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Dental Hygiene Studies |
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DHS 491 - Dental Hygiene Capstone I
1 credit(s)
Capstone project that provides the student with an opportunity to pursue concentrated study of a dental-related topic through a research project or develop and implement a community-based program. The student teams will work with a faculty mentor to plan, implement and evaluate their capstone project. Pass/No Pass.
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DHS 492 - Dental Hygiene Capstone II
2 credit(s)
Capstone project that provides the student with an opportunity to pursue concentrated study of a dental-related topic through a research project or develop and implement a community-based program. The student will complete a final paper and present the capstone project in a public forum. Pass/No Pass.
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DHS 495 - Independent Study
Variable credit(s)
This course enables the student to pursue an individual research or program development project. May be repeated for credit. Graded Pass/No Pass
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Disability Studies |
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DS 200 - Introduction to Disability Studies
2 credit(s)
Disability Studies understands disability as referring not only to a biological or medical condition, but also to a community of people (the largest minority in the U.S.); to a civil rights movement; to a complex set of social and ethical issues; to a universal human experience; and to the ways cultures respond to different bodies, minds, and behaviors. The class will help students understand disability in its social, cultural, and ethical dimensions. It will sometimes be taught in Hawaii during Winter. Students who have successfully completed ENGW 202 - Writing About Disability should not take this course.
Core Requirement(s): Counts toward core requirement: Diverse Perspectives.
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DS 204 - Working w/People w/Disability
4 credit(s)
Combines theory and practice to strengthen student understanding of the everyday lives of people with disabilities. Time is divided between classroom learning and working directly with kids, teens, and young adults in the larger community. Students choose among a variety of activities, including summer camping on Mt Hood; playing or coaching with Unified Sports of Forest Grove; mentoring recent high school graduates transitioning to adulthood, and more. Though supported by qualified faculty and staff, students have extensive opportunities to be with and learn from members of the disability community.
Core Requirement(s): Counts toward core requirements: Civic Engagement and Social Systems and Human Behavior.
Prerequisite(s): DS 204L .
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DS 204L - Working w/People w/Disabilities Lab
This course is the experiential lab component of DS 204 . DS 204L is a prerequisite for DS 204 . Pass/No Pass.
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DS 211 - Abnormal Psychology
4 credit(s)
Students critically explore major categories of disorders, with special emphasis on dissociative identity disorder, depression, schizophrenia, and borderline personality. Questions are raised about the use of psychiatric drugs, and attention is paid to the history of insanity. This course includes both textbook and original readings. Also listed as PSY 211 .
Prerequisite(s): PSY 150 with a minimum grade of C.
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DS 275 - Internship
1-4 credit(s)
See department for details. Internship contract required.
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DS 295 - Independent Study
1 credit(s)
See department for details. Independent study contract required.
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DS 307 - Ethics, Medicine & Health Care
4 credit(s)
A study of ethical issues that arise in the health care professions. After working through the processes of moral reasoning and learning about some of the major moral theories this course will focus on major topics in health care today. Typically this course deals with such issues as abortion, physician assisted suicide, genetic manipulation and cloning, and comparative health delivery systems. Students will be able to do some independent research on a topic of their choice. Also listed as PHIL 307 .
Core Requirement(s): Counts toward core requirement: Analyzing and Interpreting Texts.
Prerequisite(s): Sophomore standing or above (30 or more completed).
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DS 310 - Disability and Education
4 credit(s)
Critically examines the education of people with dis/abilities, focusing on the historical, political, legal, social, and cultural forces that have shaped current policy and practice. Emphasis is placed on understanding education from the lived experience of people with dis/abilities. Includes civic engagement activities intended to identify and address accessibility and inclusivityconcerns in K-12 education. This course is also listed as EDUC 310
Core Requirement(s): Counts toward core requirement: Civic Engagement
Prerequisite(s): EDUC 260 and Sophomore Standing (30 or more completed credits)
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DS 361 - Disability and Performance
4 credit(s)
Will examine the cultural construction of disability through a lens of performance. Through reading, writing, discussion, and research, students will investigate issues pertaining to performers with disabilities (including casting, training, and representation); performance as activism; the performance of disability in everyday life; and the intersections of performance, disability, class, sexuality, and gender. Also listed as THEA-361
Offered: Offered Alternate years
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DS 395 - Independent Study
1-18 credit(s)
See department for details. Independent study contract required.
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DS 475 - Internship
See department for details. Internship contract required.
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DS 495 - Independent Study
See department for details. Independent study contract required.
