College of Education Course Descriptions

EDLL-300 Experiential & Inquiry Lrng In ECE/Elem

Introduces future teachers to experiential and inquiry learning: 1) as a way to foster critical & creative thinking & international perspectives through a wide variety of community-based and Internet resources; 2) as a means to facilitate the acquisition of a primary and a new language while maintaining one's own cultural and linguistic identity as an ELL; 3) to study issues of cultural assimilation and relating conflicts. Corequisite: EDLL 310. 2 credits.
Credits: 2.00

EDLL-310 Integrated Social Studies Methods

Introduces early childhood and elementary educators to the theories, strategies, resources, and technology applications appropriate to integrated social studies instruction. Emphasizes the linkage to current standards of practice, integrated curriculum design, developmentally, culturally, and linguistically appropriate pedagogy. Develops strategies for the acquisition of academic language and literacy in the social studies with attention to ELL instruction and assessment. Corequisite: EDLL 300. 2 credits.
Credits: 2.00

EDLL-315 Political & Cultural Context/Schooling

Introduces teacher candidates to schools as organizations within a historical, cultural, political and social context. Explores history and current laws relating to learners' rights and teachers' responsibilities, with a focus on the history laws, policy of ESL education. Studies the alignment and discontinuity of family, school, cultural context, and community spheres of influences and the impact on learning. 2 credits.
Credits: 2.00

EDLL-320 Applied Human Development & Psychology

Introduces teacher candidates to an understanding of how learning occurs and to developmental issues of learners in their classrooms: behavioral, physical, person, social, socio-linguistic, and cognitive. Relates psychology to all areas of teaching and learning. Equips teacher candidates with strategies for understanding strengths and needs of individual learners and how to plan developmentally, culturally, and linguistically responsive instruction to support learners' strengths and needs, including those learners with exceptionalities associated with disabilities, giftedness, and English language learning. Corequisite: EDLL 325. 3 credits.
Credits: 3.00

EDLL-325 Expressive Arts Methods

Introduces early childhood and elementary teacher candidates to the theories, strategies, resources, and technology applications appropriate to the expressive arts, (visual arts, music, and movement, and dramatic play). Emphasizes the linkage to current standards of practice, integrated curriculum design, and developmentally appropriate child-centered pedagogy. Explores and applies the use of the expressive arts in second language acquisition. Course includes clinical integration. Corequisite: EDLL 320. 2 credits.
Credits: 2.00

EDLL-350 Linguistics For ECE/Elem Education

Examines the nature of language as a system of human communication. Explores how language development functions as a basis for literacy development and examines what linguistic and cultural variations are involved in children's language and literacy development by building a solid foundation in theories of first and second language acquisition. 4 credits.
Credits: 4.00

EDLL-360 Technology Across Curriculum

Introduces educators to some of the applications for technology in education and familiarizes them with issues associated with technology use. Develops and expands teacher candidates' skills and knowledge of educational technology appropriate to enhance language and content area instruction for ELL and bilingual students. Evaluates technology resources for quality, accuracy and effectiveness for use in diverse classrooms. Addresses classroom management and organizational strategies associated with the use of technology. Course includes clinical integration. Corequisite: EDLL 380. 2 credits.
Credits: 2.00

EDLL-375 Culture, Power & Identity I

Explores the nature and role of culture, structures of power and systemic effects of prejudice and discrimination alongside developing an understanding of one's own socially constructed identity. Develops strategies for advocacy through civil engagement in the community as a teacher leader. Course is co-taught with members of the Woodburn community and includes a community/school based civic engagement project. 2 credits.
Credits: 2.00

EDLL-380 Plan/Manag/Implement/Assess Instruction

Develops skills in managing and organizing learning for diverse learners, including English Language learners. Examines a variety of specific curricular models, instructional skills and strategies, assessment methods, and classroom management systems, including those most effective for ELL classrooms. Course includes clinical integration. Corequsite: EDLL 360 and EDLL 390. 4 credits.
Credits: 4.00

EDLL-390 Teacher As Researcher I

Introduces teacher candidates to foundational principles of teacher action research. Candidates will develop the skills of accessing, organizing, and analyzing existing research. Candidates will learn to use data and existing research to analyze educational practice and policy at the community, school, and classroom levels. Corequisite: EDLL 380. 2 credits.
Credits: 2.00

EDLL-400 Culture, Power & Identity II

Explores the nature and role of culture, structures of power and systemic effects of prejudice and discrimination alongside developing an understanding of one's own socially constructed identity. Develops strategies for advocacy as a teacher leader within school systems to support all learners and their families. Prerequisite: EDLL 350. 2 credits.
Credits: 2.00

EDLL-410 Teacher As Researcher II

Students will continue exploration of teacher action research through a) analyzing their own emerging teaching practice, b) developing an area of focus for further study, and c) designing an integrated teaching/research and learning unit of study (work sample) to be implemented during school-based clincial experience. Corequisite: EDLL 425 and EDLL 430. 2 credits.
Credits: 2.00

EDLL-425 Literacy Methods

The course explores the power of language through the study and application of comprehensive literacy. Introduces teacher candidates to the survey and implementation of specific curricular methods and assessments of comprehensive literacy for implementation in early childhood and elementary classrooms, including the integration of current standards of practice and standardsbased ESOL instruction. Course includes clinical integration. Corequisite: EDLL 410. 6 credits.
Credits: 6.00

EDLL-430 STEM and Methods

Introduces early childhood and elementary educators to the theories, strategies, resources, and technology applications appropriate to science, technology, engineering, and mathematics, plus integrated health and art methodologies. Emphasizes the linkage to current standards of practice, integrated curriculum design, and developmentally, culturally and linguistically appropriate pedagogy. Develops strategies for the acquisition of academic language and literacy in the content areas with attention to ELL instruction and assessment in mathematics, science and health. Course includes clinical integration. 5 credits.
Credits: 5.00

EDLL-450 Culture, Power & Identity III

Praxis: Theory into Action. Teacher candidates and leaders and advocates will place into action theories and strategies from all preceding courses as they plan, teach, assess and manage ELL classrooms as inclusive learning communities for all students. Taught in conjunction with EDLL 475. Includes integrated action research/teaching/advocacy implementation. Prerequisite: EDLL 350 and EDLL 400. Corequisite: EDLL 475. 4 credits.
Credits: 4.00

EDLL-475 Student Teaching & ESOL Practicum

Supervised clinical experiences teaching and learning with diverse learners in ESOL early childhood and elementary classrooms. Prerequisite: EDLL 350 and EDLL 400. Corequisite: EDLL 450. Pass/No Pass. 10 credits.
Credits: 10.00

EDUC-155 Special Topics

See department for course description.
Credits: 1.00

EDUC-220 Africa Experience in Kenya I

An introductory course intended to prepare students to take part in the Seminar on Globalization: Africa's Experience in Kenya Part II (EDUC 221), a Winter Term Study Abroad course at Egerton University, Njoro,Kenya. Topics include Kenyan and East African history, culture, geography, politics, literature, ecology, wildlife, and agriculture, as well as logistical preparation for study abroad (passport, visa, inoculations, etc.). 2 credits.
Credits: 2.00

EDUC-255 Special Topics

See department for course description. Prerequisite: Sophomore standing or above.
Credits: 1.00

EDUC-260 Foundations of Education

Introduces the foundations of American education and schooling. Examines schooling and the teaching profession from an interdisciplinary approach that includes a variety of perspectives. 2 credits.
Credits: 2.00

EDUC-300 Intro to Early Childhood Education

Introduces the field of early childhood education. Examines the history and foundation of programs; mission and ethics; legislation and public policy; educational reform; appropriate goals for normative and special developmental needs within varied social and cultural contexts; and observational methodology. Requires 2 hours of weekly service learning in an early childhood classroom. Utilizes problem-based learning. Prerequisite: Sophomore standing or above, EDUC 260, and PSY 150. 4 credits.
Credits: 4.00

EDUC-302 Teaching Art in MS/HS

Introduces the basic methods of art instruction for the middle and high school classroom. Discusses creativity, developmental levels, discipline-based art education, and state and national standards. Includes hands-on experiences with art media and lesson plans. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-303 Teaching Music in MS/HS

Surveys the fundamental principles, techniques, and procedures for teaching music in the middle and high school. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-308 Learn Communities I: Personal Awareness

Explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Includes learning communities, personal history and culture, communication skills, creativity, and classroom management. Prerequisite: Sophomore standing or above (30 or more completed credits). 2 credits.
Credits: 2.00

EDUC-309 Learning Communities II: Diversity

Explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Discusses learning communities, personal history and culture, communication skills, creativity, diversity, special needs students, and classroom management. Prerequisite: Admission to College of Education. Counts toward core requirement: Diverse Perspectives. 2 credits.
Credits: 2.00

EDUC-314 Reading & Writing Across the Curriculum

Introduces middle school and high school educators to the application of reading and writing theories in individual content areas. Develops and expands knowledge of the nature and scope of middle school and high school reading and writing, and of the application of methods, materials, assessments, remedial strategies and motivation for reading, writing, and study skills. Prerequisite: Admission to College of Education. 2 credits.
Credits: 2.00

EDUC-316 Child & Adolescent Literature

Surveys authors, illustrators, and specific books for children and adolescents. Emphasis on cultivating an understanding of and appreciation for child and adolescent literature through extensive reading of trade books and an analysis of literary elements. 2 credits.
Credits: 2.00

EDUC-317 Teaching Art in the Elementary School

Introduces the basic methods of art instruction for the elementary school classroom. Discusses creativity, developmental levels, discipline-based art education, and state and national standards. Includes hands-on experiences with art media and lesson plans. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-318 Teaching Music in the Elementary School

Examines the fundamental principles, techniques, and procedures for teaching music in the elementary school. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-319 Teaching Phys Ed in Elementary School

Prepares preservice teachers to teach early childhood/elementary school physical education. Emphasizes curriculum, developmental levels, teaching strategies, and classroom management. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-320 Brain Based Learning

This course examines a range of cognitive processes and their relationship to learning and neuroscience. A special emphasis will be placed on current neuroscientific research that deepens our understanding of the biological basis of learning and teaching. Offered only at the Eugene campus. 3 credits.
Credits: 3.00

EDUC-322 Applied Human Development

Explores developmental issues in applied contexts such as education, health services, and families. Students will critically examine assessment and intervention at various points across the life span. Offered only at the Eugene campus. Prerequisite: Junior standing or above (60 or more completed credits) and PSY-150 with a minimum grade of C-. 3 credits.
Credits: 3.00

EDUC-326 Teach Assess Mgmt MS/HS

Develops skills in designing, organizing, and assessing lessons and units for middle school and high school that involve students in appropriate learning activities, require higher level thinking skills, and use a variety of assessment methods. Includes a variety of instructional skills and strategies, assessment, current trends in education, and classroom management as well as adolescent characteristics and development. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-336 Teaching Health in MS/HS

Guides students in the investigation of the three faces of a comprehensive school health program: school health services, school environment, and health instruction. Emphasis on the content of a health curriculum, developmental levels, teaching strategies, assessment, and class management. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-338 Teaching Science in MS/HS

Introduces aspiring educators to the theories, strategies, resources, and technology applications appropriate to science curriculum and instruction at the middle and high school level. Emphasizes research-based teaching and evaluation methods as well as an in-depth analysis of national and state science standards. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-339 Teaching Phys Ed in MS/HS

