School of Education
Education-Psychology 142
541-552-6286
Geoffrey Mills, Dean
William Greene, Chair
The School of Education offers a rich variety of programs and coursework designed to prepare individuals for a wide range of professional opportunities within the field of education. While equipping students to meet the educational needs of a changing society, programs in education also enable students to meet licensing requirements established by the state of Oregon.
For undergraduates, the School of Education offers majors in early childhood development and elementary education. Elementary education majors can choose to complete both a BA/BS degree and a teaching license or complete a degree without a teaching license. Students interested in obtaining a teaching license (early childhood, elementary, middle school, or high school) via the Master of Arts in Teaching or Special Education programs are urged to contact the School of Education to determine an appropriate major and specific admission requirements. The School of Education also offers a minor in education.
For graduates, the School of Education offers full or part-time licensure programs, including Master of Arts in Teaching (MAT), Master in Education with Special Education (SPED) licensure, an Initial Administrator License (IAL), and a Continuing Administrator License (CAL). Graduates and in-service teachers may also enroll in the Master’s of Education (MEd) or Continuing Teaching License (CTL) programs. Endorsement programs in English for Speakers of Other Languages (ESOL)/Bilingual Education and Reading are also offered. Specialty courses on current topics and practice are offered for professional development throughout the year and during Summer Session.
Undergraduate Programs
Bachelor of Arts or Science in Early Childhood Development
In collaboration with the Early Childhood and Elementary Education Department at Rogue Community College (RCC), the School of Education offers a bachelor’s degree in Early Childhood Development (ECD) at SOU. As a cooperative venture between SOU and RCC, this undergraduate degree offers knowledge and application components drawn from the curricula at both institutions. Students who complete the coursework in ECD may choose to continue to work in the early childhood profession or to apply to the Master in Education program for graduate-level study, or to apply to the Master of Arts in Teaching (MAT) program at SOU to achieve a teaching license for early childhood/elementary levels.
Requirements for the Major
- Fulfill baccalaureate degree requirements.
- Complete the lower division requirements before taking upper division (300- and 400-level) courses. Lower division courses are offered through Rogue Community College. Many lower division courses are available on the Ashland campus via V-Tel (two-way video conference) or combined with online. For a list of required lower division courses, visit www.sou.edu/education.
- Complete upper division courses (see list below).
- Maintain a minimum 2.75 GPA for all ECD coursework.
- Complete a total of 6 credits of capstone and portfolio requirements (ED 409).
| Child, Family, and Community (ED 346) | 3 |
| Children with Disabilities (ED 348) | 3 |
| Children at Risk (ED 365) | 3 |
| The Early Childhood Professional (ED 385) | 3 |
| Advanced Practicum and Seminar (ED 309) | 2–6 |
| ECD Seminar: Advocacy and Leadership in ECE (ED 407) | 3 |
| ECD Capstone Practicum/Portfolio (ED 409) | 6–9 |
| Foundations in Early Childhood Education (ED 480) | 3 |
| Curriculum Design (ED 484) | 3 |
| Assessment and Planning in Early Intervention (ED 485) | 3 |
| Curriculum Content in ECE (ED 486) | 3 |
| Family, School, and Community Relations in ECE (ED 487) | 3 |
| Early Language and Literacy (ED 488) | 3 |
| Interpersonal Relations and Group Management (ED 489) | 3 |
| Observation and Evaluation of Teaching (ED 493) | 3 |
Bachelor of Arts or Science in Elementary Education (with and without initial teaching license)
Entering freshmen at SOU have an opportunity to explore their interests and prepare for the elementary education program during their freshman and sophomore years while fulfilling the University Studies (general education) requirements. General education and elective course selection in the first 90 credit hours will vary by students’ needs and backgrounds. Certain upper division courses in the field are restricted to majors. The program is based on a strong partnership and articulation agreements between SOU and RCC and in collaboration with other state and regional community colleges. Students are encouraged to meet with an advisor in the School of Education early in their freshman year.
Students should declare an elementary education major at the end of their sophomore or beginning of their junior year. Students seeking the BA/BS degree along with an initial teaching license must apply and be formally admitted to the licensure track. Applications for licensure coursework are usually submitted by the first week of spring term in the junior year. Admission to this track is competitive. The School of Education notifies students of its decision after reviewing applications. Information about the application process and criteria for admittance is available from individual advisors, from the School of Education website, and from the office coordinator.
Community college transfer students who wish to earn a bachelor’s degree in elementary education may apply their previous credits upon acceptance at SOU. Transfer students should seek early advisement in SOU’s School of Education to learn more regarding application and admittance procedures to the education degree and licensure program.
Majors in elementary education take upper division coursework in their junior and senior years that includes teacher preparation requirements, including content knowledge, pedagogy, and field experiences. The coursework focuses on understanding children in unique stages of development and learning, children and families from diverse backgrounds, multidisciplinary content knowledge and pedagogy, and field experiences in multiple, diverse settings.
Requirements for the Major
- Fulfill baccalaureate degree requirements.
- Maintain a minimum 2.75 GPA prior to admission and a minimum 3.0 GPA in all EE coursework for licensure requirements during the last two years.
- Maintain a 3.0 GPA after formal admission to the program.
- The elementary education with licensure major is composed of four strands. Requirements are different in the junior and senior year for students seeking a degree without an initial teaching license. (See below.)
(Credits shown are SOU credits. Transfer credits may vary.)
Content Knowledge/University Studies (75–79 credits)
Pre-license/Education Elective Options (36 credits)
Pedagogy (approximately 42 credits)
Field Experiences (23 credits)
Content Knowledge/University Studies:
The University Studies (general education) requirements are the same for the students in the program as for all undergraduate students at SOU. However, some courses are highly recommended for teacher licensure content preparation. Students are expected to see their academic advisor for suggested Explorations and Integration courses.
| University Seminar (USEM 101, 102, 103) or equivalent transfer credits | 12 |
| Mathematics (MTH 211, 212, 213) | 12 |
| Humanities Explorations (including one art history course, one English literature course, and one music course) | 12 |
| Sciences Explorations (one life science and one physical science; two courses must have labs) | 11–12 |
| Social Science Explorations (one history course, one geography course, and one health course, HE 250 recommended) | 12 |
| Integration (upper division): Science, Technology, and Society; Citizenship and Social Responsibility; Diversity and Global Awareness | 9–12 |
Pre-license/Major Elective Options
Choose at least 36 credits from any combination of courses in the three areas listed below.
| Cultural Anthropology (ANTH 213) | 4 |
| American Culture (ANTH 310) | 4 |
| Pacific Cultures (ANTH 317) | 4 |
| Native North America (ANTH 318) | 4 |
| Cultures of the World (ANTH 319) | 4 |
| Issues in Art Education (ART 429) | 3 |
| Introduction to Music Education (MUS 372) | 2 |
| General Psychology (PSY 201 or 202) | 4 |
| Child and Adolescent Development (PSY 460) | 4 |
| Poverty, Family, and Policy (SOC 304) | 4 |
| Schools and Society (SOC 320) | 4 |
| Sociology of Gender Roles (SOC 340) | 4 |
| Spanish (SPAN 101, 102, 103, 201, 202, or 203) | 4–8 |
| Creative Writing (WR 241) | 4 |
| Writing Workshop for Teachers (WR 312) | 4 |
| Introduction to Education (ED 251) | 3 |
| Children in Our Society (ED 252) | 3 |
| Teaching Global Perspectives through Children’s Literature (ED/ENG 398) | 4 |
| Art of Storytelling (ED 430) | 3 |
| Children with Disabilities (ED 470) | 3 |
| Foundations in Second Language Education (ED 443) | 3 |
| Strategies and Materials: Second Language Learner (ED 444) | 3 |
| First- and Second-Language Acquisition and Development (ED 445) | 3 |
| Foundations of ECE/ED (ED 480) | 3 |
| From At-Risk to Resiliency (ED 481) | 3 |
| Curriculum Design in ECE (ED 484) | 3 |
| Assessment and Planning ((ED 485) | 3 |
| Curriculum and Content in ECE (ED 486) | 3 |
| Family/School/Community Relations (ED 487) | 3 |
| Early Language and Literacy (ED 488) | 3 |
| Interpersonal Relationship and Group Management (ED 489) | 3 |
| Bullies and Victims in the Schools (ED 426) | 3 |
| Child Abuse and Neglect (ED 427) | 3 |
| Other relevant ED 407 seminar courses | 3 |
| Select RCC ECE courses (with advisor approval) | varies |
Pedagogy Strand (Major with licensure)
The following courses are required for the elementary education major and for the Oregon Initial Teaching License.
| Educational Technology (ED 434) | 3 |
| Curriculum, Instruction, and Assessment I, II (ED 457) | 6 |
| Social Science Methods (ED 458) | 3 |
| Foundations of Education (ED 459) | 3 |
| Diversity (ED 460) | 3 |
| Human Development, Cognition, and Learning (ED 462) | 3 |
| Reading and Language Arts Methods I, II (ED 463) | 6 |
| Science Methods ((ED 464) | 3 |
| Math Methods (ED 465) | 3 |
| Human Relations (ED 466) | 3 |
| Health Education Methods (ED 467) | 3 |
| Physical Education Methods (ED 468) | 3 |
| Art Education Methods (ED 473) | 3 |
| Reflective Inquiry/Professional Portfolio (ED 495) | 3 |
| Elementary General Music Methods and Materials (MUS 373) | 3 |
Field Experience Strand (Major with licensure)
This strand provides a variety of field-based experiences required for both the major and for Oregon licensure. These include both practicum courses and student teaching. ED 209, 309 are used for multiple practica experiences in diverse settings, including Head Start, community early childhood programs, ESOL/bilingual settings, special education, Resource Room, reading/math programs, or age/grade level experiences (one primary K–3, one upper elementary 4–6) over time (30 hours each credit in a minimum of five different settings). ED 411, 416, 417, and 418 form the core of the student teaching experiences.
| Practicum (ED 209) or SOU Lead and Serve (ED 253) | 2 |
| Advanced Practicum and Seminar (ED 309) | 3 |
| September Experience (ED 411) | 1 |
| Field Experience: Gradual Participation in Delivering Instruction (ED 416) | 2 |
| Student Teaching: Second Authorization Level (ED 417) | 5 |
| Student Teaching: First Authorization Level (ED 418) | 10 |
Pedagogy and Field Experience Strands (Major without licensure)
The pedagogy and field experience strands are different in the junior and senior year for students seeking an elementary education degree without the initial teaching license.
Junior Year: Coursework in the junior year is virtually the same for both licensure and degree-only tracks. Students planning a non-licensure, degree-only course of study at the start of their junior year may, with coordinator or chair approval, substitute certain methods courses (up to three) for relevant alternatives given individual goals.
Senior Year: Coursework in the senior year does not include student teaching for degree-only majors. Degree-only students in the senior year are required to take a minimum of 12 credits per term. Of those 12, 6 should come from approved electives or deepen preparation in one or more areas (e.g., ESOL, reading, outdoor education, environmental education, children at risk, etc.).
Fall (12 credits)
| Observation and Evaluation of Teaching (ED 493) | 3 |
| Approved curriculum/pedagogy course | 3 |
| Approved electives | 6 |
Winter (12 credits)
| Capstone (ED 409) | 3 |
| Approved literacy course | 3 |
| Approved electives | 6 |
Spring (12 credits)
| Capstone (ED 409) | 3 |
| Approved human relations course | 3 |
| Approved electives | 6 |
Minor
The School of Education offers a 24-credit undergraduate minor for persons interested in gaining skills working in educational settings. Completing the education minor will assist in meeting numerous prerequisites for entering one of the Graduate Teacher Preparation Programs (MAT or Special Education).
