, both visible and invisible, in children that may indicate a need for health interventions. Discusses the appropriate nutrition for children as well as the influences that school, home and society have on children’s wellbeing.
Graded (A-F) only
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ED 574 - Current Issues and Methods in STEM Education
4 credits
Examines current issues and methods related to Science, Technology, Engineering, and Mathematics (STEM) Education. Illuminates how engaging, creative instructional strategies, inquiry, problem solving, and the appropriate integration of technology can enhance and inspire student learning, with a strong focus on issues related to the inclusion of students with diverse backgrounds, learning styles, skills, strengths and special needs. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 575 - Trends and Issues in Environmental Education
4 credits
Focuses on environmental education as a profession. Analyzes current literature to evaluate trends within the field and explores how professional environmental educators contribute to the development of the field, including research and publications. Investigates environmental issues to prepare future environmental educators to address local and regional challenges and opportunities. Areas of study include the loss of biodiversity and strategies for preservation and recovery of threatened species, sustainable management of natural resources, and issues affecting the welfare of human populations and the biosphere. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 576 - Introduction to Career and Technical Education
4 credits
Examines the history and practice of Career and Technical Education including the impact of educational reform on Career and Technical Education and workforce development. Provides an overview of federal funding and program characteristics that support CTE. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 577 - Project-Based Learning
4 credits
Introduces project-based learning as a pedagogical approach that emphasizes student-driven inquiry and problem solving, and parallels the way in which project teams are organized in the workplace. The goal is to develop the educator’s knowledge of project learning and to develop an understanding for using multi-task inquiry-based activities in the classroom. This course will focus on a project plan that emphasizes critical thinking, collaboration and the appropriate use of technology. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 580 - Foundations in Early Childhood/Elementary Education
3 credits
Introduces students to the field of early childhood and elementary education and presents an overview of historical and philosophical perspectives. Explores different approaches to ECE and elementary education. Analyzes relevant issues in the field of early childhood and elementary education from sociological and cultural perspectives.
Graded (A-F) only.
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ED 581 - From At-Risk to Resiliency
3 credits
Examines the factors that place a student at risk, with the goal of identifying the most beneficial strategies for pulling students through difficulties. Includes chemical abuse, physical and sexual abuse, dysfunctional families, suicide, and socioeconomic status. Addresses the use of community agencies and development of classroom resources.
Graded (A-F) only.
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ED 582 - Counseling Techniques
3 credits
Explores counseling techniques for educational professionals. Develops the theoretical understanding and practical skills needed to deal constructively with personal and social problems that affect behavior, mood, and self-efficacy.
Graded (A-F) only.
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ED 584 - Curriculum Design in Early Childhood
3 credits
Examines early childhood development and learning as a basis for determining developmentally appropriate experiences for young children. Incorporates observation and evaluation into organizing principles and considers the meaning and development of play and its importance in curriculum design. Examines relationships between the environment and program goals.
Graded (A-F) only.
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ED 585 - Assessment and Planning
3 credits
Covers the administration and interpretation of screening and assessment tools for identification and evaluation of infants, toddlers, preschool, and primary-grade children with special needs. Examines curricula issues and intervention strategies related to service, delivery, and advocacy for young children.
Graded (A-F) only.
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ED 586 - Curriculum Content in Early Childhood Education
3 credits
Uses the developmental-interaction approach as a framework for integrating scientific, social, and mathematical content areas into early childhood programs. Considers ways to facilitate creative development and expression through the visual and performing arts. Explores the role of teacher as facilitator and examines ways to integrate health, safety, and nutrition instruction.
Graded (A-F) only.
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ED 587 - Family, School, and Community Relations in Early Childhood Education
3 credits
Examines the socializing environments in a child’s life and their interrelatedness. Focuses on understanding the importance of cooperation and collaboration between family and school, including special educators and other professionals. Examines conferencing techniques and explores ways to build positive relationships and strengthen communication between school and family.
Graded (A-F) only.
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ED 588 - Early Language and Literacy Development
3 credits
Examines the process of language development and the emergence of literacy in young children. Studies the cognitive and social bases of language and literacy development. Considers ways of promoting language and literacy development, including the selection and use of activities and materials.
Graded (A-F) only.
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ED 589 - Interpersonal Relations and Guidance in ECE
3 credits
Focuses on understanding social and emotional development as a basis for effective group management and positive interpersonal relations. Examines different theories of group management and their relationships to curriculum design. Considers ways to foster positive interactions between children and adults.
