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ED 416 - Field Experience: Gradual Participation in Delivering Instruction
1 to 3 credits
Offers a supervised field-experience practicum in a public school as preparation for half-day student teaching. Teacher education students engage in systematic observation and gradually participate in delivery of instruction.
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ED 417 - Student Teaching: Second Authorization Level
4 to 10 credits
Provides a supervised half-day student teaching experience in a public school as preparation for full-day student teaching. Teacher education students engage in systematic observation and gradually assume teaching responsibilities.
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ED 418 - Student Teaching: First Authorization Level
10 to 13 credits
Final supervised student teaching experience in a public school. Teacher education students assume the full-day classroom teacher’s role and responsibilities. Provides an opportunity to refine teaching style and management strategies and to be part of the total school environment.
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ED 426 - Bullies and Victims in the Schools: Intervention/Prevention
3 credits
Designed to provide understanding of the bully/victim syndrome, policy guidelines, and strategies and methods to intervene and curb bullying in the schools. Provides teachers with a system of preventing and dealing with bullying abuse in the schools. Examines the identified types of bullying and their manifestations, as well as applicable state and federal laws.
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ED 427 - Child Abuse and Neglect
3 credits
Designed to give participants a foundation in the subjects of child abuse and neglect. Includes materials to create an awareness of child abuse and neglect and how to recognize the signs of abuse and neglect in students, as well as ways to respond, including awareness and requirements of the law. Examines society’s role in abuse and neglect, the types of abuse and neglect children encounter, preventive measures a teacher can utilize, incidence in diverse populations, the role of the school, mandated reporting, working with parents and social service agencies, and the role of court-appointed special advocates.
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ED 430 - The Art of Storytelling
3 credits
Explores folk tales, literary tales, and family and personal stories. Focuses on observing different storytellers, experimenting with a variety of storytelling techniques, and developing a personal storytelling style. Students learn to select and adapt stories for telling and deliver them with their own unique flair. Covers audience-participation storytelling, story games, story-theater, and developing family stories. K—12 teachers learn to use storytelling in the classroom throughout the curriculum.(Cross-listed with TA 430 .)
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ED 434 - Educational Technology
1 to 3 credits
Provides an overview of the effective use of instructional technology in elementary education classes. Students use a variety of media to prepare teaching materials and deliver instruction. Emphasizes applying computers to the elementary school curriculum.
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ED 437 - Science and the Young Child
3 credits
Utilizes science investigations common in an elementary classroom to deepen scientific understanding for the adult learner while also exploring the developing mind of the young child. Addresses current societal problems and the role of scientific and technological advances in finding solutions through project-based inquiry. Approved for University Studies (Integration - Strand H). Prerequisite: Completion of lower division University Studies requirements. Class restriction: Junior standing or above.
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ED 438 - Children Around the World
3 credits
Focuses on the unique characteristics, conditions, and inherent human wisdom of early education practices around the world with the goal of preparing early childhood professionals to understand, respect, and honor these differences. Emphasizes philosophical and epistemological perspectives to better understand the significance of cultural, historical, social, political, and economical contexts on beliefs about child development (age ranges from pre-birth to eight). Students will build an understanding of differing practices in different times and places and apply their knowledge to promote nurturing curricula and relationships with young children in their particular settings. Students will reflect upon and apply the awareness gained from this course to an educational philosophy that seeks to support all children in their care to reach their holistic developmental potential. Approved for University Studies (Integration - Strand J).Prerequisite(s): completion of lower division University Studies requirements. Class restriction: Junior standing or above.
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ED 440 - Whole Child Development
3 credits
Explores the study of child development from a holistic perspective. Students will gain an appreciation and respect for children as unique individuals of intrinsic worth and dignity. Emphasis will be on the skills of observation, reflection and interpretation as tools to learn about children and their development.
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ED 450 - Mediation and Conflict
4 credits
Introduces students to the fundamental concepts and theories of dispute resolution and assists them in developing the basic skills and knowledge for productively managing their own and intervening in others’ disputes. Class time consists primarily of practice and roleplay, as well as lecture, lecture-discussion, and coaching by professional mediators. Certificate of completion provided with successful completion of the course. Additional fees/tuition may apply.(Cross-listed in other departments.)
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ED 451 - Advanced Teacher Assistantship
1 to 2 credits
Provides opportunities to learn about the roles, responsibilities, and skills needed to supervise educational activities. Laboratory includes working in a public school classroom under the direction of a cooperating teacher. Students work with children both one-on-one and in small groups as they learn basic data-taking skills. Course may be applied toward a minor in education. Repeatable.
