Education
541-552-6286
Geoffrey Mills, Dean
William Greene, Chair
At Southern Oregon University, teacher education is designed to
ensure that students who satisfactorily complete programs in education are
prepared to meet the educational needs of a changing society. The programs
enable students to meet licensing requirements set forth by the state of
Oregon. All master’s degree programs adhere to the policies outlined in
the School Areas Graduate Program Handbook.
Undergraduates interested in early childhood or elementary
teaching licenses may choose to major in a specific academic subject.
These students are advised to consult the Education Department for
guidance as they develop their course of study to ensure course
prerequisites will be met. Undergraduates who are interested in qualifying
for middle school or high school teaching licenses are advised to major in
the specific academic subject they expect to teach. Students interested in
special education are urged to contact the Education Department for
information regarding an appropriate undergraduate major. Since there are
other admission requirements for these programs, students are advised to
contact the Education Department for assistance. Undergraduates may choose
to minor in Education.
Initial Licensure Programs
The Education Department offers initial licensure programs in
early childhood, elementary, middle school, high school, and special
education. Students who complete these programs are eligible for a
master’s degree, as well as a recommendation to the Oregon Teacher
Standards and Practices Commission (TSPC) for a teaching
license.
Potential applicants are urged to contact the Education
Department at least two years prior to the time they wish to begin a
program so they can plan to meet all the admission criteria by the
application deadline. Application deadlines are typically five to six
months prior to the start of a program. Enrollment caps have been placed
on all initial licensure programs. Contact the Education Department at
541-552-6286 for application deadlines and enrollment
limitations.
The Master of Arts in Teaching Program
The Master of Arts in Teaching (MAT) Program is a yearlong
program beginning in July and ending the following July. 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 4)
Elementary (grades 3–8)
Middle school (grades 5–9)
High school (grades 7–12)
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 a
subject preparation area and show competency in their area by
completing a major in the subject area, passing the appropriate
Praxis Specialty Area Test, or completing prerequisite courses for
the subject area designated in the Education Department listing.
Those applying to the middle/high school authorization levels must
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 Education
Department 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.
- Applicants to the program are required to have a
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 Education
Department 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 admission.
Candidates for the early childhood/elementary and elementary/middle
school authorization levels must pass the Praxis Multiple Subjects
Assessment for Teachers (MSAT) exams. Candidates for the middle/high
school authorization levels are required to pass the Praxis test in
their chosen endorsement area. Please contact the Education
Department 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
(35–39 credits)
| Educational Technology (Ed 534) | 3 |
| Curriculum, Instruction, and Assessment (Ed
557) | 6 |
| Special Methods (Ed 558) | 2–6 |
| Foundations/Research (Ed 559) | 6 |
| 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, Collaboration (Ed
567) | 3 |
| Integration Projects (Ed 568) | 3 |
MAT Field Experience
(32 credits)
Special Education Programs
Southern Oregon University offers two special education
programs. The Dual Program is for individuals who already hold a
teaching license. Completion of the Dual Program allows such persons to
add the special education endorsement to an existing teaching license.
This 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 46 credits of coursework.
The Stand-Alone Program allows candidates to become licensed
to teach special education students. When successfully completed, the
Stand-Alone Program results in a master of arts in education and our
recommendation to TSPC for an initial Oregon teaching license with a
Special Education Endorsement. The Stand-Alone Program is a full-year,
full-time program. Beginning with the summer session, the candidate
progresses through fall, winter, and spring quarters and completes the
coursework at the end of the second summer session.
Persons seeking admission to either program must have at
least a 3.0 GPA, pass a basic skills test (e.g., CBEST or PPST), have
taken a foundations of special education course, and have documented
experience working with children, preferably children with
exceptionalities. In addition, applicants for the Dual program must
hold, or be eligible for, an Oregon teaching license.
Candidates for both programs must complete an
antidiscrimination workshop and pass the Praxis Specialty Test in
Special Education. In addition, Dual 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.