Prepares preservice teachers to teach middle school/high school physical education. Emphasizes curriculum, developmental levels, teaching strategies, and classroom management. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-343 Math Sci Health ECE/Elem

Introduces early childhood and elementary educators to the theories, strategies, resources, and technology applications appropriate to mathematics, science and health methodology. Emphasizes the linkage to state and national standards, integrated curriculum design, and developmentally appropriate pedagogy. Prerequisite: Admission to College of Education. Corequisite: EDUC 397. 4 credits.
Credits: 4.00

EDUC-349 Teaching Math in MS/HS

Introduces aspiring educators to the theories, strategies, resources, and technology applications appropriate to mathematics curriculum and instruction at the middle and high school level. Emphasizes research-based teaching and evaluation methods as well as an in-depth analysis of national and state mathematics standards. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-355 Special Topics

See department for course description. May be repeated for credit when topic varies.
Credits: 1.00

EDUC-361 Foundations Hum Devel & Psych

Introduces future teachers to developmental issues of students in their classrooms: behavioral, physical, personal, social, and cognitive. Relates psychology to teaching and learning including the role of the teacher, learning theory, motivation and reinforcement, individual differences, classroom management, teaching goals and objectives, and evaluation. Overviews the available resources and practices intended to support students with special needs in the regular school setting. Prerequisite: PSY 150. 4 credits.
Credits: 4.00

EDUC-370 School & Society

Explores the relationship between schools and society. Develops in aspiring teachers an understanding of the philosophical, historical, socio-cultural, and legal foundations of education. Prerequisite: Sophomore standing or above (30 or more completed credits). 2 credits.
Credits: 2.00

EDUC-371 Ecuadorian Culture & Systems of Educ

This is an introductory course intended to prepare students to take part in the study abroad program in Quito, Ecuador in conjunction with the Andean Center for Latin American Studies. The Fall course will prepare students for their arrival in Ecuador with a knowledge base of it's culture, food, people, history, politics, current events, school system(s), and ESOL strategies. Once in Ecuador, students will be able to add to their knowledge base through authentic experiences. Prerequisite: SPAN 102. 2 credits.
Credits: 2.00

EDUC-372 The Ecuadorian Exp: Lang, Cult, & Educ

This 2-week travel course immerses students in the language, culture, and educational system of Ecuador. It also exposes students to elements of pre-Colombian cultures in Ecuador that are still important today (religion, food, health care). Students will observe and teach in elementary/middle schools in Quito, Ecuador and will participate in workshops that focus on a variety of regional indigenous cultural expressions. This course will be taught through the Andean Center for Latin American Studies in Quito, Ecuador. Educational excursions to local historical, cultural, and development sites complement students' class work. Prerequisite: EDUC 371. 2 credits.
Credits: 2.00

EDUC-392 Africa Experience in Kenya II

This interdisciplinary, two-week study abroad seminar is held at Egerton University, Njoro, Kenya. The seminar emphasizes the impact of globalization on the people and social institutions of East Africa. Lecturers are drawn from Egerton University, located in the Rift Valley, aswell as local practitioners in the many fields of development. Educational excursions to local historical, cultural, and development sites complement students' class work. Sites to be visited may include: Primary and Secondary Schools, an HIV/AIDS Project, a Street Children's Program in the city of Nakuru, Lake Nakuru National Park, Menengai Crater, the Nakuru Catholic Diocesan Peer Counseling Center, Water and health clinic programs, Lake Bogoria and Lake Baringo, Tea Plantations and other tourist attractions. Prerequisite: EDUC 220. Instructor's consent required. 2 credits.
Credits: 2.00

EDUC-395 Independent Study

See department for details. Independent study contract required.
Credits: 1.00

EDUC-397 Field Experience

Offers participation in a professional experience in public schools. Prerequisite: Admission to College of Education. May be repeated for credit. Pass/No Pass. 1 credit.
Credits: 1.00

EDUC-401 Civic Engagement & the Clsrm Teacher

This class will investigate the dynamics between schools and their communities. Students will work, either individually or in groups, with social service agencies that serve children and their families. Placements will be chosen in consultation with the professor and will focus on populations that are typically underserved in schools. Prerequisite: Admission to the College of Education. Counts toward core requirement: Civic Engagement. Eugene only. 2 credits.
Credits: 2.00

EDUC-408 Reading & Language Arts ECE/Elem Educ

Introduces preservice educators to the survey and implementation of specific curricular methods for early childhood educators. Helps educators understand specific content, survey and critically analyze current issues and trends, and apply methods and their integration and assessment across the following areas: language arts, reading, literature, and drama. Fosters integration and synthesis of all previous and concurrent coursework. Prerequisite: Admission to College of Education. Corequisite: EDUC 459. 4 credits.
Credits: 4.00

EDUC-410 Expressive Arts in Early Childhood Educ

Assists aspiring early childhood teachers to become knowledgeable about methods for teaching art, music, and physical movement, and become skillful in integrating art, music, and physical movement activities into the curriculum. Examines models of teaching and methods that are specific to each of the three areas, as well as models for appropriately integrating these expressive arts throughout the curriculum. Prerequisite: Admission to College of Education. 2 credits.
Credits: 2.00

EDUC-411 Ed Diverse Learners in Inclusive Class

Prepares general and special education teachers to differentiate and collaborate for the purpose of meeting the needs of diverse learners. Candidates will apply understanding of inclusive environments, individual differences, and instructional planning to adapt curriculum and instruction to support learner achievement and growth. Prerequisite: Admission to the College of Education. 2 credits.
Credits: 2.00

EDUC-420 Language Acquisition in Children

Examines the nature of language as a system of human communication. Provides an overview of major theories of first language acquisition. Explores how language development functions as a basis for literacy development and what linguistic and cultural variations are involved in children's language and literacy development. Prerequisite: Junior standing or above (60 or more completed credits). 2 credits
Credits: 2.00

EDUC-428 Teach Reading - Child & Adolescent Lit

Examines the nature of reading processes and what it means to comprehend and understand as a reader while surveying and analyzing authors, illustrators, and specific books for children and adolescents. Emphasis on cultivating an understanding of how authentic and culturally appropriate literature can be used in the development of child and adolescent literacy. Prerequisite: Junior standing or above (60 or more completed credits). 2 credits.
Credits: 2.00

EDUC-431 Gen Methods Assessment & Classroom Mgmt

Guides aspiring teachers of early childhood and elementary age learners in developing skills in designing and organizing lessons and units that involve students in appropriate learning activities, require thinking at a range of levels, and use a variety of assessment methods. Examines curriculum foundations, a variety of specific curricular models, instructional skills and strategies, assessment methods, and classroom management systems. Prerequisite: Admission to College of Education. 2 credits.
Credits: 2.00

EDUC-436 Technology Across Curriculum

Introduces educators to some of the applications for technology in education, and familiarizes them with issues associated with technology use. Develops and expands students' skills and knowledge of educational technology through a series of readings, presentations, lab work, small group work, projects and independent exploration. Prerequisite: Admission to College of Education. 2 credits.
Credits: 2.00

EDUC-445 Thematic Teaching SS & Arts

Assists students in developing thematic curricula which are based on broad concepts drawn from social studies. Integrates the arts, sciences, humanities, and social sciences. Emphasizes identifying appropriate social studies themes, relating curriculum to national and state content standards, and finding and analyzing resources. Prerequisite: Admission to College of Education. 2 credits.
Credits: 2.00

EDUC-447 Teaching Foreign Lang MS/HS

Develops a wide range of teaching tools designed to enhance proficiency oriented teaching in the five skills of speaking, writing, listening, reading, and culture. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-451 Teaching Social Studies in MS/HS

Introduces students to theories, strategies, resources, technologies, and state standards related to social studies curriculum and instruction at the middle and high school level. Reviews the development of social studies. Examines the planning, presenting, and assessing of social studies units and lessons. Includes interactive instructional activities and debates on current issues in the field. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-452 Teaching Language Arts in MS/HS

Acquaints middle and high school educators with a wide range of skills and concepts specifically helpful in teaching language arts. Expands students' knowledge of methods, materials, assessment strategies, remediation techniques, and motivational tools that will enrich their ability to teach language arts. Helps students identify and design lessons that develop Oregon's Standard and Benchmark abilities for middle and high school students. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-453 Literacy & English-Language Learners

Candidates will discuss theories and issues in reading and writing in English-as-an-additional language and their implications for instructional practice. This course will emphasize literacy instruction for students who are learning academic English-as-an-additional language. Candidates will explore effective reading and writing instructional practices with multilingual learners, and explore children's and adolescent literature as they pertain to diversity within a multicultural classroom. Prerequisite: Junior standing or above (60 or more completed credits). 2 credits.
Credits: 2.00

EDUC-455 Supervised Practicum

Offers practicum credit while participating in a school setting under the guidance of a classroom teacher and university supervisor. Instructor's consent required. May be repeated for credit. Pass/No Pass. 1-6 credits.
Credits: 1.00

EDUC-456 Continuing Studies

See department for details.
Credits: 1.00

EDUC-457 Socio-Cultural Studies Seminar

This course provides support and guided self-reflection for students as they engage in community-based experiences such as service learning or cultural immersion. Instructor's consent required. 1-3 credits.
Credits: 1.00

EDUC-459 Preparing the Work Sample

Assists students in designing and preparing a work sample to be taught during student teaching. Includes field experience. Required the semester prior to student teaching. Prerequisite: Admission to College of Education. 2 credits.
Credits: 2.00

EDUC-462 Foundations Cultural Comp

Provides an introduction to the field of cultural competence. Emphasis is given to historical, legal and sociological foundations. Other topics include the history of educating students from underrepresented groups, closing the achievement gap, assessing personal and organizational cultural competence. 3 credits.
Credits: 3.00

EDUC-463 Beyond Fear Anger & Guilt

Assists participants in the development of personal cultural competence. Students will examine issues of power and privilege, their own taken-for-granted attitudes and prejudices, and their own cultural identity development. Students work towards creating networks and support systems within their communities. 2 credits.
Credits: 2.00

EDUC-464 Cultural Competence for Children

Designed for those particularly interested in early childhood. Students will explore strategies for teaching cultural competence in preschool and the early grades. The focus is on dealing with critical incidents with young children and selecting appropriate teaching materials. 1 credit.
Credits: 1.00

EDUC-465 Spanish in the Elementary School

Introduces the principles of second language acquisition as they apply to bilingual education and second-language instruction in elementary schools. Acquaints students with dual language materials, bicultural perspectives, and strategies for achieving biliteracy. Includes an observation component in a bilingual classroom. Taught in English and Spanish. Prerequisite: SPAN 202 or placement. 4 credits.
Credits: 4.00

EDUC-466 Mexico: A Cultural Mosaic

This class will focus on Mexican history, folklore, culture, music and visual arts with the needs of the elementary classroom in mind. The class will be taught bilingually and discuss the historical and cultural basis for the Mexican aesthetic. In addition, students have opportunities to participate in musical experiences and hands-on art projects also suitable for the elementary classroom. As a culminating event, the students will design and implement Festival day that will include community participation. Includes an observation component in a bilingual classroom. Prerequisite: SPAN 202 with minimum grade C- or placement. Does not count towards Spanish major. Offered intermittently. 4 credits.
Credits: 4.00