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ED 452 - Outdoor Education Experiences
2 credits
Students participate as assistants to the administrative staff in a public school outdoor education experience for children in grades 5 and 6. Includes involvement as children learn how natural settings become the perfect classroom for an integrated curriculum.
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ED 453 - Southern Oregon University Learn and Serve (SOULS)
1 to 3 credits
Explores fields of interest and allows students to gain experience in community service placements. For each credit, participants spend thirty hours working in a setting of their choice. For placement in public schools, students must contact the School of Education. Course credit varies in proportion to the amount of time spent and the level of involvement.
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ED 454 - Leadership and Advocacy in Early Childhood Education
3 credits
Examines literature and research related to leadership, advocacy, and current topics influencing the early care and education of young children. Explores and critiques the rationale for multiple perspectives on controversial topics. Students develop and defend their own philosophy of working with young children related to their specific career goals and context. Integrates reflection and small group processes to promote personal strength and model effective leadership in a collaborative environment.
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ED 455 - Honors Leadership and Advocacy in Early Childhood Education
3 credits
Examines literature and research related to leadership, advocacy, and current topics influencing the early care and education of young children. Provides opportunities for students to explore and critique the rationale for multiple perspectives on controversial topics. Students develop and defend their own philosophy of leadership and how it relates to working with young children within their specific career goals and context. Integrates reflection and small group processes to promote personal strength and model effective leadership in a collaborative environment.
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ED 457A - Introduction to Curriculum, Instruction, and Assessment
3 credits
Taught during the junior year of the Elementary Education program. Explores strategies for instruction, planning, and assessment of diverse elementary classrooms. Emphasizes the core beliefs that teaching requires intentionality and is a complex and human endeavor. Students will cultivate skills in standards-based curriculum unit design, lesson planning and assessment and an understanding of the Oregon State Standards. Integrates reflective practice and transparent teaching.
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ED 457B - Curriculum, Instruction, and Assessment
3 credits
Taught during the senior year of the Elementary Education program. A continuation of the complex design of standards-based curriculum and assessment to meet the diversity of needs in an elementary classroom. Emphasizes classroom teaching processes to help the beginning teacher develop a repertoire of strategies for instruction, planning, and assessment, while gaining an understanding of the Oregon State Standards. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century.Prerequisite(s): Completion of ED 457A with a B or better.
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ED 458 - Social Science Methods
3 credits
Familiarizes students with the skills, instructional techniques, curricular designs, and materials associated with successful teaching of social science subjects at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to the inclusion of students with diverse backgrounds, learning styles, skills, strengths, and special needs in social science teaching methods for grades P–8.
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ED 459 - Foundations of Education
3 credits
Examines literature and research from diverse social science disciplines to present American public education in its historical and social contexts. Emphasizes the multicultural history of public education in the U.S. and the increasing diversity of pre-collegiate classrooms. Provides an opportunity to analyze, investigate, and evaluate current and future schooling issues and to explore ways to improve schooling and instructional practices. Approved for University Studies (Integration - Strand I).
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ED 460 - Multicultural Education
3 credits
Emphasizes the philosophical and epistemological perspectives of multicultural education in American public schools. Addresses issues of marginalized students, social justice, and equity. Explores materials related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs. Introduces curriculum planning, instruction, and assessment techniques that help develop an effective multicultural education program at each level of education in public schools. Approved for University Studies (Integration - Strand J).
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ED 462 - Human Development, Cognition, and Learning
3 credits
Facilitates an understanding of human development from conception to age twenty-one. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and neurological research. Makes connections between research on learning theories and experiences in a child’s school life to build stronger bonds between teaching and learning. Includes a practicum in which teacher education students develop effective ways of addressing learning differences and gain a better understanding of children with unique needs.
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ED 463A - Reading and Language Arts Methods A
4 credits
Examines the process of language development and the emergence of literacy as interactive processes involving reading, writing, thinking, speaking, and active listening. Examines the current theories, strategies, and pedagogy for birth-age 8 necessary to promote an educated, diverse society that meets language and literacy demands of the twenty-first century. Activities emphasize a multicultural perspective (with a special focus on the needs of students with diverse backgrounds), learning styles, skills, strengths, and special needs in reading and language arts teaching methods for the early childhood classroom birth-third grade. A portion of this class will focus on improving personal writing skills, addressing university studies core themes, and writing effectively in the discipline.