(24 credits)
Required Courses* (13 credits)
| Introduction to Teaching (ED 251) | 3 |
| Introduction to Social Foundations in Education (ED 252) | 3 |
| The Exceptional Child (ED 470) | 3 |
| Digital Media Foundations I/Lab (DMF 201/201L) | 2, 2 |
| *Or approved substitutes | |
Practica (choose 3 credits from the following):
| Southern Oregon University Lead and Serve (SOULS) (ED 253/453) | 1–3 |
| (Specialty Area) Practica (ED 409) | 1–3 |
| Outdoor Education Experiences (ED 452) | 2 |
Electives
Choose at least 8 credits from the following:
| Fundamentals of Elementary Mathematics (MTH 211, 212, 213) | 4 credits each |
| Teaching Global Perspectives Through Children’s Literature (ED/ENG 398) | 4 |
| Foundations in Early Childhood (ED 480) | 3 |
| Curriculum Design in Early Childhood (ED 484) | 3 |
| Assessment and Planning in Early Intervention (ED 485) | 3 |
| Curriculum Content in ECE (ED 486) | 3 |
| Family, School, and Community Relations in ECE (ED 487) | 3 |
| Teaching Literature (ENG 488) | 4 |
| Young Adult Novel (ENG 489) | 4 |
| Child and Adolescent Development (PSY 460) | 4 |
| Writing Workshop for Teachers (WR 312) | 4 |
| Teaching Written Composition (WR 472) | 4 |
Graduate Programs
The Master of Arts in Teaching Program
The Master of Arts in Teaching (MAT) program is offered in two formats: the full-time program, which is a twelve-month program beginning in July and ending the following July and the two-year program, which is a twenty-one-month program beginning in June. Students progress through the program in a cohort arrangement: they enter together, enroll in the same classes, and finish together as a community of learners. In addition to receiving the MAT degree, students who complete the program are eligible to teach at one or two of the following authorization levels:
Early childhood (age 3–grade 3)
Elementary (grades 3–6)
Middle school (grades 6–8)
High school (grades 8–12)
At the start of the program, students choose the two adjacent authorization levels in which they intend to be licensed. The three options are as follows:
- Early childhood and elementary school
- Elementary and middle school
- Middle school and high school
Admission Requirements
- Admission requirements include a baccalaureate degree in a field appropriate to the endorsement area and authorization level. These requirements do not specify a particular undergraduate major for the early childhood/elementary authorization level. Applicants to the elementary/middle school authorization level must select one or more core subject areas and show competency in their area by completing a major in the subject area or passing the appropriate Praxis Specialty Area Test. Those applying to the middle/high school authorization levels should complete an undergraduate major in the subject they plan to teach (e.g., English or math). In addition to a major, specific courses in the subject area are required. Please contact the School of Education for the appropriate list of courses.
- Applicants to the early childhood/elementary and elementary/middle school authorization levels are required to earn 12 credits in each of the following areas: a) social studies with at least one course in each of the following: history, geography, and a behavioral science; b) sciences with at least one course in the following: a biological science and a physical science; and c) language arts with at least one course in the following: communication, writing, and English literature.
- Applicants to the program are required to have a minimum cumulative GPA of 3.0 in the most recent 90 quarter hours or 60 semester hours of undergraduate work. Applicants to the middle/high school authorization levels must also have at least a 3.0 GPA in all graduate and undergraduate coursework in their endorsement area.
- Admission requirements include a passing score on a basic skills test. Students may choose the California Basic Skills Test (CBEST) or the Praxis I Pre-Professional Skills Test (PPST).
- Individuals planning to apply for early childhood/elementary and elementary/middle school levels must complete MTH 211, 212, 213 before entering the program.
- The program requires applicants to document successful experiences working with children or adolescents in small or large group settings, preferably within public schools. This is a very important requirement for program admission. The School of Education recommends that students consider taking one or two undergraduate courses related to education. Courses such as ED 251 and 252 offer academic and field-based opportunities for students to explore interest in the teaching profession.
- Specialty area tests are required for licensure and program completion. Passing scores on the appropriate test may be used for admission into the program in lieu of a basic skills test. Candidates for the early childhood/elementary and elementary/middle school authorization levels must pass the Oregon Educator Licensure Assessments (ORELA). Candidates for the middle/high school authorization levels are required to pass the Praxis test in their chosen endorsement area. Please contact the School of Education for details.
Sequence of Courses and Fieldwork
The first and last stages of the program take place during the summer and consist primarily of instruction. Fall through spring terms comprise field experiences and courses on campus. The curriculum is a combination of theory, research, pedagogy, content, and process, all of which are woven throughout the program.
MAT Instructional Courses
(41–45 credits)
| Action Research (ED 519) | 3 |
| Educational Technology I, II (ED 534) | 3 |
| Curriculum, Instruction, and Assessment I, II (ED 557) | 6 |
| Special Methods I, II (ED 558) | 2–6 |
| Foundations of Education (ED 559) | 3 |
| Diversity (ED 560) | 3 |
| Human Development, Cognition, and Learning (ED 562) | 3 |
| Language and Literacy (ED 563) | 3 |
| Human Relations (ED 566) | 3 |
| Contemporary Issues, Leadership, and Collaboration (ED 567) | 3 |
| Integration Projects (ED 568) | 3 |
| Advanced Professional Studies | 6 |
MAT Field Experience
(27 credits)
| Seminar: Guide Group (ED 507) | 3 |
| September Experience (ED 511) | 3 |
| Field Experience: Gradual Participation in Delivering Instruction (ED 516) | 3 |
| Student Teaching: Second Authorization Level (ED 517) | 6 |
| Student Teaching: First Authorization Level (ED 518) | 12 |
Special Education Programs
Southern Oregon University offers three Special Education Programs.
The Dual Endorsement Program is for candidates who already hold a teaching license. Completion of the Dual Endorsement program allows candidates to add the Special Education endorsement to an existing teaching license. The program is completed by passing a prescribed set of classes that may be taken during the school year and Summer Session. The Dual Program requires the candidate to complete 36 credits of coursework and related field experience.
The Dual+Master’s Program offers the added endorsement, plus a master’s degree in education. The program comprises 55 credits of coursework and related field experience. Students may complete the Dual and Dual+Master’s programs in one- or two-year programs of study while working within the public school system. All courses are offered during late afternoon and early evening; several courses are offered via distance learning.
The Stand-Alone Program (70 credits) allows candidates to become licensed to teach students with exceptionalities at either the elementary or secondary level. When they successfully complete the program, students earn a master’s degree in education and a recommendation to TSPC for an initial Oregon teaching license with a Special Education endorsement. The Stand-Alone Program is a full-time program, beginning and ending with Summer Session.
Beginning with the first Summer Session, candidates progress through fall, winter, and spring terms and complete their coursework at the end of the second Summer Session. Students seeking admission to Special Education programs must have at least a 3.0 GPA and pass a basic skills test (e.g. CBEST or PPST). They must also have taken a Foundations of Special Education course and have documented experience working with children, preferably children with exceptionalities. In addition, applicants for either of the Dual programs must hold, or be eligible for, an Oregon teaching license. Candidates for all programs must complete an anti-discrimination workshop and pass the Praxis Specialty Tests in Special Education. In addition, Dual and Dual+Masters program candidates must complete at least one work sample, while Stand-Alone candidates must complete two work samples in accordance with Teacher Standards and Practices Commission requirements. Finally, all candidates construct a professional portfolio of artifacts that demonstrate proficiency in the TSPC-identified proficiencies and authorizations.
Dual Endorsement Program Course Requirements
(36 credits)
| Internship (Dual Endorsement Candidates) (SPED 511) | 8 |
| Law and Policy (SPED 530) | 4 |
| Family and Community Services (SPED 531) | 3 |
| Administration and Interpretation of Assessment Instruments (SPED 532) | 3 |
| Behavior Management (SPED 533) | 3 |
| Interventions in Academic Skills: Mathematics Methods (SPED 534) | 3 |
| Interventions in Functional Skills (SPED 535) | 3 |
| IEP Development (SPED 536) | 3 |
| Characteristics of Exceptionalities (SPED 538) | 3 |
| Interventions in Academic Skills: Reading Methods (SPED 539) | 3 |
Note: Program faculty will determine which lab experiences may be required of Dual Program candidates.
Dual+Master’s Program Course Requirements
(55 credits)
| Action Research as an Approach to School Improvement (ED 519) | 3 |
| Human Relations (ED 566) | 2 |
| Internship (Dual Endorsement Candidates) (SPED 511) | 8 |
| Law and Policy (SPED 530) | 4 |
| Family and Community Services (SPED 531) | 3 |
| Family and Community Services Lab (SPED 531L) | 1 |
| Administration and Interpretation of Assessment Instruments (SPED 532) | 3 |
| Administration and Interpretation of Assessment Instruments Lab (SPED 532L) | 1 |
| Behavior Management (SPED 533) | 3 |
| Behavior Management Lab (SPED 533L) | 1 |
| Interventions in Academic Skills: Mathematics Methods (SPED 534) | 3 |
| Interventions in Academic Skills: Mathematics Methods Skills Lab (SPED 534L) | 1 |
| Interventions in Functional Skills (SPED 535) | 3 |
| Interventions in Functional Skills Lab (SPED 535L) | 1 |
| IEP Development (SPED 536) | 3 |
| IEP Development Lab (SPED 536L) | 1 |
| Characteristics of Exceptionalities (SPED 538) | 3 |
| Characteristics of Exceptionalities Lab (SPED 538L) | 1 |
| Interventions in Academic Skills: Reading Methods (SPED 539) | 3 |
| Interventions in Academic Skills: Reading Methods Lab (SPED 539L) | 1 |
| Electives | 6 |
| The program includes occasional required special seminars on topics important to all teachers (e.g. HIV/AIDS training or Oregon CIM/CAM benchmarks). | |
Stand-Alone Program Course Requirements
(70 credits)
Candidates for the Stand-Alone Program take a combination of special education courses required of all endorsement seekers and a selection of general education courses.
| Action Research as an Approach to School Improvement (ED 519) | 3 |
| Curriculum, Instruction, and Assessment: Reading (ED 557) | 3 |
| Human Relations (ED 566) | 2 |
| September Practicum (SPED 509A) | 1 |
| Fall Practicum (SPED 509B) | 1 |
| Law and Policy (SPED 520) | 4 |
| Family and Community Services (SPED 521) | 3 |
| Family and Community Services Lab (SPED 521L) | 1 |
| Administration and Interpretation of Assessment Instruments (SPED 522) | 3 |
| Administration and Interpretation of Assessment Instruments Lab (SPED 522L) | 1 |
| Behavior Management (SPED 523) | 3 |
| Behavior Management Lab (SPED 523L) | 1 |
| Interventions in Academic Skills: Mathematics Methods (SPED 524) | 3 |
| Interventions in Academic Skills: Mathematics Methods Skills Lab (SPED 524L) | 1 |
| Interventions in Functional Skills (SPED 525) | 3 |
| Interventions in Functional Skills Lab (SPED 525L) | 1 |
| IEP Development (SPED 526) | 3 |
| IEP Development Lab (SPED 526L) | 1 |
| Characteristics of Exceptionalities (SPED 528) | 3 |
| Characteristics of Exceptionalities Lab (SPED 528L) | 1 |
| Interventions in Academic Skills: Reading Methods (SPED 529) | 3 |
| Interventions in Academic Skills: Reading Methods Lab (SPED 529L) | 1 |
| Student Teaching (winter) (SPED 540) | 2 |
| Student Teaching (spring) (SPED 550) | 14 |
| Electives | 6 |
| The program includes occasional required special seminars on topics important to all teachers (e.g. HIV/AIDS training or Oregon CIM/CAM benchmarks). | |
Previous (Old) Special Education Plans
Standard License and Standard Endorsement
Students who have completed a Basic Handicapped Learner Endorsement at any institution may complete the Standard Handicapped Learner Endorsement at SOU. Because the department’s courses have changed significantly since the inception of these programs, each student’s program is individually determined. Programs established prior to the course changes are individually altered to result in the least disruption possible. Students needing these changes should see a special education advisor.
Existing Master’s Degrees Requiring Special Education Courses
Students who have an existing plan for the master’s degree requiring special education courses should see a special education advisor to make the changes necessary to conform with the new course offerings. Existing plans are honored with the least number of course changes possible.
Master of Arts or Science in Education Program
The purpose of the Master of Arts or Science in Education (MEd) program is to provide students with a strong graduate-level course of study related to the field of education by fostering scholarship, instructional excellence, cross-cultural sensitivity, and professional leadership. Key to the program is an emphasis on educational leadership within the classroom, the school district, the broader community, and the profession as a whole.
The MEd requires a minimum of 45 credits of graduate study. The program may be completed on either a full-time or part-time basis. Courses are offered via distance learning during the academic year and on the Ashland campus during Summer Session. Students may focus on a variety of emphasis areas, including curriculum and instruction, early childhood education, ESOL/bilingual studies, reading, special education, and special studies. Program options are available for students not holding a teaching license.