EDUC-467 Tapalpa, Mexico: Teaching Practicum

This 3-week travel course immerses students in the language, culture and educational system of rural Mexico. It also exposes students to elements of pre-Colombian cultures in Mexico that are still important today (religion, food, health care). Students will observe and teach in elementary/middle schools in the small town of Tapalpa, Mexico and will participate in workshops that focus on a variety of regional indigenous cultural expressions. Travel course also includes several pre- and post-trip meetings at Pacific University. Students will also attend evening class sessions on literature and culture while in Tapalpa. Taught in Spanish with some English. Offered intermittently. Prerequisite: SPAN-202 with minimum grade C- or placement. Instructor's consent required. Counts toward core requirement: Comparative Cultural, Civic Engagement, and/or International Perspectives. 3 credits.
Credits: 3.00

EDUC-469 Teaching About the Holocaust

Designed for those interested in students from grades 5-12. Students will learn strategies, receive materials, and study resources for teaching about the Holocaust. 1 credit.
Credits: 1.00

EDUC-475 Student Teaching

Offers full-time participation in a school setting under guidance of a classroom teacher and a university supervisor. Prerequisite: Admission to College of Education and completion of professional sequence. Corequisite: EDUC 476. Offered for variable credit. 1-15 credits.
Credits: 1.00

EDUC-476 Learn Comm III: Reflect & Practice

Helps aspiring teachers develop a rich understanding of how to meet the needs of all students by participating in a democratic, inclusive, reflective learning community. Prerequisite: Admission to College of Education. Corequisite: EDUC 475. Pass/No Pass. 2 credits.
Credits: 2.00

EDUC-480 Practicum in Cultural Competence

Provides students with the opportunity to utilize knowledge and skills gained in coursework in a school setting. Students will maintain a competency and reflection notebook documenting a wide range of experiences. Instructor's consent required. Pass/No Pass. 2 credits.
Credits: 2.00

EDUC-481 Intro to Gifted Education

Examines the history of TAG as well as implications and requirements of Oregon's TAG mandate. Course content includes need for identification process and for gifted services for twice-exceptional students, and Bett's six profiles of gifted students. 3 credits.
Credits: 3.00

EDUC-482 Classroom Strategies - TAG

Assists classroom teachers in meeting diverse needs of gifted students through differentiation of instruction in the content, process, products, pace, grouping, and learning environment. Course content includes teaching strategies, brain-based teaching and learning, and the 16 Habits of Mind developed by Costa and Kallick. 3 credits.
Credits: 3.00

EDUC-483 Soc & Psych Found of Gifted Education

Assists classroom teachers and counselors who want to help students, parents and other educators see giftedness in a positive context. Course content includes affective issues of gifted children and adolescents, impact of Piirto's Pyramid of Talent Development and emotional intelligence on life- long success and the use of "The Gifted Identity Model." 3 credits.
Credits: 3.00

EDUC-484 Practicum: TAG

Provides students with the opportunity to utilize knowledge and skills gained in coursework in a school setting. Students will maintain a competency and reflection notebook documenting a wide range of experiences from assessment of rate and level of learning to direct services to identified talented and gifted students. In addition, students will participate in an individualized "TAG Plan" meeting with a parent and teacher (or other district representative). Instructor's consent required. 2 credits.
Credits: 2.00

EDUC-496 Integrating Seminar I: Research Design

Introduces students to principles of teacher action research. Synthesizes learning from major course work in education, psychology, subject-area content and through a literature review by developing a research design for a fuller understanding of education and learning processes. Emphasizes becoming a teacher through critical thinking, self-reflexivity, seeking multiple perspectives, and developing strong connections between context, students, and distant colleagues. Prerequisite: Senior standing (90 or more completed credits). 2 credits.
Credits: 2.00

EDUC-497 Integrating Seminar II:Research Project

Students collect, analyze, and synthesize data from education field placements. Includes completion and presentation of a senior research project focused on program evaluation, self-study, curriculum review or other specific aspect of schooling or the learning process. Emphasizes becoming a teacher through critical thinking, self-reflexivity, seeking multiple perspectives, and developing strong connections between context, students, and distant colleagues. Prerequisite: EDUC 496. 4 credits.
Credits: 4.00

ESOL-440 Language Policy in ESOL Educ

Students will gain knowledge of local, state, and federal laws pertaining to educating English speakers of other languages. Theory and research will be studied and applications to bilingual classroom setting will be emphasized. Students will study the theory and research that have shaped language policy in the United States, and apply theory and research to the present and future educational setting for ESOL. Prerequisite: Junior standing or above (60 or more completed credits). 2 credits.
Credits: 2.00

ESOL-444 Educational Linguistics ESOL Teachers

This course is designed to introduce candidates to linguistic aspects of teaching ESOL, and to build a solid foundation in theories of first and second language acquisition as they are relevant in teaching ESOL students. Prerequisite: Junior standing or above (60 or more completed credits). 3 credits.
Credits: 3.00

ESOL-450 Cultural Constructs/Diversity ESOL Educ

This course is designed to equip ESOL teacher candidates with competency in cultural, linguistic, educational, and ethnic issues present in educating English-Language Learners (ELLs). Candidates will develop understanding of cultural and linguistic diversity in ESOL education and be able to implement culturally responsive interventions to promote the learning environment conducive to learning for all students. Prerequisite: Junior standing or above (60 or more completed credits). 2 credits.
Credits: 2.00

ESOL-460 Foundations of ESOL Methods

This course is designed to equip ESOL teacher candidates with theoretical bases, concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL and bilingual students. Various teaching models developed for ESL teaching are introduced and theoretical foundations of second language teaching will be built. Prerequisite: Junior standing or above (60 or more completed credits). 2 credits.
Credits: 2.00

ESOL-464 ESOL Methods Assessment & Technology

This course is designed to apply theoretical foundations built in ESOL 460/560, Foundations of ESOL Methods, in actual lesson planning and unit development for K-12 ESOL instruction. It also aims to promote candidates' knowledge and understanding of inquiry- and standards-based practices and strategies in ESOL education. ESOL teacher candidates will learn how to plan, manage, and implement standards-based ESOL lessons and curricula including second language assessment and technology-incorporated instruction. Prerequisite: ESOL 460. 2 credits.
Credits: 2.00

ESOL-472 ECE/Elem Supervised ESOL Practicum

Candidates complete a 90-hour supervised clinical experience working with students identified as English-Language Learners, and an ESOL practicum portfolio. Practicum focus will be in an ECE and Elem setting. Instructor's consent required. 2 credits.
Credits: 2.00

ESOL-474 MS/HS Supervised ESOL Practicum

Candidates complete a 90-hour supervised clinical experience working with students identified as English-Language Learners, and an ESOL practicum portfolio. Practicum focus will be in an MS and HS setting. Instructor's consent required. 2 credits.
Credits: 2.00

ESOL-476 Multilevel Supervised ESOL Practicum

Candidates complete a 90-hour supervised clinical experience working with students identified as English-Language Learners, and an ESOL practicum portfolio. Practicum focus will be in an ECE or Elem setting and a MS or HS setting. Instructor's consent required. 2 credits.
Credits: 2.00

SPED-300 Foundations of SPED

An introduction and overview of the field of Special Education including a historical perspective, best practice, curricular and social considerations, programs, and legal provisions for educating individuals with disabilities. Explores collaborative teaming and consultation. Includes observation in special education classrooms. 2 credits.
Credits: 2.00

SPED-305 Exceptionalities

An overview of characteristics of high, low, and rare incidence disability conditions. Explores pedagogy associated with specific disabilities. Emphasis on the person within the context of school, family, and society. 2 credits.
Credits: 2.00

SPED-310 Behavior Management SPED

Develops skills in understanding the environmental and motivational factors necessary to manage individual and group behavior with an emphasis on functional analysis and preventative strategies. Guides candidates in the development of positive behavioral support plans and addresses legal issues. Prerequisite: Admission to the College of Education. 4 credits.
Credits: 4.00

SPED-320 Assessment & Evaluation SPED Academic

Develops skills in formative and summative evaluation methods for students with mild disabilities in an academic curriculum. Emphasis on determining eligibility, standardized testing, large scale assessment, and instructional assessment. Corequisite: SPED 330 and SPED 332. 2 credits.
Credits: 2.00

SPED-325 Assessment & Evaluation SPED Functional

Develops skills in formative and summative evaluation methods for students with moderate and severe disabilities in a functional curriculum. Emphasis on instructional assessment with ongoing evaluation and data-based decision making. Corequisite: SPED 335. 2 credits.
Credits: 2.00

SPED-330 Curr&Mthds Stdnts W/Disabls: Academic

Develops skills to teach in the areas of math, science, and social studies for students with high incidence disabilities (i.e. mild). Emphasis placed on adaptations and modifications to the general education curriculum and remediation. Participants will be guided in designing and implementing individualized and small group instruction to support the acquisition of general education skills and learning strategies for students with high incidence disabilities, as well as provide consultation and collaboration with general education teachers and families to support the development and acquisition of content area skills. Corequisite: SPED 320. 2 credits.
Credits: 2.00

SPED-332 Curr&Mthds Stdnts w/Dis: Reading

Develops skills to teach in the area of reading / language arts for students with high incidence disabilities (i.e. mild). Emphasis placed on adaptations to the general education reading / language arts curriculum to include reading, writing, listening, and speaking. Participants will be prepared to develop and implement specially designed reading/language arts instruction for students with high incidence disabilities, as well as provide consultation and collaboration with general education teachers and families to support the development of literacy skills. Corequisite: SPED 320. 2 credits.
Credits: 2.00

SPED-335 Curr&Mthds Stdnts w/Disabilities

Develops skills in instructional methods for students with moderate or severe disabilities. Emphasis on functional, age-appropriate longitudinal curriculum development. Includes teaching students who may have accompanying physical, behavioral, and/or sensory impairments. Adaptations and modifications for students in life skills curriculum are addressed. Corequisite: SPED 325. 4 credits.
Credits: 4.00

SPED-342 Assistive Technology

Examines assistive technology for persons with disabilities at all levels (mild, moderate, severe, and profound) across various categories (intellectual disabilities, learning disabilities, sensory impairments, physical impairments, health impairments, emotional disorders, behavior disorders) and all ages (early childhood, children, youth, and adults). Emphasis on selecting the appropriate tool to match an identified need. Includes information related to hardware, software, peripherals, evaluation, instruction, and management. 1 credit.
Credits: 1.00

SPED-475 Student Teaching

Offers full-time participation in a school setting under guidance of a classroom teacher and a university supervisor. Prerequisite: Admission to College of Education and completion of professional sequence. Corequisite: EDUC 476. 1-15 credits.
Credits: 1.00

EDTL-501 Virtual Learning Communities

This course provides an overview of the research and practice of technology in education and incorporates an integrated theoretical framework to promote effective technology integration based on using inquiry to create and sustain virtual learning environments to support community in the classroom and beyond. 2 credits.
Credits: 2.00

EDTL-510 Project Based Learning/Web 2.0 World

In this course students will learn to develop technology supported authentic project-based learning activities. Students will explore the application and adaptation of a variety of Web 2.0 environments and tools as a tool for discovery, collaboration, and communication within an educational context. 3 credits.
Credits: 3.00

EDTL-515 Exploring Tools for Learning

This course is designed to introduce candidates to some of the information and communication technological tools useful for supporting learning, as well to familiarize them with issues associated with their use. The focus of the course will be on why, when and how to use these tools to support students' thinking and learning. Utilizing a project-based approach, students will design and implement a series of authentic projects designed to provide them with concrete experiences applying technology to teaching and lesson design. These projects will be tailored to the grade level or secondary content that they are teaching. 3 credits.
Credits: 3.00