Dual Program Course Requirements
(46 credits)
| Practicum I: September Experience (SpEd
509) | 1 |
| Practicum II: Assessment (SpEd 510) | 3 |
| Internship and Seminar (SpEd 511) | 6 |
| Law and Policy (SpEd 520) | 4 |
| Family and Community Services (SpEd 521) | 4 |
| Administration and Interpretation of Assessment
Instruments (SpEd 522) | 4 |
| Behavior Management (SpEd 523) | 4 |
| Interventions in Academic Skills (SpEd
524) | 4 |
| Interventions in Functional Skills (SpEd
525) | 4 |
| IEP Development/Implementation (SpEd 526) | 4 |
| Theory and Tools of Assessment (SpEd 527) | 4 |
| Medical Aspects of Disability (SpEd 528) | 4 |
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
(71 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.
| Field Experience: Understanding the Learner (Ed
515) | 2 |
| Action Research (Ed 519) | 3 |
| Curriculum, Instruction, and Assessment: Reading (Ed
557) | 3 |
| Curriculum, Instruction, and Assessment: Math (Ed 557)
| 3 |
| Human Relations (Ed 566) | 2 |
| Practicum I: September Experience (SpEd
509) | 1 |
| Practicum II: Assessment (SpEd 510) | 3 |
| Law and Policy (SpEd 520) | 4 |
| Family and Community Services (SpEd 521) | 4 |
| Administration and Interpretation of Assessment
Instruments (SpEd 522) | 4 |
| Behavior Management (SpEd 523) | 4 |
| Interventions in Academic Skills (SpEd
524) | 4 |
| Interventions in Functional Skills (SpEd 525)
| 4 |
| IEP Development/Implementation (SpEd 526) | 4 |
| Theory and Tools of Assessment (SpEd 527) | 4 |
| Medical Aspects of Disability (SpEd 528) | 4 |
| Student Teaching (SpEd 550) | 15 |
| Elective | 3 |
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 level
teaching require passing scores on the Multiple Subjects Assessment
for Teachers (MSAT).
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 2002–03, 128 students were enrolled in initial licensure
programs at SOU and were supervised in student-teaching experiences by
twenty-nine full-time and part-time faculty (with a student-to-faculty
ratio of 4.4:1). 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).
Web Site Information
A complete version of the SOU “report card” may be viewed
at www.sou.edu/education.
Master’s Degree Programs
The master of arts and master of science degrees in education
are offered under two programs. The first is for those who have
completed the Fifth Year Teacher Licensing Program at SOU. The second is
for those who have met the requirements for basic or initial licensure
by completing an undergraduate teacher education program at this or
another regionally accredited institution. The second is described under
Master of Arts or Science in Education and Continuing Teaching License
Program on page 136.
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 (misassignment) 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 Education Department at 552-6996.
Fifth Year Program Applicants for Master’s
Degree
Persons who completed elementary and secondary licensing
requirements under the Fifth Year Education Program by the end of the
1997–98 academic year are not required to finish their master’s degree
to be eligible for a basic or standard teaching credential. Therefore,
continued enrollment in the program to obtain the master’s degree is
optional. The following information is provided for those who finished
the licensing phase of the Fifth Year Education Program and plan to
complete all work required for the master’s degree in either
elementary or secondary education.
All education coursework offered in the Fifth Year
Licensing Program was at the graduate level and counted toward the
master of arts or master of science in education. Student teaching
does not count toward a master’s degree. The master’s degree may be
completed by taking 21 to 24 additional credits beyond those required
for licensing. These additional credits must be completed within seven
years of the date that the first course in the fifth year program was
completed. Typically, courses for the master’s degree are scheduled in
the late afternoons, evenings, and summer to enable employed teachers
to attend.
Requirements for the Master of Arts or Science in
Elementary Education for Fifth Year Graduates
As previously stated, the state of Oregon does not require
teachers to complete a master’s degree to be eligible for a basic or
standard teaching license if they earned their basic license through
the SOU Fifth Year Program by the end of the 1997–98 academic year.
Completion of the master’s degree program is optional for these
students.
Students who completed the coursework for their basic
elementary license choose an option for completing the additional
credits for a master’s degree in elementary education. They may choose
to complete a program of study in curriculum and instruction, special
education, early childhood education, or reading. Regardless of the
option chosen, all candidates for the master’s degree must complete a
course on research.
These courses may be taken in any order. Students are
advised to take Ed 512 (Educational Research) or 519 (Action Research)
early in the program.