Upon completion of this program, participants will be able to demonstrate the following:
- instructional excellence;
- use of action research and assessment to evaluate and validate instructional pedagogy, programmatic choices, and educational policies;
- integration of research-based educational theory and social, psychological, anthropological, and sociological foundations into educational practice;
- understanding of the needs of diverse and special student populations, as well as the ability to describe and implement instructional approaches that explore our interconnectedness, while also accommodating and appreciating our racial, ethnic, and cultural differences;
- leadership skills within the school and the local community; and
- contributions to the profession through leadership in local, state, and national organizations and to the knowledge base through publications and presentations at professional events.
For those teachers who possess an Oregon Initial License and a master’s degree, there is a separate 12-credit program for meeting the requirements of the Continuing Teaching License. (See below.)
Overview of the MEd Program
The Master’s Degree in Education program comprises four major elements:
- The Core Competency Areas: research, assessment, pedagogy, diversity, foundations, and leadership.
- Field-Based Practica and Follow-Up: includes professional portfolio production, reflective dialogue training, and an advanced curriculum work sample.
- Individualized Professional Development Plan: technology, specializations, authorizations, subject area endorsements, or areas of special interest.
- Opportunities for students to explore special programs and offerings.
General Outline of the MEd Program
Core Competency Areas
(18 credits)
| Research | 3 |
| Assessment | 3 |
| Leadership | 3 |
| Diversity | 3 |
| Foundations | 3 |
| Pedagogy | 3 |
Field-Based Practica and Follow-Up
(6 credits)
Comprises a variety of options, all based on the assumption of the importance of formative evaluation opportunities in changing instructional proficiencies and subject matter delivery. The field-based portion includes practica experiences, as well as benchmark and portfolio completion.
Individualized Professional Development Plan
(15 credits)
Secondary Education Endorsement Areas
| Art | |
| Biology | |
| Business | |
| Chemistry | |
| English as a Second Language | |
| Foreign Language | |
| Health Education | |
| Integrated Science | |
| Language Arts | |
| Mathematics | |
| Music | |
| Physical Education | |
| Physics | |
| Social Studies | |
| Speech | |
Elementary Education Areas of Concentration
| Curriculum and Instruction | |
| Early Childhood | |
| English as a Second Language | |
| Special Education | |
| Special Studies | |
Postsecondary and Educational Services Areas of Concentration
| Adult/Postsecondary Education | |
| Early Childhood Professional | |
| Educational Services | |
| International Education Education | |
| Social Services or Training | |
Requirements for Admission to the MEd Program
- Possess a baccalaureate degree from an accredited college or university.
- Complete and submit the SOU application for graduate admission and application fee to the Admissions Office. Transcripts of undergraduate and previous graduate work must accompany the application.
- Possess a cumulative GPA of at least 3.0 for the last 90 quarter hours (60 semester hours) of undergraduate work.
- Pass one of the following tests for entry into the master’s program:
- Praxis II Multiple Subject Assessment for Teachers (MSAT) Content Knowledge and Content Area Exercises with a total score of at least 310 and no score less than 147 on each section of the test.
- Graduate Record Exam (GRE) with a minimum score of 1200 on combined verbal, quantitative, and analytical sections and a minimum score of 400 on the verbal section.
- Former NTE Core Battery Tests: Test of Communication Skills with a score of at least 667 and the Test of General Knowledge with a score of at least 666.
- Praxis II Specialty Area Exam(s) in endorsed subject.
- Oregon Educator Licensure Assessments (ORELA) with a score of at least 240 on each of the appropriate subtests.
- Complete the Character Question form provided with admission materials.
- Submit two favorable recommendations from immediate supervisors employed by educational or social agencies attesting to the applicant’s competence to work with school-aged children.
- For candidates to the licensure options, submit a copy of your Oregon Basic or Initial Teaching Lcense.
- Apply for admission to the education program within the first 12 credits of graduate work. Failure to comply with this requirement may result in delayed completion of the degree program.
Exit Exam Requirements for the Master’s in Education Degree
Candidates for the master’s in elementary education must obtain passing scores on the Multiple Subjects Assessment for Teachers (MSAT) Exam, Oregon Educator Licensure Assessments (ORELA), or the former NTE Core Battery Tests in Communication Skills and General Knowledge to complete the master’s degree program.
Candidates for the master’s in secondary education must obtain a passing score on one or more Praxis Specialty Area tests in the endorsement (subject) area of the degree to complete the master’s degree program. Candidates for the postsecondary and educational services option must complete an approved project or thesis to qualify for completion of the master’s degree program.
Continuing Teaching License Program
The purpose of the Continuing Teaching License (CTL) program is to provide teachers with the opportunity to meet the requirements stipulated by Oregon’s Teacher Standards and Practices Commission (TSPC) for a Continuing Teaching License. The School of Education offers two configurations of programs for Continuing Teaching Licensure. The first option is a 45-credit Master in Education program for teachers who do not already hold a master’s degree. The second option is a plan of study for the purpose of CTL alone for teachers who already have a master’s degree. This program is specifically designed to meet the needs of working professionals by offering courses via distance learning and online during the academic year and on the Ashland campus during Summer Session. The fundamental piece of this program is its emphasis on the individual professional development plan, incorporating the needs of the teacher and the trends of the profession as a whole.
The CTL program (for those who already hold a master’s degree) consists of 12 credits of graduate work as follows: 1. Advanced professional studies courses are formally approved on an SOU program plan for CTL for a minimum of 9 credits. 2. When the approved 9 credits have been completed, candidates then enroll in the 3-credit course ED 520 (Professional Portfolio). This course guides the student through a professional portfolio and includes assembling evidence of meeting TSPC’s Advanced Proficiencies. In addition to completing the program requirements, CTL candidates must have five years of contract teaching experience, at least half-time in Oregon public schools or other approved teaching experiences.
Master of Arts or Science in Education/Standard Licensure Program
Graduates of a basic licensure program who wish to obtain a standard license and master’s degree should complete the Master of Arts or Science in Education/Continuing Teaching License Program. See the MEd Program section for admission and program details.
English for Speakers of Other Languages (ESOL)/Bilingual Endorsement Program
This endorsement program is for licensed teachers who teach or who would like to teach English to speakers of other languages (ESOL) and/or in a bilingual classroom. Designed for educators with full-time teaching loads, the eight courses (including a field-based practicum) are offered in the evening, through V-TEL (distance learning), and during the summer. You do not have to be proficient in a second language to teach ESOL. Teachers wishing to add the bilingual portion to the ESOL endorsement must demonstrate proficiency in a second language.
The program provides a strong foundation related to language acquisition, as well as linguistic structures and their functions. This foundation is enhanced by an understanding of the relationships between language and culture, as well as an awareness of and sensitivity to cultural issues. The history, growth, and current status of ESOL/Bilingual Education form a significant portion of the program, which also offers a strong foundation in effective teaching strategies and methodology. The practicum requirement provides a practical and experiential base to enhance the learning of students from Hispanic, Native American, and other language backgrounds.
Changing Authorization Levels or Adding Endorsements
Students interested in changing authorization levels or adding subject area endorsements are encouraged to inquire about their specific cases by calling the Teachers Standards and Practices Commission (TSPC) at 503-378-3586. A practicum may be required involving a school district (Conditional Assignment Permit) and is to be arranged by the individual seeking the change in licensure. These programs can also be completed at SOU. For more information about SOU’s offerings, contact the School of Education at 541-552-6996.
Read Oregon Reading Endorsement Program (formerly CREADE)
The Read Oregon Reading Endorsement Program offers graduate-level courses in reading/literacy through a consortium of five universities: Eastern Oregon University (EOU), Oregon State University (OSU), Portland State University (PSU), Southern Oregon University (SOU), and Western Oregon University (WOU). Visit the Read Oregon Web site (www.sou.edu/distancelearning/readoregon) for information about distance-delivered courses, a 12-credit Literacy Course of Study, a 24-credit Reading Endorsement program, admission, registration, and more.
Administrator License Programs
SOU’s School of Education offers programs for the Initial Administrator License (IAL) and the Continuing Administrator License (CAL) issued by the Oregon Teacher Standards and Practices Commission (TSPC). The IAL is a 24-credit, cohort-based program that begins each June and continues through the year to the following June. The CAL program is a 28-credit, open-ended program accepting students throughout the year.
Both programs are designed to accommodate working professionals through evening and weekend courses. The IAL and CAL programs utilize modules based on the integration of theory and practice coursework accompanied by a 360-hour practicum for the IAL and 270 for the CAL. SOU faculty and practicing school administrators facilitate the instructional modules.
Program prerequisites for the IAL include a master’s degree, minimum undergraduate GPA of 3.0, teaching license or eligibility to hold a license, and two to three years of teaching experience. An alternative for those students not holding a teaching license is available through a waiver from TSPC and SOU. Students who do not have a master’s degree may enroll concurrently in the Master in Education (MEd) program. Requirements for the IAL are applied toward the completion of the MEd program. Admission to the CAL program is based on completion of the IAL or equivalent and appropriate leadership and administrative experience.
Education Report Card
Under Section 207 of Title II of the Higher Education Act (HEA), SOU is required to submit annual reports on its teacher education program. This policy took effect beginning with the 1999–2000 academic year.
Testing Required for Program Completion
In Oregon, a system of multiple measures is used to determine the status of “program completer.” One component of this system requires the educator to pass both a basic skills test and a battery of subject matter tests. For basic skills testing, the educator may choose to take the California Basic Educational Skills Test (CBEST) or the PRAXIS I: Preprofessional Skills Tests (PPST). Authorizations in early childhood, elementary, and middle school level teaching require passing scores on the Oregon Educator Licensure Assessments (ORELA).
Test Pass Rates
Because the passing of basic skills and subject matter tests is required for program completion in Oregon, the state pass rate is 100 percent. Those who do not pass the required tests are not considered program completers and are not eligible for Initial Teaching Licenses.
Student-Teaching Supervision
In 2007–08, 143 students were enrolled in initial licensure programs at SOU and were supervised in student-teaching experiences by thirty-four full-time and part-time faculty (with a student-to-faculty ratio of 4.2:1). Students spent 600 hours in student-teaching experiences during the program.
Accreditation
SOU’s MAT and Special Education programs are currently fully accredited by the state-licensing agency, the Teacher Standards and Practices Commission (TSPC).
Performance
The SOU MAT and Special Education programs are not under a designation of “low-performing” by the state (as per section 208[a] of the HEA of 1998).
Website Information
A complete version of the SOU “report card” may be viewed at www.sou.edu/education.
