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ED 518 - Student Teaching: First Authorization Level
10 to 13 credits
Final supervised student teaching experience in a public school. Teacher education students assume the full-day classroom teacher’s role and responsibilities. Provides an opportunity to refine teaching style and management strategies and to be part of the total school environment. May not be repeated for additional credit.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 519 - Action Research as an Approach to School Improvement
1 to 3 credits
Develops the educator’s knowledge of appropriate action research techniques. Educators learn how to use action research as a reflective tool in assessing the effectiveness of their teaching practices in relation to student learning. Participants create an action plan to implement in an educational setting. Repeatable for a maximum of 3 credits.
Graded (A-F) only.
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ED 520 - Professional Portfolio
1 to 3 credits
The professional portfolio demonstrates the advanced knowledge, skills, and competencies required of students in the MEd/CTL Program. Students work individually with a faculty advisor to compile appropriate documentation over the course of their programs. Once they have completed the program and fulfilled all the requirements, students submit the final version of their portfolio via this course. May not be repeated for additional credit.
Graded (A-F) only.
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ED 521A - Practicum/Portfolio
4 credits
Provides a 90-hour practicum experience in an English Language Development (ELD) or bilingual classroom. Students develop and teach a worksample designed for English Language Learners (ELLs) and are required to work closely with a mentor-teacher. Participants document their understanding and competency through the development of a professional portfolio. Includes information on professional portfolios and format options for documenting the required ELL Standards for the ESOL/Bilingual endorsement. The portfolio is an accumulation and presentation of evidence of how each of the ELL standards has been met.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ED 522 - Curriculum Design and Educational Change
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.
Graded (A-F) only.
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ED 523 - Issues of Educational Reform
3 credits
Introduces students to areas of educational reform, restructuring, and change. Includes international, national, state, and local reform efforts and research into educational change. Provides personal strategies for promoting and coping with educational change efforts.
Graded (A-F) only.
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ED 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 532 - Teaching English Learners
3 credits
Introduces future educators to the knowledge, skills, attitudes and resources necessary to meet the needs of English learners in mainstream classrooms. Topics include overview of current theories of Second Language Acquisition, background on laws and historical foundations of Bilingual/ESOL programs, identification of types of Bilingual/ESOL programs in Oregon, recognition of the value of families’ native languages and cultures, and design of lessons with effective strategies for English learners.
Graded (A-F) only
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ED 533 - Advanced Curriculum Work Sample
3 credits
Designed for previously licensed teachers who have fulfilled Oregon standard teacher licensure requirements. Working independently, candidates prepare a teaching performance work sample consisting of a multiweek teaching unit that is implemented during the term in which the course is taken. The written work sample must include unit goals, lesson plans, pre- and post-instruction student performance data, interpretation of learning gains, and modifications in response to student progress. Students negotiate an individualized meeting and progress schedule with the instructor.
Graded (A-F) only.
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ED 534 - Educational Technology
3 credits
Provides an overview of the effective use of instructional technology in elementary education classes. Students use a variety of media to prepare teaching materials and deliver instruction. Emphasizes applying computers to the elementary school curriculum.
Graded (A-F) only.
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ED 536 - Teaching for Social Justice Across the Curriculum
3 credits
Examines what it means and looks like to teach for social justice in different grade levels and subject areas. Explores a range of curricular, instructional strategies and other resources for empowering students to explore questions of equity, marginalization, and humanization within the classroom and to apply their academic learning to address those issues in both school and society.
Graded (A-F) only
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ED 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 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
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.
Graded (A-F) only
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ED 561 - Advanced Educational Psychology
3 credits
Examines major theories of learning and measures current issues and educational practices against a continuum of theories in educational psychology. Engages students in research and development related to theoretical frameworks in educational psychology. Analyzes problems encountered in providing equal and appropriate education to learners with diverse backgrounds and needs.
Graded (A-F) only.
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ED 562 - Human Development, Cognition, and Learning
3 credits
Facilitates an understanding of human development from conception to age twenty-one. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and neurological research. Makes connections between research on learning theories and experiences in a child’s school life to build stronger bonds between teaching and learning. Includes a practicum in which teacher education students develop effective ways of addressing learning differences and gain a better understanding of children with unique needs.