Graded (A-F) only.
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ED 590 - Principles and Theories of Adult Learning and Development
4 credits
Examines the history and practice of adult learning in today’s world. Relates the research, theory, and practice of cognition and learning; humanistic psychology; and adult learning to the workplace and higher education, with an emphasis on critical thinking and critical perspectives. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 591 - Strategies for Adult Learners
4 credits
Equips learners with the pedagogy and andragogy to develop effective strategies to engage adult learners. Topics include: theory into action; effective adult teaching characteristics; learning interventions to support adult learners: self-directed, active/project-based, problem-based, experiential, and collaborative learning. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 592 - Humanizing the Workplace
3 credits
Relates the research, theory, and practice of humanistic psychology to the workplace, with emphasis on techniques for building a positive-self-concept, resolving conflict, and building effective interpersonal relationships.
Graded (A-F) only.
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ED 593 - Observation and Evaluation of Teaching
3 credits
Provides an opportunity for teachers to observe contemporary trends in education and applied learning theories as demonstrated in the schools. Analyzes learning theories, investigates trends and their use in classroom situations, and discusses the effectiveness of educational theories and practices on instruction.
Graded (A-F) only.
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ED 594 - Institutional Strategies for Student Support
4 credits
Introduces learners to current research and best practices in academic and student affairs with special attention towards the learning environments and factors that influence college and university student success. Examines institutional strategies for organizing, staffing and funding the extensive array of programs and services designed to meet college and university students’ economic, social, cultural, developmental (older adolescents through adult learners), and academic needs. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 595 - Models of Professional Ethics and Leadership
4 credits
Focuses on exploring professional ethics and decision-making by looking at contemporary practices, policies, principles and issues within a variety of settings in education. Examines ethical dimensions of leadership through both traditional and nontraditional paradigms. Students reflect on personal ethical stances, examine the influence of ethics and values on decision-making, and analyze and critique ethical issues in a variety of contexts to frame professional ethical perspectives. Provides MSEd students with information on the thesis/project process and proposal format and enables them to develop and refine ideas for potential research. Prerequisite(s): restricted to MSEd students.
Graded (A-F) only.
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ED 596 - Higher Ed Systems and Culture
4 credits
Examines higher education administration leadership through a social justice and equity lens. Relates justice, sensitivity to power and privilege, and equitable outcomes to shared governance, decision-making, economics and finance, labor relations, policy and planning, higher education law, institutional research, and organizational culture. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 597 - Creativity in the Workplace and Higher Education
4 credits
Addresses the challenges of incorporating creativity into the workplace and higher education both as an issue of personal creative development and as a leadership issue related to nurturing creativity and innovation in others. Offers an opportunity to acquire and practice multiple strategies for fostering creativity and innovation i11 oneself and in others. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 598 - Learning in Organizations
4 credits
Explores how learning occurs within organizations and characteristics of effective professional learning. Examines standards, models and conditions for implementing and sustaining learning within and across organizations. Explores learning designs that reflect adult learning theory, incorporate stakeholder voice and choice, and support continued growth as individuals advance along the career span. Topics covered from theoretical and practical perspectives include understanding people, motivation, group dynamics, communication, leadership, power, politics, conflict, diversity, culture, decision making, change and organizational structure. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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Early Childhood Education |
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ECE 300 - ECD Orientation
2 credits
Provides incoming ECD students with a comprehensive review of the online degree-completion program and major expectations, guidance on program plan development, useful tools for Moodle and Google Suite applications, and support in remedial writing and professionalism practices for the growing ECD professional. Prerequisite(s): Restricted to ECD majors.
Graded (A-F) only.