Education Courses
See Course Prerequisites PolicyLower Division Courses
| ED 205 Reading and Conference |
| Credits to be arranged |
| ED 207 Seminar |
| Credits to be arranged |
| ED 209 Practicum |
| Credits to be arranged |
| ED 251 Introduction to Teaching |
| 3 credits |
| Introduces the historical, philosophical, and contemporary foundations of the American educational system. Fosters an understanding of teaching and learning processes, as well as the legal, financial, and ethical issues involved in today’s schools. Analyzes current trends and issues in education and provides students with a framework to make decisions about entering the teaching profession. Provides opportunities to engage in field-based activities. This course includes a practicum component. Approved for University Studies (Explorations). |
| ED 252 Introduction to Social Foundations in Education |
| 3 credits |
| Examines how schools function in today’s American democratic society. Exposes the potential discrepancies between the goals and the actual accomplishments of education. Explores the relationship between schools and the larger multicultural society, with emphasis on gender, social class, age, race, and ethnicity issues. Approved for University Studies (Explorations). |
| ED 253 Southern Oregon University Lead and Serve (SOULS) |
| 1 to 3 credits |
| Students explore their fields of interest and gain experience in a variety of community service placements. For each credit, participants spend thirty hours working in a setting of their choice. For placement in public schools, students must contact the School of Education. Course credit varies in proportion to the amount of time spent and the level of involvement. |
Upper Division Courses
| ED 309 Advanced Practicum and Seminar |
| 1 to 3 credits (6 credits maximum) |
| Supervised teaching of children in a lab school or community setting applying what has been learned through coursework and previous lab experiences. Students take on the role of a lead teacher for a portion of the experience and work closely with parents and staff. In collaboration with the cooperating teacher, students plan, implement, and evaluate developmentally appropriate activity lesson plans, which are used for portfolio development. Serves as an open forum to self-assess, discuss, and reflect on what has been learned from student-teaching experiences. |
| ED 346 Special Studies: Child, Family, and Community |
| 3 credits |
| Develops skills for establishing effective and mutually respectful relationships between the early childhood professional and families of children with whom the professional works. Students apply information to early childhood settings by completing projects that relate to formal and informal communication with parents, parent education, and parent involvement strategies. Requires students to plan a special event for parents in an early childhood setting. |
| ED 348 Special Studies: Children with Disabilities and Their Families |
| 3 credits |
| Explores how teachers engage children with disabilities in the classroom. Includes adapting indoor and outdoor environments and activities and covers working with parents to enhance the development of children with a variety of special needs. Applies understanding of disabilities and research-based best practices into the classroom setting in collaboration with parents and other professionals to provide meaningful experiences for children with special needs. |
| ED 365 Special Studies: Children at Risk |
| 3 credits |
| Explores stressful issues that impact the development of the whole child, including divorce, child abuse, moving, death of family members, changes in the family system, poverty, and cultural differences. Students research and apply knowledge to specific early childhood settings by planning curriculum and modifying classroom environments. Requires a case study of a child dealing with at least one stressful issue. |
| ED 385 Special Studies: The Early Childhood Professional |
| 3 credits |
| Explores issues related to professional conduct and the development of professional philosophy. Topics include professionalism, historical and current factors, early childhood education programs, parent interaction, job opportunities, ethical and legal issues, and community resources. Students research and apply information to a particular early childhood issue. Requires students to complete a project enabling them to directly participate in professional activities in the early childhood community. |
| ED 398 Teaching Global Perspectives Through Children’s Literature |
| 4 credits |
| Immerses prospective elementary and middle school teachers in integrated content and instruction by examining both the literary elements and social science information present in international children’s literature. Approved for University Studies (Synthesis/Integration). Prerequisite: Completion of all lower division University Studies requirements. (Cross-listed with ENG 398.) |
| ED 399 Special Studies |
| 1 to 3 credits |
| ED 407/507 Seminar |
| Credits to be arranged |
| ED 409 Practicum |
| 1 to 6 credits (12 credits maximum) |
| ED 411/511 September Experience |
| 1 to 3 credits |
| Allows students to observe and participate in the preparation of a new public school year and to experience the classroom during the first weeks of school. Provides opportunities to observe and reflect on how public school teachers establish expectations and norms that affect the entire school year. Additionally, teacher education students assist teachers in preparing classrooms. |
| ED 416/516 Field Experience: Gradual Participation in Delivering Instruction |
| 1 to 3 credits |
| Offers a supervised field-experience practicum in a public school as preparation for half-day student teaching. Teacher education students engage in systematic observation and gradually participate in delivery of instruction. |
| ED 417/517 Student Teaching: Second Authorization Level |
| 4 to 10 credits |
| Provides a supervised half-day student teaching experience in a public school as preparation for full-day student teaching. Teacher education students engage in systematic observation and gradually assume teaching responsibilities. |
| ED 418/518 Student Teaching: First Authorization Level |
| 10 to 13 credits |
| Final supervised student teaching experience in a public school. Teacher education students assume the full-day classroom teacher’s role and responsibilities. Provides an opportunity to refine teaching style and management strategies and to be part of the total school environment. |
| ED 426/526 Bullies and Victims in the Schools: Intervention/Prevention |
| 3 credits |
| Designed to provide understanding of the bully/victim syndrome, policy guidelines, and strategies and methods to intervene and curb bullying in the schools. Provides teachers with a system of preventing and dealing with bullying abuse in the schools. Examines the identified types of bullying and their manifestations, as well as applicable state and federal laws. |
| ED 427/527 Child Abuse and Neglect |
| 3 credits |
| Designed to give participants a foundation in the subjects of child abuse and neglect. Includes materials to create an awareness of child abuse and neglect and how to recognize the signs of abuse and neglect in students, as well as ways to respond, including awareness and requirements of the law. Examines society’s role in abuse and neglect, the types of abuse and neglect children encounter, preventive measures a teacher can utilize, incidence in diverse populations, the role of the school, mandated reporting, working with parents and social service agencies, and the role of court-appointed special advocates. |
| ED 430/530 The Art of Storytelling |
| 3 credits |
| Explores folk tales, literary tales, and family and personal stories. Focuses on observing different storytellers, experimenting with a variety of storytelling techniques, and developing a personal storytelling style. Students learn to select and adapt stories for telling and deliver them with their own unique flair. Covers audience-participation storytelling, story games, story-theater, and developing family stories. K—12 teachers learn to use storytelling in the classroom throughout the curriculum. Cross-listed with TA 430. |
| ED 434/534 Educational Technology I, II |
| 1 to 3 credits |
| Provides an overview of the effective use of instructional technology in elementary education classes. Students use a variety of media to prepare teaching materials and deliver instruction. Emphasizes applying computers to the elementary school curriculum. |
| ED 443/543 Foundations in Second Language Education |
| 3 credits |
| Examines philosophies and practices in teaching language-minority students. Studies bilingualism and biculturalism from psychological, social, and political standpoints. Analyzes program models, as well as the theories and philosophies underlying these models. Provides an understanding of the laws pertaining to educating second-language learners and current theory and research in the fields of ESOL and bilingual education. |
| ED 444/544 Strategies and Materials: Second-Language Learner |
| 3 credits |
| Equips teachers with a range of effective instructional methodologies for facilitating learning among language-minority students. Examines innovative materials for developing culturally appropriate learning experiences. Presents approaches to instruction in specific content areas (reading, writing, mathematics, science, and social studies). Examines and integrates the use of current technology to enhance instruction for second-language learners. |
| ED 445/545 First- and Second-Language Acquisition and Development |
| 3 credits |
| Explores the various theories on how first and second languages are acquired. Considers the importance of the early development of a first language and the relationship of this development to the acquisition of other languages. Integrates the relationship of language to cognitive development, as well as definitions and descriptions of bilingualism. |
| ED 450/550 Mediation and Conflict |
| 4 credits |
| Introduces students to the fundamental concepts and theories of dispute resolution and assists them in developing the basic skills and knowledge for productively managing their own and intervening in others’ disputes. Class time consists primarily of practice and roleplay, as well as lecture, lecture-discussion, and coaching by professional mediators. Certificate of completion provided with successful completion of the course. Cross-listed in other departments. Additional fees/tuition may apply. |
| ED 451 Advanced Teacher Assistantship |
| 1 to 2 credits |
| Provides opportunities to learn about the roles, responsibilities, and skills needed to supervise educational activities. Laboratory includes working in a public school classroom under the direction of a cooperating teacher. Students work with children both one-on-one and in small groups as they learn basic data-taking skills. Course may be applied toward a minor in education. |
| ED 452 Outdoor Education Experiences |
| 2 credits |
| Students participate as assistants to the administrative staff in a public school outdoor education experience for children in grades 5 and 6. Includes involvement as children learn how natural settings become the perfect classroom for an integrated curriculum. |
| ED 453 Southern Oregon University Lead and Serve (SOULS) |
| 1 to 3 credits |
| Explores fields of interest and allows students to gain experience in community service placements. For each credit, participants spend thirty hours working in a setting of their choice. For placement in public schools, students must contact the School of Education. Course credit varies in proportion to the amount of time spent and the level of involvement. |
| ED 457/557 Curriculum, Instruction, and Assessment I, II |
| 1 to 3 credits |
| Studies classroom teaching processes to help the beginning teacher develop a repertoire of strategies for instruction, planning, and assessment of diverse elementary, middle, and secondary classrooms. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores material related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs. |
| ED 458 Social Science Methods |
| 3 credits |
| Familiarizes students with the skills, instructional techniques, curricular designs, and materials associated with successful teaching of social science subjects at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to the inclusion of students with diverse backgrounds, learning styles, skills, strengths, and special needs in social science teaching methods for grades P–8. |
| ED 459/559 Foundations of Education |
| 3 credits |
| Examines literature and research from diverse social science disciplines to present American public education in its historical and social contexts. Emphasizes the multicultural history of public education in the U.S. and the increasing diversity of pre-collegiate classrooms. Provides an opportunity to analyze, investigate, and evaluate current and future schooling issues and to explore ways to improve schooling and instructional practices. |
| ED 460/560 Diversity |
| 3 credits |
| Emphasizes the philosophical and epistemological perspectives of multicultural education in American public schools. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs. Introduces curriculum planning, instruction, and assessment techniques that help develop an effective multicultural education program at each level of education in public schools. |
| ED 462/562 Human Development, Cognition, and Learning |
| 3 credits |
| Facilitates an understanding of human development from conception to age twenty-one. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and neurological research. Makes connections between research on learning theories and experiences in a child’s school life to build stronger bonds between teaching and learning. Includes a practicum in which teacher education students develop effective ways of addressing learning differences and gain a better understanding of children with unique needs. |
| ED 463 Reading and Language Arts Methods I, II |
| 3 credits each |
| Presents language and literacy as interactive processes involving reading, writing, thinking, speaking, and active listening. Examines the current theories, strategies, and pedagogy for P–8 necessary to promote an educated, diverse society that meets language and literacy demands of the twenty-first century. Activities emphasize a multicultural perspective (with a special focus on the needs of students with diverse backgrounds), learning styles, skills, strengths, and special needs in reading and language arts teaching methods for grades P–8. |
| ED 464 Science Methods |
| 3 credits |
| Familiarizes students with the skills, instructional strategies, curricular designs, and materials associated with successful teaching of science content and scientific inquiry at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to the inclusion of students with diverse backgrounds, learning styles, skills, strengths, and special needs in science teaching methods for grades P–8. |
| ED 465 Math Methods |
| 3 credits |
| Familiarizes students with the skills, instructional strategies curricular designs, and materials associated with successful teaching of math content and problem solving at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to the inclusion of students with diverse backgrounds, learning styles, skills, strengths and special needs in math teaching methods for grades P–8. |
| ED 466/566 Human Relations |
| 1 to 3 credits |
| Describes a broad range of interactions, including the interpersonal interactions and intrapersonal orientations of each individual. Examines human relationships, classroom organization, and management—which help teacher-education students understand how to establish classroom climates that support learning. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youths and considers how schools can respond to these needs. Examines relationships among schools, parents, and communities. |
| ED 467 Health Education Methods |
| 3 credits |
| Examines principles of children’s health and safety, with emphasis on contemporary personal and environmental issues and the interrelationship between the health of the individual and the environment. Addresses planning, implementation, and evaluation of health instruction. Provides techniques for assessing student needs and determining their progress in health education. Addresses topics of mental, emotional, and personal wellness for children in grades P–8. Explores a national standard curriculum Growing Healthy, America’s first comprehensive school health education curriculum, supported by the National Center for Health Education. Provides opportunities for applied research in the field through the Be a Fit Kid program. |
