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EDUC 339 - Phys Ed Methods - MS/HS
3 credit(s)
Prepares preservice teachers to teach middle school/high school physical education. Emphasizes curriculum, developmental levels, teaching strategies, and classroom management.
Prerequisite(s): Admission to College of Education.
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EDUC 343 - Math Sci Health ECE/Elem
4 credit(s)
Introduces early childhood and elementary educators to the theories, strategies, resources, and technology applications appropriate to mathematics, science and health methodology. Emphasizes the linkage to state and national standards, integrated curriculum design, and developmentally appropriate pedagogy.
Prerequisite(s): Admission to College of Education.
Corequisite(s): EDUC 397 .
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EDUC 349 - Math Methods - MS/HS
3 credit(s)
Introduces aspiring educators to the theories, strategies, resources, and technology applications appropriate to mathematics curriculum and instruction at the middle and high school level. Emphasizes research-based teaching and evaluation methods as well as an in-depth analysis of national and state mathematics standards. Instructor’s consent required.
Prerequisite(s): Admission to College of Education.
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EDUC 355 - New Topics
See the Advising Center for description.
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EDUC 361W - Foundations Hum Devel & Psych
4 credit(s)
Introduces future teachers to developmental issues of students in their classrooms: behavioral, physical, personal, social, and cognitive. Relates psychology to teaching and learning including the role of the teacher, learning theory, motivation and reinforcement, individual differences, classroom management, teaching goals and objectives, and evaluation. Overviews the available resources and practices intended to support students with special needs in the regular school setting.
Core Requirement(s): Counts toward core requirement: Social Systems and Human Behavior.
Prerequisite(s): PSY 150 .
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EDUC 370 - School & Society
2 credit(s)
Explores the relationship between schools and society. Develops in aspiring teachers an understanding of the philosophical, historical, socio-cultural, and legal foundations of education. Sophomore standing or above (30 or more completed credits).
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EDUC 371 - Ecuadorian Culture & Systems of Educ
2 credit(s)
This is an introductory course intended to prepare students to take part in the study abroad program in Quito, Ecuador in conjunction with the Andean Center for Latin American Studies. The Fall course will prepare students for their arrival in Ecuador with a knowledge base of it’s culture, food, people, history, politics, current events, school system(s), and ESOL strategies. Once in Ecuador, students will be able to add to their knowledge base through authentic experiences.
Prerequisite(s): SPAN 102 .
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EDUC 372 - Ecuadorian Exp: Lang, Cltr, & Educ
2 credit(s)
This 2-week travel course immerses students in the language, culture, and educational system of Ecuador. It also exposes students to elements of pre-Colombian cultures in Ecuador that are still important today (religion, food, health care). Students will observe and teach in elementary/middle schools in Quito, Ecuador and will participate in workshops that focus on a variety of regional indigenous cultural expressions. This course will be taught through the Andean Center for Latin American Studies in Quito, Ecuador. Educational excursions to local historical, cultural, and development sites complement students’ class work. Pass/No Pass.
Core Requirement(s): Counts towards core requirement: International Perspectives and Civic Engagement.
Prerequisite(s): EDUC 371 .
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EDUC 392 - Africa Experience in Kenya II
2 credit(s)
This interdisciplinary, two-week study abroad seminar is held at Egerton University, Njoro, Kenya. The seminar emphasizes the impact of globalization on the people and social institutions of East Africa. Lecturers are drawn from Egerton University, located in the Rift Valley, as well as local practitioners in the many fields of development. Educational excursions to local historical, cultural, and development sites complement students’ class work. Sites to be visited may include: Primary and Secondary Schools, an HIV/AIDS Project, a Street Children’s Program in the city of Nakuru, Lake Nakuru National Park, Menengai Crater, the Nakuru Catholic Diocesan Peer Counseling Center, Water and health clinic programs, Lake Bogoria and Lake Baringo, Tea Plantations and other tourist attractions. Instructor’s consent required.
Core Requirement(s): Counts toward core requirement: International Perspectives.
Prerequisite(s): EDUC 220 .
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EDUC 395 - Independent Study
See department for details. Independent study contract required.
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EDUC 397 - Field Experience
1 credit(s)
Offers participation in a professional experience in public schools. May be repeated for credit. Pass/No Pass.
Prerequisite(s): Admission to College of Education.