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ED 463B - Reading and Language Arts Methods B
3 credits
Examines the process of literacy development in an interrelated context of reading, writing, thinking, speaking, and active listening. Examines the current theories, strategies and pedagogy for grades 3-8 necessary to promote an educated, diverse society that meets language and literacy demands of the twenty-first century. Activities emphasize a multicultural/inclusive perspective, learning styles, skills, strengths, and collaboration through exploring content area reading comprehension, reader/writer workshops, literacy centers and literature circles in grades 3-8.
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ED 464 - Science Methods
3 credits
Familiarizes students with the skills, instructional strategies, curricular designs, and materials associated with successful teaching of science content and scientific inquiry at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to the inclusion of students with diverse backgrounds, learning styles, skills, strengths, and special needs in science teaching methods for grades P–8.
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ED 465 - Math Methods
3 credits
Familiarizes students with the skills, instructional strategies curricular designs, and materials associated with successful teaching of math content and problem solving at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to the inclusion of students with diverse backgrounds, learning styles, skills, strengths and special needs in math teaching methods for grades P–8.
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ED 466 - Human Relations
1 to 3 credits
Describes a broad range of interactions, including the interpersonal interactions and intrapersonal orientations of each individual. Examines human relationships, classroom organization, and management—which help teacher-education students understand how to establish classroom climates that support learning. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youths and considers how schools can respond to these needs. Examines relationships among schools, parents, and communities.
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ED 467 - Health Education Methods
3 credits
Examines principles of children’s health and safety, with emphasis on contemporary personal and environmental issues and the interrelationship between the health of the individual and the environment. Addresses planning, implementation, and evaluation of health instruction. Provides techniques for assessing student needs and determining their progress in health education. Addresses topics of mental, emotional, and personal wellness for children in grades P–8. Explores a national standard curriculum Growing Healthy, America’s first comprehensive school health education curriculum, supported by the National Center for Health Education. Provides opportunities for applied research in the field through the Be a Fit Kid program.
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ED 468 - Physical Education Methods
3 credits
Examines ways in which classroom teachers can help students develop movement skills and an active, healthy lifestyle. Provides techniques for assessing student needs and determining their progress in physical education. Addresses skills development in the use of selected assessment instruments, planning for PE instruction, and evaluation of student skill development and effectiveness of instruction for grades P–8. Provides opportunities for applied research in the field through the Be a Fit Kid program. Emphasizes progression, sequence, participation, and planning for grades P–8.
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ED 469 - Language and Literacy in the Content Areas
3 credits
Develops competence in teaching the interactive processes of reading, writing, listening, speaking, viewing, and thinking across the curriculum. Focuses on strategies for teaching students of varied backgrounds and abilities. Grades 4–12.
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ED 470 - The Exceptional Child
3 credits
Examines the special educational needs of children classified as exceptional. Analyzes the legal requirements of mainstreaming and special programs. Covers the practical aspects of providing or adapting materials, curriculum, and teaching techniques. Studies the affective domain of exceptionality and strategies to help children develop to their fullest potential.
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ED 471 - Inclusion Strategies
3 credits
Surveys the foundations of special education, including historical and philosophical perspectives, legal issues, and current trends in instruction and programming. Explores the role of the teacher as related to the exceptional child in the general education classroom. Emphasizes developing knowledge of various 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.
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ED 473 - Art Education Methods
3 credits
Discusses the concepts and issues in art that affect the world of art education. Covers historical perspectives, critical theories, and effective practices in current art education to examine and question boundaries, standards, beliefs, and the current social cultural context. Explores the role and value of art and creativity in child development and learning in classroom settings, the community, and society. Uses a cross-cultural approach to explore art-making, art history, aesthetics, creative and artistic performance, and art appreciation for grades P–8.
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ED 474A - Honors Introduction to Curriculum, Instruction and Assessment
3 credits
Taught during the junior year of the Elementary Education program. Explores strategies for instruction, planning, and assessment of diverse elementary classrooms. Emphasizes the core beliefs that teaching requires intentionality and is a complex ahd human endeavor. Students will cultivate skills in standards-based curriculum unit design, lesson planning and assessment and an understanding of the Oregon State Statndards. Integrates reflective practice and transparent teaching. Restricted to students in the BA/BS in Elementary Education with Honors program.