| ED 468 Physical Education Methods |
| 3 credits |
| Examines ways in which classroom teachers can help students develop movement skills and an active, healthy lifestyle. Provides techniques for assessing student needs and determining their progress in physical education. Addresses skills development in the use of selected assessment instruments, planning for PE instruction, and evaluation of student skill development and effectiveness of instruction for grades P–8. Provides opportunities for applied research in the field through the Be a Fit Kid program. Emphasizes progression, sequence, participation, and planning for grades P–8. |
| ED 469/569 Language and Literacy in the Content Areas |
| 3 credits |
| Develops competence in teaching the interactive processes of reading, writing, listening, speaking, viewing, and thinking across the curriculum. Focuses on strategies for teaching students of varied backgrounds and abilities. Grades 4–12. |
| ED 470/570 The Exceptional Child |
| 3 credits |
| Examines the special educational needs of children classified as exceptional. Analyzes the legal requirements of mainstreaming and special programs. Covers the practical aspects of providing or adapting materials, curriculum, and teaching techniques. Studies the affective domain of exceptionality and strategies to help children develop to their fullest potential. |
| ED 471/571 Inclusion Strategies |
| 3 credits |
| Surveys the foundations of special education, including historical and philosophical perspectives, legal issues, and current trends in instruction and programming. Explores the role of the teacher as related to the exceptional child in the general education classroom. Emphasizes developing knowledge of various conditions of exceptionalities, available resources, and educational alternatives through a "learning styles" and case studies approach, with particular emphasis on working with students with exceptional needs in the general classroom. Strategies for including exceptional students will provide a foundation for pre-service teachers in developing differentiated materials and activities. |
| ED 473 Art Education Methods |
| 3 credits |
| Discusses the concepts and issues in art that affect the world of art education. Covers historical perspectives, critical theories, and effective practices in current art education to examine and question boundaries, standards, beliefs, and the current social cultural context. Explores the role and value of art and creativity in child development and learning in classroom settings, the community, and society. Uses a cross-cultural approach to explore art-making, art history, aesthetics, creative and artistic performance, and art appreciation for grades P–8. |
| ED 480/580 Foundations in Early Childhood/Elementary Education |
| 3 credits |
| Introduces students to the field of early childhood and elementary education and presents an overview of historical and philosophical perspectives. Explores different approaches to ECE and elementary education. Analyzes relevant issues in the field of early childhood and elementary education from sociological and cultural perspectives. |
| ED 481/581 From At-Risk to Resiliency |
| 3 credits |
| Examines the factors that place a student at risk, with the goal of identifying the most beneficial strategies for pulling students through difficulties. Includes chemical abuse, physical and sexual abuse, dysfunctional families, suicide, and socioeconomic status. Addresses the use of community agencies and development of classroom resources. |
| ED 484/584 Curriculum Design in Early Childhood |
| 3 credits |
| Examines early childhood development and learning as a basis for determining developmentally appropriate experiences for young children. Incorporates observation and evaluation into organizing principles and considers the meaning and development of play and its importance in curriculum design. Examines relationships between the environment and program goals. |
| ED 485/585 Assessment and Planning |
| 3 credits |
| Covers the administration and interpretation of screening and assessment tools for identification and evaluation of infants, toddlers, preschool, and primary-grade children with special needs. Examines curricula issues and intervention strategies related to service, delivery, and advocacy for young children. |
| ED 486/586 Curriculum Content in Early Childhood Education |
| 3 credits |
| Uses the developmental-interaction approach as a framework for integrating scientific, social, and mathematical content areas into early childhood programs. Considers ways to facilitate creative development and expression through the visual and performing arts. Explores the role of teacher as facilitator and examines ways to integrate health, safety, and nutrition instruction. |
| ED 487/587 Family, School, and Community Relations in Early Childhood Education |
| 3 credits |
| Examines the socializing environments in a child’s life and their interrelatedness. Focuses on understanding the importance of cooperation and collaboration between family and school, including special educators and other professionals. Examines conferencing techniques and explores ways to build positive relationships and strengthen communication between school and family. |
| ED 488/588 Early Language and Literacy Development |
| 3 credits |
| Examines the process of language development and the emergence of literacy in young children. Studies the cognitive and social bases of language and literacy development. Considers ways of promoting language and literacy development, including the selection and use of activities and materials. |
| ED 489/589 Interpersonal Relations and Group Management in Early Childhood Education |
| 3 credits |
| Focuses on understanding social and emotional development as a basis for effective group management and positive interpersonal relations. Examines different theories of group management and their relationships to curriculum design. Considers ways to foster positive interactions between children and adults. |
| ED 491/591 School Law and Organization |
| 3 credits |
| Studies federal, state, and local legal institutions and laws that affect schools. Emphasizes governance and liability of schools. |
| ED 493/593 Observation and Evaluation of Teaching |
| 3 credits |
| Provides an opportunity for experienced teachers to observe contemporary trends in education and applied learning theories as demonstrated in the schools. Analyzes learning theories, investigates trends and their use in classroom situations, and discusses the effectiveness of educational theories and practices on instruction. |
| ED 495 Reflective Inquiry/Professional Portfolio |
| 3 credits |
| Provides an opportunity for beginning teachers to examine contemporary trends and research in professional development practices and to understand the personal reflective inquiry process. Analyzes personal values and beliefs affecting instructional approaches, as well as interactions with others, including students, parents, and teachers. Investigates decision-making and problem-solving skills in various situations using deliberate critical inquiry. Discusses the potential of multilevel learning and self-study to improve personal and professional practices in school settings. Guides the development of a professional portfolio that demonstrates the knowledge, skills, and competencies required of student teachers in the initial licensure program. |
Graduate Courses
| |
|
| Note: Some education courses are offered at both the 400-level and the 500-level. See the Upper Division Courses section for other 500-level courses. |
| ED 500 Professional Development |
| 1 to 6 credits |
| Designed and sponsored by educational agencies. Offers professional development courses for educators. A maximum of 6 credits may be applied to fifth-year or graduate degree programs. |
| ED 501 Research |
| Credits to be arranged |
| ED 503 Thesis/Project |
| Credits to be arranged |
| ED 505 Reading and Conference |
| Credits to be arranged |
| ED 506 Special Individual Studies |
| Credits to be arranged |
| ED 508 Workshop |
| Credits to be arranged |
| ED 509 Practicum |
| 1 to 9 credits |
| ED 510 Field Experience: Research Application |
| 1 credit |
| Provides students with opportunities to practice specific research skills, such as observation, interviewing, and data analysis. |
| ED 512 Educational Research |
| 3 credits |
| Equips students with the necessary skills to become critical consumers of educational research. Students apply research findings to problem identification and analysis and develop a research design appropriate for investigation of a relevant educational problem. |
| ED 513 Evaluation and Management of Classroom Instruction |
| 3 credits |
| Through classroom observations, students learn to collect, analyze, and use objective data to evaluate the major elements of classroom instruction. Students practice a variety of evaluation tools. Develops management techniques and skills to provide feedback and direction to others. Students also develop their rationale for evaluative practices and create an evaluation instrument of their own. |
| ED 514 Education in Sociological Perspectives |
| 3 credits |
| Examines literature and research related to the current and historical role of public education in American society from the multiple perspectives of the social sciences. Strengthens analytical skills by applying social science research to the assessment of educational change and public policy in public schools. (Cross-listed with SSC 514.) |
| ED 515 Field Experience: Understanding the Learner |
| 1 to 3 credits |
| Focuses on human development, cognition and learning, and the multiple influences on these phenomena as they relate to educational institutions. |
| ED 519 Action Research as an Approach to School Improvement |
| 3 credits |
| Develops the educators’ knowledge of appropriate action research techniques. Educators lean how to use action research as a reflective tool in assessing the effectiveness of their teaching practices in relationship to student learning. Participants create an action plan to implement in an educational setting. |
| ED 520 Professional Portfolio |
| 1 to 3 credits |
| The professional portfolio demonstrates the advanced knowledge, skills, and competencies required of students in the MEd/CTL Program. Students work individually with a faculty advisor to compile appropriate documentation over the course of their programs. Once they have completed the program and fulfilled all the requirements, students submit the final version of their portfolio via this course. |
| ED 521 Field-Based Practicum: ESOL/Bilingual |
| 3 credits |
| Provides practicum experience in an ESOL/bilingual classroom. Students work with second-language learners and are required to work closely with a mentor-teacher. Students also complete a work sample. |
| ED 522 Curriculum Design and Educational Change |
| 3 credits |
| Engages students in applying knowledge and skills to real-world situations. Leads students beyond basic recall to high levels of achievement. Challenges students to perform a comprehensive examination of the processes, content, and assessments related to the spectrum of curriculum areas present in a K–12 instructional program. |
| ED 523 Issues of Educational Reform |
| 3 credits |
| Introduces students to areas of educational reform, restructuring, and change. Includes international, national, state, and local reform efforts and research into educational change. Provides personal strategies for promoting and coping with educational change efforts. |
| ED 524 Professional Models of Governance |
| 3 credits |
| Covers the strategies used by educators as they manage and cope with the numerous innovations and refinements to teaching and learning required in today’s schools. Focuses on the principles governing the improvement process. |
| ED 525 Public and Professional Relations |
| 3 credits |
| Helps teachers project a positive public image. Involves understanding the multiple audiences and the variety of forums available for articulating one’s vision of what education should be. Participants learn to communicate effectively, identify common goals, and present thoughts clearly. Introduces teachers to effective strategies for building positive relationships. |
| ED 528 Leadership into Practice |
| 3 credits |
| Creates conditions for teacher leadership and requires practice in principles supporting individual and collaborative growth and change. Using current understandings of the forces of educational change and the implementation of personal and professional action plans, students in the MEd/CTL Program work at their school sites to aid in teaching and learning improvement. |
| ED 529 Talented and Gifted Education |
| 3 credits |
| Designed to give individuals the knowledge and skills necessary to develop a planned program to meet the needs of academically talented and intellectually gifted (TAG) students within a framework of Oregon’s state requirements. Students gain an understanding of the characteristics and needs of TAG students, current legislation as it relates to the education of talented and gifted children, identification procedures, assessment options, program and service modules, and curriculum differentiation options. |
| ED 533 Advanced Curriculum Work Sample |
| 3 credits |
| Designed for previously licensed teachers who have fulfilled Oregon standard teacher licensure requirements. Working independently, candidates prepare a teaching performance work sample consisting of a multiweek teaching unit that is implemented during the term in which the course is taken. The written work sample must include unit goals, lesson plans, pre- and post-instruction student performance data, interpretation of learning gains, and modifications in response to student progress. Students negotiate an individualized meeting and progress schedule with the instructor. |
| ED 535 Education in Historical Perspectives |
| 3 credits |
| Examines diverse historical perspectives on the origins and development of the aims of American schooling. Provides a foundation for investigating current educational trends and practices. Analyzes the development of educational systems beyond the borders of the United States to deepen understanding of the directions of educational change around the world. |
| ED 538 Mathematics in the Elementary School |
| 3 credits |
| Focuses on understanding how children learn mathematical concepts and processes. Examines current best practice for teachers in elementary and middle schools, including hands-on instruction, inquiry and constructivist approaches, and integration of mathematics across the curriculum. |
| ED 540 Reading Programs: Curriculum/Instruction, K–12 |
| 3 credits |
| Prepares students for leadership roles in developmental, remedial, and enrichment reading programs at school- and district-wide levels. Reviews current materials, media, and management systems for teaching K–12 reading. |
| ED 541 Education in Anthropological Perspectives |
| 3 credits |
| Examines education as a cultural process, with emphasis on learning and learners. Considers concepts from the fields of anthropology and education and applies them to understanding cultural acquisition in a wide variety of social settings. |
| ED 542 Education in Philosophical Perspectives |
| 3 credits |
| Examines how the ideas of philosophers relate to current educational aims and practices. Helps students strengthen their own philosophies about educational aims and practices. |
| ED 546 Assessment and Evaluation of Second-Language Learners |
| 3 credits |
| Teaches assessment principles in the context of language acquisition theory, pedagogical methodology, and legal considerations for second-language learners in the public school system. Emphasizes language proficiency and academic progress in the first and second languages of the students. Introduces standard and alternative instruments and measures. Examines cultural and linguistic biases in assessment and evaluation. |
| ED 547 Impact of Culture in the Classroom |
| 3 credits |
| Focuses on how culture manifests itself in school settings and provides a foundation for understanding methods and strategies to ensure that each student’s own cultural experiences are reflected and validated in classroom learning experiences. |
| ED 548 Culture and Family/Community Involvement |
| 3 credits |
| Focuses on parent and community involvement in schools. Presents strategies for building strong partnerships among parents, teachers, students, and community members. A study of the differences between school culture and the diverse cultures represented by children and families provides a foundation for learning methods and programs that promote cooperation and collaboration among the school, family, and community. Considers communication strategies among school personnel and families with limited English proficiency. |