EDTL-520 Applying Educ Tech to Problems of Prac

Candidates will engage in action research in their teaching settings to better understand critical problems of practice. Candidates will first explore and understand the principles of action research applied to classroom practice, and are then guided through the process of identifying, designing, implementing and evaluating a practice-based project around issues of educational technology. Candidates will present their work in a professional conference or other suitable venue. This course will lead to completion of the technology implementation project required for the Pacific Technology Certificate. Prerequisite: Admission to the Technology Learning Certificate program and EDTL 501. 2 credits.
Credits: 2.00

EDTL-530 Developing a Professional Web Presence

Candidates investigate possibilities for establishing a web presence to support their professional development and educational practice. Topics to be explored will include: virtual space design, personal learning environments/networks, technology tools for learning & practice, and professional learning communities. Candidates will engage in inquiry and hands-on exploratory activities with the goal of designing and implementing a virtual environment tailored to their needs. 1 credit.
Credits: 1.00

EDTL-535 Teaching Online

This course is designed to examine pedagogical strategies and best practices for teaching and learning in online and blended learning environments. Designing effective group communication, collaboration, and critical thinking environments will be the focus. Participants are expected to actively engage in a variety of activities and read, watch, and listen to media in support of becoming a successful online instructor and will learn how to develop an effective online learning community. Instructor's consent required. 2 credits.
Credits: 2.00

EDTL-560 Special Topics in Technology

Designed for the more experienced educator who wants to explore a specific area related to technology and learning not currently offered. Areas of focus may include topics like: Mobile Learning, Smartboards; Gaming & Learning; Handheld Learning; and Immersive Virtual Worlds. Instructor's consent required. May be repeated for credit. 1-2 credits.
Credits: 1.00

EDUC-316G Child & Adolescent Literature

Surveys authors, illustrators, and specific books for children and adolescents. Emphasis on cultivating an understanding of and appreciation for child and adolescent literature through extensive reading of trade books and an analysis of literary elements. 2 credits.
Credits: 2.00

EDUC-326G Teach Assess Mgmt MS/HS

Develops skills in designing, organizing, and assessing lessons and units for middle school and high school that involve students in appropriate learning activities, require higher level thinking skills, and use a variety of assessment methods. Includes a variety of instructional skills and strategies, assessment, current trends in education, and classroom management as well as adolescent characteristics and development. Prerequisite: Admission to College of Education. 3 credits.
Credits: 3.00

EDUC-428G Teach Reading - Child & Adolescent Lit

Examines the nature of reading processes and what it means to comprehend and understand as a reader while surveying and analyzing authors, illustrators, and specific books for children and adolescents. Emphasis on cultivating an understanding of how authentic and culturally appropriate literature can be used in the development of child and adolescent literacy. 2 credits.
Credits: 2.00

EDUC-431G Gen Methods Assessment & Classroom Mgmt

Guides aspiring teachers of early childhood and elementary age learners in developing skills in designing and organizing lessons and units that involve students in appropriate learning activities, require thinking at a range of levels, and use a variety of assessment methods. Examines curriculum foundations, a variety of specific curricular models, instructional skills and strategies, assessment methods, and classroom management systems. Prerequisite: Admission to College of Education. 2 credits.
Credits: 2.00

EDUC-465G Spanish in the Elementary School

Introduces the principles of second language acquisition as they apply to bilingual education and second-language instruction in elementary schools. Acquaints students with dual language materials, bicultural perspectives, and strategies for achieving biliteracy. Includes an observation component in a bilingual classroom. Taught in Spanish and English. Prerequisite: SPAN 202 with minimum grade C- or placement. 4 credits.
Credits: 4.00

EDUC-466G Mexico: A Cultural Mosaic

This class will focus on Mexican history, folklore, culture, music, and visual arts with the needs of the elementary classroom in mind. The class will be taught bilingually and discuss the historical and cultural basis for the Mexican aesthetic. In addition, students have opportunities to participate in musical experiences and hands-on art projects also suitable for the elementary classroom. As a culminating event, the students will design and implement Festival day that will include community participation. Includes an observation component in a bilingual classroom. Prerequisite: SPAN 202 with minimum grade C- or placement. Offered intermittently. 4 credits.
Credits: 4.00

EDUC-467G Practicum in Tapalpa, Mexico

This 3-week travel course immerses students in the language, culture and educational system of rural Mexico. It also exposes students to elements of pre-Colombian cultures in Mexico that are still important today (religion, food, health care). Students will observe and teach in elementary/middle schools in the small town of Tapalpa, Mexico and will participate in workshops that focus on a variety of regional indigenous cultural expressions. Travel course also includes several pre- and post-trip meetings at Pacific University. Students will also attend evening class sessions on literature and culture while in Tapalpa. Taught in Spanish with some English. rerequisite: SPAN-202 with minimum grade C- or placement. Instructor's consent required. 3 credits.
Credits: 3.00

EDUC-501 Foundations of General Education

Acquaints students with instructional methods and materials used in general education classrooms and curriculum. 2 credits.
Credits: 2.00

EDUC-502 Teaching Art in MS/HS

Introduces the basic methods of art instruction for the middle and high school classroom. Examines creativity, developmental levels, discipline-based art education, and state and national standards. Includes hands-on experiences with art media and lesson plans. 3 credits.
Credits: 3.00

EDUC-503 Teaching Music in MS/HS

Examines the fundamental principles, techniques, and procedures for teaching music in the middle and high school classroom. 3 credits.
Credits: 3.00

EDUC-504 Learn Comm I: Personal Awareness

Explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Includes learning communities, personal history and culture, communication skills, creativity, and classroom management. 2 credits.
Credits: 2.00

EDUC-505 Learning Communities II: Diversity

Explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Includes communication skills, diversity, special needs students, and classroom management. 2 credits.
Credits: 2.00

EDUC-508 Reading & Language Arts ECE/Elem

Introduces preservice educators to the survey and implementation of specific curricular methods for early childhood educators. Helps educators understand specific content, survey and critically analyze current issues and trends, and apply methods and their integration and assessment across the following areas: language arts, reading, literature, and drama. Fosters integration and synthesis of all previous and concurrent course work. 4 credits.
Credits: 4.00

EDUC-509 Teaching Mathematics in Elem Education

Introduces aspiring early childhood and elementary educators to the theories, strategies, resources, and technology applications appropriate to mathematics methodology. Emphasizes linkage to state and national standards, integrated curriculum design, and developmentally appropriate pedagogy. 2 credits.
Credits: 2.00

EDUC-510 Expressive Arts in ECE

Assists educators to become knowledgeable about methods for teaching art, music, and physical movement in early childhood education, and become skillful in integrating art, music, and physical movement activities into the curriculum. Includes an examination of models of teaching and methods that are specific to each of the three disciplines, as well as models for appropriately integrating these expressive arts throughout the curriculum. 2 credits.
Credits: 2.00

EDUC-515 Adv Human Development & Psych ECE/Elem

Immerses students in the terminology, concepts, theories, and issues central to child development and educational psychology, and explores the relationship between these fields as they are applied in elementary school classrooms. 4 credits.
Credits: 4.00

EDUC-516 Adv Human Dev&Psych MS/HS

Immerses students in the terminology, concepts, theories, and issues central to child development and educational psychology, and explores the relationship between these fields as they are applied in secondary school classrooms. 4 credits.
Credits: 4.00

EDUC-517 Teaching Art in Elem School

Introduces the basic methods of art instruction for the elementary school classroom. Examines creativity, developmental levels, discipline-based art education, and state and national standards. Includes hands-on experiences with art media and lesson plans. 3 credits.
Credits: 3.00

EDUC-518 Teaching Music in Elem School

Examines the fundamental principles, techniques, and procedures for teaching music in the elementary school. 3 credits.
Credits: 3.00

EDUC-519 Teaching Phys Ed in Elem School

Prepares educators to teach early childhood/elementary school physical education. Emphasizes curriculum, developmental levels, teaching strategies, and classroom management. 3 credits.
Credits: 3.00

EDUC-526 Teach Assess Mgmt MS/HS

Develops skills in designing and organizing lessons and units for middle school and high school that involve students in appropriate learning activities, require higher level thinking skills, and use a variety of assessment methods. Includes a variety of instructional skills and strategies, assessment, current trends in education, and classroom management as well as adolescent characteristics and development. 4 credits.
Credits: 4.00

EDUC-528 Teaching Science & Health Elem Education

Introduces aspiring early childhood and elementary educators to the theories, strategies, resources, and technology applications appropriate to science and health methodology. Emphasizes linkage to state and national standards, integrated curriculum design, and developmentally appropriate pedagogy. 2 credits.
Credits: 2.00

EDUC-533 General Methods Assessment Mgmt

Guides aspiring teachers of early childhood, elementary and middle school learners in developing skills in designing and organizing lessons and units that involve students in appropriate learning activities, require thinking at a range of levels, and use a variety of assessment methods. Examines curriculum foundations, a variety of specific curricular models, instructional skills and strategies, assessment methods, and classroom management systems. 3 credits.
Credits: 3.00

EDUC-536 Teaching Health in MS/HS

Guides students in the investigation of the three faces of a comprehensive school health program: school health services, school environment, and health instruction. Emphasis on the content of a health curriculum, developmental levels, teaching strategies, assessment, and class management. 3 credits.
Credits: 3.00

EDUC-537 Technology Across Curriculum

Introduces educators to some of the applications for technology in education, and familiarizes them with issues associated with technology use. Develops and expands students' skills and knowledge of educational technology through a series of readings, presentations, lab work, small group work, and independent exploration. 2 credits.
Credits: 2.00

EDUC-538 Teaching Science in MS/HS

Introduces aspiring educators to the theories, strategies, resources, and technology applications appropriate to science curriculum and instruction at the middle and high school level. Emphasizes research-based teaching and evaluation methods as well as an in-depth analysis of national and state science standards. 3 credits.
Credits: 3.00

EDUC-539 Teaching Phys Ed in MS/HS

Prepares educators to teach middle school/high school physical education. Emphasizes curriculum, developmental levels, teaching strategies, and classroom management. 3 credits.
Credits: 3.00

EDUC-541 Reading & Writing Across the Curriculum

Introduces middle school and high school educators to the application of reading and writing theories in individual content areas. Develops and expands knowledge of the nature and scope of middle school and high school reading and writing, and of the application of methods, materials, assessments, remedial strategies, and motivation for reading, writing, and study skills. 2 credits.
Credits: 2.00

EDUC-543 Math Science Health ECE/Elem/MS

Introduces early childhood and elementary educators to the theories, strategies, resources, and technology applications appropriate to mathematics, science and health methodology. Emphasizes the linkage to state and national standards, integrated curriculum design, and developmentally appropriate pedagogy. 4 credits.
Credits: 4.00

EDUC-544 Reading Language Arts Elem/MS

Introduces educators to the survey and implementation of specific curricular methods for educators. Helps educators understand specific content, survey and critically analyze current issues and trends, and apply methods and their integration and assessment across the following areas: language arts, reading, literature, and drama. Fosters integration and synthesis of all previous and concurrent course work. 4 credits.
Credits: 4.00

EDUC-545 Thematic Teaching Soc Studies & Arts

Assists students in developing thematic curricula which are based on broad concepts drawn from social studies. Integrates the arts, sciences, humanities, and social sciences. Emphasizes identifying appropriate social studies themes, relating curriculum to national and state content standards, and finding and analyzing sources. 2 credits.
Credits: 2.00