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EDUC 406 - Twice-Exceptional Learners
2 credit(s)
The main focus of the course is to assist educators, paraprofessionals and parents in understanding the phenomena of twice-exceptional studenets, recognizing the paradoxical characteristics and complex needs of twice-exceptional students and empowering those students to excel through collaboration and resources. The course will explore twice-exceptional students who are gifted and are classified as Attention Deficit Hyperactivity Disorder (ADHD), learning disabled (LD), and students with Asperger’s Syndrome. The course will address the identification process, classroom strategies involving differentation and technology, and support for ideas for collaborating with Special Education teachers, other specialists and parents.
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EDUC 408 - Reading & Language Arts ECE/Elem Educ
4 credit(s)
Introduces preservice educators to the survey and implementation of specific curricular methods for early childhood educators. Helps educators understand specific content, survey and critically analyze current issues and trends, and apply methods and their integration and assessment across the following areas: language arts, reading, literature, and drama. Fosters integration and synthesis of all previous and concurrent coursework.
Prerequisite(s): Admission to College of Education.
Corequisite(s): EDUC 459 .
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EDUC 410 - Expressive Arts in Early Childhood Educ
2 credit(s)
Assists aspiring early childhood teachers to become knowledgeable about methods for teaching art, music, and physical movement, and become skillful in integrating art, music, and physical movement activities into the curriculum. Examines models of teaching and methods that are specific to each of the three areas, as well as models for appropriately integrating these expressive arts throughout the curriculum.
Prerequisite(s): Admission to College of Education.
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EDUC 411 - Ed Diverse Learners in Inclusive Class
2 credit(s)
Prepares general and special education teachers to differentiate and collaborate for the purpose of meeting the needs of diverse learners. Candidates will apply understanding of inclusive environments, individual differences, and instructional planning to adapt curriculum and instruction to support learner achievement and growth.
Prerequisite(s): Admission to the College of Education.
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EDUC 420 - Language Acquisition in Children
2 credit(s)
Examines the nature of language as a system of human communication. Provides an overview of major theories of first language acquisition. Explores how language development functions as a basis for literacy development and what linguistic and cultural variations are involved in children’s language and literacy development.
Prerequisite(s): Junior standing or above (60 or more completed credits).
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EDUC 428 - Teach Reading - Child & Adolescent Lit
2 credit(s)
Examines the nature of reading processes and what it means to comprehend and understand as a reader while surveying and analyzing authors, illustrators, and specific books for children and adolescents. Emphasis on cultivating an understanding of how authentic and culturally appropriate literature can be used in the development of child and adolescent literacy.
Core Requirement(s): Counts toward core requirement: Analyzing and Interpreting Texts.
Prerequisite(s): Junior standing or above (60 or more completed credits).
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EDUC 431 - Gen Methods Assessment & Classroom Mgmt
2 credit(s)
Guides aspiring teachers of early childhood and elementary age learners in developing skills in designing and organizing lessons and units that involve students in appropriate learning activities, require thinking at a range of levels, and use a variety of assessment methods. Examines curriculum foundations, a variety of specific curricular models, instructional skills and strategies, assessment methods, and classroom management systems.
Prerequisite(s): Admission to College of Education.
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EDUC 436 - 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 students’ skills and knowledge of educational technology through a series of readings, presentations, lab work, small group work, projects and independent exploration.
Prerequisite(s): Admission to College of Education.
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EDUC 445 - Thematic Teaching SS & Arts
2 credit(s)
Assists students in developing thematic curricula which are based on broad concepts drawn from social studies. Integrates the arts, sciences, humanities, and social sciences. Emphasizes identifying appropriate social studies themes, relating curriculum to national and state content standards, and finding and analyzing resources.
Prerequisite(s): Admission to College of Education.
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EDUC 447 - World Language Methods - MS/HS
3 credit(s)
Develops a wide range of teaching tools designed to enhance proficiency oriented teaching in the five skills of speaking, writing, listening, reading, and culture.
Prerequisite(s): Admission to College of Education.
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EDUC 451 - Social Studies Methods - MS/HS
3 credit(s)
Introduces students to theories, strategies, resources, technologies, and state standards related to social studies curriculum and instruction at the middle and high school level. Reviews the development of social studies. Examines the planning, presenting, and assessing of social studies units and lessons. Includes interactive instructional activities and debates on current issues in the field.