Graded (A-F) only
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ED 563 - Language and Literacy
3 credits
Presents language and literacy as interactive processes involving reading, writing, thinking, speaking, and active listening. Examines the current theories, strategies, and pedagogy at specific authorization levels necessary to promote an educated, diverse society that meets language and literacy demands of the twenty-first century. Activities emphasize a multicultural perspective, with a special focus on the needs of at-risk students.
Graded (A-F) only
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ED 566 - Human Relations
3 credits
Describes a broad range of interactions, including the interpersonal interactions and intrapersonal orientations of each individual. Examines human relationships, classroom organization, and management-which help teacher-education students understand how to establish classroom climates that support learning. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youths and considers how schools can respond to these needs. Examines relationships among schools, parents, and communities.
Graded (A-F) only
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ED 567 - Contemporary Issues, Leadership, and Collaboration
3 credits
Considers current issues affecting public school teachers, such as curriculum instruction, assessment, technology, time, the learning environment, school-community relations, governance, personnel, and teacher leadership. Builds an understanding of the focal points for participating in school restructuring efforts. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century.
Graded (A-F) only.
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ED 568 - Integration Projects
1 to 3 credits
Provides a framework and support for major capstone projects (professional portfolio and advocacy project) that integrate multiple program elements. Helps students make connections between theory and practice. Promotes disposition and strategies for reflective practice. Repeatable for a maximum of 3 credits.
Graded (A-F) only
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ED 569 - Language and Literacy in the Content Areas
3 credits
Develops competence in teaching the interactive processes of reading, writing, listening, speaking, viewing, and thinking across the curriculum. Focuses on strategies for teaching students of varied backgrounds and abilities. Grades 4-12.
Graded (A-F) only.
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ED 570 - The Exceptional Child
3 credits
Examines the special educational needs of children classified as exceptional. Analyzes the legal requirements of mainstreaming and special programs. Covers the practical aspects of providing or adapting materials, curriculum, and teaching techniques. Studies the affective domain of exceptionality and strategies to help children develop to their fullest potential.
Graded (A-F) only.
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ED 571 - Inclusion Strategies
2-3 credits
Surveys the foundations of special education, including historical and philosophical perspectives, legal issues, and current trends in instruction and programming. Explores the role of the teacher as related to the exceptional child in the general education classroom. Emphasizes developing knowledge of various conditions of exceptionalities, available resources, and educational alternatives through a “learning styles” and case studies approach, with particular emphasis on working with students with exceptional needs in the general classroom. Strategies for including exceptional students will provide a foundation for pre-service teachers in developing differentiated materials and activities. Repeatable for a maximum of 6 credits.
Graded (A-F) only.
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ED 573 - Nutrition, Health, and Safety for the Young Child
3 credits
Examines the physical and health issues of children from birth to age eight. Explores the multitude of decisions that families may make regarding their child’s physical and emotional health. Studies the standards for health and safety management within the early childhood classroom. Studies the importance of prevention with regard to a child’s health and safety. Heightens awareness of early signs, both visible and invisible, in children that may indicate a need for health interventions. Discusses the appropriate nutrition for children as well as the influences that school, home and society have on children’s wellbeing. Intended for juniors and seniors.
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 591 - School Law and Organization
3 credits
Studies federal, state, and local legal institutions and laws that affect schools. Emphasizes governance and liability of schools.
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 - Issues in Native American Cultures
3 credits
Provides an overview of the history, culture, and life ways of Native Americans, with focus on the peoples of the Pacific Northwest. Provides a basic foundation in Native American history. Examines Indian-white conflict, subsequent cultural disruption, and the impact of events on contemporary Native American peoples. Presents teaching and learning styles in Native American cultures based on research and practice. Examines contemporary topics and issues in Native American cultures and introduces cultural life ways, including song, oral tradition, and dance.
Graded (A-F) only.
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ED 595 - Models of Professional Growth
3 credits
Students learn elements of reflective dialogue used to refine approaches and develop applications to one’s work. Develops an understanding of professional growth that does not involve time-consuming effort while providing the potential for leadership in a world of constantly evolving innovative techniques and changing management and leadership theories. (Field-based course.)