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Economics |
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ECON 101 - Economics of Social Issues
4 credit(s)
Students will develop an understanding of core macroeconomic principles and their application to current problems and issues faced by policymakers. The course will emphasize the macroeconomic policy challenges faced by governments and central banks and describe the various tools available to meet these challenges. The course will examine alternative macroeconomic models used to characterize long-term trends and short-term fluctuations in key economic indicators such as gross domestic product, unemployment, inflation, consumer confidence, and deficits.
Core Requirement(s): Counts toward core requirement: Quantitative Reasoning.
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ECON 102 - Economics of Markets & Governments
4 credit(s)
An introduction to the basic microeconomic analysis of choice in market based economies shaped by government policy. The course emphasizes the decisions made by individuals, firms, and governments faced with scarce resources. The course examines the limitations of markets in
dealing with issues such as income inequality, unsustainable resource use, and anti-competitive
firm practices. The course examines the role played by federal, state, and local governments in influencing market outcomes.
Core Requirement(s): Counts toward core requirement: Quantitative Reasoning.
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ECON 103 - Economics of Social Issues
4 credit(s)
Students in Economics of Social Issues will examine a wide range of micro- and macroeconomic concepts by first encountering social problems described in the news media and then by learning and applying basic economic analytical frameworks to evaluate potential policy solutions. The topics covered will include poverty, income and wealth inequality, discrimination, trade, inflation, taxes, government spending and borrowing, unemployment, pollution, and the behavior of individuals and firms in a variety of market settings.
Core Requirement(s): Counts toward core requirement: Quantitative Reasoning
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ECON 181 - Introduction to Business Economics
4 credit(s)
Examines issues at both the micro- and macroeconomic level. Microeconomics focuses on the decisions made by individuals, businesses, and governments faced with scarce resources. Individuals buy goods and services from businesses in markets. Businesses seek to produce goods and services that individuals and other businesses value highly relative to costs of production. Macroeconomics studies the economy in aggregate to address issues such as unemployment, inflation, interest rates, government budget deficits and surpluses, and patterns of international trade and investment. Students will apply economic frameworks and data analysis to explore a wide-range of real-world examples.
Core Requirement(s): Counts towards core requirement: Quantitative Reasoning
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ECON 201 - History of Financial Crises
4 credit(s)
Analyze how historical events related to colonialism, trade, changing socioeconomic trends, technological, and financial innovation are related to the evolution of financial markets and institutions. At the same time, students will trace the historical evolution of economic thought on the causes and consequences of financial market crises, and analyze the effectiveness of associated policy responses. The emphasis of the course will be on identifying factors common to these crises, and on developing an appropriate conceptual framework with which to explain why financial crises continue to occur. Students who take ECON 201 for credit cannot receive credit for ECON 301.
Core Requirement(s): Counts towards core requirement Historical Context
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ECON 210 - Income Inequality and Poverty
4 credit(s)
Will develop and use basic tools of economic analysis to examine alternative theories of the underlying causes of income inequality and poverty in the United States. After identifying and discussing methods of measurement, we will analyze how increasing inequality is related to factors such as globalization, technological advancement, human capital investment, the widening skills gap, outsourcing, and the ineffectiveness of public policy initiatives aimed at helping lower income groups. We will also examine the long-term economic consequences, and compare different economic and political schools of thought that have shaped policy towards income inequality and poverty. Students receiving ECON 210 credit may not receive ECON 310 credit.
Core Requirement(s): Counts towards core requirement: SSHB
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ECON 222 - Sports Economics
4 credit(s)
In Sports Economics,students will learn basic frameworks of microeconomic analysis and apply these tools to the analysis of issuessuch asthe unusual labor market characteristics and outcomes in professionalsports, the exemption from antitrust laws under which many sports leagues operate, efforts by leagues to achieve competitive balance to attract more viewers and revenues, and public financing of sports venues. No prior knowledge of economics or sports is required to succeed in the course. Students who receive credit for ECON 222 can not receive credit for ECON 322.
Core Requirement(s): Counts toward core requirement: Social Systems and Human Behavior
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ECON 230 - Intro to Environmental Econ
4 credit(s)
Environmental economists study the role in the economy of environmental amenities such as clean air and clear water. Students will analyze the problems created by market outcomes when the full value of environmental resources used is not considered by market participants. The problems associated with estimating economic costs and benefits across time are examined. The course emphasizes the connection between economic understanding and improved public policy. The problem of climate change brought about by ongoing emissions of carbon into the atmosphere is considered as a special, pervasive case of market failure that is difficult for existing political systems to address. Students receiving ECON/ENV 230 credit may not receive ECON/ENV 333 credit. Also offered as ENV 230.