The rules governing completion of the fifth year master’s
degree in elementary education allow students to take some or all of
the remaining 21 to 23 credits at other accredited institutions. This
should be done only after the Proposed Completion of Master of Arts or
Science Degree form has been approved by the Education Department. In
each case where a course from another institution is to be substituted
for a course at SOU, the student must gain prior permission for the
substitution from the SOU Education Department graduate
coordinator.
Curriculum and Instruction Option
(21 credits)
| Research (Ed 512 or 519) | 3 |
| Foundations in Education (Ed 514, 541, 542, or
561) | 3 |
| Advanced Curriculum and Instruction (Ed 522, 571, 590,
or an approved 507) | 3 |
| Required Concentration (graduate level) (Subject
matter coursework appropriate for elementary school teachers or
education courses. To be planned with an assigned
advisor.) | 12 |
Early Childhood Education Option
(23 credits)
| Research (Ed 512 or 519) | 3 |
| Student Teaching: Early Childhood (Ed
552) | 2 |
| Foundations in Early Childhood (Ed 580) | 3 |
| Curriculum Design in Early Childhood (Ed 584) or
Assessment and Planning in Early Intervention (Ed
585) | 3 |
| Curriculum Content in ECE (Ed 586) | 3 |
| Family, School, and Community Relations in ECE (Ed
587) | 3 |
| Early Language and Literacy Development (Ed
588) | 3 |
| Interpersonal Relations and Group Management (Ed
589) | 3 |
Reading Option
(21–22 credits)
| Research (Ed 512 or 519) | 3 |
| Reading Programs: Curriculum/Instruction, K–12 (Ed
540) | 3 |
| Seminar: Current Research in Reading, K–12 (Ed 574)
(taken after all other reading coursework is
completed) | 3 |
| Reading Comprehension, K–12 (Ed 575) | 3 |
| Readers at Risk: Assessment, K–12 (Ed
576) | 3 |
| Reading and reading-related courses (Ed 565, 569, 588,
SpEd 524, 552, Eng 589, 590) | 6–7 |
Exit Requirements for Elementary Fifth Year Master’s
Degree
Candidates for the elementary fifth year master’s degree
must have obtained passing scores on the Multiple Subjects Assessment
for Teachers Exam (MSAT) or passing scores on the former NTE Core
Battery exams in Communication Skills and General Knowledge to
complete the master’s degree program. These tests are required at the
time the basic license application is submitted.
Requirements for the Master of Arts or Science in
Secondary Education for Fifth Year Graduates
The state of Oregon does not require teachers to complete a
master’s degree to be eligible for a basic or standard teaching
credential if they earned their basic license through the SOU Fifth
Year Program no later than the 1997–1998 academic year. Enrollment in
the remainder of the master’s program is optional for these
students.
Master’s degree requirements for the Fifth Year Program
consist of 21 additional credits. Secondary candidates must take 12
credits in subject area coursework and 9 credits in
education.
Courses in this section may be taken in any order. Students
are advised to take Ed 512 or 519 early in the program.
The rules governing completion of the fifth year master’s
degree in secondary education allow students to take some or all of
the remaining 21 credits at other accredited institutions. This should
be done only after the Proposed Completion of Master of Arts or
Science Degree form has been approved by the Education Department. To
substitute a course from another institution for an SOU course,
students must gain prior consent from the Education Department
graduate coordinator.
Required Education Courses
(21 credits)
| Research (Ed 512 or 519) | 3 |
| Foundations in Education (Ed 514, 541, 542, or
561) | 3 |
| Advanced Curriculum and Instruction (Ed 522, 571,
590, or an approved Ed 507) | 3 |
| Subject Area Courses (chosen under the direction of
the subject area advisor) | 12 |
Exit Exam Requirements for the Secondary Fifth Year
Master’s Degree
Candidates for the secondary fifth year master’s degree
must have obtained a passing score on one or more Praxis Specialty
Area tests in the endorsement (subject) area of the degree. These
tests are required at the time the basic license application is
submitted.
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 and Continuing
Teaching License Program
MEd/CTL Program for Teachers Who Completed an Undergraduate
or Postbaccalaureate Initial Licensure Program
Under the Oregon Teachers Standards and Practices Commission
(TSPC) Division 17 regulations, all teachers seeking a Continuing
Teaching License (CTL) must also have a master’s degree. To continue
teaching in the state after January 15, 1999, teachers who come under
the provision of Division 17 must meet the master’s degree
requirements.