Graded (A-F) only.
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ED 597 - Creativity in the Workplace
3 credits
Addresses the challenges of incorporating creativity into the workplace 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 in oneself and in others.
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 - CAL Reading and Conference on Culture and Diversity
1 to 4 credits
Focuses on issues of culture and diversity in the schools and the larger community. Students work with their mentor, CAL coordinator, and instructor of record to develop an independent study to strengthen theoretical understanding of cultural and legal issues and leadership. Readings and assignments are determined collaboratively depending on upon the agreement between the student, practicum mentor, instructor of record, and the CAL coordinator. 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.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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LEAD 505 - CAL Reading and Conference on Evaluation and Assessment
1 to 4 credits
Focuses on issues of evaluation and assessment in the schools and the community. Students work with their mentor, CAL coordinator, and instructor of record to develop an independent study to strengthen theoretical understanding of evaluation and assessment issues and legal requirements at the building and district levels. Readings and assignments are determined collaboratively depending on upon the agreement between the student, practicum mentor, instructor of record, and the CAL coordinator. 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.
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LEAD 505 - CAL Reading and Conference on Leadership and Organizations
1 to 4 credits
Focuses on issues of organizational leadership in the schools and community. Students work with their mentor, CAL coordinator, and instructor of record to develop an independent study to strengthen theoretical understanding of organizational issues, legal aspects, and leadership at the building and district levels. Readings and assignments are determined collaboratively depending on upon the agreement between the student, practicum mentor, instructor of record, and the CAL coordinator. 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.
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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 508 - Workshop on School Improvement
1-4 credits
Credits to be arranged for research on School Leadership. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 513 - Evaluation and Management of Classroom Instruction
1 credit
Through classroom observations, students learn to collect, analyze, and use objective data to evaluate the major elements of classroom instruction. Students practice a variety of evaluation tools. Develops management techniques and skills to provide feedback and direction to others. Students also develop their rationale for evaluative practices and create an evaluation instrument of their own.
Graded (A-F) only.
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LEAD 520 - Administrative Portfolio
1 credit
Supports the development of a professional portfolio for candidates who are completing their administrative license at either the initial or continuing levels. Purpose is to show evidence of meeting the Oregon Teacher Standards and Practices Commission (TSPC) requirements for the administrative licensure, Standard 7: Practicum Experience. 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.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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LEAD 522 - Curriculum Design and Educational Change
1 credit
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.
Graded (A-F) only.
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LEAD 523 - Issues of Educational Reform
1 credit
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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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 - 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.
Graded (A-F) only.
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LEAD 528 - Leadership into Practice
1 to 9 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 20 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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LEAD 548 - Culture and Family/Community Involvement
1 credit
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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LEAD 560 - Diversity
1 credit
Emphasizes the philosophical and epistemological perspectives of multicultural education in American public schools. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs. Introduces curriculum planning, as well as instruction and assessment techniques that help develop an effective multicultural education program at each level of education in public schools.
Graded (A-F) only.
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LEAD 564 - Supervision and Evaluation of Instruction
3 to 4 credits
Examines the role of building and district administrators as instructional leaders. Focuses on the theoretical and applied perspectives on effective instructional and curriculum leadership, which includes applying knowledge and skills about effective instruction and curriculum to improve teaching practices to increase student learning. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 579 - School Improvement Measurement
1 credit
Provides participants with a repertoire of school improvement measurement strategies that may be used for profiling students’ outcomes as part of developing a school improvement plan. Specifically addresses issues of measurement related school improvement, the purposes and products of school improvement, and possible applications of school improvement measurements to the School Improvement Plan.
Graded (A-F) only.