Prerequisite(s): Admission to College of Education.
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EDUC 452 - Language Arts Methods - MS/HS
3 credit(s)
Acquaints middle and high school educators with a wide range of skills and concepts specifically helpful in teaching language arts. Expands students’ knowledge of methods, materials, assessment strategies, remediation techniques, and motivational tools that will enrich their ability to teach language arts. Helps students identify and design lessons that develop Oregon’s Standard and Benchmark abilities for middle and high school students.
Prerequisite(s): Admission to College of Education.
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EDUC 453 - Literacy & English-Language Learners
2 credit(s)
Candidates will discuss theories and issues in reading and writing in English-as-an-additional language and their implications for instructional practice. This course will emphasize literacy instruction for students who are learning academic English-as-an-additional language. Candidates will explore effective reading and writing instructional practices with multilingual learners, and explore children’s and adolescent literature as they pertain to diversity within a multicultural classroom.
Prerequisite(s): Junior standing or above (60 or more completed credits).
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EDUC 456 - Continuing Studies
See department for details.
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EDUC 459 - Preparing the Work Sample
2 credit(s)
Assists students in designing and preparing a work sample to be taught during student teaching. Includes field experience. Required the semester prior to student teaching.
Prerequisite(s): Admission to College of Education.
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EDUC 467 - Tapalpa, Mexico: Teaching Practicum
3 credit(s)
This 3-week travel course immerses students in the language, culture and educational system of rural Mexico. It also exposes students to elements of pre-Colombian cultures in Mexico that are still important today (religion, food, health care). Students will observe and teach in elementary/middle schools in the small town of Tapalpa, Mexico and will participate in workshops that focus on a variety of regional indigenous cultural expressions. Travel course also includes several pre- and post-trip meetings at Pacific University. Students will also attend evening class sessions on literature and culture while in Tapalpa. Taught in Spanish with some English.
Offered: Offered intermittently.
Core Requirement(s): Counts toward core requirement: International Perspectives.
Prerequisite(s): SPAN 202 with minimum grade C- or placement Instructor’s consent required.
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EDUC 475 - Student Teaching
1-15 credit(s)
Offers full-time participation in a school setting under guidance of a classroom teacher and a university supervisor.
Offered: Offered for variable
Prerequisite(s): Admission to College of Education and completion of professional sequence.
Corequisite(s): EDUC 476 .
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EDUC 476 - Learn Comm III: Reflect & Practice
2 credit(s)
Helps aspiring teachers develop a rich understanding of how to meet the needs of all students by participating in a democratic, inclusive, reflective learning community. Pass/No Pass.
Prerequisite(s): Admission to College of Education.
Corequisite(s): EDUC 475 or SPED 475 .
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EDUC 481 - Intro to Gifted Education
3 credit(s)
Examines the history of TAG as well as implications and requirements of Oregon’s TAG mandate. Course content includes need for identification process and for gifted services for twice-exceptional students, and Bett’s six profiles of gifted students.
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EDUC 482 - Classroom Strategies – TAG
3 credit(s)
Assists classroom teachers in meeting diverse needs of gifted students through differentiation of instruction in the content, process, products, pace, grouping, and learning environment. Course content includes teaching strategies, brain-based teaching and learning, and the 16 Habits of Mind developed by Costa and Kallick. Instructor Consent.
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EDUC 483 - Soc & Psych Found of Gifted Education
3 credit(s)
Assists classroom teachers and counselors who want to help students, parents and other educators see giftedness in a positive context. Course content includes affective issues of gifted children and adolescents, impact of Piirto’s Pyramid of Talent Development and emotional intelligence on life- long success and the use of “The Gifted Identity Model.”
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EDUC 484 - Practicum: TAG
2 credit(s)
Provides students with the opportunity to utilize knowledge and skills gained in coursework in a school setting. Students will maintain a competency and reflection notebook documenting a wide range of experiences from assessment of rate and level of learning to direct services to identified talented and gifted students. In addition, students will participate in an individualized “TAG Plan” meeting with a parent and teacher (or other district representative). Instructor’s consent required.
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EDUC 496 - Integrating Seminar I: Research Design
2 credit(s)
Introduces students to principles of teacher action research. Synthesizes learning from major course work in education, psychology, subject-area content and through a literature review by developing a research design for a fuller understanding of education and learning processes. Emphasizes becoming a teacher through critical thinking, self-reflexivity, seeking multiple perspectives, and developing strong connections between context, students, and distant colleagues.