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ECE 309 - Advanced Practicum
1-3 credits
Supervised interaction with children in a school or community setting applying what has been learned through coursework and previous lab experiences. In collaboration with the teacher, students plan, implement, and evaluate developmentally appropriate activity lesson plans. Serves as an open forum to self-assess, discuss, and reflect on what has been learned from these experiences. Repeatable for a maximum of 6 credits. Prerequisite(s): Sophomore status or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ECE 350 - Foundations and Trends in Early Childhood Education
4 credits
Covers an overview of the history of early childhood education; theoretical models; different types of early childhood programs; community resources; professional organizations; contemporary trends, and issues facing the early childhood educational field. Students have the opportunity to practice observation skills and explore a variety of tools to record and assess student behavior, teachers, and the environment of young children. Students establish their own sense of professionalism and strengthen their professional voice by connecting to the literature, organizations and resources in the field by articulating their personal philosophy of early childhood education. Course content is applicable to infant and toddler programs, preschool programs, kindergarten and primary education. Field work is required. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 360 - Infants, Toddlers, and Families Development
4 credits
The first three years of life are a time of amazing growth and development. Based on research in neuroscience, this course explores the importance of early relationships and how they promote healthy brain development. Students gain in-depth appreciation and understanding this unique stage of life and a vision for high quality care and early education. Emphasis is placed on child observations, analysis and reflection as important components in the application of teaching practices in developmentally appropriate early childhood programs. Current understandings of infant/toddler mental health are used to support students understanding of infant-parent/caregiver attachment and the effects of trauma and stress in infancy. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 370 - Valuing Diversity in Early Childhood Education
4 credits
Emphasizes the importance of becoming a culturally competent educator able to teach to diverse learning styles, culturally and linguistically diverse learners, children with diverse abilities and from vastly different family backgrounds. Students reflect on their personal biases and deepen their understanding of cultural, ethnic, gender, sexual orientation, language, and learning differences in order to create inclusive learning environments, build stronger relationships with students and families, and to adapt their teaching practices to meet the needs of each learner. Aspects of diversity are explored including economic/social class, sex, gender identity, race/ethnicity/nationality, religion, ability, body appearance, language, learning style, family composition. Students learn to employ multicultural, developmentally appropriate practices as a means of developing classroom environments that support the concepts of culture, diversity, equity, social justice, and democracy in early childhood settings and in collaboration with families. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 380 - Family Community Connections
4 credits
Explores supporting whole child development in the context of family, community, and culture. The benefits of parent-professional partnership, parent-support services, and family oriented culturally responsive teaching are emphasized. Strategies for supporting families by sharing early childhood development information, understanding families’ cultures and societal influences, connecting families with community resources, and examining current social policies that are impacting in-home and community-based child rearing practices are developed. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 390 - The Art of Holistic Education in Early Childhood
4 credits
Examines and explores the art of cultivating the moral, emotional, social, physical, intellectual, creative, aesthetic, and spiritual dimensions of the early learning teacher and developing child. Holistic education nurtures a sense of wonder, curiosity, reverence for life and love of learning through interactive class structures, and contemplative practices to uncover the unique gifts and potential within each individual. Prerequisite(s): Junior status or above, restricted to ECD majors and minors.
Graded (A-F) only.
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ECE 450 - Building Resilient Learners
4 credits
Explores some of the major factors that can negatively impact the development of the whole child including socioeconomic status, family dynamics, environmental factors, and traumatic life changes. Students examine the impact of exposure to multiple risk factors on brain development and learning in a diverse, adverse environment. This course identifies beneficial strategies for impactful changes supporting students to build resilience through effective curriculum adaptation, family outreach, and modifying learning environments. Prerequisite(s): Junior standing or above or instructor permission.
Graded (A-F) only.
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ECE 460 - Innovations in Curriculum for Young Children
4 credits
Provides teachers with a philosophical foundation, a clear articulation of appropriate practices and principles for young children and connecting student observations with their own theoretical knowledge. Students bring critical thinking into the work with young children while examining all aspects of classroom life including children’s cultural identities, linking known and accepted early learning theories to developmentally appropriate curriculum development, utilizing a “whole-child” perspective to serve all learners. This robust course looks deeply at the development of children between the ages of 3 and 8 years and the role of the teacher as observer, documenter, curriculum designer, and advocate for children and families. Prerequisite(s): ECE 350 ; restricted to ECD majors and minors. Junior standing or above or instructor permission.
Graded (A-F) only.
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ECE 470 - Developmentally Appropriate Practice in Action
4 credits
Grounded in developmentally appropriate practices in early learning, this course provides students with the opportunity to envision and implement a caring community of learners. Students develop deep understandings of the interrelated characteristics that make up an effective learning community. These characteristics include positive and nurturing relationships within the context of responsive, joyful and safe environments; a developmentally appropriate curriculum framework based on whole-child development, child-centered, hands-on, and play-based learning, support for healthy development of the children in the group and positive guidance practices. Teachers use reflective practice to better understand themselves and to look in-depth at the diverse ways of knowing by children. Prerequisite(s): restricted to ECD majors and minors. Junior standing or above or instructor permission.
Graded (A-F) only.