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LEAD 585 - Contract Management and Human Resources
3 to 4 credits
Explores the responsibilities central office personnel and school building administrators have with understanding, monitoring, and maintaining labor agreements that govern employment practices at the school and district levels. Considers the responsibilities associated with maintaining agreements through the collective bargaining process, as well as legal implications related to grievances, aggregations, violations, and irregularities in the management of the collective bargaining agreement and human resource management, including dispute resolution and other grievance procedures by faculty, students, parents, and community members. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 588 - Cultural and Organizational Leadership
3 to 4 credits
Considers advanced concepts on the application of cultural competence in relation to organizational theory, behavior, and administration. Addresses theoretical concepts from across the field of management behavior in business, industry, government, and education with a focus on cultural diversity and awareness and legal implications. Theories include dealing with how organizations are managed at both behavioral and administrative levels in diverse settings. Considers differences across the various levels of organizations, especially how they affect legal, cultural, and political aspects of schools and educational organizations. Directed toward an inquiry of effective and culturally competent organizational leadership at the district level and the various administrative components of budget, finance, evaluation, law, and assessment. 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. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 591 - School Law and Organization
1 credit
Studies federal, state, and local legal institutions and laws that affect schools. Emphasizes governance and liability of schools.
Graded (A-F) only.
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LEAD 592 - Humanizing Instruction
1 credit
Relates the research, theory, and practice of humanistic psychology to the classroom, with emphasis on techniques for building a positive self-concept, resolving classroom conflict, and building effective interpersonal relationships.
Graded (A-F) only.
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LEAD 595 - Models of Professional Growth
3 credits
Students learn elements of reflective dialogue used to refine an educator’s curriculum, instruction, and assessment skills. Develops an understanding of efficient professional growth while providing the potential for leadership in a world of constantly evolving techniques and school reform movements.
Graded (A-F) only.
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Emerging Media & Digital Arts |
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EMDA 199 - Special Studies
1 to 15 credits
Credits to be arranged. Repeatable for a maximum of 15 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 201 - Digital Image Foundations
2 credits
Students discuss the nature of digital images, debate the ethical challenges involved in creating and manipulating them, and explore the principles behind effective design and innovative imagery. May include exercises to develop students’ collaborative skills. EMDA 201 serves as a prerequisite or recommended course for several upper division classes in art, applied multimedia, computer science, photojournalism, and video production. Approved for University Studies (Explorations Strand E - Humanities). Corequisite(s): EMDA 201R .
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless otherwise noted: DMF 201.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 201R - Digital Image Foundations - Recitation
2 credits
Students complete a series of projects to test and refine their understanding of the issues and design principles covered in EMDA 201 and to begin developing a distinctive body of work for their portfolios. Corequisite(s): EMDA 201 .
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless otherwise noted: EMDA 201L; DMF 201L.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 202 - Digital Video Foundations
2 credits
Focuses on the development and applications of time-based media, including digital video and audio production. Serves as a prerequisite or recommended course for several upper division courses in art, applied multimedia, computer science, photojournalism, and video production. Corequisite(s): EMDA 202R . (Cross-listed with COMM 215 .
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless otherwise noted: DMF 202.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 202R - Digital Video Foundations - Recitation
2 credits
Students complete a series of projects exploring techniques in digital video, audio production, and cinematic storytelling. Corequisite(s): EMDA 202 . (Cross-listed with COMM 215R .
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless otherwise noted: EMDA 202L; DMF 202L.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 203 - Digital Interactive Foundations
2 credits
Focuses on the development and applications of web-based media, including Web site design, Flash animation, as well as the integration of other media such as digital photography, art, video, and audio for the Web. Serves as a prerequisite or recommended course for several upper division courses in art, photojournalism, and video production. Corequisite(s): EMDA 203R .
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless otherwise noted: DMF 203.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 203R - Digital Interactive Foundations - Recitation
2 credits
Develop web-based media skills through hands-on learning. Projects include Web site design, Flash animation, multimedia design, streaming video and audio, and digital story boarding. Serves as a prerequisite or recommended course for several upper division courses in art, photojournalism, and video production. Corequisite(s): EMDA 203 .