Prerequisite(s): Senior standing (90 or more completed credits).
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EDUC 497 - Integrating Seminar II: Research Project
4 credit(s)
Students collect, analyze, and synthesize data from education field placements. Includes completion and presentation of a senior research project focused on program evaluation, self-study, curriculum review or other specific aspect of schooling or the learning process. Emphasizes becoming a teacher through critical thinking, self-reflexivity, seeking multiple perspectives, and developing strong connections between context, students, and distant colleagues.
Prerequisite(s): EDUC 496 .
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EDUC 501 - Foundations of General Education
2 credit(s)
Acquaints students with instructional methods and materials used in general education classrooms and curriculum.
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EDUC 504 - Learn Comm 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.
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EDUC 506 - Twice-Exceptional Learners
2 credit(s)
The main focus of the course is to assist educators, paraprofessionals and parents in understanding the phenomena of twice-exceptional studenets, recognizing the paradoxical characteristics and complex needs of twice-exceptional students and empowering those students to excel through collaboration and resources. The course will explore twice-exceptional students who are gifted and are classified as Attention Deficit Hyperactivity Disorder (ADHD), learning disabled (LD), and students with Asperger’s Syndrome. The course will address the identification process, classroom strategies involving differentation and technology, and support for ideas for collaborating with Special Education teachers, other specialists and parents.
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EDUC 508 - Reading & Language Arts ECE/Elem
4 credit(s)
Introduces preservice educators to the survey and implementation of specific curricular methods for early childhood educators. Helps educators understand specific content, survey and critically analyze current issues and trends, and apply methods and their integration and assessment across the following areas: language arts, reading, literature, and drama. Fosters integration and synthesis of all previous and concurrent course work.
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EDUC 510 - Expressive Arts in ECE
2 credit(s)
Assists educators to become knowledgeable about methods for teaching art, music, and physical movement in early childhood education, and become skillful in integrating art, music, and physical movement activities into the curriculum. Includes an examination of models of teaching and methods that are specific to each of the three disciplines, as well as models for appropriately integrating these expressive arts throughout the curriculum.
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EDUC 526 - Teach Assess Mgmt MS/HS
4 credit(s)
Develops skills in designing and organizing lessons and units for middle school and high school that involve students in appropriate learning activities, require higher level thinking skills, and use a variety of assessment methods. Includes a variety of instructional skills and strategies, assessment, current trends in education, and classroom management as well as adolescent characteristics and development.
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EDUC 533 - General Methods Assessment Mgmt
3 credit(s)
Guides aspiring teachers of early childhood, elementary and middle school learners in developing skills in designing and organizing lessons and units that involve students in appropriate learning activities, require thinking at a range of levels, and use a variety of assessment methods. Examines curriculum foundations, a variety of specific curricular models, instructional skills and strategies, assessment methods, and classroom management systems.
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EDUC 535 - 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.
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EDUC 537 - 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 students’ skills and knowledge of educational technology through a series of readings, presentations, lab work, small group work, and independent exploration.
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EDUC 538 - Teaching Science in 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.
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EDUC 541 - Reading & Writing Across the Curriculum
2 credit(s)
Introduces middle school and high school educators to the application of reading and writing theories in individual content areas. Develops and expands knowledge of the nature and scope of middle school and high school reading and writing, and of the application of methods, materials, assessments, remedial strategies, and motivation for reading, writing, and study skills.
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EDUC 543 - Math Science Health ECE/Elem/MS
4 credit(s)
Introduces early childhood and elementary educators to the theories, strategies, resources, and technology applications appropriate to mathematics, science and health methodology. Emphasizes the linkage to state and national standards, integrated curriculum design, and developmentally appropriate pedagogy.
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EDUC 544 - Reading Language Arts Elem/MS
4 credit(s)
Introduces educators to the survey and implementation of specific curricular methods for educators. Helps educators understand specific content, survey and critically analyze current issues and trends, and apply methods and their integration and assessment across the following areas: language arts, reading, literature, and drama. Fosters integration and synthesis of all previous and concurrent course work.