Core Requirement(s): Counts toward core requirement: Sustainability
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ECON 234 - Intro to Health Economics
4 credit(s)
Students in the health economics course will apply basic economic theory and empirical analysis to study how socioeconomic status, public policy actions, and individual decisions influence health outcomes. The economics of public and private insurance markets comprises another important area of study in the course. The functions and outcomes in the United States health care system will be studied in detail and compared with those in other nations. Students receiving ECON/PH 334 credit may not receive ECON 234 credit. Also listed as PH 234
Offered: Offered alternate years
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ECON 275 - Internship
1-4 credit(s)
See department for details. Internship contract required.
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ECON 295 - Independent Study
See department for details. Independent study contract required.
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ECON 301 - Advanced History of Financial Crises
4 credit(s)
Will trace the historical evolution of economic thought on the causes and consequences of financial market crises, and analyze the effectiveness of associated policy responses. The emphasis of the course will be on identifying factors common to these crises (low cost of borrowing, lax lending standards, leverage, asset bubbles, moral hazard, lack of transparency, derivatives, government regulations, etc.) and on developing an appropriate conceptual framework with which to explain why financial crises continue to occur. Prerequisite ECON 101 or ECON 102. Students who take ECON 201 for credit cannot receive credit for ECON 301.
Core Requirement(s): Counts towards core requirement Historical Context
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ECON 310 - Advanced Income Inequality & Poverty
4 credit(s)
Will further develop and extend the tools of analysis covered in economic principles to examine theories of the underlying causes of income inequality and poverty in the United States. These more advanced analytical frameworks will be used to investigate how increasing inequality is related to factors such as globalization, technological advancement, human capital investment, the widening skills gap, outsourcing, and the ineffectiveness of public policy initiatives aimed at helping lower income groups. Students will also conduct a supervised research project on an issue related to income inequality and poverty. Prerequisites: ECON-102 or ECON-103 Students receiving ECON 210 credit may not receive ECON 310 credit.
Core Requirement(s): Counts towards core requirement: SSHB
Prerequisite(s): ECON-102 or ECON-103 Counts towards core requirement: SSHB
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ECON 321 - Introduction to Econometrics
4 credit(s)
This course is concerned with the use of statistical methods for estimating and testing economic relationships. The course will emphasize the application of classical statistical techniques of estimation, hypothesis testing, and regression analysis to economic models. Exploration of problems arising from violations of the classical assumptions. The course incorporates extensive use of statistical software to perform data analysis, regression, and forecasting.
Prerequisite(s): ECON 101 and ECON 102 .
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ECON 322 - Advanced Sports Economics
4 credit(s)
In Advanced Sports Economics,students will apply basic and advanced frameworks of microeconomic analysis to study issues such asthe unusual labor market characteristics and outcomes in professional sports, the exemption from anti-trust laws under which many sports leagues operate, efforts by leagues to achieve competitive balance to attract more viewers and revenues, and public financing of sports venues. Students will complete a semester-long project that includes data analysis of a question related to sports economics. Students who receive credit for ECON 222 can not receive credit for ECON 322.
Prerequisite(s): ECON 103 or ECON 181
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ECON 327 - Economics Consumers Producers Govrnments
4 credit(s)
This course presents rational choice and behavioral economic models of analyzing individual choice in the presence of scarcity. The understanding of firms begins with the study of production technology and costs and proceeds to the study of firm conduct in different market settings. Throughout the course, students study of the economic efficiency of market outcomes and the effect of government policy on social goals relating to efficiency and equity. Great emphasis will be placed on the use of mathematical tools to study economic outcomes.
Prerequisite(s): ECON 101 and ECON 102 .
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ECON 328 - Macroeconomics Found Govt/Cntrl Bank Policy
4 credit(s)
Students will gain an understanding of the origins and distinguishing characteristics of alternative schools of thought in macroeconomics. Development of closed and open economy macroeconomic models used to characterize long-term trends and short-term fluctuations in gross domestic product, unemployment, inflation, and government and international deficits. Application of quantitative methods to analyze relationships among key economic indicators, examination of current economic policy challenges, and prediction of policy outcomes based on competing macroeconomic theories.
Prerequisite(s): ECON 101 , ECON 102 , and MATH 125 .
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ECON 331 - Money and Banking
4 credit(s)
Analysis of the nature and functions of money and effects of changes in the money supply; operation of commercial banks, the Federal Reserve System, and the Treasury that affect the United States’ monetary system; monetary theory; critique of various monetary policies.
Prerequisite(s): ECON 101 .