| ED 549 ESOL/Bilingual Portfolio |
| 3 credits |
| Participants in the ESOL/Bilingual Endorsement Program document their understanding and competency through the development of a professional portfolio. Includes information on professional portfolios and format options for documenting the required competencies. Establishes standards for quality. The instructor works individually with students to facilitate the development of a thorough accumulation and presentation of evidence regarding each of the competencies. |
| ED 558 Special Methods I, II |
| 1 to 3 credits |
| Familiarizes students with the skills, instructional techniques, curricular designs, and materials associated with successful teaching of specific subjects at the developmental levels designated in the TSPC licensure framework. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores material related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs. |
| ED 561 Advanced Educational Psychology |
| 3 credits |
| Examines major theories of learning and measures current issues and educational practices against a continuum of theories in educational psychology. Engages students in research and development related to theoretical frameworks in educational psychology. Analyzes problems encountered in providing equal and appropriate education to learners with diverse backgrounds and needs. |
| ED 563 Language and Literacy |
| 3 credits |
| Presents language and literacy as interactive processes involving reading, writing, thinking, talking, and active listening. Examines the current theories, strategies, and pedagogy for grades P–12 necessary to promote an educated, diverse society that meets language and literacy demands of the twenty-first century. Activities emphasize a multicultural perspective, with a special focus on the needs of at-risk students. |
| ED 564 Seminar: Supervision |
| 3 credits |
| Participants examine all of the possible activities that can be supervised in a classroom or school, determining the methods best-suited to each area. Focuses on areas of personal growth and the best methods for supervising regular and special education students and classroom volunteers. An investigative project helps students focus on the special needs and interests of each participant. Explores peer coaching and collegial supervision. Students design a supervision program. |
| ED 565 Assessment and Improvement of Basic Skills |
| 3 credits |
| Focuses on the development of literacy in all areas of the curriculum. Investigates methods of assessing a student’s learning difficulties and devising alternative corrective modifications of materials and instruction. Topics include the development of language, reading comprehension strategies, the role of intelligence tests, standardized testing and its uses, performance assessment, and error analysis. Involves a practicum using assessment tools learned during the class. |
| ED 567 Contemporary Issues, Leadership, and Collaboration |
| 1 to 3 credits |
| Considers current issues affecting public school teachers, such as curriculum instruction, assessment, technology, time, the learning environment, school-community relations, governance, personnel, and teacher leadership. Builds an understanding of the focal points for participating in school restructuring efforts. Emphasizes effective strategies for standards-based education and the implementation of the Oregon Education Act for the Twenty-First Century. |
| ED 568 Integration Projects |
| 1 to 3 credits |
| Provides a framework and support for major capstone projects (professional portfolio and advocacy project) that integrate multiple program elements. Helps students make connections between theory and practice. Promotes disposition and strategies for reflective practice. |
| ED 572 Learning Styles, Multiple Intelligences, and Emotional Intelligence |
| 3 credits |
| Examines the multifaceted nature of students and develops lesson plan formats that incorporate the latest research on the diversity of learning styles and intelligences. Uses the Dunn and Dunn model of learning styles, Howard Gardner’s multiple intelligences, and Daniel Goleman’s emotional intelligence as starting points. As they learn about their students, participants also gain knowledge about themselves and their own styles. |
| ED 574 Middle School Curriculum |
| 3 credits |
| Offers an instructional program appropriate for the early adolescent years, with emphasis on the various subject fields. Includes the curriculum, current organizational and instructional practices, and trends associated with the middle school movement. |
| ED 575 Reading Comprehension, K–12 |
| 3 credits |
| Examines how humans process written information. Critiques current theories about reading and writing. Includes information on reading instruction in countries with similar and different symbol systems. Focuses on ways to produce K–12 literacy levels appropriate in the total curriculum of a multicultural society. |
| ED 577 Performance Assessment |
| 3 credits |
| Presents performance assessment as an option for evaluating students. Examines several performance assessment models and compares them with traditional forms of evaluation. Studies authentic assessment as a related topic. Enables students to construct scoring guides and use portfolios for performance assessment tasks. |
| ED 578 Tests and Measurement |
| 3 credits |
| Introduces teachers to the elements of measurement and assessment essential to classroom practice. Develops the skills to construct and select valid measures of student learning. |
| ED 579 School Improvement Measurement |
| 3 credits |
| Provides participants with a repertoire of school improvement measurement strategies that may be used for profiling students’ outcomes as part of developing a school improvement plan. Specifically addresses issues of measurement-related school improvement, the purposes and products of school improvement, and possible applications of school improvement measurements to the School Improvement Plan. |
| ED 582 Counseling Techniques |
| 3 credits |
| Explores counseling techniques for classroom teachers. Develops the theoretical understanding and practical skills needed to deal constructively with serious personal problems that may affect the behavior and achievements of students. |
| ED 583 Comparative Education |
| 3 credits |
| Introduces a global, comparative view of education through the examination of education systems in other countries, such as Australia, New Zealand, Japan, and the United Kingdom. Specifically examines national educational reform agendas, public school structures, and research that compares schooling in the U.S. with other countries. |
| ED 590 Complex Instruction |
| 3 credits |
| Creates a classroom environment that incorporates an understanding of current educational research on learning styles, multiple intelligences, cooperative learning, relative social status of students from diverse backgrounds, and rigorous academic inquiry. Challenges elementary, middle, and secondary level teachers to engage all learners using techniques that address the wide range of expectations and abilities present in today’s classrooms. Puts into practice the theory of complex instruction as students participate in the curriculum implementation, instructional methodology, and assessment activities accompanying this advanced treatment of learning processes and the roles of educators in the classroom. |
| ED 592 Humanizing Instruction |
| 3 credits |
| Relates the research, theory, and practice of humanistic psychology to the classroom, with emphasis on techniques for building a positive self-concept, resolving classroom conflict, and building effective interpersonal relationships. |
| ED 594 Issues in Native American Cultures |
| 3 credits |
| Provides an overview of the history, culture, and life ways of Native Americans, with focus on the peoples of the Pacific Northwest. Provides a basic foundation in Native American history. Examines Indian-white conflict, subsequent cultural disruption, and the impact of events on contemporary Native American peoples. Presents teaching and learning styles in Native American cultures based on research and practice. Examines contemporary topics and issues in Native American cultures and introduces cultural life ways, including song, oral tradition, and dance. |
| ED 595 Models of Professional Growth |
| 3 credits |
| Students learn elements of reflective dialogue used to refine an educator’s curriculum, instruction, and assessment skills. Develops an understanding of efficient professional growth while emphasizing leadership in a world of constantly evolving techniques and school reform movements. |
| ED 596 Models of Teaching |
| 3 credits |
| Examines the compendium of instructional strategies appropriate to various teaching and learning purposes. Develops expertise in the elements of effective models for teaching in K–12 classrooms through a researched cycle of demonstration, practice, and feedback. |
| ED 597 Creativity in the Classroom |
| 3 credits |
| Addresses the challenge of incorporating creativity into the classroom amidst the competing demands of content-across-the-curriculum and the diverse range of student abilities. Offers K–12 teachers an opportunity to acquire and practice multiple strategies for fostering creativity in the classroom. |
| ED 598 Effective School Communications |
| 3 credits |
| Develops the skills needed to communicate effectively in school districts. Topics include the impact of communication on school effectiveness, communication in negotiations and conflict management, the effect of communication on school improvement and educational change, and interviewing and observational skills. |
Educational Leadership
See Course Prerequisites PolicyGraduate Courses
| LEAD 505 CAL Reading and Conference on Leadership and Organizations |
| 1 to 4 credits |
| Focuses on issues of organizational leadership in the schools and community. Students work with their mentor, CAL coordinator, and instructor of record to develop an independent study to strengthen theoretical understanding of organizational issues, legal aspects, and leadership at the building and district levels. Readings and assignments are determined collaboratively depending on upon the agreement between the student, practicum mentor, instructor of record, and the CAL coordinator. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership development program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements. |
| LEAD 505 CAL Reading and Conference on Culture and Diversity |
| 1 to 4 credits |
| Focuses on issues of culture and diversity in the schools and the larger community. Students work with their mentor, CAL coordinator, and instructor of record to develop an independent study to strengthen theoretical understanding of cultural and legal issues and leadership. Readings and assignments are determined collaboratively depending on upon the agreement between the student, practicum mentor, instructor of record, and the CAL coordinator. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership development program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements. |
| LEAD 505 CAL Reading and Conference on Evaluation and Assessment |
| 1 to 4 credits |
| Focuses on issues of evaluation and assessment in the schools and the community. Students work with their mentor, CAL coordinator, and instructor of record to develop an independent study to strengthen theoretical understanding of evaluation and assessment issues and legal requirements at the building and district levels. Readings and assignments are determined collaboratively depending on upon the agreement between the student, practicum mentor, instructor of record, and the CAL coordinator. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership development program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements. |
| LEAD 513 Evaluation and Management of Classroom Instruction |
| 1 credit |
| Through classroom observations, students learn to collect, analyze, and use objective data to evaluate the major elements of classroom instruction. Students practice a variety of evaluation tools. Develops management techniques and skills to provide feedback and direction to others. Students also develop their rationale for evaluative practices and create an evaluation instrument of their own. |
| LEAD 520 Administrative Portfolio |
| 1 credit |
| Supports the development of a professional portfolio for candidates who are completing their administrative license at either the initial or continuing levels. Purpose is to show evidence of meeting the Oregon Teacher Standards and Practices Commission (TSPC) requirements for the administrative licensure, Standard 7: Practicum Experience. Successful completers must meet the following criteria: evidence of a substantial and sustained practicum that is standards-based, accomplished in real settings across all authorization levels, planned and guided cooperatively, and taken for graduate credit. Candidates work with their practicum mentor, SOU supervising professor, and the LEAD program coordinator to plan, develop, and submit the portfolio. |
| LEAD 522 Curriculum Design and Educational Change |
| 1 credit |
| Engages students in applying knowledge and skills to real-world situations. Leads students beyond basic recall to high levels of achievement. Challenges students to perform a comprehensive examination of the processes, content, and assessments related to the spectrum of curriculum areas present in a K–12 instructional program. |
| LEAD 523 Issues of Educational Reform |
| 1 credit |
| Introduces students to areas of educational reform, restructuring, and change. Includes international, national, state, and local reform efforts and research into educational change. Provides personal strategies for promoting and coping with educational change efforts. |
| LEAD 524 Professional Models of Governance |
| 1 credit |
| Covers the strategies used by educators as they manage and cope with the numerous innovations and refinements to teaching and learning required in today’s schools. Focuses on the principles governing the improvement process. |
| LEAD 525 Public and Professional Relations |
| 3 credits |
| Helps teachers project a positive public image. Involves understanding the multiple audiences and the variety of forums available for articulating one’s vision of what education should be. Participants learn to communicate effectively, identify common goals, and present thoughts clearly. Introduces teachers to effective strategies for building positive relationships. |
| LEAD 528 Leadership into Practice |
| 1 to 9 credits |
| Creates conditions for teacher leadership and requires practice in principles supporting individual and collaborative growth and change. Using current understandings of the forces of educational change and the implementation of personal and professional action plans, students in the MEd/CTL Program work at their school sites to aid in teaching and learning improvement. |
| LEAD 548 Culture and Family/Community Involvement |
| 1 credit |
| Focuses on parent and community involvement in schools. Presents strategies for building strong partnerships among parents, teachers, students, and community members. A study of the differences between school culture and the diverse cultures represented by children and families provides a foundation for learning methods and programs that promote cooperation and collaboration among the school, family, and community. Considers communication strategies among school personnel and families with limited English proficiency. |
| LEAD 560 Diversity |
| 1 credit |
| Emphasizes the philosophical and epistemological perspectives of multicultural education in American public schools. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs. Introduces curriculum planning, as well as instruction and assessment techniques that help develop an effective multicultural education program at each level of education in public schools. |
| LEAD 564 Supervision and Evaluation of Instruction |
| 3 to 4 credits |
| Examines the role of building and district administrators as instructional leaders. Focuses on the theoretical and applied perspectives on effective instructional and curriculum leadership, which includes applying knowledge and skills about effective instruction and curriculum to improve teaching practices to increase student learning. |
| LEAD 579 School Improvement Measurement |
| 1 credit |