Written in the form of teacher competencies, these
regulations are expected to be met by teachers completing the MEd who
are seeking the Continuing Teaching License (CTL). The CTL standards
differentiate between initial and continuing license candidates. It is
the intent of the MEd/CTL Program to provide candidates with the
knowledge and skills necessary to demonstrate the advanced competencies
defined by TSPC. Upon completion of this program, participants will be
able to demonstrate:
- 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. Contact the Education
Department at 541-552-6996 for more information.
Overview of the MEd/CTL Program
The Master’s Degree and Continuing Teaching License Program
at SOU 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; and
- Opportunities for students to explore special programs
and offerings.
General Outline of the MEd/CTL Program
Core Competency Areas
(18 credits)
| Research Competency 3 | |
| Assessment Competency 3 | |
| Leadership Competency | 3 |
| Diversity Competency | 3 |
| Foundations Competency | 3 |
| Pedagogy Competency | 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 assessment.
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 | |
| English as a Second Language | |
| Special Education | |
| Special Studies | |
| Electives | 6 |
Requirements for Admission to the MEd/CTL
Program
- Possess a baccalaureate degree from an accredited
college or university.
- Complete an approved teacher education program, making
the applicant eligible for an Oregon Basic or Initial Teaching
License.
- 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.
- Demonstrate basic literacy skills in reading, writing,
and mathematics by completing one of the following:
- Pass the California Basic Educational Skills Test
(CBEST) with a total score of at least 123, with no scores
less than 37 on each of the three content areas of the
test;
- Pass the Praxis I Pre-Professional Skills Test
(PPST) with a score of at least 174 on Reading, 171 on
Writing, and 175 on the Math sections of the test;
- Pass the former Praxis I Computer-Based Test (CBT)
with a score of at least 321 on Reading, 317 on Writing, and
320 on Math;
- Pass the former National Teacher’s Exam (NTE) Core
Battery Communication Skills with a score of at least 659 and
General Knowledge with a score of at least 654; or
- Document five years of successful full-time
employment in a licensed position in public
schools.
- 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 a least 666.
- Praxis II Specialty Area Exam(s) in endorsed
subject.
- 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.
- Apply for admission to the teacher 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
Exam (MSAT) 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.
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/CTL 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) or in a bilingual classroom. Designed for educators with
full-time teaching loads, the seven courses (and field-based
practicum) are offered in the evening, V-TEL (distance learning), and
during the summer. Teachers wishing to add the bilingual endorsement
must also demonstrate proficiency in a second language.
The program provides a strong foundation related to
language acquisition and linguistic structures and 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.
Early Childhood Development Program
In collaboration with the Early Childhood Education Program
at Rogue Community College (RCC), the Education Department 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 an option for applying to a Master of Arts in Teaching (MAT)
Program at SOU to achieve a teaching license for early
childhood/elementary levels.
For a program plan and list of degree requirements, contact
SOU's Early Childhood Development Coordinator Younghee Kim at
541-552-8247 in the Education Department. For a program description,
please visit the Early Childhood Development website that is linked to
the Education Department website.
Collaborative Reading Education and Distance Education
(CREADE) Program
The Collaborative Reading Education and Distance Education
(CREADE) 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 CREADE homepage (http://www.ous.edu/aca/CREADE/) for
information about distance-delivered courses, a 12-credit Literacy
Course of Study, a 24-credit Reading Endorsement program, tuition
assistance, and more.
Minor
(24 credits)
The Education Department 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).