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ED 474B - Honors Curriculum, Instruction, and Assessment
3 credits
Taught during the senior year of the Elementary Education program. A continuation of the complex design of standards-based curriculum and assessment to meet the diversity of needs in an elementary classroom. Emphasizes classroom teaching processes to help the beginning teacher develop a repertoire of strategies for instruction, planning, and assessment, while gaining an understanding of the Oregon State Standards. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Prerequisite: Completion of ED 474A with a B or better. Restricted to students in the BA/BS in Elementary Education with Honors program.Prerequisite(s): ED 474A
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ED 475 - Honors Social Science Methods
3 credits
Familiarizes students with the skills, instructional techniques, curricular designs, and materials associated with successful teaching of social science subjects at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to the inclusion of students with diverse backgrounds, learning styles, skills, strengths, and special needs in social science teaching methods for grades P-8. Restricted to students in the BA/BS in Elementary Education with Honors program.
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ED 476 - Honors Foundations of Education
3 credits
Examines literature and research from diverse social science disciplines to present American public education in its historical and social contexts. Emphasizes the multicultural history of public education in the U.S. and the increasing diversity of pre-collegiate classrooms. Provides an opportunity to analyze, investigate, and evaluate current and future schooling issues and to explore ways to improve schooling and instructional practices. Restricted to students in the BA/BS Elementary Education with Honors program.
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ED 477 - Honors Multicultural Education
3 credits
Explores concepts, theories, and strategies that constitute major dimensions of multicultural education in American public schools. Examines issues and attitudes regarding race, ethnicity, language, social class, sexuality, and gender. Raises cultural awareness, sensitivity, and competence. Provides instructional methods, materials and curriculum for positive interactions with children and youth. Promotes learning communities that respect individual and group differences. Examines dimensions of multicultural education including content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture. Restricted to students in the BA/BS Elementary Education with Honors program.
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ED 478 - Honors Human Development, Cognition, and Learning
3 credits
Facilitates an understanding of human development from conception to age twenty-one. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and neurological research. Makes connections between research on learning theories and experiences in a child’s school life to build stronger bonds between teaching and learning. Includes a practicum in which teacher education students develop effective ways of addressing learning differences and gain a better understanding of children with unique needs. Restricted to students in the BA/BS Elementary Education wtih Honors program.
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ED 479 - Honors Human Relations
1-3 credits
Describes a broad range of interactions, including the interpersonal interactions and intrapersonal orientations of each individual. Examines human relationships, classroom organization, and management—which help teacher-education students understand how to establish classroom climates that support learning. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youths and considers how schools can respond to these needs. Examines relationships among schools parents, and communities. Restricted to students in the Elementary Education with Honors program.
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ED 480 - Foundations in Early Childhood/Elementary Education
3 credits
Introduces students to the field of early childhood and elementary education and presents an overview of historical and philosophical perspectives. Explores different approaches to ECE and elementary education. Analyzes relevant issues in the field of early childhood and elementary education from sociological and cultural perspectives.
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ED 481 - From At-Risk to Resiliency
3 credits
Examines the factors that place a student at risk, with the goal of identifying the most beneficial strategies for pulling students through difficulties. Includes chemical abuse, physical and sexual abuse, dysfunctional families, suicide, and socioeconomic status. Addresses the use of community agencies and development of classroom resources.
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ED 484 - Curriculum Design in Early Childhood
3 credits
Examines early childhood development and learning as a basis for determining developmentally appropriate experiences for young children. Incorporates observation and evaluation into organizing principles and considers the meaning and development of play and its importance in curriculum design. Examines relationships between the environment and program goals.
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ED 485 - Assessment of Young Children
3 credits
Covers the administration and interpretation of screening and assessment tools for identification and evaluation of infants, toddlers, preschool, and primary-grade children with special needs. Examines curricula issues and intervention strategies related to service, delivery, and advocacy for young children.
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ED 486 - Curriculum Content in Early Childhood Education
3 credits
Uses the developmental-interaction approach as a framework for integrating scientific, social, and mathematical content areas into early childhood programs. Considers ways to facilitate creative development and expression through the visual and performing arts. Explores the role of teacher as facilitator and examines ways to integrate health, safety, and nutrition instruction.
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ED 487 - Family, School, and Community Relations in Early Childhood Education
3 credits
Examines the socializing environments in a child’s life and their interrelatedness. Focuses on understanding the importance of cooperation and collaboration between family and school, including special educators and other professionals. Examines conferencing techniques and explores ways to build positive relationships and strengthen communication between school and family.
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ED 488 - Early Language and Literacy Development
3 credits
Examines the process of language development and the emergence of literacy in young children. Studies the cognitive and social bases of language and literacy development. Considers ways of promoting language and literacy development, including the selection and use of activities and materials.