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EDUC 545 - Thematic Teaching Soc Studies & Arts
2 credit(s)
Assists students in developing thematic curricula which are based on broad concepts drawn from social studies. Integrates the arts, sciences, humanities, and social sciences. Emphasizes identifying appropriate social studies themes, relating curriculum to national and state content standards, and finding and analyzing sources.
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EDUC 549 - Teaching Math in MS/HS
3 credit(s)
Introduces educators to the theories, strategies, resources, and technology applications appropriate to mathematics curriculum and instruction at the middle and high school level. Emphasizes research-based teaching and evaluation methods as well as an in-depth analysis of national and state mathematics standards.
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EDUC 552 - Teaching Language Arts MS/HS
3 credit(s)
Acquaints middle and high school educators with a wide range of skills and concepts specifically helpful in teaching language arts. Expands students’ knowledge of methods, materials, assessment strategies, remediation techniques, and motivational tools that will enrich their ability to teach language arts. Helps students identify and design lessons that develop Oregon’s Standard and Benchmark abilities for middle and high school students.
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EDUC 555 - Special Topics
Course topics vary as approved by the College of Education. Offered for variable credit.
Offered: Offered for variable credit.
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EDUC 556 - Continuing Studies
0.5-9 credit(s)
See department for details. Independent study contract required.
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EDUC 561 - Adv Human Development & Psychology
2 credit(s)
Explores developmental issues: behavioral, physical, personal, social, and cognitive. Relates psychology to teaching and learning, including the role of the teacher, learning theory, motivation and reinforcement, individual differences, classroom management, and evaluation. Additional school observations are required concurrent with the course. MAT/Flex program, 4 or MAT/Special Educator program,
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EDUC 562 - Foundations Cultural Comp
3 credit(s)
Provides an introduction to the field of cultural competence. Emphasis is given to historical, legal and sociological foundations. Other topics include the history of educating students from underrepresented groups, closing the achievement gap, assessing personal and organizational cultural competence.
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EDUC 563 - Beyond Fear Anger & Guilt
2 credit(s)
Assists participants in the development of personal cultural competence. Students will examine issues of power and privilege, their own taken-for-granted attitudes and prejudices, and their own cultural identity development. Students work towards creating networks and support systems within their communities.
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EDUC 565 - Seminar: Ed & Opt Connection
1 credit(s)
Explores the connection between public school procedures and optometric procedures regarding vision function and learning, specifically reading. Reviews the literature regarding the overlap of the procedures. Includes field experience. MED.VFL students only. Pass/No Pass.
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EDUC 567 - Curriculum Design MS/HS
2 credit(s)
Assists students in understanding the process of curriculum development and encourages reflection on the nature of one subject and its potential for integration with other subject areas. Reviews and reflects on previous learning, and uses the resources, skills, readings, and concepts acquired to design a semester- or year-long course in one content area. Integrates individual course plans with subjects across the curriculum and allows time to research and gather a variety of resources.
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EDUC 570 - School and Society
2 credit(s)
Explores the relationship between schools and society. Helps aspiring teachers develop an understanding of the philosophical, historical, socio-cultural, and legal foundations of education.
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EDUC 571 - Field Experience
1-2 credit(s)
Offers participation in a professional experience in public schools. May be repeated for credit. Pass/No Pass.
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EDUC 572 - Service-Learning Field Experience
1 credit(s)
Offers participation in professional experience in public schools or community. Includes a participant learning goal, identified service, and product that reflect the integration of learning and service. May be repeated for credit. Pass/No Pass.
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EDUC 573 - Supervised Practicum
1-6 credit(s)
Provides an opportunity for students to observe and apply principles of education pedagogy and methodology in a school setting. under the guidance of a classroom teacher and university supervisor. May be repeated for credit. Pass/No Pass.
Prerequisite(s): Instructor consent.
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EDUC 575 - Student Teaching
1-15 credit(s)
Provides a classroom setting for general education preservice teachers to apply principles of education pedagogy and methodology. May be repeated for credit. Pass/No Pass.
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EDUC 576 - Learning Communities III
2 credit(s)
Explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Helps aspiring teachers develop a rich understanding of how to meet the needs of all students by participating in a democratic, inclusive, reflective learning community. Pass/No Pass.
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EDUC 580 - Sexuality & Identity in the Classroom
1 credit(s)
This course will explore the role of teachers in cultivating positive self-concept in students. Students will gain a foundation for a broad understanding of human sexuality which allows them to respond effectively to students and families in a way that affirms the identity and integrity of each student and all families.