EDUC-546 Teaching Business in HS

Explores materials and methods for teaching business education in the high school. Emphasizes current teaching strategies and evaluations, recent curriculum developments, and utilization of equipment. 3 credits.
Credits: 3.00

EDUC-547 Teaching World Languages MS/HS

Develops a wide range of teaching tools designed to enhance proficiency oriented teaching in the five skills of speaking, writing, listening, reading, and culture. 3 credits.
Credits: 3.00

EDUC-549 Teaching Math in MS/HS

Introduces educators to the theories, strategies, resources, and technology applications appropriate to mathematics curriculum and instruction at the middle and high school level. Emphasizes research-based teaching and evaluation methods as well as an in-depth analysis of national and state mathematics standards. 3 credits.
Credits: 3.00

EDUC-551 Teaching Social Studies MS/HS

Introduces students to theories, strategies, resources, technologies, and state standards related to social studies curriculum and instruction at the middle and high school level. Reviews the development of social studies. Examines the planning, presenting, and assessing of social studies units and lessons. Includes interactive instructional activities and debates on current issues in the field. 3 credits.
Credits: 3.00

EDUC-552 Teaching Language Arts MS/HS

Acquaints middle and high school educators with a wide range of skills and concepts specifically helpful in teaching language arts. Expands students' knowledge of methods, materials, assessment strategies, remediation techniques, and motivational tools that will enrich their ability to teach language arts. Helps students identify and design lessons that develop Oregon's Standard and Benchmark abilities for middle and high school students. 3 credits.
Credits: 3.00

EDUC-553 Teaching Drama in MS/HS

Acquaints middle and high school educators with a wide range of skills and concepts specifically helpful in teaching drama including acting, directing, and technical theater. 3 credits.
Credits: 3.00

EDUC-554 Instructional Methods Across Soc Studies

Guides aspiring teachers of early childhood and elementary age learners in developing the skills necessary to create a classroom climate conducive to learning content from the social sciences. Emphasizes the exploration of general instructional methods, identifying appropriate social studies themes, relating curriculum to national and state content standards, finding and analyzing sources, assessment methods, and classroom management systems. 2 credits.
Credits: 2.00

EDUC-555 Special Topics

Course topics vary as approved by the College of Education. Offered for variable credit.
Credits: 1.00

EDUC-556 Continuing Studies

See department for details. Independent study contract required.
Credits: 0.50

EDUC-557 Socio-Cultural Studies Seminar

This course provides support and guided self-reflection for students as they engage in community-based experiences such as service learning or cultural immersion. Instructor's consent required. 1-3 credits.
Credits: 1.00

EDUC-558 Curriculum Design: ECE/Elem

Guides aspiring teachers in designing and organizing lessons and units based on the principles of universal design for learning that involve preK-8 students in appropriate learning activities, require thinking at a range of levels, and use a variety of assessment methods. Examines a variety of specific curricular models, instructional skills and strategies that are based on theoretical curricular paradigms. Prerequisite: EDUC 554. 1 credit.
Credits: 1.00

EDUC-559 Preparing the Work Sample

Assists students in designing and preparing a work sample to be taught during student teaching. Includes field experience. Required the semester prior to student teaching. 2 credits.
Credits: 2.00

EDUC-561 Adv Human Development & Psychology

Explores developmental issues: behavioral, physical, personal, social, and cognitive. Relates psychology to teaching and learning, including the role of the teacher, learning theory, motivation and reinforcement, individual differences, classroom management, and evaluation. Additional school observations are required concurrent with the course. MAT/Flex program, 4 credits or MAT/Special Educator program, 2 credits.
Credits: 2.00

EDUC-562 Foundations Cultural Comp

Provides an introduction to the field of cultural competence. Emphasis is given to historical, legal and sociological foundations. Other topics include the history of educating students from underrepresented groups, closing the achievement gap, assessing personal and organizational cultural competence. 3 credits.
Credits: 3.00

EDUC-563 Beyond Fear Anger & Guilt

Assists participants in the development of personal cultural competence. Students will examine issues of power and privilege, their own taken-for-granted attitudes and prejudices, and their own cultural identity development. Students work towards creating networks and support systems within their communities. 2 credits.
Credits: 2.00

EDUC-564 Cultural Competence for Children

Designed for those particularly interested in early childhood. Students will explore strategies for teaching cultural competence in preschool and the early grades. The focus is on dealing with critical incidents with young children and selecting appropriate teaching materials. 1 credit.
Credits: 1.00

EDUC-565 Seminar: Ed & Opt Connection

Explores the connection between public school procedures and optometric procedures regarding vision function and learning, specifically reading. Reviews the literature regarding the overlap of the procedures. Includes field experience. Instructor's consent required. Pass/No Pass. 1 credit.
Credits: 1.00

EDUC-566 Practicum in Cultural Competence

Provides students with the opportunity to utilize knowledge and skills gained in coursework in a school setting. Students will maintain a competency and reflection notebook documenting a wide range of experiences. Instructor's consent required. Pass/No Pass. 2 credits.
Credits: 2.00

EDUC-567 Curriculum Design MS/HS

Assists students in understanding the process of curriculum development and encourages reflection on the nature of one subject and its potential for integration with other subject areas. Reviews and reflects on previous learning, and uses the resources, skills, readings, and concepts acquired to design a semester- or year-long course in one content area. Integrates individual course plans with subjects across the curriculum and allows time to research and gather a variety of resources. 2 credits.
Credits: 2.00

EDUC-569 Teaching About the Holocaust

Designed for those interested in students from grades 5-12. Students will learn strategies, receive materials, and study resources for teaching about the Holocaust. 1 credit.
Credits: 1.00

EDUC-570 School and Society

Explores the relationship between schools and society. Helps aspiring teachers develop an understanding of the philosophical, historical, socio-cultural, and legal foundations of education. 2 credits.
Credits: 2.00

EDUC-571 Field Experience

Offers participation in a professional experience in public schools. May be repeated for credit. Pass/No Pass. 1-2 credits.
Credits: 1.00

EDUC-572 Service-Learning Field Experience

Offers participation in professional experience in public schools or community. Includes a participant learning goal, identified service, and product that reflect the integration of learning and service. May be repeated for credit. Pass/No Pass. 1 credit.
Credits: 1.00

EDUC-573 Supervised Practicum

Provides an opportunity for students to observe and apply principles of education pedagogy and methodology in a school setting. under the guidance of a classroom teacher and university supervisor. May be repeated for credit. Pass/No Pass. 1-6 credits.
Credits: 1.00

EDUC-574 Supervised Practicum & Seminar

Provides an opportunity for students to observe and apply principles of education pedagogy and methodology in a school setting. The accompanying seminar provides support to the students as they explore their evolving role in the classroom. The seminar also assists the students as they prepare to teach their work sample. May be repeated for credit. Pass/No Pass. 3 credits.
Credits: 3.00

EDUC-575 Student Teaching

Provides a classroom setting for general education preservice teachers to apply principles of education pedagogy and methodology. May be repeated for credit. Pass/No Pass. 1-15 credits.
Credits: 1.00

EDUC-576 Learning Communities III

Explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Helps aspiring teachers develop a rich understanding of how to meet the needs of all students by participating in a democratic, inclusive, reflective learning community. Pass/No Pass. 2 credits.
Credits: 1.00

EDUC-580 Sexuality & Identity in the Classroom

This course will explore the role of teachers in cultivating positive self-concept in students. Students will gain a foundation for a broad understanding of human sexuality which allows them to respond effectively to students and families in a way that affirms the identity and integrity of each student and all families. 1 credit.
Credits: 1.00

EDUC-581 Intro to Gifted Education

Examines the history of TAG as well as implications and requirements of Oregon's TAG mandate. Course content includes need for identification process and for gifted services for twice-exceptional students, and Bett's six profiles of gifted students. 3 credits.
Credits: 3.00

EDUC-582 Classroom Strategies - TAG

Assists classroom teachers in meeting the diverse needs of gifted students through differentiation of instruction in the content, process, products, pace, grouping, and learning environment. Course content includes teaching strategies, brain-based teaching and learning, and the 16 Habits of Mind developed by Costa and Kallick. 3 credits.
Credits: 3.00

EDUC-583 Soc & Psych Found of Gifted Education

Assists classroom teachers and counselors who want to help students, parents and other educators see giftedness in a positive context. Course content includes affective issues of gifted children and adolescents, impact of Piirto's Pyramid of Talent Development and emotional intelligence on life- long success, and the use of (The Gifted Identity Model). 3 credits.
Credits: 3.00

EDUC-584 Practicum in TAG

Provides students with the opportunity to utilize knowledge and skills gained in coursework in a school setting. Students will maintain a competency and reflection notebook documenting a wide range of experiences from assessment of rate and level of learning to direct services to identified talented and gifted students. In addition, students will participate in an individualized "TAG Plan" meeting with a parent and teacher (or other district representative). 2 credits.
Credits: 2.00

EDUC-585 Teachers as Researchers

Enables students to design and carry out their own research studies. Emphasis will be on applying qualitative research tools to classroom action research. Prerequisite: Admission to College of Education. 2 credits.
Credits: 2.00

EDUC-589 Intro Math/Sci/Hlth Teaching

Introduces aspiring early childhood, elementary, and middle school educators to the theories, strategies, resources, and technology applications appropriate to mathematics, science, and health methodology. Emphasizes the linkage to state and national standards, integrated curriculum design, and inquiry-based pedagogy. Pass/No Pass. 3 credits.
Credits: 3.00

EDUC-590 Applications of Math/Sci/Hlth Teaching

Aspiring early childhood and elementary educators complete their learning of the goals of EDUC 589 by creating a purposeful collection of work that demonstrates their progress. They demonstrate their understanding of mathematics, science, and health content by creating a multimedia representation of important concepts in mathematics, science, and/or health that they learned in EDUC 589. Prerequisite: EDUC 589. 1 credit.
Credits: 1.00

EDUC-591 Teach Assess Manage Learning Environment

Develops skills in designing and organizing lessons and units for middle school and high school that involve students in appropriate learning activities, require higher level thinking skills, and use a variety of assessment methods. Students learn and practice a variety of formative and summative assessment methods, instructional structures and models, and apply components learned in the development of a unit of study. Current trends in education and classroom management are also examined. 3 credits.
Credits: 3.00

EDUC-593 Analysis Assessment:Reflection/Eval

An examination of formative and summative assessments will be explored. Candidates will analyze, interpret, and report on data. Assists candidates in developing an understanding of how the reflection on and evaluation of testing results can facilitate teaching and learning as a means for positively influencing student success. Prerequisite: EDUC 591. 1 credit.
Credits: 1.00

EDUC-596 Education Research Project

Students execute research project, which includes a student reflection on how the research project impacts school improvement. Students are encouraged to undertake a collaborative project supporting school improvement objectives. Instructor's consent required. May be repeated for credit. Pass/No Pass. 2-6 credits.
Credits: 2.00

EDUC-600 Learning Communities - SPED

This seminar-based experience lays the foundation for students' successful participation in the program as it introduces them to the culture of standards-based schools. Explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. The course will also refine students' observational skills, which they will apply to concurrent visits to public school classrooms. Required to be taken 3 times. 1 credit.
Credits: 1.00