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless otherwise noted: EMDA 203L; DMF 203L.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 204 - Digital Audio Foundations
2 credits
Focuses on the development and applications of digital audio production, including recording, editing, and sound processing. Introduces topics including history of electronic music and sound art, scientific and cultural theories of sound, and interdisciplinary uses of digital audio. Serves as a prerequisite or recommended course for several upper division courses in art, music, and video production. Corequisite(s): EMDA 204R .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 204R - Digital Audio Foundations - Recitation
2 credits
Focuses on the development and applications of digital audio production, including recording, editing, and sound processing. Introduces topics including history of electronic music and sound art, scientific and cultural theories of sound, and interdisciplinary uses of digital audio. Serves as a prerequisite or recommended course for several upper division courses in art, music, and video production. Corequisite(s): EMDA 204 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 206 - Multimedia Writing
4 credits
Introduces students to a wide variety of practices in media writing, including blog posts, social media updates, news reports, and magazine features. Addresses basic writing competence, enabling students to advanced courses in journalistic and professional writing. Introduces basic techniques for creating content on a variety of social media platforms. (Cross-listed with COMM 206 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 209 - Practicum
1 to 15 credits
Credits to be arranged. Repeatable for a maximum of 15 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 299 - Special Studies
1 to 15 credits
Credits to be arranged. Repeatable for a maximum of 15 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 320 - Writing Nonlinear
4 credits
Students practice and engage in a study of the theoretical discourse around the evolution of nonlinear, interactive texts and develop independent and/or collaborative critical studies on selected sub-topics, creating digital-media presentations on their findings for the campus and/or online communities. Prerequisite(s): EMDA 201 or EMDA 202 or COMM 215 or EMDA 203 or EMDA 204 or EMDA 205 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 321 - Theory & Practice in Emerging Media & Digital Arts
4 credits
Students research the aesthetic, social, and historical contexts that inform their own work so that they can better contextualize, explain, and defend their work. Students use writing and other forms of self-presentation to explain the contexts, both shared and unique, their work responds to. Typically, students present a portfolio of selected works, along with written research on the contexts that inform these works. Prerequisite(s): EMDA 201 or EMDA 202 or COMM 215 or EMDA 203 or EMDA 204 or EMDA 205 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 322 - Writing the Artist Narrative
Students will work intensively on telling their stories in order to showcase their work to different audiences for different purposes, including curators, gallery managers, graduate schools, and granting agencies. Any combination of EMDA/ART 322 is repeatable for a maximum of 8 credits. (Cross-listed with ART 322 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 323 - Strategic Social Media
4 credits
Students gain practical skills and conceptual knowledge in social media campaigns to achieve strategic goals for clients, including but not limited to commercial enterprises, non-profit or governmental organizations, journalistic enterprises, or creative promotion on behalf of arts-based endeavors. Students will learn practices of social media listening, how to formulate a content strategy and editorial calendar, how to craft specific multimedia content items, how to measure the effectiveness of a social media campaign, and how to nurture the social graph of an enterprise. Prerequisite(s): Junior standing or permission of instructor. (Cross-listed with COMM 323 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 331 - The Art of Data
1-4 credits
Explores the visual representation of data through a series of hands-on projects. Develops skills to represent and interpret complex datasets in a variety of ways including static and dynamic visualizations, sonification, and alternative modalities. Lecture topics include relevant visual theory, design theory, database aesthetics, and the interplay between art and science. Approved for University Studies Integration-Strand H (Science, Technology, and Society). Repeatable for a maximum of 16 credits. (Cross-listed with ART 331 )
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 340 - Responsive Web Design
1-4 credits
Provides a hands-on foundation in the visual design, strategic considerations, and development practices involved in creating content for online consumption. A heavy emphasis is placed on good visual design across multiple platforms and its translation into code. Assumes familiarity with HTML and computer graphics. Repeatable for a maximum of 16 credits. (Cross-listed ART 337 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 341 - Remix Culture
4 credits
Examines acts of creative repurposing - the mashing, meme-ing, sampling, hacking and sharing of pre-existing content toward modified ends. Students will explore and participate in different remix practices, including visual essays, found footage videos and audio mashups, while interrogating the legal, artistic and cultural implications of these practices in the process. Prerequisite(s): EMDA 201 or EMDA 202 or COMM 215 or EMDA 203 or EMDA 204 or EMDA 205 . (Cross-listed with COMM 341 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 342 - Motion Graphics
1-4 credits
Explores novice-to-intermediate digital motion graphics techniques with an emphasis on animating typography and graphics, Examines contemporary production practices and cycles of critique and revision. Repeatable for a maximum of 16 credits. Prerequisite(s): EMDA 201 or EMDA 202 or COMM 215 or EMDA 203 or EMDA 204 or EMDA 205. (Cross-listed with ART 345 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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