(9 credits)
Required Courses
| Introduction to Teaching (Ed 251) | 3 |
| Introduction to Social Foundations in Education (Ed
252) | 3 |
| The Exceptional Child (Ed 470) | 3 |
Educational Technology
(4 credits)
| Introduction to Multimedia (AM 233) | 4 |
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) | 1–3 |
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 |
| Adolescent Literature (Eng 489) | 4 |
| Child and Adolescent Development (Psy 460) | 4 |
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 todays 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. |
| Ed 252 Introduction to Social Foundations in Education |
| 3 credits |
| Examines how schools function in todays 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. |
| 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 the 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 |
| 2 credits |
| 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 320 Technology and Learning |
| 3 credits |
| Provides an overview of and introduction to the uses of educational technology and personal computers for learning, productivity, and communication. Students gain extensive experience using a variety of media and technologies, including video, computers, projected visuals, and print graphics. Emphasizes the applications of computers to learning. |
| Ed 346 Special Studies: Child, Family, and Community |
| 1 credit |
| 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 |
| 1 credit |
| Explores how teachers include 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 |
| 1 credit |
| 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 |
| 1 credit |
| 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 Childrens 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 childrens literature. Prerequisite: Completion of all lower division General Education requirements. (Cross-listed with Eng 398.) Approved for General Education (Synthesis). |
| Ed 399 Special Studies |
| 1 to 3 credits |
| Ed 405/505 Reading and Conference |
| Credits to be arranged |
| Ed 407/507 Seminar |
| Credits to be arranged |
| Ed 409 Practicum |
| 1 to 2 credits |
| Ed 426/526 Computer Applications |
| 3 credits |
| Provides an overview of the uses of personal computers for learning, productivity, and communication for all majors. Via extensive experience, students gain proficiency in a variety of computer applications, including word processing, database management, software evaluation, and telecommunications. They also research computer applications in their areas of interest. |
| Ed 427/527 Integrating Computers into the Curriculum |
| 3 credits |
| Discusses strategies and methods for integrating computers into the curriculum. Presents computer applications as responses to pertinent educational issues and problems. Examines research on how computers affect teaching and learning. Students gain experience using the computer for teaching a variety of specific curricular areas. |
| Ed 436/536 Production of Educational Media |
| 3 credits |
| Covers the production and use of multimedia materials and equipment for communication, presentation, and education. Students gain extensive experience using a variety of media and technologies, including video, computers, projected visuals, and print graphics. Three-hour laboratory. |
| Ed 450 Mentoring Practicum |
| 1 to 2 credits |
| Teaches the importance and fundamentals of peer support, assistance, and feedback in a classroom setting. Students become involved in a public school laboratory experience under the supervision of Jackson Education Service District Migrant Education staff members. One 2-hour laboratory a week for each credit. Laboratory work includes providing support and assistance to students enrolled in Ed 251. Course applies toward a minor in education. Prerequisite: Ed 251. |
| 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, and they learn to apply basic data-taking skills. Course may be applied toward a minor in education. |
| Ed 452 Outdoor Education Experiences |
| 1 to 2 credits |
| Students participate as counselors or teachers assistants in a public school outdoor education program. Typically includes travel with a fifth- or sixth-grade class to the mountains, desert, or seashore to see how a natural setting becomes the perfect classroom for an integrated curriculum. Course credit varies in proportion to the amount of time spent in the experience. |
| Ed 453 Southern Oregon University Lead and Serve (SOULS) |
| 1 to 2 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 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 480/580 Foundations in Early Childhood |
| 3 credits |
| Introduces students to the field of early childhood education and presents an overview of historical and philosophical perspectives. Explores different approaches to ECE programming. Considers relevant issues in the field of early childhood and analyzes early education from a cross-cultural perspective. |
| 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 in Early Intervention |
| 3 credits |
| Covers the administration and interpretation of screening and assessment tools for identification and evaluation of infants, toddlers, and preschool children with special needs. Examines curricula issues and intervention strategies related to service, delivery, and advocacy for preschool 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 childs life and their interrelatedness. Focuses on understanding the importance of cooperation and collaboration between family and school, including special educators and other professionals. Explores ways to build positive relationships and strengthen communication between school and family and examines conferencing techniques. |
| Ed 488/588 Early Language and Literacy Development |
| 3 credits |
| Examines the process of language development and the emergence of literacy. 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. |
Graduate Courses
| Ed 500 Professional Development |
| 0 to 2 credits |
| Designed and sponsored by educational agencies, this course 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 |
| 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 2 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 511 September Experience |
| 1 to 2 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 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; they also 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 2 credits |
| Focuses on human development, cognition and learning, and the multiple influences on these phenomena as they relate to educational institutions. |