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EDUC 581 - Intro to Gifted Education
3 credit(s)
Examines the history of TAG as well as implications and requirements of Oregon’s TAG mandate. Course content includes need for identification process and for gifted services for twice-exceptional students, and Bett’s six profiles of gifted students.
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EDUC 582 - Classroom Strategies – TAG
3 credit(s)
Assists classroom teachers in meeting the diverse needs of gifted students through differentiation of instruction in the content, process, products, pace, grouping, and learning environment. Course content includes teaching strategies, brain-based teaching and learning, and the 16 Habits of Mind developed by Costa and Kallick.
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EDUC 583 - Soc & Psych Found of Gifted Education
3 credit(s)
Assists classroom teachers and counselors who want to help students, parents and other educators see giftedness in a positive context. Course content includes affective issues of gifted children and adolescents, impact of Piirto’s Pyramid of Talent Development and emotional intelligence on life- long success, and the use of (The Gifted Identity Model).
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EDUC 584 - Practicum in TAG
2 credit(s)
Provides students with the opportunity to utilize knowledge and skills gained in coursework in a school setting. Students will maintain a competency and reflection notebook documenting a wide range of experiences from assessment of rate and level of learning to direct services to identified talented and gifted students. In addition, students will participate in an individualized “TAG Plan” meeting with a parent and teacher (or other district representative).
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EDUC 600 - Learning Communities - SPED
1 credit(s)
This seminar-based experience lays the foundation for students’ successful participation in the program as it introduces them to the culture of standards-based schools. Explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. The course will also refine students’ observational skills, which they will apply to concurrent visits to public school classrooms. Required to be taken 3 times.
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EDUC 602 - Teacher As Researcher I
1 credit(s)
Introduces candidates to teacher action research. Candidates will develop the skills of accessing, organizing, and analyzing existing research, and collecting action research data. Candidates will learn to use data and existing research to analyze educational practice at the community, school, and classroom levels.
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EDUC 603 - Teacher As Researcher II
1 credit(s)
Candidates will continue exploration of teacher action research through a) analyzing their own emerging teaching practice, b) developing an area of focus for further study, and c) designing a related project to be carried out in a practicum placement or other applicable site.
Prerequisite(s): EDUC 602 .
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EDUC 604 - Adv Educ Psych, Development, & Learning
4 credit(s)
Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Designed to acquaint students with terminology, concepts, and issues central to development and educational psychology. Major theories and contemporary research will be surveyed and related to human development and the psychology of education as they are applied in teh classroom.
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EDUC 606 - Critical Persp on Identity & Soc Systems
3 credit(s)
Through the lenses of historical, cultural, social, philosophical, financial, legal, and ethical perspectives, this course uses systems theory to examine issues of schooling. Students explore social identity markers such as race, ability, gender, socioeconomic class, special education status, sexual orientation, language, and immigration, and develop awareness of how their own backgrounds and positionalities influence who they are as teachers. Through developing awareness of positionality and social context, the course calls attention to the teacher’s responsibility to understand difference in order to engage in equitable teaching practices and pedagogy. Critical questions addressed in this course: How do I understand myself in relation to society and the needs of others within the context of a learning community? How can I use my position as a teacher to become an advocate for all students? How does my understanding of equity affect my choices and those that schools make for meeting the needs of all students?
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EDUC 607 - Technological Learning Environments
2 credit(s)
This set of project-based learning experiences is designed to introduce you to some of the applications of technology in education, as well to familiarize you with issues associated with their use. The focus of the course will be on why, when, and how to use technology to support students’ thinking and learning. Through readings, presentations, lab work, small group work, projects and independent exploration, this course also provides concrete experience applying technology to your teaching and lesson design.
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EDUC 612 - Teaching & Inquiry I: Fundamentals
1 credit(s)
Introduces teacher candidates to the inquiry process as fundamental to teacher and student learning. Introduce students to the concepts of qualitative, quantitative, and teacher action research. In this course teacher candidates explore their relationships and experiences with schools, others, teaching pedagogy, and research. Central to these explorations is an inquiry into the self and context through course activities, critical readings, and data collection and analysis. Teacher candidates begin to explore the relationship between the teaching cycle and teacher inquiry.
Prerequisite(s): Admission to College of Education.