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ECON 333W - Advanced Environmental Economics
4 credit(s)
Students will apply advanced frameworks to study outcomes when market participants undervalue environmental resources such as clean air and water. Advanced tools will be applied to compare benefits and costs that occur across time and to evaluate policy responses. The advanced tools are particularly useful for assessing climate change, which poses an urgent problem that existingsystems are ill-equipped to address. Students will also conduct a supervised research project on an issue related to environmental economics. Students receiving ECON/ENV 230 credit may not receive ECON/ENV 333W credit. Also listed as ENV 333W
Core Requirement(s): Counts toward core requirement: Sustainability, Writing in the Discipline.
Prerequisite(s): ECON 102 , ECON 103 or ECON 181
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ECON 334W - Advanced Health Economics
4 credit(s)
Students in advanced health economics will apply advanced frameworks and empirical analysis to study how socioeconomic status, public policy actions, and individual decisions influence health outcomes. Students will apply advanced tools to evaluate outcomes public and private insurance marketsand to compare the US and other national systems. Students will also conduct a supervised research project on a health economic topic. Students receiving ECON/PH 234 credit may not receive ECON/PH 334 credit. Also listed as PH 334W .
Core Requirement(s): Counts toward core requirement: Quantitative Reasoning, Writing in the Discipline
Prerequisite(s): ECON 102 , ECON 103 or ECON 181
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ECON 341W - International Trade and Development
4 credit(s)
The economic analysis of globalization. International trade topics include the determinants of trade in goods and services and the effect of trade policy on national income level and distribution. Special attention will be paid to examples relevant to U.S.-Europe, U.S.-Japan, and Developed Country-Less Developed Country economic relations. Topics in international development include determinants of growth and the effect of industrial and trade policy on national income levels and distribution.
Core Requirement(s): Counts toward core requirement: International Perspectives; Writing in the Discipline.
Prerequisite(s): ECON 101 and ECON 102 .
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ECON 395 - Independent Study
See department for details. Independent study contract required.
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ECON 452 - Global Finance
4 credit(s)
Global Finance presents the corporate uses of global financial markets. Combining practical knowledge, up-to-date theories, and real-world applications, this course explores issues of currencies, foreign exchange, VaR, funds, and risk management. Also listed as BA 452 .
Prerequisite(s): BA 305 with a minimum grade of C- or ECON 331 with a minimum grade of C-.
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ECON 475 - Internship
0-6 credit(s)
See department for details. Internship contract required.
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ECON 490 - Senior Seminar
2 credit(s)
Students will develop a deep understanding of several economic policy issues by reading both popular press and scholarly literature. Students will learn how to read economic journal articles presenting theoretical and empirical research results. The course will also provide students with an understanding of where and how to collect data used in economic analysis, and the limitations that the use of data imposes on economic inference. Students will develop proposals and identify data sets for their own empirical projects to test a hypothesis related to one the topics covered in the course. Those projects will be completed in the senior thesis course (ECON 495 ).
Prerequisite(s): ECON 321 , ECON 327 , ECON 328 Instructor Consent.
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ECON 495 - Senior Thesis
2 credit(s)
Students work in consultation with their primary advisor to carry out the research plan developed in the Fall. Students present the results of their research to peers and faculty then revise their theses to address the critical feedback they receive.
Prerequisite(s): ECON 485 or ECON 490 and declared Economics major.
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Education |
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EDLL 301 - ELL Practicum
2 credit(s)
Students will explore a teaching career in elementary education by volunteering in classrooms characterized by English Language Learners. Practicum will include reading and journaling with a supervisor.
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EDLL 311 - Teaching All Learners
4 credit(s)
Introduces teacher candidates to foundational principles for teaching all learners, P-12, including teaching and learning strategies for student-centered pedagogy; content and English language learning; integrated curriculum design; assessment; and classroom organization and management. Emphasizes linkage to current standards of practice.
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EDLL 316 - Context of Schooling
2 credit(s)
Introduces teacher candidates to schools as organizations within a historical, cultural, political and social context. Explores history and current laws relating to learners’ rights and teachers’ responsibilities, with a focus on the history of laws, policy of ESL education.
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EDLL 320 - Applied Human Development & Psychology
3 credit(s)
Introduces teacher candidates to an understanding of how learning occurs and to developmental issues of learners in their classrooms: behavioral, physical, person, social, socio-linguistic, and cognitive. Relates psychology to all areas of teaching and learning. Equips teacher candidates with strategies for understanding strengths and needs of individual learners and how to plan developmentally, culturally, and linguistically responsive instruction to support learners’ strengths and needs, including those learners with exceptionalities associated with disabilities, giftedness, and English language learning.
Corequisite(s): .
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EDLL 326 - Social Studies & the Expressive Arts
4 credit(s)
Introduces multiple subjects teacher candidates to the theories, strategies, resources, and technology applications appropriate to teaching integrated social studies through expressive arts, (visual arts, music, and movement, and dramatic play). Emphasizes the linkage to current standards of practice, integrated curriculum design, and developmentally appropriate child-centered pedagogy. Explores and applies the use of the expressive arts in teaching content and academic language and literacy to English Language Learners.