| Ed 516 Field Experience: Gradual Participation in Delivering Instruction |
| 1 to 2 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 517 Student Teaching: Second Authorization Level |
| 4 to 2 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 518 Student Teaching: First Authorization Level |
| 10 to 2 credits |
| Final supervised student teaching experience in a public school. Teacher education students assume the full-day classroom teachers role and responsibilities. Provides an opportunity to refine teaching style and management strategies and to be part of the total school environment. |
| Ed 519 Action Research as an Approach to School Improvement |
| 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. |
| Ed 520 Professional Portfolio |
| 1 to 2 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 they 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 todays 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 ones 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 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. 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 534 Educational Technology I, II |
| 1 to 2 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 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 537 Social Science in the Elementary School |
| 3 credits |
| Examines the procedures, goals, strategies, and materials that represent current research in the teaching and learning of social studies at the elementary level. Emphasizes the processes inherent in the various social science disciplines. Students practice a variety of instructional strategies and models of teaching that encourage critical thinking, identification of values, understanding of concepts, and use of themes from multicultural, historical, and geographic perspectives. |
| 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. Examines some commercially prepared programs, such as Math Their Way and Box It and Bag It. |
| Ed 539 Science in the Elementary School |
| 3 credits |
| Examines ways to enhance the effectiveness of science instruction by linking science study to students lives and the local community. Gives elementary and middle school teachers the tools to uncover local experts and local science resources. Examines science teaching methodology, including ways to increase inductive learning and inquiry. Emphasizes demonstrations, experiments, and hands-on activities, as well as classroom management techniques that address safety issues. |
| 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 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 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 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 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 students 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 552 Student teaching: Early Childhood2 to 6 creditsPlacements in early childhood programs enable students to engage in systematic observation and gradually assume teaching responsibilities. Promotes refinement of skills in curriculum design and delivery.Ed 557 Curriculum, Instruction, and Assessment I, II |
| 1 to 2 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 558 Special Methods I, II |
| 1 to 2 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 559 Foundations/Research I, II |
| 1 to 2 credits |
| Examines literature and research from diverse social science disciplines to present American public education in historical and social context. Emphasizes the multicultural history of public education in the U.S. and the increasing diversity of precollegiate classrooms. Provides knowledge and skills of action research techniques, with the aim of helping students implement action research projects for school improvement. Includes a practicum in which teacher education students practice action research techniques as a strategy for school improvement. |
| Ed 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 and instruction and assessment techniques that help develop an effective multicultural education program at each level of education in public schools. |
| 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 minorities, the culturally different, and the disabled. |
| Ed 562 Human Development, Cognition, and Learning |
| 3 credits |
| Facilitates an understanding of human development from conception to age twenty-one. Includes learning theories and language; cognitive, social, emotional, and physical development of children; and brain-based research. Makes connections between research on learning theories and experiences in a childs 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 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 students 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 566 Human Relations |
| 1 to 2 credits |
| Describes a broad range of interactions, including the interpersonal interactions and intrapersonal orientations of each individual. Examines human relationships and 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 567 Contemporary Issues, Leadership, and Collaboration |
| 1 to 2 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 |
| 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 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 571 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 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 Gardners Multiple Intelligences, and Daniel Golemans Emotional Intelligence as starting points. As they study their students, participants also learn about themselves and their own styles. |
| Ed 574 Seminar: Current Research in Reading, K-12 |
| 3 credits |
| Enables students to expand their knowledge of current reading research and practices. Students write a paper appropriate for publication in a professional journal or presentation at a professional conference. Includes a review of the literature. |
| 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. Prerequisites: Ed 558 and admission to teacher education. |
| Ed 576 Readers at Risk: Assessment, K-12 |
| 3 credits |
| Prepares students to assess specific strengths and needs in the reading, writing, spelling, and oral language of individuals in grades K-12, with emphasis on reading. Also focuses on the importance of each persons physical, emotional, and cultural background. |