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ECE 480 - Powerful Early Childhood Leaders
4 credits
Examines literature and research related to leadership, advocacy, and current topics influencing the early care and education of young children. This course provides opportunities for students to explore issues related to professional conduct and to broaden their existing educational philosophies. Students explore multiple perspectives on controversial topics through critical thinking and analysis. This course encourages deeper levels of self and professional reflection in order to expand leadership and advocacy skills and models effective strategies for demonstrating powerful and positive leadership in collaborative environments. Prerequisite(s): Junior standing or above or instructor permission.
Graded (A-F) only.
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ECE 490 - Capstone A: Internship Community-Service Learning
4 credits
Provides students an opportunity to expand and refine skills and knowledge that are important in educating children. Students conduct internships in educational settings where they can observe and interact with children and their families. Capstone Internship is a major culminating experience for the Early Childhood Development program students as a part of graduation requirements. This course offers opportunities for students to apply what has been learned through the previous years of coursework and field experiences. Students are engaged in Community-Based Learning (CBL) by planning, implementing, and reflecting on a developmentally appropriate, culturally sensitive and responsive, CBL service project for children and their families in their internship setting. Weekly online meetings serve as an open forum for students to self-assess their growth, discuss critical perspectives in their internship, and reflect on their professional development in the field experience. Prerequisite(s): ECE 460 and ECE 470 . Junior standing or above or instructor permission.
Graded (A-F) only.
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ECE 495 - Capstone B: Professional Portfolio
4 credits
Provides students an opportunity to expand and refine skills and knowledge that are important as professionals in educating young children. Capstone Portfolio Development is a major culminating experience for the Early Childhood Development (ECD) program students as part of graduation requirements. This second capstone offers opportunities for students to apply and synthesize what has been learned through the previous years of coursework and practicum experiences. In Capstone B, students are expected to develop and present a professional portfolio during the course of the term. Weekly online meetings serve as an open forum for students to self-assess their continuing growth, share reflections and growth perspectives in their professional learning, and reflect on their professional development in designing electronic portfolios. Prerequisite(s): ECE 460 and ECE 470 . Junior standing or above or instructor permission.
Graded (A-F) only.
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ECE 510 - Administration, Ethics, and Leadership in Early Childhood Education
4 credits
Learners develop skills planning, organizing, managing, and evaluating programs and facilities for young children. Learners explore strategies in program management, ethics, including hiring practices, motivating and evaluating staff, and parent involvement. Emphasis is placed on professional development and ethics in the field of early childhood through participation in current issues affecting the community. Learners develop leadership and envisioning skills. Learners are required to spend up to fifteen hours in the field. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ECE 520 - Holistic Early Childhood Education for Change
4 credits
Focuses on holistic approaches in early childhood education, incorporating outdoor education and nature connection, play, natural learning rhythms, developmentally appropriate practices (DAP), the environment as the third teacher, creative art, movement and games. Cultivation of the moral, emotional, social, physical, intellectual, creative, aesthetic, and spiritual dimensions of the teacher, developing child, family and community is central to holistic early childhood education. This course provides an opportunity for early childhood leaders, supervisors, directors and Master’s level learners to strengthen their professional roles as innovative leaders and sensitive advocates for young children, families, and developmentally appropriate practices. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ECE 530 - Enriching Multicultural Family and Community Engagement
4 credits
Learners examine and develop a deeper understanding of individual differences and diverse cultures in the rapidly changing demographics of their community. Participants re-examine their own knowledge, beliefs, values, and attitudes and build positive, strength-based, cultural asset-focused, and affirming perspectives and learn to embrace and honor the diversity that their children and families and staff bring to the program. The course provides opportunities for learners to build a learning community that is open, safe and an inclusive place. The course examines brain-based research to nurture cross-cultural, linguistic, contextual, and developmentally appropriate, culturally responsive learning experiences for all learners. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ECE 540 - From Teacher to Thinker: Pedagogical Leadership
4 credits
Learners re-examine assumptions and habits in teaching and learning. We can no longer separate the mind from the heart and spirit in classroom and program practices. This course examines the pedagogical leader’s responsibility to help others embrace disequilibrium, discomfort and uncertainty while embracing inquiry, wonder, curiosity, and passion in their work with children and families. Learners examine and design learning as a co-created relationship between children and educators using investigation, questioning, and understanding, strengthening children’s thinking about their explorations. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ECE 550 - Trauma and Restorative Justice
4 credits
Examines the NEAR science model (Neuroscience, Epigenetics, ACE’s and Resiliency) to gain a comprehensive understanding of the impact of trauma on children. The course explores two major approaches in response to trauma in the schools, trauma-informed care and restorative justice. Learners assess the benefits and challenges of implementing major interventions on a large scale and work to develop the practical skills needed to influence school culture in response to trauma. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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Educational Leadership |
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LEAD 501 - Research on School Leadership
1 to 4 credits
Credits to be arranged for research on School Leadership. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 505 - Reading and Conference
1 to 4 credits
Students work with the education leadership coordinator and instructor of record to develop an independent study to strengthen theoretical understanding of education issues at the building and district levels. Readings and assignments are determined collaboratively depending on the agreement between the student education leadership coordinator, and instructor of record. Repeatable for a maximum of nine credits.