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EDUC 613 - Tchng & Inq II: Design & Implementation
2 credit(s)
Teacher candidates continue their study of schools, others, teaching pedagogy, and research and apply their learning to designing and implementing their teaching inquiry project. Course details the teaching inquiry cycle: curriculum design, methods of data/assessment planning and collection, interpretation, and analysis through multiple perspectives and making strong connections between self as teacher, context, and student learning. Central to this course, teacher candidates learn with each other and participate in a collaborative learning community. Inquiry projects from this course are aligned with Oregon initial licensing standards.
Prerequisite(s): EDUC 612 .
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EDUC 614 - Teaching & Inquiry III: Analysis
2 credit(s)
Students apply their knowledge from Teaching & Inquiry I and II to develop and implement the Teaching Inquiry Project across unit(s) of study. Course offers support through peer interaction, critique, and discussion, structures to collect and analyze data and formulate interpretations, adjust curriculum and inquiry design as necessary, and critically analyze self as teacher based upon student learning.
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EDUC 617 - Single Subject Pedagogy: Business
4 credit(s)
Explores materials and methods for teaching business education in the high school. Emphasizes current teaching strategies and evaluations, recent curriculum developments, and utilization of equipment.
Prerequisite(s): Admission to College of Education.
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EDUC 618 - Single Subject Pedagogy: Social Studies
4 credit(s)
Introduces students to theories, strategies, resources, technologies, and state standards related to social studies curriculum and instruction at the middle and high school level. Reviews the development of social studies. Examines the planning, presenting, and assessing of social studies units and lessons. Includes interactive instructional activities and debates on current issues in the field.
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EDUC 619 - Single Subject Pedagogy: Art
4 credit(s)
Introduces methods of art instruction for the middle and high school classroom. Examines creativity, developmental levels, discipline-based art education, and state and national standards. Considers the philosophy of art education and art integration into other subjects. Includes hands-on experiences with art media and lesson plans.
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EDUC 620 - Language Acquisition in Children
2 credit(s)
Examines language as a system of human communication with an emphasis on typical development. Presents overview of major theories of first language acquisition. Explores how language development provides a basis for literacy development and what linguistic and cultural variations are involved in children’s language and literacy development.
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EDUC 621 - Single Subject Pedagogy: Drama
4 credit(s)
Acquaints middle and high school educators with a wide range of skills and concepts specifically helpful in teaching drama including acting, directing, and technical theater.
Prerequisite(s): Admission to College of Education.
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EDUC 622 - Single Subject Pedagogy: Music
4 credit(s)
Examines the fundamental principles, techniques, and procedures for teaching music in the middle and high school classroom.
Prerequisite(s): Admission to College of Education.
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EDUC 623 - Single Subject Pedagogy: Lang Arts
4 credit(s)
Acquaints middle and high school educators with a wide range of skills and concepts specifically helpful in teaching language arts. Expands students’ knowledge of methods, materials, assessment strategies, remediation techniques, and motivational tools that will enrich their ability to teach language arts. Emphasizes research-based teaching and evaluation methods and examines national and state language arts standards.
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EDUC 624 - Single Subject Pedagogy: Math
4 credit(s)
Introduces educators to the theories, strategies, resources, and technology applications appropriate to mathematics curriculum and instruction at the middle and high school level. Emphasizes research-based teaching and evaluation methods and examines national and state mathematics standards.
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EDUC 625 - Portfolio Development
1-2 credit(s)
Supports practicing teachers in designing, organizing and presenting a professional teaching portfolio. Emphasis is on designing, preparing, and selecting materials that describe and illustrate the desirable degree of exemplary performance in the classroom. Instructor’s consent required. Pass/No Pass.
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EDUC 626 - Single Subject Pedagogy: Science
4 credit(s)
Introduces educators to the theories, strategies, resources, and technology applications appropriate to science curriculum and instruction at the middle and high school level. Includes an examination of the philosophy of science, and experiences with natural phenomena in order to engage with science teaching and learning. Emphasizes research-based teaching and evaluation methods and examines national and state mathematics standards.
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EDUC 627 - Single Subject Pedagogy: Health
4 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.
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EDUC 633 - Literacy & English-Language Learners
2 credit(s)
Discusses theories and issues in reading and writing in English-as-an-additional language and their implications for instructional practice. Emphasizes literacy instruction for students who are learning academic English-as-an-additional language. Explores effective reading and writing instructional practices with multilingual learners. Explores children’s and adolescent literature as it pertains to diversity within a multicultural classroom.