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EDLL 330 - Science Methods
2 credit(s)
Introduces early childhood and elementary educators to the theories, strategies, and technology applications appropriate to science, technology, and engineering plus intergrated health and art methodologies. Emphasizes the linkage to current standards of practice, integrated curriculum design, and developmentally, culturally, and linguistically appropriate pedagogy. Develops strategies for the acquisition of academic language amd literacy in the content areas with attention to ELL instruction and assessment in science.
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EDLL 340 - Teaching Content in MS/HS
2 credit(s)
Introduces students to foundational principles for teaching specific content area(s). Emphasizes the linkage to current standards of practice, integrated curriculum design, and developmentally appropriate student-centered pedagogy. Includes integrated clinical experience and induction into professional organizations.
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EDLL 351 - Educational Linguistics
3 credit(s)
Examines the nature of language as a system of human communication. Explores how language development functions as a basis for literacy development and examines what linguistic and cultural variations are involved in language and literacy development by building a solid foundation in theories of first and second language acquisition.
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EDLL 360 - Technology Across Curriculum
2 credit(s)
Introduces educators to some of the applications for technology in education and familiarizes them with issues associated with technology use. Develops and expands teacher candidates’ skills and knowledge of educational technology appropriate to enhance language and content area instruction for ELL and bilingual students. Evaluates technology resources for quality, accuracy and effectiveness for use in diverse classrooms. Addresses classroom management and organizational strategies associated with the use of technology.
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EDLL 365 - Clinical Observation
1 credit(s)
Provides participation in a professional experience in public schools. Pass/No Pass.
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EDLL 375 - Culture, Power & Identity I
2 credit(s)
Explores the nature and role of culture, structures of power and systemic effects of prejudice and discrimination alongside developing an understanding of one’s own socially constructed identity. Develops strategies for advocacy through civil engagement in the community as a teacher leader. Defines and explores culturally responsive teaching. Includes a community/school based civic engagement project.
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EDLL 380 - Planning, Managing, Implementing and Assessing Instruction
4 credit(s)
Develops skills in managing and organizing learning for diverse learners, including English Language learners in K-12 classrooms. Examines a variety of specific curricular models, instructional skills and strategies, assessment methods, and classroom management systems, including those most effective for ELL classrooms.
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EDLL 390 - Teacher As Researcher I
2 credit(s)
Introduces teacher candidates to foundational principles of teacher action research. Candidates will develop the skills of accessing, organizing, and analyzing existing research. Candidates will learn to use data and existing research to analyze educational practice and policy at the community, school, and classroom levels.
Corequisite(s): EDLL 380 .
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EDLL 400 - Culture, Power & Identity II
2 credit(s)
Explores the nature and role of culture, structures of power and systemic effects of prejudice and discrimination alongside developing an understanding of one’s own socially constructed identity. Develops strategies for advocacy to support learners identified for special services through an Individual Education Plan, 504 plan, and struggling readers, including those identified as dyslexic. Will address the specific needs of English Language Learners included in this population.Explores the nature and role of culture, structures of power and systemic effects of prejudice and discrimination alongside developing an understanding of one’s own socially constructed identity. Develops strategies for advocacy to support learners identified for special services through an Individual Education Plan, 504 plan, and struggling readers, including those identified as dyslexic. Will address the specific needs of English Language Learners included in this population.
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EDLL 410 - Teacher As Researcher II
2 credit(s)
Students will continue exploration of teacher action research through a) analyzing their own emerging teaching practice, b) developing an area of focus for further study, and c) designing an integrated teaching/research and learning unit of study (work sample) to be implemented during school-based clinical experience.
Corequisite(s): EDLL 425 and EDLL 430 .
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EDLL 420 - Math Methods
3 credit(s)
Introduces P-8 educators to the theories, strategies, foundations and technology applications appropriate to mathematics in multiple and single subject classrooms. Emphasizes the linkage to current standards of practice, integrated curriculum design, and developmentally, culturally, and linguistically appropriate pedagogy. Develops strategies for the acquisition of academic language amd literacy in the content areas with attention to ELL instruction and assessment in mathematics.
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EDLL 425 - Literacy Methods
5 credit(s)
Explores the power of language through the study and application of comprehensive literacy. Introduces teacher candidates to the survey and implementation of specific curricular methods and assessments of comprehensive literacy for implementation in K-8 multiple and single subject classrooms, including the integration of current standards of practice and standards-based ESOL instruction.