Graded (A-F) only.
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LEAD 506 - Special Individual Studies on School Organizations
1-4 credits
Credits to be arranged for research on School Leadership. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 507 - Seminar in Education Leadership
1-4 credits
Explores issues of organizational leadership in the schools and community. Examines theoretical understandings of organizational issues at the district level including leading learning systems in an ever-shifting sociopolitical context. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership development program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements. Repeatable for a maximum of 9 credits.
Graded (A-F) only.
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LEAD 508 - Workshop on School Improvement
1-4 credits
Credits to be arranged for research on School Leadership. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 512 - Education Research for Leaders
4 credits
Equips emerging education leaders with the necessary skills to become critical consumers of research related to education. Learners will read and write about 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 Principal Administrator Licensure (PAL) students.
Graded (A-F) only
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LEAD 513 - Instructional Leadership
4 credits
Equips learners to develop a learning culture through hiring, onboarding, developing, and retaining effective, culturally responsive, caring, and diverse educational personnel in K-12 schools. Explores a variety of tools and strategies in supervision and evaluation. Prerequisite(s): Restricted to Principal Administrator Licensure (PAL) students.
Graded (A-F) only.
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LEAD 520 - Administrative Portfolio
1 credit
Supports the development of a professional portfolio for candidates who are completing their Professional Administrative License. Purpose is to show evidence of meeting the Oregon Teacher Standards and Practices Commission (TSPC) requirements for the administrative licensure. Successful completers must meet the following criteria: evidence of a substantial and sustained practicum that is standards-based, accomplished in real settings across all authorization levels, planned and guided cooperatively, and taken for graduate credit. Candidates work with their practicum mentor, SOU supervising professor, and the LEAD program coordinator to plan, develop, and submit the portfolio.
Graded (A-F) only.
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LEAD 522 - A Learning Culture: Curriculum, Instruction, and Assessment
4 credits
Explores multiple conceptual frameworks for developing curriculum, instructional, and assessment systems. Equips learners to evaluate and improve teaching and learning in the K-12 schools with a focus on access for all students. Intended for students in the Principal Licensure Program. Prerequisite(s): Restricted to Principal Administrator Licensure (PAL) students.
Graded (A-F) only.
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LEAD 524 - Professional Models of Governance
1 credit
Covers the strategies used by educators as they manage and cope with the numerous innovations and refinements to teaching and learning required in today’s schools. Focuses on the principles governing the improvement process.
Graded (A-F) only.
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LEAD 525 - Social Foundations and Organizational Culture
4 credits
Introduces aspiring leaders to the role of schools in the larger sociopolitical context. Examines educational governance, organizational culture, and school improvement, the unique aspects of working in collaboration with families and community. Prerequisite(s): Restricted to Principal Administrator Licensure (PAL) students.
Graded (A-F) only.
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LEAD 528A - Leadership into Practice
1 to 6 credits
Creates conditions for teacher leadership and requires practice in principles supporting individual and collaborative growth and change. Using current understandings of the forces of educational change and the implementation of personal and professional action plans, students in the Principal Licensure Program engage in coherent, authentic field experiences in both the elementary and secondary levels. Repeatable for a maximum of 20 credits.
Graded (A-F) only.
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LEAD 528B - Leadership into Practice
1-6 credits
Creates conditions for school district leadership and requires practice in principles supporting individual and collaborative growth and change. Using current understandings of the forces of educational change and the implementation of personal and professional action plans, students in the Professional Licensure Program work at school district sites to develop district-leadership capacity. Repeatable for a maximum of 20 credits.
Graded (A-F) only.
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