EDUC-602 Teacher As Researcher I

Introduces candidates to teacher action research. Candidates will develop the skills of accessing, organizing, and analyzing existing research, and collecting action research data. Candidates will learn to use data and existing research to analyze educational practice at the community, school, and classroom levels. 1 credit.
Credits: 1.00

EDUC-603 Teacher As Researcher II

Candidates will continue exploration of teacher action research through a) analyzing their own emerging teaching practice, b) developing an area of focus for further study, and c) designing a related project to be carried out in a practicum placement or other applicable site. Prerequisite: EDUC 602. 1 credit.
Credits: 1.00

EDUC-604 Adv Educ Psych, Development, & Learning

Students will explore more deeply the foundational concepts from the Sociological Core I. Students examine power, privilege, and oppression and understand how dominant cultural patterns shape and impact schools and other institutions. Students explore racism, classism, sexism, heteronormativity, ableism, ageism, and issues of religion, ethnicity, xenophobia. Students explore current educational trends and their responsibilities as teachers of general education students, special education students, and English Language Learners within learning communities. Prerequisite: Admission to the College of Education. 4 credits.
Credits: 4.00

EDUC-605 Adv Hum Devel&Psych ECE/Elem

Examines developmental issues of students in early childhood and elementary classrooms. Includes behavioral, physical, personal, social, and cognitive issues. Relates psychology to teaching and learning including the role of teacher, learning theory, motivation and reinforcement, individual differences, classroom management, teaching goals and objectives, and evaluation. 2 credits.
Credits: 2.00

EDUC-606 Critical Persp on Identity & Soc Systems

Through the lenses of historical, cultural, social, philosophical, financial, legal, and ethical perspectives, this course uses systems theory to examine issues of schooling. Students explore social identity markers such as race, ability, gender, socioeconomic class, special education status, sexual orientation, language, and immigration, and develop awareness of how their own backgrounds and positionalities influence who they are as teachers. Through developing awareness of positionality and social context, the course calls attention to the teacher's responsibility to understand difference in order to engage in equitable teaching practices and pedagogy. Critical questions addressed in this course: How do I understand myself in relation to society and the needs of others within the context of a learning community? How can I use my position as a teacher to become an advocate for all students? How does my understanding of equity affect my choices and those that schools make for meeting the needs of all students? Prerequisite: Admission to the College of Education. 3 credits.
Credits: 3.00

EDUC-607 Technological Learning Environments

This set of project-based learning experiences is designed to introduce you to some of the applications of technology in education, as well to familiarize you with issues associated with their use. The focus of the course will be on why, when, and how to use technology to support students' thinking and learning. Through readings, presentations, lab work, small group work, projects and independent exploration, this course also provides concrete experience applying technology to your teaching and lesson design. Prerequisite: Admission to the College of Education. 3 credits.
Credits: 2.00

EDUC-608 Adv Hum Devel&Psych MS/HS

Examines developmental issues of students in middle school and high school classrooms. Includes behavioral, physical, personal, social, and cognitive issues. Relates psychology to teaching and learning including the role of teacher, learning theory, motivation and reinforcement, individual differences, classroom management, teaching goals and objectives, and evaluation. 2 credits.
Credits: 2.00

EDUC-611 Meeting Needs of All Learners

Focuses on meeting the needs of students in learner-centered classrooms by building inclusive learning communities using culturally responsive practices. 3 credits.
Credits: 3.00

EDUC-612 Teaching & Inquiry I: Fundamentals

Introduces teacher candidates to the inquiry process as fundamental to teacher and student learning. In this course teacher candidates explore their relationships and experiences with schools, others, teaching pedagogy, and research. Central to these explorations is an inquiry into the self and context through course activities, critical readings, and data collection and analysis. Teacher candidates begin to explore the relationship between the teaching cycle and teacher inquiry. Prerequisite: Admission to the College of Education. 2 credits.
Credits: 2.00

EDUC-613 Tchng & Inq II: Design & Implementation

Teacher candidates continue their study of schools, others, teaching pedagogy, and research and apply their learning to designing and implementing their teaching inquiry project. Course details the teaching inquiry cycle: curriculum design, methods of data/assessment planning and collection, interpretation, and analysis through multiple perspectives and making strong connections between self as teacher, context, and student learning. Central to this course, teacher candidates learn with each other and participate in a collaborative learning community. Inquiry projects from this course are aligned with Oregon initial licensing standards. Prerequisite: EDUC 612. 2 credits.
Credits: 2.00

EDUC-614 Teaching & Inquiry III: Analysis

Students apply their knowledge from Teaching & Inquiry I and II to develop and implement the Teaching Inquiry Project across unit(s) of study. Course offers support through peer interaction, critique, and discussion, structures to collect and analyze data and formulate interpretations, adjust curriculum and inquiry design as necessary, and critically analyze self as teacher based upon student learning. 2 credits.
Credits: 2.00

EDUC-616 School & Community Leadership

Focuses on candidates becoming teacher leaders in schools and districts by learning to be an informed and effective voice in the community through understanding the dynamics of the school-family-community relationships; by understanding issues of public policy, especially the areas of equity and social justice; by learning to conduct an ethnographic scan; by working effectively with culturally and linguistically diverse populations; by increasing awareness of current issues that impact education, and by partnering with community resources. 2 credits.
Credits: 2.00

EDUC-617 Secondary Subject Pedagogy: Business

Explores materials and methods for teaching business education in the high school. Emphasizes current teaching strategies and evaluations, recent curriculum developments, and utilization of equipment. Prerequisite: Admission to College of Education. 4 credits.
Credits: 4.00

EDUC-618 Sec Subject Pedagogy: Social Studies

Introduces students to theories, strategies, resources, technologies, and state standards related to social studies curriculum and instruction at the middle and high school level. Reviews the development of social studies. Examines the planning, presenting, and assessing of social studies units and lessons. Includes interactive instructional activities and debates on current issues in the field. Prerequisite: Admission to College of Education. 4 credits.
Credits: 4.00

EDUC-619 Secondary Subject Pedagogy: Art

Introduces methods of art instruction for the middle and high school classroom. Examines creativity, developmental levels, discipline-based art education, and state and national standards. Considers the philosophy of art education and art integration into other subjects. Includes hands-on experiences with art media and lesson plans. Prerequisite: Admission to College of Education. 4 credits.
Credits: 4.00

EDUC-620 Language Acquisition in Children

Examines language as a system of human communication with an emphasis on typical development. Presents overview of major theories of first language acquisition. Explores how language development provides a basis for literacy development and what linguistic and cultural variations are involved in children's language and literacy development. 2 credits
Credits: 2.00

EDUC-621 Secondary Subject Pedagogy: Drama

Acquaints middle and high school educators with a wide range of skills and concepts specifically helpful in teaching drama including acting, directing, and technical theater. Prerequisite: Admission to College of Education. 4 credits.
Credits: 4.00

EDUC-622 Secondary Subject Pedagogy: Music

Examines the fundamental principles, techniques, and procedures for teaching music in the middle and high school classroom. Prerequisite: Admission to College of Education. 4 credits.
Credits: 4.00

EDUC-623 Secondary Subject Pedagogy: Lang Arts

Acquaints middle and high school educators with a wide range of skills and concepts specifically helpful in teaching language arts. Expands students' knowledge of methods, materials, assessment strategies, remediation techniques, and motivational tools that will enrich their ability to teach language arts. Emphasizes research-based teaching and evaluation methods and examines national and state mathematics standards. Prerequisite: Admission to College of Education. 4 credits.
Credits: 4.00

EDUC-624 Secondary Subject Pedagogy: Math

Introduces educators to the theories, strategies, resources, and technology applications appropriate to mathematics curriculum and instruction at the middle and high school level. Emphasizes research-based teaching and evaluation methods and examines national and state mathematics standards. Prerequisite: Admission to College of Education. 4 credits.
Credits: 4.00

EDUC-625 Portfolio Development

Supports practicing teachers in designing, organizing and presenting a professional teaching portfolio. Emphasis is on designing, preparing, and selecting materials that describe and illustrate the desirable degree of exemplary performance in the classroom. Instructor's consent required. Pass/No Pass. 1-2 credits.
Credits: 1.00

EDUC-626 Secondary Subject Pedagogy: Science

Introduces educators to the theories, strategies, resources, and technology applications appropriate to science curriculum and instruction at the middle and high school level. Includes an examination of the philosophy of science, and experiences with natural phenomena in order to engage with science teaching and learning. Emphasizes research-based teaching and evaluation methods and examines national and state mathematics standards. Prerequisite: Admission to College of Education. 4 credits.
Credits: 4.00

EDUC-627 Secondary Subject Pedagogy: Health

Guides students in the investigation of the three faces of a comprehensive school health program: school health services, school environment, and health instruction. Emphasis on the content of a health curriculum, developmental levels, teaching strategies, assessment, and class management. Prerequisite: Admission to College of Education. 4 credits.
Credits: 4.00

EDUC-633 Literacy & English-Language Learners

Discusses theories and issues in reading and writing in English-as-an-additional language and their implications for instructional practice. Emphasizes literacy instruction for students who are learning academic English-as-an-additional language. Explores effective reading and writing instructional practices with multilingual learners. Explores children's and adolescent literature as it pertains to diversity within a multicultural classroom. 2 credits.
Credits: 2.00

EDUC-636 Instruction, Assess, & Classroom Mgmt

This course prepares secondary teachers to design classroom instruction and assess resultant student learning. Candidates will units and lessons that are developmentally appropriate for a specific group of students, require thinking at a range of levels, and apply a variety of assessment strategies. Course content will include an examination of research-based instructional skills, assessment strategies, and classroom management systems. Prerequisite: Admission to the College of Education. 3 credits.
Credits: 3.00

EDUC-642 Secondary Subject Pedagogy: World Lang

Develops a wide range of teaching tools designed to enhance proficiency oriented teaching in the five skills of speaking, writing, listening, reading, and culture. Prerequisite: Admission to College of Education. 4 credits.
Credits: 4.00

EDUC-643 Sec Subj Pedagogy: Physical Education

This course guides students in the investigation of the many facets of a comprehensive physical education program. Emphasis is on the content of the physical education curriculum, developmental levels, teaching strategies, lesson planning, observations, and classroom management. Additional context is provided around theories of movement in education, and the role of health and nutrition as part of a physical education program. Prerequisite: Admission to College of Education. 4 credits.
Credits: 4.00

EDUC-648 Critical Perspectives in School Contexts

Students explore more deeply the foundational concepts from Critical Perspectives of Identity and Social Systems. Students examine power, privilege, and oppression and understand how dominant cultural patterns shape and impact schools and other institutions. Students explore racism, classism, sexism, heteronormativity, ableism, ageism, and issues of religion, ethnicity, xenophobia. Students explore current educational trends and their responsibilities as teachers of general education students, special education students, and English Language Learners within the context of a learning community. Prerequisite: EDUC 606. 2 credits.
Credits: 2.00

EDUC-650 Education Field Experience

Provides participation in a professional experience in public schools. Prerqeuisite: Admission to the College of Education. May be repeated for credit. Pass/No Pass. 1-4 credits.
Credits: 1.00

EDUC-652 Reading/ESOL Dual Endorsement Seminar

Students will synthesize the pedagogical literacy and assessments skills and knowledge acquired through endorsement specific course work and practicum experiences. Students will prepare to represent and present literacy teaching and learning for a wide range of learners with a particular focus on English-language learners in a way accessible to teachers. Students will create a comprehensive annotated bibliography to represent professional books, and children and adolescent literature to support teachers of linguistically and culturally diverse learners. Prerequisite: Completion of all Reading and ESOL endorsement course work. Instructor's consent required. May be repeated for credit. Pass/No Pass. 1 credit.
Credits: 1.00