| Provides participants with a repertoire of school improvement measurement strategies that may be used for profiling students’ outcomes as part of developing a school improvement plan. Specifically addresses issues of measurement related school improvement, the purposes and products of school improvement, and possible applications of school improvement measurements to the School Improvement Plan. |
| LEAD 585 Contract Management and Human Resources |
| 3 to 4 credits |
| Explores the responsibilities central office personnel and school building administrators have with understanding, monitoring, and maintaining labor agreements that govern employment practices at the school and district levels. Considers the responsibilities associated with maintaining agreements through the collective bargaining process, as well as legal implications related to grievances, aggregations, violations, and irregularities in the management of the collective bargaining agreement and human resource management, including dispute resolution and other grievance procedures by faculty, students, parents, and community members. |
| LEAD 588 Cultural and Organizational Leadership |
| 3 to 4 credits |
| Considers advanced concepts on the application of cultural competence in relation to organizational theory, behavior, and administration. Addresses theoretical concepts from across the field of management behavior in business, industry, government, and education with a focus on cultural diversity and awareness and legal implications. Theories include dealing with how organizations are managed at both behavioral and administrative levels in diverse settings. Considers differences across the various levels of organizations, especially how they affect legal, cultural, and political aspects of schools and educational organizations. Directed toward an inquiry of effective and culturally competent organizational leadership at the district level and the various administrative components of budget, finance, evaluation, law, and assessment. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership developemnt program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements. |
| LEAD 591 School Law and Organization |
| 1 credit |
| Studies federal, state, and local legal institutions and laws that affect schools. Emphasizes governance and liability of schools. |
| LEAD 592 Humanizing Instruction |
| 1 credit |
| Relates the research, theory, and practice of humanistic psychology to the classroom, with emphasis on techniques for building a positive self-concept, resolving classroom conflict, and building effective interpersonal relationships. |
| LEAD 595 Models of Professional Growth |
| 3 credits |
| Students learn elements of reflective dialogue used to refine an educator’s curriculum, instruction, and assessment skills. Develops an understanding of efficient professional growth while providing the potential for leadership in a world of constantly evolving techniques and school reform movements. |
Collaborative Reading Courses
See Course Prerequisites PolicyGraduate Courses
| READ 509 Practicum |
| 3 credits |
| Carried out in schools and/or districts and consists of candidates working directly with students, other faculty, administrators, and the school community to fulfill various roles of the reading specialist. Explores reading teaching; literacy testing; curriculum development for various groups of readers including ELL, struggling readers, average and gifted readers; assessing and making recommendations for a school’s reading program; and developing literacy-focused professional development sessions for faculty, administrators, instructional assistants, and parents. Typically, the practicum is the final capstone course of the reading endorsement course of study. Prerequisites: 12 credit hours of coursework in literacy. |
| READ 512 Foundations of Literacy, ECE/ELEM |
| 3 credits |
| Introduces teachers to the foundations of literacy. Examines the factors that influence literacy learning and analyzes core understandings about the nature of reading. Emphasizes consensus research findings and explores how these are translated into best practices in the classroom. Prerequisite: Graduate standing. (Learners are assumed to be elementary teachers with access to a classroom of students.) |
| READ 515 ECE Foundations of Literacy Development |
| 3 credits |
| Examines the process of early language development and the emergence of literacy, focusing on the first eight years of life. Studies literacy development in diverse contexts and examines the influence of individual, cultural, linguistic, ethnic, and racial differences, as well as ability levels. Considers ways of promoting language and literacy development, including the selection and use of activities and materials suitable for the facilitation of early literacy. Access to early childhood students is required. |
| READ 532 Writing Across the Curriculum |
| 3 credits |
| Learners will explore instructional strategies in order to guide their students in acquiring writing skills in content areas. Emphasis is on the functional teaching of writing, including designing and preparing materials to use with curriculum materials in all school subjects. |
| READ 537 Reading Across the Curriculum |
| 3 credits |
| Learners will explore and experience instructional strategies designed to guide students toward student-owned, reading-to-learn strategies in all curriculum and content areas. Emphasis is on active reading strategies focused on pre-, during-, and after-reading. |
| READ 570 Classroom Assessment and Reading Instruction |
| 3 credits |
| Provides teachers an understanding of issues related to reading instruction and assessment. Practicing educators are provided research-validated strategies and assessment tools to inform instruction, meet the needs of individual learners, and develop an understanding of the issues related to effective reading instruction. Focuses on the integral relationship between informal classroom assessments and effective instructional strategies within the context of a balanced reading approach. Prerequisite: Learners are assumed to be teachers with access to students in the PK–12 grade level. |
| READ 572 ECE Reading Assessment |
| 3 credits |
| Examines varieties of assessment for early reading and literacy, focusing on the first eight years of life. Studies current reading assessment approaches within diverse contexts and examines the influence of individual, cultural, linguistic, ethnic, and racial differences, as well as abilities and disabilities. Considers ways of sharing reading assessment information that identifies children in need of prevention. Covers early-intervention planning with early childhood educators and family members. Access to early childhood students is required. |
| READ 580 Leadership in Reading Programs |
| 3 credits |
| Explores the role of the reading specialist as a teacher and school literacy leader; how curriculum is developed; the role of coach, supervisor, and professional developer; and the role of a reading advocate for all students. Prerequisite: Graduate course only, to be taken by teachers who already have a teaching license. (Many assignments are designed to be implemented in your school setting. If you are not currently teaching, you will need to find a school that will allow you to talk with the reading specialist and a few classroom teachers.) |
| READ 581 Action Research in Leadership in Literacy |
| 3 credits |
| Develops knowledge and skills in appropriate action research techniques. Participants develop an action research proposal that may be implemented in their schools or classrooms and may also be appropriate for submission to grant agencies for funding. Prerequisite: Learners are assumed to be teachers with access to elementary and/or secondary students. |
| READ 590 Children’s Literature: PK–5 |
| 3 credits |
| Explores children’s literature that includes ethnic and cultural diversity. Focuses on current and traditional works, as well as authors and illustrators of children’s books at the early childhood and elementary levels. Students share books and book-related experiences with children. Explores instructional strategies for using literature to teach reading and content subjects in the classroom. Access to early childhood or elementary-level students is required. |
| READ 593 Children’s Lit Module: PK–5 |
| 3 credits |
| Surveys literary selections in a variety of genres for early childhood and elementary children. Applies the varied use of literature to teaching reading and content subjects in classroom situations. Explores creativity for students and teachers as inspired by children’s literature. Access to early childhood or elementary-level students is required. |
Special Education Courses
See Course Prerequisites PolicyUpper Division Courses
| SPED 417/517 Curriculum for the Talented and Gifted |
| 3 credits |
| Emphasizes methods of adapting the regular classroom curriculum to mainstreamed gifted or talented students. Includes techniques for individualizing instruction, using resources, and educating parents. For regular or special classroom teachers. |
Graduate Courses
| SPED 509A September Practicum |
| 1 credit |
| In this first field experience, the special education candidate observes the activities of an experienced special educator as the school year begins. The candidate will observe and support the special education teacher with setting up the classroom, becoming acquainted with students, determining the schedule of services, and any other tasks necessary to begin the school year. Candidates will maintain a journal and gather specific information regarding assessments, curriculum, students, and ways in which services are scheduled. Activities associated with SPED 521L, 528L, and ED 519 will be conducted throughout the September Experience. May be repeated for credit. |
| SPED 509B Fall Practicum |
| 1 credit |
| As a follow-up to the September Experience, special education candidates begin to assume instructional, case management, and other activities of the special education teacher. Candidates will support their mentor by providing one-on-one and small-group instruction, attending IEP and MDT meetings, collaborating with general education teachers, and any other activity related to the role of the special education teacher. Focuses on reading instruction, gaining skills in assessing students, conducting functional behavioral assessments, and preparing for the winter work sample. Candidates will maintain a journal and gather specific information regarding assessments, curriculum, students, and ways in which services are scheduled. Activities associated with SPED 523L, 525L, and ED 529L will be conducted throughout the Fall Practicum. |
| SPED 510 Practicum II: Assessment |
| 3 credits |
| Follows Special Educator I and II assessment courses. Involves the preparation of a work sample for the Special Educator I applicant. Includes completion of a comprehensive assessment covering both language arts and math (such as the administration of a complete Woodcock-Johnson battery). |
| SPED 511 Internship: Dual Endorsement Candidates |
| 6 to 14 credits |
| The culminating experience for interns in the Dual Endorsement Special Education Program. Successful candidates will be endorsed to teach in both special education and general education settings. A half-day, full-term internship experience designed to give the intern maximum opportunity to direct and manage a special education setting to which they are assigned. When appropriate, interns assume total responsibility for student instruction, scheduling, management, and mainstreaming, as well as working with classroom assistants, parents, volunteers, and regular education staff whenever possible. |
| SPED 515 Understanding the Needs of the Talented and Gifted |
| 3 credits |
| Introduces the regular classroom teacher, administrator, or parent to the education of gifted children. Includes historical perspectives, characteristics of gifted and talented students, definitions of giftedness, principles of acceleration and enrichment, parenting, and legal issues. |
| SPED 516 Identification and Assessment of the Gifted or Talented Child |
| 3 credits |
| Introduces the basics of assessment techniques for identifying traits of giftedness and types of talent. Considers standardized and informal testing procedures, types of instruments used, and Oregon statutory requirements. |
| SPED 518 Models for Developing Programs for the Talented and Gifted |
| 3 credits |
| Presents current K–12 models and systems for teaching talented and gifted students. Examines possible implementations of these approaches. Investigates research behind the models and explores techniques used for recognizing and developing the full potential of talented and gifted individuals in public schools. |
| SPED 520 Law and Policy |
| 4 credits |
| Provides an overview of laws and litigation affecting special education. Includes the development of laws that govern special education beginning with P.L. 94–142 through the current re-authorization of IDEIA. Reviews section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. Includes a review of major litigation since 1954 that has shaped and continues to influence special education practices. Intended for students in the Stand-Alone endorsement program. |
| SPED 521 Family and Community Services |
| 3 credits |
| Discusses collaboration with parents, colleagues in general and special education, and community agencies. Addresses diversity and cultural competence from a social justice perspective. Candidates are expected to have the knowledge and ability to communicate with agencies outside the school that impact individuals with disabilities. Intended for students in the Stand-Alone endorsement program. |
| SPED 521L Family and Community Services Lab |
| 1 credit |
| As part of September Experience, candidates utilize information from Family and Community Services (SPED 521) to detail the roles and responsibilities of the special educator and support staff within the special education setting; begin working in collaboration with either a MAT pre-service teacher or a general educator in the general education setting; and describe the learning environment within the special education and general education settings. Intended for students in the Stand-Alone endorsement program. |
| SPED 522 Administration and Interpretation of Assessment Instruments |
| 3 credits |
| As a sequence to SPED 527, prepares teachers to interpret results from standardized norm referenced assessments, as well as teacher-made, curriculum-based assessment instruments commonly used in public schools. Covers writing assessment reports, as well as interpreting the reports of others and explaining the results to parents and other teachers. Intended for students in the Stand-Alone endorsement program. |
| SPED 522L Administration and Interpretation of Assessment Lab |
| 1 credit |
| Provides candidates with an opportunity to extend their skills in conducting and administering formal and informal assessments, as well as interpreting the results to targeted students in the field setting. A major component of the winter term work sample. Intended for students in the Stand-Alone endorsement program. |
| SPED 523 Behavior Management |
| 3 credits |
| Introduces the theory, vocabulary, principles, and techniques for fostering a learning environment with a positive atmosphere. Includes a variety of management models, ways to preserve the dignity and human rights of students with disabilities, and legal and district policy responsibilities regarding behavior and behavior management. Candidates learn strategies for assessing individual and group behavior and apply theories to develop behavior management plans for both group and individual students. Intended for students in the Stand-Alone endorsement program. |
| SPED 523L Behavior Management Lab |
| 1 credit |
| Provides candidates the opportunity to gain practical experience to conduct functional behavioral analyses, develop behavioral intervention plans, and implement the plans in the field setting. Provides candidates opportunities to begin to understand how classroom and behavior management strategies and techniques apply in the field. Intended for students in the Stand-Alone endorsement program. |
| SPED 524 Interventions in Academic Skills: Mathematics Methods |
| 3 credits |
| Provides instruction in the planning, development, and implementation of academic curricula and lessons for the student with special needs, with emphasis on mathematics. Major topics include modifying the general education curricula, developing parallel curricula, and providing supplemental curricula. Emphasizes creating opportunites for students with special needs to succeed in a general education setting by utilizing appropriate modifications whenever possible. Intended for students in the Stand-Alone endorsement program. |