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ED 489 - Interpersonal Relations and Guidance in ECE
3 credits
Focuses on understanding social and emotional development as a basis for effective group management and positive interpersonal relations. Examines different theories of group management and their relationships to curriculum design. Considers ways to foster positive interactions between children and adults.
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ED 491 - School Law and Organization
3 credits
Studies federal, state, and local legal institutions and laws that affect schools. Emphasizes governance and liability of schools.
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ED 493 - 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.
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ED 494 - Honors Observation and Evaluation of Teaching
3 credits
Provides an opportunity for future and experienced teachers to observe contemporary trends in education and applied teaching/learning theories as demonstrated in the schools. Students analyze teaching and learning theories, investigate trends, observe their use in classroom situations, and discuss the effectiveness of educational theories and practices on instruction and evaluation of teaching. Prerequisite(s): Restricted to students in the elementary education with honors program.
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ED 495 - Reflective Inquiry/Professional Portfolio
3 credits
Provides an opportunity to examine contemporary trends and research in professional development practices and to understand the personal reflective inquiry process. Analyzes personal values and beliefs affecting instructional approaches, as well as interactions with others, including students, parents, and teachers. Investigates decision-making and problem-solving skills in various situations using deliberate critical inquiry. Discusses the potential of multilevel learning and self-study to improve personal and professional practices in school settings. Guides the development of a professional portfolio that demonstrates the knowledge, skills, and competencies required of student teachers in the initial licensure program.
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ED 500 - Professional Development
1 to 6 credits
Designed and sponsored by educational agencies. Offers professional development courses for educators. A maximum of 6 credits may be applied to fifth-year or graduate degree programs.
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ED 501 - Research
Credits to be arranged
Research
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ED 503 - Thesis/Project
Credits to be arranged
Thesis/Project
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ED 505 - Reading and Conference
Credits to be arranged
Reading and Conference
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ED 506 - Special Individual Studies
Credits to be arranged
Special Individual Studies
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ED 507 - Seminar
1 to 9 credits
Credits to be arranged. Repeatable.
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ED 508 - Workshop
1 to 3 credits
Credits to be arranged. Repeatable.
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ED 509 - Practicum
1 to 9 credits
Credits to be arranged. Repeatable for a maximum of 15 credits.
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ED 510 - Field Experience: Research Application
1 to 6 credits
Provides students with opportunities to practice specific research skills, such as observation, interviewing, and data analysis.
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ED 511 - September Experience
1 to 3 credits
Allows students to observe and participate in the preparation of a new public school year and to experience the classroom during the first weeks of school. Provides opportunities to observe and reflect on how public school teachers establish expectations and norms that affect the entire school year. Additionally, teacher education students assist teachers in preparing classrooms.
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ED 512 - Educational Research
3 credits
Equips students with the necessary skills to become critical consumers of research related to their work. Students apply research findings to problem identification and analysis and develop a research design appropriate for investigation of a relevant workplace or community problem.
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ED 513 - Evaluation and Management of Classroom Instruction
3 credits
Through classroom observations, students learn to collect, analyze, and use objective data to evaluate the major elements of classroom instruction. Students practice a variety of evaluation tools. Develops management techniques and skills to provide feedback and direction to others. Students also develop their rationale for evaluative practices and create an evaluation instrument of their own.
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ED 514 - Education in Sociological Perspectives
3 credits
Examines literature and research related to the current and historical role of public education in American society from the multiple perspectives of the social sciences. Strengthens analytical skills by applying social science research to the assessment of educational change and public policy in public schools.(Cross-listed with SSC 514 .)
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ED 515 - Field Experience: Understanding the Learner
1 to 3 credits
Focuses on human development, cognition and learning, and the multiple influences on these phenomena as they relate to educational institutions.
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ED 516 - Field Experience: Gradual Participation in Delivering Instruction
1 to 3 credits
Offers a supervised field-experience practicum in a public school as preparation for half-day student teaching. Teacher education students engage in systematic observation and gradually participate in delivery of instruction.
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ED 517 - Student Teaching: Second Authorization Level
4 to 10 credits
Provides a supervised half-day student teaching experience in a public school as preparation for full-day student teaching. Teacher education students engage in systematic observation and gradually assume teaching responsibilities.