| 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 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 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 todays 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 educators curriculum, instruction, and assessment skills. Develops an understanding of professional growth that does not involve time-consuming effort, but provides the potential for leadership in a world of constantly evolving innovative 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. |
Special Education Courses
See Course Prerequisites PolicyUpper Division Courses
| SpEd 415/515 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 416/516 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 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 class teachers. |
| SpEd 418/518 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 458/558 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 459/559 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 460/560 Practicum in Autism |
| 3 credits |
| Students gain substantial experience working with autistic children. Includes completion of a work sample. |
| SpEd 509 Practicum I: September Experience |
|
| 1 credit |
| In this first field experience, the prospective special education teacher observes the activities of an experienced special education teacher, including parent interviews, individual student instruction scheduling, and the resource room setup. May include observation of special education student testing. A daily journal is required. |
| 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 and Seminar |
| 6 credits |
| Serves as the culminating experience for the licensed educator completing the Special Educator I endorsement. Includes the preparation of a work sample and full participation in the activities of a functioning special education setting. Prior to receiving a recommendation for the endorsement, students must demonstrate competency in all areas of special education, including assessment, instruction, planning, and evaluation. Prerequisite: Completion of the Dual Special Education Program coursework. |
| SpEd 520 Law and Policy |
| 4 credits |
| Provides an overview of laws and litigation affecting special education. Covers Public Laws 94-142 EHA, 99-457, 101-476 IDEA, and 105-17 IDEA 97, as well as the ADA, section 504 of the Rehabilitation Act of 1973, and major litigation since 1954. |
| SpEd 521 Family and Community Services |
| 4 credits |
| Discusses collaboration with parents, community agencies, and school personnel. Addresses multicultural issues. Students are expected to possess the knowledge and ability to communicate with agencies outside the school that affect individuals with disabilities. Enables teachers to prepare developmentally disabled students for independent living. Covers functional skills, transition plans, and recreational activities. Includes techniques and procedures for consultation and collaboration with general educators in inclusive educational settings and for the supervision and training of teaching assistants. |
| SpEd 522 Administration and Interpretation of Assessment Instruments |
| 4 credits |
| A sequence to SpEd 527. Prepares teachers to administer assessment instruments commonly used in public schools. Features comprehensive assessments such as the Woodcock-Johnson and the Brigance Inventory, subject-specific instruments such as the Key Math and the Woodcock Reading Mastery, and screening instruments such as the Peabody Picture Vocabulary Test. |
| SpEd 523 Behavior Management |
| 4 credits |
| Introduces the theory, vocabulary, principles, and techniques of fostering a learning environment with a positive behavioral atmosphere. Includes techniques of behavior modification, a variety of management models, ways to preserve the dignity and human rights of disabled students, and legal and district policy constraints regarding behavior and behavior management. |
| SpEd 524 Interventions in Academic Skills |
| 4 credits |
| Instructs students in the planning, development, and implementation of academic curricula and lessons for the disabled student. Includes modification of the General Education curriculum, development of a parallel curriculum, and implementation of a supplemental curriculum. Requires familiarity with a variety of instructional approaches to each major subject area. |
| SpEd 525 Interventions in Functional Skills |
| 4 credits |
| Features 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 emphasis on the transition from school to community life. |
| SpEd 526 IEP Development/Implementation |
| 4 credits |
| Covers the development, preparation, implementation, and evaluation of the IEP and all of the pre-referral, referral, and review procedures related to individualized programming. Prepares special education teachers to plan and conduct meetings in accordance with federal law and state and district regulations. Introduces technology appropriate to the development and maintenance of records. |
| SpEd 527 Theory and Tools of Assessment |
| 4 credits |
| Prepares special education teachers to understand and interpret assessment and statistical data. Covers interpreting the reports of others and explaining the results to parents and other teachers, as well as relating the results to academic goals. Develops an awareness of cultural influences on assessment results. Emphasizes identifying sources of diagnostic instruments and their evaluation. |
| SpEd 528 Medical Aspects of Disability |
| 4 credits |
| Centers on the more severe aspects of disability. Covers the genetic and chromosomal elements of disability, drug and alcohol-related conditions, low-incidence disabilities and syndromes, and neural tube disorders. Identifies and describes the physiological basis for disabilities. Discusses basic physical therapy principles and emergency procedures within the classroom context. |
| SpEd 550 Student Teaching |
| 12 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. |
See Course Prerequisites PolicyUpper Division Courses
| READ 515 ECE Foundations of Literacy Development |
|
| 1 credit |
| 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 572 ECE Reading Assessment |
| 1 to 2 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 590 Childrens Literature: PK-5 |
| 3 credits |
| Explores childrens literature that includes ethnic and cultural diversity. Focuses on current and traditional works, as well as authors and illustrators of childrens 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 Childrens Lit Module: PK-5 |
|
| 1 credit |
| 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 childrens literature. Access to early childhood or elementary-level students is required. |
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