EDUC-654 Clinical Education Practicum

Provides an opportunity for students to observe and participate in an educational setting. Candidates observe and apply principles of education pedagogy and methodology. Instructor's consent required. May be repeated for credit. Pass/No Pass. 1-4 credits.
Credits: 1.00

EDUC-660 Advanced Teaching & Learning

Provides an opportunity for candidates to participate in an in-depth exploration of differentiation through a topic chosen by the instructor based on her/his expertise and on the most recent research in that field. Topics might include brain-based learning, applied motivational theory, and assessments for learning. 2 credits.
Credits: 2.00

EDUC-664 Learning and Teaching: Social Studies

Guides aspiring teachers of early childhood and elementary age learners in developing skills to design and organize lessons and units that involve students in appropriate learning activities, require thinking at a range of levels, and use a variety of assessment methods. Course content will include an examination of curriculum foundations, a variety of specific curricular models, instructional skills and strategies, assessment methods, and classroom management (guidance) systems. Throughout this course, social studies concepts will serve as the content and provide a context around which treatments of general teaching methods will be organized. Prerequisite: Admission to the College of Education. 3 credits.
Credits: 3.00

EDUC-665 Learning & Teaching: Science and Health

Introduces early childhood and elementary educators to the concepts, theories, strategies, resources and technology appropriate to science and health teaching methodology. Engages candidates in science inquiry processes including designing investigations, generating evidence, interpreting evidence to develop explanations, and sharing learning. Course examines use of science teaching standards, integrated curriculum design, texts to facilitate understanding, and use of developmentally appropriate pedagogy. Prerequisite: Admission to College of Education. 2 credits.
Credits: 2.00

EDUC-666 Learning & Teaching: Math

Introduces early childhood and elementary educators to the concepts, theories, strategies, resources and technology appropriate to math teaching methodology. Engages candidates in mathematical reasoning, patterns, geometry, and problem solving. Course examines use of math teaching standards, integrated curriculum design, texts to facilitate understanding, and use of developmentally appropriate pedagogy. Prerequisite: Admission to College of Education. 2 credits.
Credits: 2.00

EDUC-667 Learn & Teach: Literacy Dev ECE/Elem

Introduces preservice teacher candidates to current ways of implementing comprehensive learning, teaching, and assessment techniques for early childhood and elementary literacy development. Candidates will critically analyze current literacy issues and trends, review children's and adolescent's literature, and apply current assessment and teaching techniques to address the needs of academically and linguistically diverse learners in the areas of reading and writing. Prerequisite: Admission to College of Education. 4 credits.
Credits: 4.00

EDUC-668 Learning & Teaching: Expressive Arts

This student-centered course is designed to explore artistic expression in early childhood and elementary classrooms. It assists aspiring early childhood teachers to become knowledgeable about methods for teaching art, music, movement, and other forms of expression in the classroom. Course content will include examples for appropriately integrating these expressive arts throughout the curriculum. The course cultivates an understanding of and appreciation for various modes of expression through an active set of engaging interactions with media, techniques, and theory that will serve as a catalyst for sparking the imaginations and hearts of teachers and students. Prerequisite: Admission to College of Education. 2 credits.
Credits: 2.00

EDUC-669 Learn & Teach: Math, Science, Health

Introduces early childhood and elementary educators to the concepts, theories, strategies, resources and technology appropriate to math, science, and health methodology. Engages candidates in science inquiry processes including designing investigations, generating evidence, interpreting evidence to develop explanations, and sharing learning. Engages candidates in mathematical reasoning, patterns, geometry, and problem solving. Course examines use of subject standards, integrated curriculum design, texts to facilitate understanding, and use of developmentally appropriate pedagogy. 4 credits.
Credits: 4.00

EDUC-670 Intro to Professional Inquiry

Focuses on the tools necessary to read and interpret research literature and to pose questions for investigation. The skills candidates learn from this course will then be applied and reinforced throughout the foundation and specialization coursework by their reading of the research within those courses. 1 credit.
Credits: 1.00

EDUC-671 The Scholarship of Teaching

Focuses on the tools of gathering, organizing, and summarizing the literature related to a problem/question candidates are interested in answering. Candidates will select their topic for study and complete the first draft of a literature review. Prerequisite: EDUC 670. 1 credit.
Credits: 1.00

EDUC-672 Classroom Student Teaching

Provides teacher candidates a school-based clinical experience in teaching. Candidates apply principles of education pedagogy and methodology under the guidance of a classroom cooperating teacher and university supervisor. Instructor's consent required. May be repeated for credit. Pass/No Pass. 1-15 credits.
Credits: 1.00

EDUC-673 Teaching Seminar

This course provides teacher candidates with a support network during the student teaching experience. Students will reflect upon their own practice to develop teacher thinking skills. The course engages students in professional development, especially in the following areas: examining teaching methods and their application in classrooms; understanding school culture and functioning; exploring the dynamics of working with a mentor; and increasing collaboration, communication, cooperation, and problem-solving skills. Corequisite: EDUC 672. 2 credits.
Credits: 2.00

EDUC-674 Planning the Inquiry Project

Building on the purpose(s) for inquiry and the professional and scholarly literature they have read, candidates will study various methodologies for data collection and data analysis. They will then plan and complete a written description of their own proposed project. Prerequisite: EDUC 671. 2 credits.
Credits: 2.00

EDUC-675 Completing the Inquiry Project

Focuses on collecting, analyzing, and reporting the data candidates have collected in the previous inquiry courses. Students will complete the program when they present their project. Prerequisite: EDUC 674. 2 credits.
Credits: 2.00

EDUC-682 Technology Enhanced Learning Environment

Helps practicing Pre K-12 educators develop their ability to integrate technology into their classrooms to create better learning environments with their students. Addresses the National Educational Technology Standards for Teachers (NETS-T). 2 credits.
Credits: 2.00

EDUC-686 Portfolio Presentation

This is the culminating activity for each candidate in the CTL program. Candidates present their individual Professional Portfolio to their Professional Development Team in the third year of teaching or later. Instructor's consent required. Pass/No Pass. 1 credit.
Credits: 1.00

EDUC-698 Teaching & Learning in Higher Education

Application of theory for use in higher education, including the transition to academician, curriculum design, strategies to support learning, assessment and program evaluation. 3 credits.
Credits: 3.00

ESOL-540 Language Policy in ESOL Educ

Students will gain knowledge of local, state, and federal laws pertaining to educating English speakers of other languages. Theory and research will be studied and applications to bilingual classroom setting will be emphasized. Students will study the theory and research that have shaped language policy in the United States, and apply theory and research to the present and future educational setting for ESOL. 2 credits.
Credits: 2.00

ESOL-544 Educational Linguistics ESOL Teachers

This course is designed to introduce candidates to linguistic aspects of teaching ESOL, and to build a solid foundation in theories of first and second language acquisition as they are relevant in teaching ESOL students. 2 credits.
Credits: 3.00

ESOL-550 Cultural Constructs/Diversity ESOL Educ

This course is designed to equip ESOL teacher candidates with competency in cultural, linguistic, educational, and ethnic issues present in educating English-Language Learners (ELL). Candidates will develop understanding of cultural and linguistic diversity in ESOL education and be able to implement culturally responsive interventions to promote the learning environment conducive to learning for all students. 2 credits.
Credits: 2.00

ESOL-560 Foundations of ESOL Methods

This course is designed to equip ESOL teacher candidates with theoretical bases, concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL and bilingual students. Various teaching models developed for ESL teaching are introduced and theoretical foundations of second language teaching will be built. 2 credits.
Credits: 2.00

ESOL-564 ESOL Methods Assessment & Technology

This course is designed to apply theoretical foundations built in the preceding course, Foundations of ESOL Methods, in actual lesson planning and unit development for K-12 ESL instruction. It also aims to promote the candidates' knowledge and understanding of inquiry- and standards-based practices and strategies in planning, implementing, and managing ESL education. ESOL teacher candidates will learn how to plan, manage, and implement standards-based ESL lessons and curricula including second language assessment and technology-incorporated instruction. Prerequisite: ESOL 560. 2 credits.
Credits: 2.00

ESOL-572 ECE/Elem Supervised ESOL Practicum

Candidates complete a 90-hour supervised clinical experience working with students identified as English-Language Learners, and an ESOL practicum portfolio. Practicum focus will be in an ECE and Elem setting. Instructor's consent required. 2 credits.
Credits: 2.00

ESOL-574 MS/HS Supervised ESOL Practicum

Candidates complete a 90-hour supervised clinical experience working with students identified as English-Language Learners, and an ESOL practicum portfolio. Practicum focus will be in an MS and HS setting. Instructor's consent required. 2 credits.
Credits: 2.00

ESOL-576 Multilevel Supervised ESOL Practicum

Candidates complete a 90-hour supervised clinical experience working with students identified as English-Language Learners, and an ESOL practicum portfolio. Practicum focus will be in an ECE or Elem setting and a MS or HS setting. Instructor's consent required. 2 credits.
Credits: 2.00

ESTM-504 Nature/Role Culture, Lang, & Self-Id

Focused specifically on the context of teaching English language learners, explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Includes learning communities, personal history and culture, language, communication skills, creativity, and classroom management. 2 credits.
Credits: 2.00

ESTM-505 Diversity, Cultural Groups, & Identity

Focused specifically on the context of teaching English language learners, explores personal, relational and community beliefs, values, and systems of -isms that permeate communities and influence English language learning. Includes community organization and civic engagement. 2 credits.
Credits: 2.00

ESTM-506 Creating Language Learning Communities

Focused specifically on the context of teaching English language learners, explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Helps aspiring teachers develop a rich understanding of how to meet the needs of all students of all language backgrounds by participating in a democratic, inclusive, reflective learning community. 2 credits.
Credits: 2.00

ESTM-526 Foundations of STEM-ESOL Teaching

Develops skills in designing and organizing lessons and units for middle school and high school that involve students in appropriate learning activities, require higher level thinking skills, and use a variety of assessment methods. Includes a variety of general and ESOL-specific instructional skills and strategies, assessment, current trends in education, and classroom management as well as adolescent characteristics and development. 4 credits.
Credits: 4.00

ESTM-537 Tech Across the STEM Curriculum

Introduces educators to some of the applications for technology in STEM education, and familiarizes them with issues associated with technology use. Develops and expands students skills and knowledge of educational technology appropriate to enhance language and content area instruction for ESOL and bilingual students, through a series of readings, presentations, lab work, small group work, and exploration in clinical settings. Evaluates technology resources for quality, accuracy and effectiveness for use in diverse classrooms, including the use of assistive technology. 2 credits.
Credits: 2.00

ESTM-538 STEM Pedagogy and Curriculum

Introduces aspiring STEM educators to the theories, strategies, resources, and technology applications appropriate to STEM curriculum and instruction at the middle and high school level. Emphasizes research-based teaching and evaluation methods, as well as an in-depth analysis of national and state science and mathematics standards. Includes applications of STEM project-based learning in community and service-learning contexts, with an emphasis on teaching English language learners. 6 credits.
Credits: 6.00