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EDLL 430 - STEM and Methods
4 credit(s)
Introduces P-8 educators to the theories, strategies, resources, foundations and technology applications appropriate to science, technology, engineering, and mathematics, plus integrated health and art methodologies in multiple and single subject classrooms. Emphasizes the linkage to current standards of practice, integrated curriculum design, and developmentally, culturally and linguistically appropriate pedagogy. Develops strategies for the acquisition of academic language and literacy in the content areas with attention to ELL instruction and assessment in mathematics, science and health. Course includes clinical integration.
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EDLL 440 - Disciplinary Area & Language Learning
2 credit(s)
Introduces single subject endorsement teacher candidates to the application of reading and writing theories and to the development of content area literacy. Develops and expands knowledge of the nature and scope of middle school and high school reading and writing, English language learning, and of the application of ESOL methods, materials, assessments, remedial strategies, and motivation for reading, writing, and study skills.
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EDLL 441 - Science Pedagogy
6 credit(s)
Introduces aspiring secondary educators to the theories, strategies, resources, and technology applications appropriate to science curriculum and instruction. Emphasizes research-based teaching and evaluation methods, as well as an in-depth analysis of national and state content-area standards. Includes applications of science project-based learning in community and service-learning contexts.
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EDLL 442 - Mathematics Pedagogy
6 credit(s)
Introduces aspiring secondary educators to the theories, strategies, resources, and technology applications appropriate to mathematics curriculum and instruction. Emphasizes research-based teaching and evaluation methods, as well as an in-depth analysis of national and state content-area standards. Includes applications of mathematics project-based learning in community and service-learning contexts.
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EDLL 443 - Language Arts Pedagogy
6 credit(s)
Introduces aspiring secondary educators to the theories, strategies, resources, and technology applications appropriate to language arts curriculum and instruction. Emphasizes research-based teaching and evaluation methods, as well as an in-depth analysis of national and state content-area standards. Includes applications of language arts project-based learning in community and service-learning contexts.
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EDLL 444 - Social Studies Pedagogy
6 credit(s)
Introduces aspiring secondary educators to the theories, strategies, resources, and technology applications appropriate to social studies curriculum and instruction. Emphasizes research-based teaching and evaluation methods, as well as an in-depth analysis of national and state content-area standards. Includes applications of social studies project-based learning in community and service-learning contexts.
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EDLL 450 - Culture, Power & Identity III
4 credit(s)
Praxis: Theory into Action. Teacher candidates and leaders and advocates will place into action theories and strategies from all preceding courses as they plan, teach, assess and manage ELL classrooms as inclusive learning communities for all students. Taught in conjunction with EDLL 475 . Includes integrated action research/teaching/advocacy implementation.
Prerequisite(s): EDLL 400 .
Corequisite(s): EDLL 475 .
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EDLL 460 - Interdisciplinary Project-Based Learning
3 credit(s)
Introduces middle and secondary teacher candidates to the theories, strategies, practices, and assessment of interdisciplinary project-based learning. Emphasizes use of common standards of practices as a basis for integration. Includes practical application through project-based learning.
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EDLL 465 - Action Research in ESOL
1-13 credit(s)
Supervised action research project in a public, private, or charter school, or non-public school setting to develop skills in designing, implementing, and evaluating projects in education advocacy and service in diverse settings.
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EDLL 470 - Supervised Educational Assistant
1-13 credit(s)
Supervised work in a public school setting to develop skills in planning, implementing, and evaluating instruction as well as in establishing a climate conducive to learning for diverse learning in ESOL classrooms.
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EDLL 475 - Student Teaching & ESOL Practicum
10 credit(s)
Supervised clinical experiences teaching and learning with diverse learners demonstrating an ability to teach all learners. Includes ESOL practicum and/or Bilingual practicum experiences. Pass/No Pass.
Corequisite(s): EDLL 450 .
Course Offering:
Intermittent
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EDTL 501 - Virtual Learning Communities
2 credit(s)
This course provides an overview of the research and practice of technology in education and incorporates an integrated theoretical framework to promote effective technology integration based on using inquiry to create and sustain virtual learning environments to support community in the classroom and beyond.
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EDTL 510 - Project Based Learning/Web 2.0 World
3 credit(s)
In this course students will learn to develop technology supported authentic project-based learning activities. Students will explore the application and adaptation of a variety of Web 2.0 environments and tools as a tool for discovery, collaboration, and communication within an educational context.
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EDTL 515 - Exploring Tools for Learning
3 credit(s)
This course is designed to introduce candidates to some of the information and communication technological tools useful for supporting learning, as well to familiarize them with issues associated with their use. The focus of the course will be on why, when and how to use these tools to support students’ thinking and learning. Utilizing a project-based approach, students will design and implement a series of authentic projects designed to provide them with concrete experiences applying technology to teaching and lesson design. These projects will be tailored to the grade level or secondary content that they are teaching.