| SPED 524L Interventions in Academic Skills: Mathematics Methods Skills Lab |
| 1 credit |
| Provides candidates the opportunity to use their skills to design and implement effective instruction to targeted students in the field setting. A major component of the Winter Term Work Sample, along with SPED 522L. Intended for students in the Stand-Alone endorsement program. |
| SPED 525 Interventions in Functional Skills |
| 3 credits |
| Develops candidates’ skills in designing interventions for students with severe disabilities. Includes instruction in self-help skill development, social skills, home-living management, recreational activities, dietary instruction, and a variety of living and family-life skills. Discusses transitions from early educational settings to those provided for the older student, with a primary focus on the transition from school to community life. Intended for students in the Stand-Alone endorsement program. |
| SPED 525L Interventions in Functional Skills Lab |
| 1 credit |
| Provides candidates the opportunity to spend extended time in a variety of special education settings. Candidates are assigned to observe and work in severe needs and other special education settings as a part of this and other lab activities. Intended for students in the Stand-Alone endorsement program. |
| SPED 526 IEP Development |
| 3 credits |
| Covers the preparation, development, implementation, and evaluation of the IEP and all of the review procedures relating to individualized programming. Prepares special education teachers to plan and conduct meetings in accordance with federal, state, and district regulations. Bridges information gained in assessment and intervention classes and provides practical experience in developing programs based on that information. Introduces technology appropriate to the development and maintenance of records. Intended for students in the Stand-Alone endorsement program. |
| SPED 526L IEP Development Lab |
| 1 credit |
| Allows candidates to develop IEPs for a variety of students in the field setting. Familiarizes candidates with the development and implementation of the IEP. Sets the foundation for candidates to lead IEP meetings during spring term. In addition, the IEP will be the framework for the Winter Term Work Sample. Intended for students in the Stand-Alone endorsement program. |
| SPED 528 Characteristics of Exceptionalities |
| 3 credits |
| Focuses on the categories of disability included in the Individuals with Disabilities Education Improvement Act. Includes information about organic and environmental causes of disabilities, definitions for each category of eligibility, and criteria for identifying students under each eligibility category. Intended for students in the Stand-Alone endorsement program. |
| SPED 528L Characteristics of Exceptionalities Lab |
| 1 credit |
| As part of September Experience, candidates utilize the information from SPED 528 to detail the caseload of their mentor teacher or current special education placement, describe the characteristics of students within the caseload, and begin to document strategies and techniques to engage learners in a variety of settings. Intended for students in the Stand-Alone endorsement program. |
| SPED 529 Interventions in Academic Skills: Reading Methods |
| 3 credits |
| Prepares students to extend their study of classroom teaching processes by integrating information and knowledge from other courses taken during the fall term into the study of learning to read and best practices in reading instruction. Emphasizes effective strategies for standards-based reading education, assessment, and creating effective learning experiences for diverse learners. Intended for students in the Stand-Alone endorsement program. |
| SPED 529L Interventions in Academic Skills: Reading Methods Lab |
| 1 credit |
| Provides students opportunities to gain practical experience in designing and implementing reading instruction in their field setting. Instructional plans designed during this lab serve as the basis for the Winter and Spring Term Work Samples. Intended for students in the Stand-Alone endorsement program. |
| SPED 530 Law and Policy |
| 4 credits |
| Provides an overview of laws and litigation affecting special education. Includes the development of laws that govern special education beginning with P.L. 94-142 through the current re-authorization of IDEIA, a review of section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act. Includes a review of major litigation since 1954 that has shaped and continues to influence special education practices. Intended for students in the Dual endorsement program and the Stand-Alone endorsement program. |
| SPED 531 Family and Community Services |
| 3 credits |
| Discusses collaboration and consultation with parents, colleagues in general and special education, and community agencies. Addresses diversity and cultural competence from a social justice perspective. Students are expected to have the knowledge and ability to communicate with agencies outside the school that impact individuals with disabilities. Intended for students in the Dual endorsement program. |
| SPED 531L Family and Community Services Lab |
| 1 credit |
| As part of September Experience, students utilize the information from SPED 531 to detail the roles and responsibilities of the special educator and support staff within the special education setting, work in collaboration with either a MAT preservice teacher or a general educator in the general education setting, and describe the learning environment within the special education and general education settings. Intended for students in the Dual endorsement program. |
| SPED 532 Administration and Interpretation of Assessment Instruments |
| 3 credits |
| Prepares teachers to interpret results from standardized norm referenced assessments, as well as teacher-made, curriculum-based assessment instruments commonly used in public schools. Covers writing assessment reports, as well as interpreting the reports of others and explaining the results to parents and other teachers. Intended for students in the Dual endorsement program. |
| SPED 532L Administration and Interpretation of Assessment Instruments Lab |
| 1 credit |
| Provides students the opportunity to extend their skills in conducting and administering formal and informal assessments and interpreting the results to targeted students in the field setting. Serves as a major component of the Winter Term Work Sample. Intended for students in the Dual endorsement program. |
| SPED 533 Behavior Management |
| 3 credits |
| Introduces the theory, vocabulary, principles, and techniques for fostering a learning environment with a positive atmosphere. Includes a variety of management models, ways to preserve the dignity and human rights of students with disabilities, and legal and district policy responsibilities regarding behavior and behavior management. Students learn strategies for assessing individual and group behavior and apply theories to develop behavior management plans for both groups and individual students. Intended for students in the Dual endorsement program. |
| SPED 533L Behavior Management Lab |
| 1 credit |
| Provides students the opportunity to gain practical experience to conduct functional behavioral analyses, develop behavioral intervention plans, and implement the plans in the field setting. Explores opportunities to begin to understand how classroom and behavior management strategies and techniques apply in the field. Intended for students in the Dual endorsement program. |
| SPED 534 Interventions in Academic Skills: Mathematics Methods |
| 3 credits |
| Provides instruction in the planning, development, and implementation of academic curriculum and lessons for the student with special needs, with emphasis on mathematics. major topics include modifying the general education curriculum, developing parallel curriculum, and providing supplemental curriculum. Emphasizes creating opportunities for students with special needs to succeed in a general education setting by utilizing appropriate modifications whenever possible. Intended for students in the Dual endorsement program. |
| SPED 534L Interventions in Academic Skills: Mathematics Methods Lab |
| 1 credit |
| Provides students the opportunity to use their skills to design and implement effective instruction to targeted students in the field setting. This lab, along with SPED 532L, is a major component of the Winter Term Work Sample. Intended for students in the Dual endorsement program. |
| SPED 535 Interventions in Functional Skills |
| 3 credits |
| Develops skills in designing interventions for students with severe disabilities. Includes instruction in self-help skill development, social skills, home-living management, recreational activities, dietary instruction, and a variety of living and family-life skills. Discusses transitions from early educational settings to those provided for the older student, with a primary focus on the transition from school to community life. Intended for students in the Dual endorsement program. |
| SPED 535L Interventions in Functional Skills Lab |
| 1 credit |
| Provides opportunities to spend extended time in a variety of special education settings. Students observe and work in severe needs and other special education settings as a part of this and other lab activities. Intended for students in the Dual endorsement program. |
| SPED 536 IEP Development |
| 3 credits |
| Covers the preparation, development, implementation, and evaluation of the IEP and all of the review procedures relating to individualized programming. Prepares special education teachers to plan and conduct meetings in accordance with federal, state, and district regulations. Bridges information gained in assessment and interventions classes and provides practical experience in developing programs based on that information. Introduces technology appropriate to the development and maintenance of records. Intended for students in the Dual endorsement program. |
| SPED 536L IEP Development Lab |
| 1 credit |
| Covers developing IEPs for a variety of students in the field setting, including development and implementation of the IEP. Sets the foundation for leading IEP meetings during the Spring Term. In addition, the IEP is the framework for the Winter Term Work Sample. Intended for students in the Dual endorsement program. |
| SPED 538 Characteristics of Exceptionalities |
| 3 credits |
| Focuses on the categories of exceptionalities included in the Individuals with Disabilities Education Improvement Act and Oregon OARs. Includes information about causes of exceptionalities, definitions for each category of eligibility, and criteria for identifying students under each eligibility category. Intended for students in the Dual endorsement program. |
| SPED 538L Characteristics of Exceptionalities Lab |
| 1 credit |
| As part of September Experience, students utilize the information from SPED 538 to detail the case load of their mentor teacher or current special education placement, describe the characteristics of students within the case load, and begin to document strategies and techniques to engage learners in a variety of settings. Intended for students in the Dual endorsement program. |
| SPED 539 Interventions in Academic Skills: Reading Methods |
| 3 credits |
| Prepares students to extend their study of classroom teaching processes by integrating information and knowledge from other courses taken during the fall term into the study of learning to read and best practices in reading instruction. Emphasizes effective strategies for standards-based reading education, assessment, and creating effective learning experiences for diverse learners. Intended for students in the Dual endorsement program. |
| SPED 539L Interventions in Academic Skills: Reading Methods Lab |
| 1 credit |
| Provides opportunities to gain practical experience in designing and implementing reading instruction in a field setting. Instructional plans designed during this lab serve as the basis for the Winter and Spring Term Work Samples. Intended for students in the Dual endorsement program. |
| SPED 540 Student Teaching |
| 3 credits |
| Students assist a special education teacher to deliver services to students with special needs. Students conduct formal and informal assessments within the special education setting or other identified students; attend special education related meetings; collaborate with special and general education colleagues; and complete field work required for other classes. |
| SPED 550 Student Teaching |
| 1 to 14 credits |
| Provides a full-day experience that includes the preparation of a work sample and participation in the activities of a functioning special education setting. Requires students to demonstrate competency in all areas of special education, including assessment, instruction, planning, and evaluation. Prerequisite: Completion of the Stand-Alone Special Education Program coursework. |
| SPED 551 Multiple Disabilities |
| 3 credits |
| Intended for instructors dealing with students who have severe or multiple disabilities. Includes the latest information on medical and related services, such as speech and physical therapy techniques and assistive devices. Explores techniques for serving students with low-incidence disabilities (including complex syndromes); deaf, blind, and deaf-blind students; and others who need specialized interventions. |
| SPED 552 Advanced Interventions in Academic Skills |
| 3 credits |
| Features interventions for students with mild or moderate disabilities who function well in academic areas. Includes practical, contemporary techniques for achieving academic goals and objectives in reading, language, math, and other basic skill areas. Broadens and supplements the skills and knowledge of a licensed special educator. |
| SPED 553 Advanced Interventions in Functional Skills |
| 3 credits |
| Offers licensed special education teachers advanced information on instruction in functional skill areas such as independent living, vocational opportunities, family life, recreation, home economics, nutrition, self-help skills, and community agency assistance programs. |
| SPED 554 Advanced Assessment and Diagnosis |
| 3 credits |
| Focuses on the application of commonly used formal and informal diagnostic instruments. Details the administration of several types of instruments. Includes an examination of alternative assessment procedures using techniques such as informal or qualitative observation techniques, portfolio preparation and analysis, authentic assessment, and curriculum-based assessment. |
| SPED 555 Advanced Legal Issues |
| 3 credits |
| Expands a good basic understanding of special education law through investigating case law and current controversial issues in legal matters. Includes case analysis, reading of legal briefs, application of state and federal law to district practice, and preparation techniques for due process hearings. |
| SPED 556 Advanced Techniques in Behavior Management |
| 3 credits |
| Provides an in-depth examination of curriculum and program development, special methods, techniques of management, and procedures in public school settings for students with difficult behavior challenges. Includes the application of IDEA 1997 guidelines to drug and weapons violations and FAPE in alternative settings. Examines the conflict between the least-restrictive–setting principle and the constraints of unusual behavioral interventions. |
| SPED 557 Current Issues in Special Education |
| 3 credits |
| Offers an in-depth study of controversial issues in special education for the practicing special education teacher. Examines current thought, curriculum, and practice from differing points of view through participation in seminar discussions, debates, and research. Requires students to defend several sides of controversial issues and to articulate the rationale for practices that may be misunderstood or contested by others. |
| SPED 558 Theory, Assessment, and Diagnosis of Autism |
| 3 credits |
| Emphasizes the etiology, history, definition, and assessment of the many manifestations and symptoms of this pervasive disability. Includes visits to field-based settings and discussions with experts. |
| SPED 559 Direct Intervention Strategies for Autism |
| 3 credits |
| Introduces a variety of curriculum methods, intervention techniques, and practical strategies for dealing with autistic students of all ages. Includes hands-on instruction opportunities, as well as lesson planning and goal-determination experience. |
| SPED 560 Practicum in Autism |
| 3 credits |
| Students gain substantial experience working with autistic children. Includes completion of a work sample. |