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EDUC 636 - Instruction, Assess, & Classroom Mgmt
3 credit(s)
Prepares secondary teachers to design classroom instruction and assess resultant student learning. Candidates will units and lessons that are developmentally appropriate for a specific group of students, require thinking at a range of levels, and apply a variety of assessment strategies. Course content will include an examination of research-based instructional skills, assessment strategies, and classroom management systems.
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EDUC 640 - Learning & Teaching: Diverse Classrooms
4 credit(s)
Prepares teachers to recognize and understand the broad range of diversity in classrooms, including: students experiencing disability, cultural, linguistic, ethnic and racial diversity, gender, and the gifted learner. Particular focus is placed on adapting, modifying, and accommodating curriculum, instruction, management, and assessment in order to meet the needs of diverse learners using educationally and culturally responsive interventions.
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EDUC 642 - Single Subject Pedagogy: World Lang
4 credit(s)
Develops a wide range of teaching tools designed to enhance proficiency oriented teaching in the five skills of speaking, writing, listening, reading, and culture.
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EDUC 643 - Single Subject Pedagogy: Physical Education
4 credit(s)
This course guides students in the investigation of the many facets of a comprehensive physical education program. Emphasis is on the content of the physical education curriculum, developmental levels, teaching strategies, lesson planning, observations, and classroom management. Additional context is provided around theories of movement in education, and the role of health and nutrition as part of a physical education program.
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EDUC 644 - Teaching & Inquiry: Research & Perspectives
3 credit(s)
Introduces teacher candidates to the inquiry process, including reflection, data gathering, and idea implementation, as fundamental to teacher and student learning. This course uses critical systems theories to examine issues of schooling. Students explore social identity markers such as race, ability, gender, socioeconomic class, special education status, sexual orientation, language, and immigration status, and develop awareness of how their own backgrounds and positionalities influence who they are as teachers. The course calls attention to the teacher’s responsibility to understand both self and difference as a requisite to engage in equitable teaching practices and pedagogy.
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EDUC 648 - Critical Perspectives in School Contexts
2 credit(s)
Students explore more deeply the foundational concepts from Critical Perspectives of Identity and Social Systems. Students examine power, privilege, and oppression and understand how dominant cultural patterns shape and impact schools and other institutions. Students explore racism, classism, sexism, heteronormativity, ableism, ageism, and issues of religion, ethnicity, xenophobia. Students explore current educational trends and their responsibilities as teachers of general education students, special education students, and English Language Learners within the context of a learning community.
Prerequisite(s): EDUC 606 .
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EDUC 650 - Education Field Experience
1-4 credit(s)
Provides participation in a professional experience in public schools. May be repeated for credit. Pass/No Pass.
Prerequisite(s): Admission to the College of Education.
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EDUC 653 - Teaching & Inquiry II: Critical Perspective
2 credit(s)
Teacher candidates continue their study of schools, others, teaching pedagogy, and research. Course details the teaching inquiry cycle: curriculum design, methods of data/assessment planning and collection, interpretation, and analysis through multiple perspectives and making strong connections between self as teacher, context, and student learning. Students explore more deeply the foundational concepts from Critical Perspectives of Identity and Social Systems. Students examine power, privilege, and oppression and understand how dominant cultural patterns shape and impact schools and other institutions. Students explore racism, classism, sexism, heteronormativity, ableism, ageism, and issues of religion, ethnicity, xenophobia. Students explore current educational trends and their responsibilities as teachers of general education students, special education students, and English Language Learners within the context of a learning community.
Prerequisite(s): EDUC 606 and EDUC 612
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EDUC 654 - Clinical Education Practicum
1-4 credit(s)
Provides an opportunity for students to observe and participate in an educational setting. Candidates observe and apply principles of education pedagogy and methodology. Instructor’s consent required. May be repeated for credit. Pass/No Pass
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EDUC 657 - Foundational Mathematics Methods
2 credit(s)
Introduces educators to the theories, strategies, resources, and technology applications appropriate to mathematics curriculum and instruction at the middle school level. Emphasizes research-based teaching and evaluation methods and examines national and state mathematics standards.
Offered: Fall and/or Spring.
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