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EDTL 520 - Applying Educ Tech to Problems of Prac
2 credit(s)
Candidates will engage in action research in their teaching settings to better understand critical problems of practice. Candidates will first explore and understand the principles of action research applied to classroom practice, and are then guided through the process of identifying, designing, implementing and evaluating a practice-based project around issues of educational technology. Candidates will present their work in a professional conference or other suitable venue. This course will lead to completion of the technology implementation project required for the Pacific Technology Certificate.
Prerequisite(s): Admission to the Technology Learning Certificate program and EDTL 501 .
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EDTL 530 - Developing a Professional Web Presence
1 credit(s)
Candidates investigate possibilities for establishing a web presence to support their professional development and educational practice. Topics to be explored will include: virtual space design, personal learning environments/networks, technology tools for learning & practice, and professional learning communities. Candidates will engage in inquiry and hands-on exploratory activities with the goal of designing and implementing a virtual environment tailored to their needs.
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EDTL 535 - Teaching Online
2 credit(s)
This course is designed to examine pedagogical strategies and best practices for teaching and learning in online and blended learning environments. Designing effective group communication, collaboration, and critical thinking environments will be the focus. Participants are expected to actively engage in a variety of activities and read, watch, and listen to media in support of becoming a successful online instructor and will learn how to develop an effective online learning community. Instructor’s consent required.
Prerequisite(s): Instructor’s consent required
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EDTL 560 - Special Topics in Technology
1-2 credit(s)
Designed for the more experienced educator who wants to explore a specific area related to technology and learning not currently offered. Areas of focus may include topics like: Mobile Learning, Smartboards; Gaming & Learning; Handheld Learning; and Immersive Virtual Worlds. Instructor’s consent required. May be repeated for credit.
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EDUC 110 - Human Flourishing: The Art & Science
2 credit(s)
Explores the art and science of human flourishing and its role in cultivating resilience, transformation, and sustainability in ourselves, our communities, and the planet. Current research on wellbeing and sustainability practices in psychology, neuroscience, education, and environmental science will be examined. Students will work to develop individual insight and environmental awareness to support their mental and physical health and cultivate connection and compassion through contemplative practices like mindfulness meditation and yoga. Equity, personalized learning, authentic work, and collaborative design will guide the student learning experiences in the course.
Core Requirement(s): Counts toward core requirement: Sustainability
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EDUC 155 - New Topics
See the Advising Center for description.
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EDUC 210 - Education for Sustainability
2 credit(s)
Education for Sustainability (EfS) is a transformative process that engages students, teachers, and schools in imagining and building a world where we, and future generations, can live and prosper. The goal is to guide students in developing an understanding of the relationships between the environment, the economy, and society. Provides foundational knowledge of the environmental and sustainability education movements that have paved the way for the incorporation of environmental education in our schools. This course is hands-on and uses project-based learning mixed with lecture and discussion.
Core Requirement(s): Counts toward core requirement: Sustainability.
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EDUC 220 - Africa Experience in Kenya I
2 credit(s)
An introductory course intended to prepare students to take part in the Seminar on Globalization: Africa’s Experience in Kenya Part II (EDUC 392 ), a Winter Term Study Abroad course at Egerton University, Njoro,Kenya. Topics include Kenyan and East African history, culture, geography, politics, literature, ecology, wildlife, and agriculture, as well as logistical preparation for study abroad (passport, visa, inoculations, etc.).
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EDUC 255 - New Topics
See the Advising Center for description.
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EDUC 260 - Foundations of Education
2 credit(s)
Introduces the foundations of American education and schooling. Examines schooling and the teaching profession from an interdisciplinary approach that includes a variety of perspectives.
Core Requirement(s): Counts toward core requirement: Social Systems and Human Behavior.
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EDUC 300W - Intro to Early Childhood Education
4 credit(s)
Introduces the field of early childhood education. Examines the history and foundation of programs; mission and ethics; legislation and public policy; educational reform; appropriate goals for normative and special developmental needs within varied social and cultural contexts; and observational methodology. Requires 2 hours of weekly service learning in an early childhood classroom. Utilizes problem-based learning.
Core Requirement(s): Counts towards core requirements: Diverse Perspectives, Civic Engagement, and Social Systems and Human Behavior.
Prerequisite(s): Sophomore standing or above, EDUC 260 , and PSY 150 .
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EDUC 302 - Art Methods - MS/HS
3 credit(s)
Introduces the basic methods of art instruction for the middle and high school classroom. Discusses creativity, developmental levels, discipline-based art education, and state and national standards. Includes hands-on experiences with art media and lesson plans.