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ED 518 - Student Teaching: First Authorization Level
10 to 13 credits
Final supervised student teaching experience in a public school. Teacher education students assume the full-day classroom teacher’s role and responsibilities. Provides an opportunity to refine teaching style and management strategies and to be part of the total school environment.
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ED 519 - Action Research as an Approach to School Improvement
1 to 3 credits
Develops the educators’ knowledge of appropriate action research techniques. Educators lean how to use action research as a reflective tool in assessing the effectiveness of their teaching practices in relationship to student learning. Participants create an action plan to implement in an educational setting.
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ED 520 - Professional Portfolio
1 to 3 credits
The professional portfolio demonstrates the advanced knowledge, skills, and competencies required of students in the MEd/CTL Program. Students work individually with a faculty advisor to compile appropriate documentation over the course of their programs. Once they have completed the program and fulfilled all the requirements, students submit the final version of their portfolio via this course.
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ED 521 - Field-Based Practicum: ESOL/Bilingual
3 credits
Provides practicum experience in an ESOL/bilingual classroom. Students work with second-language learners and are required to work closely with a mentor-teacher. Students also complete a work sample.
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ED 522 - Curriculum Design and Educational Change
3 credits
Engages students in applying knowledge and skills to real-world situations. Leads students beyond basic recall to high levels of achievement. Challenges students to perform a comprehensive examination of the processes, content, and assessments related to the spectrum of curriculum areas present in a K–12 instructional program.
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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.
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ED 524 - Professional Models of Governance
3 credits
Covers the strategies used by educators as they manage and cope with the numerous innovations and refinements to teaching and learning required in today’s schools. Focuses on the principles governing the improvement process.
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ED 525 - Public and Professional Relations
3 credits
Helps teachers project a positive public image. Involves understanding the multiple audiences and the variety of forums available for articulating one’s vision of what education should be. Participants learn to communicate effectively, identify common goals, and present thoughts clearly. Introduces teachers to effective strategies for building positive relationships.
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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.
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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.
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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.
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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.
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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 .)
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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.
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ED 534 - Educational Technology
1 to 3 credits
Provides an overview of the effective use of instructional technology in elementary education classes. Students use a variety of media to prepare teaching materials and deliver instruction. Emphasizes applying computers to the elementary school curriculum.
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ED 535 - Education in Historical Perspectives
3 credits
Examines diverse historical perspectives on the origins and development of the aims of American schooling. Provides a foundation for investigating current educational trends and practices. Analyzes the development of educational systems beyond the borders of the United States to deepen understanding of the directions of educational change around the world.
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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.
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ED 538 - Mathematics in the Elementary School
3 credits
Focuses on understanding how children learn mathematical concepts and processes. Examines current best practice for teachers in elementary and middle schools, including hands-on instruction, inquiry and constructivist approaches, and integration of mathematics across the curriculum.
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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.
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ED 541 - Education in Anthropological Perspectives
3 credits
Examines education as a cultural process, with emphasis on learning and learners. Considers concepts from the fields of anthropology and education and applies them to understanding cultural acquisition in a wide variety of social settings.
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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.
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ED 543 - Foundations in Second Language Education
3 credits
Examines philosophies and practices in teaching language-minority students. Studies bilingualism and biculturalism from psychological, social, and political standpoints. Analyzes program models, as well as the theories and philosophies underlying these models. Provides an understanding of the laws pertaining to educating second-language learners and current theory and research in the fields of ESOL and bilingual education.
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ED 544 - Strategies and Materials: Second-Language Learner
3 credits
Equips teachers with a range of effective instructional methodologies for facilitating learning among language-minority students. 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 second-language learners.
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ED 545 - First- and Second-Language Acquisition and Development
3 credits
Explores the various theories on how first and second languages are acquired. Considers the importance of the early development of a first language and the relationship of this development to the acquisition of other languages. Integrates the relationship of language to cognitive development, as well as definitions and descriptions of bilingualism.
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ED 546 - Assessment and Evaluation of Second-Language Learners
3 credits
Teaches assessment principles in the context of language acquisition theory, pedagogical methodology, and legal considerations for second-language learners 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.
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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.
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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.
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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.
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ED 550 - Mediation and Conflict
4 credits
Introduces students to the fundamental concepts and theories of dispute resolution and assists them in developing the basic skills and knowledge for productively managing their own and intervening in others’ disputes. Class time consists primarily of practice and roleplay, as well as lecture, lecture-discussion, and coaching by professional mediators. Certificate of completion provided with successful completion of the course. Cross-listed in other departments. Additional fees/tuition may apply.
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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.
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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.
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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.
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