ESTM-541 STEM Literacy & English Lang Learners

Introduces middle school and high school STEM educators to the application of reading and writing theories and to the development of STEM literacy. Develops and expands knowledge of the nature and scope of middle school and high school reading and writing, English language learning, and of the application of ESOL methods, materials, assessments, remedial strategies, and motivation for reading, writing, and study skills. 2 credits.
Credits: 2.00

ESTM-561 Advanced Human Development & Psychology

Focused specifically on the context of teaching English language learners, explores developmental issues: behavioral, physical, personal, social, and cognitive, including the development of language. Relates psychology to teaching and learning, including the role of the teacher, learning theory, motivation and reinforcement, individual differences, classroom management, and evaluation. 4 credits.
Credits: 4.00

ESTM-570 School, Society, and Language Policy

Focused specifically on the context of teaching English language learners, explores the relationship between schools, society, and language. Helps aspiring teachers develop an understanding of the philosophical, historical, socio-cultural, and legal foundations of education. Special emphasis on the history of ELL education. 2 credits.
Credits: 2.00

ESTM-573 Supervised Practicum

Offers preservice teachers a supervised ESOL clinical experience in public schools in conjunction with clinical coursework. May be repeated for credit. Pass/No Pass. 1-6 credits.
Credits: 1.00

ESTM-575 Student Teaching & ESOL Practicum

Provides a classroom setting for preservice teachers to apply principles of education pedagogy and methodology under the supervision of an ESOL endorsed mentor teacher. Pass/No Pass. 1-10 credits.
Credits: 1.00

ESTM-601 STEM/ESOL Teacher As Researcher I

Introduces candidates to teacher action research. Candidates will develop the skills of accessing, organizing, and analyzing existing research, and collecting action research data as part if classroom assessment. Candidates will learn to use data and existing research to analyze educational practice at the community, school, and classroom levels, with an emphasis on teaching English language learners. 2 credits.
Credits: 2.00

ESTM-602 STEM/ESOL Teacher As Researcher II

Candidates will continue exploration of teacher action research through a) analyzing their own emerging teaching practice, b) developing an area of focus for further study, and c) designing a related project to be carried out in a practicum placement or other applicable site, with an emphasis on teaching English language learners. 2 credits.
Credits: 2.00

RDNG-621 Language & Literacy Development

Explores the development of linguistic competencies as a basis for understanding the emergent reading process and language readiness for reading. Explores children's literature as well as the use of new technologies as they pertain to the developmental needs and interests of ECE/Elementary children. 2 credits.
Credits: 2.00

RDNG-630 ECE/ELEM Supervised Practicum

Complete a 45-hour supervised clinical experience working with students with reading difficulties. Practicum focus will be in an ECE/Elementary setting. Instructor's consent required. Pass/No Pass. 1 credit.
Credits: 1.00

RDNG-631 ECE/ELEM Case Study Practicum

Candidates conduct a 45-hour supervised case study in a field placement. Includes a culminating portfolio at the ECE/Elementary setting. Instructor's consent required. Pass/No Pass. 1 credit.
Credits: 1.00

RDNG-632 Perspectives on Reading

Survey of foundations of reading and reading processes, including contemporary and historical reading research used to establish a philosophical point of view. Surveys reading and literacy philosophies, assessment philosophies, literacy methodologies, research, and current literacy issues as played out in politics to inform the reading candidate. 2 credits.
Credits: 2.00

RDNG-635 MS/HS Supervised Practicum

Complete a 45-hour supervised clinical experience working with students with reading difficulties. Practicum focus will be in a MS/HS setting. Instructor's consent required. Pass/No Pass. 1 credit.
Credits: 1.00

RDNG-636 MS/HS Case Study Practicum

Complete work on a 45-hour supervised case study. Students conduct a case study in a field placement. Includes a culminating portfolio at the MS/HS setting. Instructor's consent required. Pass/No Pass. 1 credit.
Credits: 1.00

RDNG-638 Multilevel Supervised Practicum

Complete a 45-hour supervised clinical experience working with students with reading difficulties. Practicum focus will be in either an ECE or ELEM and MS or HS setting. Instructor's consent required. Pass/No Pass. 1 credit.
Credits: 1.00

RDNG-639 Multilevel Case Study Practicum

Complete work on a 45-hour supervised case study. Students conduct a case study in a field placement. Includes a culminating portfolio at either an ECE or ELEM and MS or HS setting. Instructor's consent required. Pass/No Pass. 1 credit.
Credits: 1.00

RDNG-640 MEd/VFL Field Practicum & Seminar

Candidates complete a supervised clinical experience working with students with reading difficulties and participate in seminar meetings that support success in the practicum. Instructor's consent required. 1 credit.
Credits: 1.00

RDNG-641 MEd/VFL Case Study Practicum & Seminar

Candidates complete a case study showing competency analyzing a student's reading challenges and participate in seminar meetings that support this analysis. Instructor's consent required. 1 credit.
Credits: 1.00

RDNG-642 Reading Assessments & Techniques

This course emphasizes ways to implement formal and informal reading and writing assessments to inform instruction and program decision-making. The course presents and discusses resources, methodologies, and the use of new technologies and instructional techniques to address children's and adolescent's learning needs with particular attention to struggling readers and writers. Additionally, candidates will evaluate the purpose, rationale, and effectiveness of literacy intervention programs. 3 credits.
Credits: 3.00

RDNG-645 Disciplinary Lit: Reading & Writing

Explores ways in which teachers can prepare their students to comprehend, respond to, and compose expository text. Utilizes non-fiction literature and new technologies as tools and resources for instruction and learning. Discusses and explores ways candidates, when serving in a leadership role, can provide coaching in the content areas for colleagues. 2 credits.
Credits: 2.00

RDNG-650 Leadership in Literacy

Emphasizes ways for candidates to work with colleagues to demonstrate, observe, and provide feedback on effective literacy strategies and approaches to use with students. Discusses ways for candidates to provide guidance and supervision of paraprofessionals. Emphasizes ways for candidates to participate in, initiate, implement and evaluate professional development programs to select and manage literacy programs. Discusses ways for candidates to interpret design and conduct data driven research at a school level. 2 credits.
Credits: 2.00

RDNG-653 ECE/Elem Supervised Practicum

Complete a 90-hour supervised clinical experience working with students identified as having difficulties with reading. Instructor's consent required. Pass/No Pass. 2 credits.
Credits: 2.00

RDNG-654 MS/HS Supervised Practicum

Complete a 90-hour supervised clinical experience working with students identified as having difficulties with reading. Instructor's consent required. Pass/No Pass. 2 credits.
Credits: 2.00

RDNG-655 Multi-Level Supervised Practicum

Complete a 90-hour supervised clinical experience working with students identified as having difficulties with reading. Instructor's consent required. Pass/No Pass. 2 credits.
Credits: 2.00

SPED-500 Foundations of SPED

An introduction and overview of the field of Special Education including a historical perspective, best practice, curricular and social considerations, programs, and legal provisions for educating individuals with disabilities. Explores collaborative teaming and consultation. Includes observation in special education classrooms. 2 credits.
Credits: 2.00

SPED-505 Exceptionalities

An overview of characteristics of high, low, and rare incidence disability conditions. Explores pedagogy associated with specific disabilities. Emphasis on the person within the context of school, family, and society. 2 credits.
Credits: 2.00

SPED-510 Behavior Management SPED

Develops skills in the individualized and group behavior management. Emphasis on functional analysis and preventative strategies. Guides students in the development of positive behavioral support plans. Course content includes legal issues. 3 credits.
Credits: 3.00

SPED-517 Case Management for SPED

In this course, candidates will look at the organization of physical classroom space, scheduling, and the management of instructional assistants. Content also addresses legal issues or mandates related to safety and medical factors, and IEP planning. 1 credit.
Credits: 1.00

SPED-518 Collaboration in Schools

In this course, candidates will gain an understanding of case management through the lens of collaboration. Through coursework and field experience, candidates will explore how effective collaboration can support all students in accessing general education curriculum and promote successful inclusion in general education classrooms to enhance student-learning outcomes. 1 credit.
Credits: 1.00

SPED-520 Assessment & Evaluation SPED

Develops skills in formative and summative evaluation methods for students with mild, moderate, or severe disabilities in an academic or functional curriculum. Emphasis on instructional assessment with ongoing evaluation and data-based decision making. 3 credits.
Credits: 3.00

SPED-530 Curr&Mthds Stdnts w/Dis: Acad

Develops skills in reading and language arts and math instructional methods and materials for students with high incidence disabilities (i.e., mild). Emphasis on adaptations and modifications to the general education curriculum (e.g., literacy, math, science, social studies, art, music, PE). Guides students in designing and implementing individualized and small group instruction to support the acquisition and remediation of general education skills, learning strategies, and effective social skills. 3 credits.
Credits: 3.00

SPED-535 Curr&Mthds Stdnts w/Dis: Func

Develops skills in instructional methods and materials for students with moderate or severe disabilities. Emphasis on functional, age- appropriate longitudinal curriculum development. Includes teaching students who may have accompanying physical, behavioral, and/or sensory impairments. Adaptations and modifications for students in a life skills curriculum are addressed. 3 credits.
Credits: 3.00

SPED-536 Transition

Develops skills in formulating and implementing a transition plan for secondary-aged students with disabilities. Includes information on community agencies. 1 credit.
Credits: 1.00

SPED-541 Technology for Teacher Productivity

Introduces candidates to some of the applications for technology in special education and familiarizes them with issues associated with technology use. Develops and expands candidates' skills and knowledge of educational technology and teacher productivity tools in support of developing instructional materials, utilizing technology in teaching and organization, and supporting students with disabilities in learning to use technology. Aligns with the National Educational Technology Standards for Teachers (NETS*T). 1 credit.
Credits: 1.00

SPED-542 Assistive Technology

Examines assistive technology for persons with disabilities at all levels (mild, moderate, severe, and profound) across various categories (intellectual disabilities, learning disabilities, sensory impairments, physical impairments, health impairments, emotional disorders, behavior disorders) and all ages (early childhood, children, youth, and adults). Emphasis on selecting the appropriate tool to match an identified need. Includes information related to hardware, software, peripherals, evaluation, instruction, and management. 1 credit.
Credits: 1.00

SPED-550 Practicum - Special Education

Provides opportunity to work with students on IEPs in a 1:1 or group setting in the major authorization area under the guidance of a classroom teacher and university supervisor. May be repeated for credit. Pass/No Pass. 1-6 credits.
Credits: 1.00

SPED-575 Student Teaching & Seminar

Provides a classroom setting for preservice teachers to apply principles of special education pedagogy and methodology. Prerequisite: Admission to Special Educator program or consent of instructor. Pass/No Pass. Variable credit, repeatable: 2-15 credits.
Credits: 2.00

SPED-576 Seminar

This seminar-based experience is designed to support students or interns and bridge earlier coursework with concurrent field-based experiences occurring in special and general education classrooms. May be repeated for credit. Pass/No Pass. 1-3 credits.
Credits: 1.00

SPED-578 Practicum & Seminar

Provides opportunity to work with students on IEPs in inclusive or special education settings. Includes seminar. Prerequisite: Admission to MEd Special Education Program; and SPED 530 or SPED 535. May be repeated for credit. Pass/No Pass. 2 credits
Credits: 2.00

SPED-590 Special Topics in SPED

Enables students to conduct in-depth investigation of a topic of interest. Instructor's consent required. May be repeated for credit. 1-3 credits.
Credits: 1.00