Prerequisite(s): Admission to College of Education.
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EDUC 303 - Music Methods - MS/HS
3 credit(s)
Surveys the fundamental principles, techniques, and procedures for teaching music in the middle and high school.
Prerequisite(s): Admission to College of Education.
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EDUC 308 - Learn Communities I: Personal Awareness
2 credit(s)
Explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Includes learning communities, personal history and culture, communication skills, creativity, and classroom management.
Prerequisite(s): Sophomore standing or above (30 or more completed).
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EDUC 309 - Learning Communities II: Diversity
2 credit(s)
Explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Discusses learning communities, personal history and culture, communication skills, creativity, diversity, special needs students, and classroom management.
Core Requirement(s): Counts toward core requirement: Diverse Perspectives.
Prerequisite(s): Admission to College of Education.
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EDUC 310 - Disability and Education
4 credit(s)
Critically examines the education of people with dis/abilities, focusing on the historical, political, legal, social, and cultural forces that have shaped current policy and practice. Emphasis is placed on understanding education from the lived experience of people with dis/abilities. Includes civic engagement activities intended to identify and address accessibility and inclusivityconcerns in K-12 education. This course is also listed as DS 310 .
Core Requirement(s): Counts toward core requirement: Civic Engagement
Prerequisite(s): EDUC 260 and Sophomore Standing (30 or more completed credits)
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EDUC 311 - Applied Experiential Learning
2 credit(s)
Students will explore STEM to STEAM, Place-based, and Project-based pedagogies that connect students with their environment and community to foster engagement and improve learning. We will design place-based curriculum that utilizes outdoor spaces for K-12 classes in the Forest Grove School District. Students in this course will work directly with teachers in FGSD to design place/project/experiential lessons that meet state standards. Through hands-on practice, students will develop an understanding of, and gain experience with, using the outdoor environment as an integrating context for academic achievement. This course has a strong focus on hands-on, in the field experiential learning.
Core Requirement(s): Counts toward core requirement: Civic Engagement; Sustainability.
Prerequisite(s): Junior standing or above (60 or more completed credits).
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EDUC 312 - Community-Based Solutions in Education
2 credit(s)
Students will create learning spaces that are curiosity-inspiring, thought-provoking, engaging, and honor the needs of children. We will follow a permaculture-inspired process to design an outdoor classroom and learn how to engage students and stakeholders in the process every step of the way. Students in this course will design and implement an actual outdoor classroom at one of the schools in the Forest Grove School District. In this course, students will learn strategies for developing collaborative relationships with the community, parents, and administrators for ongoing care and maintenance of the space, and for creating change in their classrooms, schools, and community.
Core Requirement(s): Counts toward core requirement: Civic Engagement.
Prerequisite(s): Junior standing or above (60 or more completed credits).
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EDUC 322 - Applied Human Development
3 credit(s)
Explores developmental issues in applied contexts such as education, health services, and families. Students will critically examine assessment and intervention at various points across the lifespan.Explores developmental issues in applied contexts such as education, health services, and families. Students will critically examine assessment and intervention at various points across the life span.
Offered: Offered in Spring.
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EDUC 326 - Teach Assess Mgmt MS/HS
3 credit(s)
Develops skills in designing, organizing, and assessing lessons and units for middle school and high school that involve students in appropriate learning activities, require higher level thinking skills, and use a variety of assessment methods. Includes a variety of instructional skills and strategies, assessment, current trends in education, and classroom management as well as adolescent characteristics and development.
Prerequisite(s): Admission to College of Education.
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EDUC 335 - Education for Social Justice
2 credit(s)
Interdisciplinary course exploring the broad topic of Education for Social Justice. This course will utilize readings from a variety of disciplines, include education, sociology, anthropology, health sciences, environmental sciences, globalization studies, and political science. Drawing on a theory of education as a practice of freedom, the course provides a grounding for ethical and transformative teaching.
Core Requirement(s): Counts toward core requirement: Diverse Perspectives.
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EDUC 336 - Health Methods - MS/HS
3 credit(s)
Guides students in the investigation of the three faces of a comprehensive school health program: school health services, school environment, and health instruction. Emphasis on the content of a health curriculum, developmental levels, teaching strategies, assessment, and class management.
Prerequisite(s): Admission to College of Education.
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EDUC 338 - Science Methods - MS/HS
3 credit(s)
Introduces aspiring educators to the theories, strategies, resources, and technology applications appropriate to science curriculum and instruction at the middle and high school level. Emphasizes research-based teaching and evaluation methods as well as an in-depth analysis of national and state science standards.
Prerequisite(s): Admission to College of Education.
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