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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 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 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. Fall and/or Spring.
Prerequisite(s): Admission to College of Education.
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EDUC 658 - Foundational English Language Arts Methods
2 credit(s)
Introduces educators to the theories, strategies, resources, and technology applications appropriate to language arts curriculum and instruction at the middle school level. Emphasizes research-based teaching and evaluation methods and examines national and state mathematics standards. Fall and/or Spring.
Prerequisite(s): Admission to College of Education.
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EDUC 659 - Foundational Social Studies Methods
2 credit(s)
Introduces educators to the theories, strategies, resources, and technology applications appropriate to social sicence curriculum and instruction at the middle school level. Emphasizes research-based teaching and evaluation methods and examines national and state social science standards. Fall and/or Spring.
Prerequisite(s): Admission to College of Education.
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EDUC 660 - Advanced Teaching & Learning
2 credit(s)
Provides an opportunity for candidates to participate in an in-depth exploration of differentiation through a topic chosen by the instructor based on her/his expertise and on the most recent research in that field. Topics might include brain-based learning, applied motivational theory, and assessments for learning.
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EDUC 662 - Foundational Science Methods
2 credit(s)
Introduces educators to the theories, strategies, resources, and technology applications appropriate to science curriculum and instruction at the middle school level. Emphasizes research-based teaching and evaluation methods and examines national and state mathematics standards. Fall and/or Spring.
Prerequisite(s): Admission to College of Education.
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EDUC 664 - Learning and Teaching: Social Studies
3 credit(s)
Guides aspiring teachers of early childhood and elementary age learners in developing skills to design and organize lessons and units that involve students in appropriate learning activities, require thinking at a range of levels, and use a variety of assessment methods. Course content will include an examination of curriculum foundations, a variety of specific curricular models, instructional skills and strategies, assessment methods, and classroom management (guidance) systems. Throughout this course, social studies concepts will serve as the content and provide a context around which treatments of general teaching methods will be organized.
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EDUC 665 - Learning & Teaching: Science and Health
2 credit(s)
Introduces early childhood and elementary educators to the concepts, theories, strategies, resources and technology appropriate to science and health teaching methodology. Engages candidates in science inquiry processes including designing investigations, generating evidence, interpreting evidence to develop explanations, and sharing learning. Course examines use of science teaching standards, integrated curriculum design, texts to facilitate understanding, and use of developmentally appropriate pedagogy.
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EDUC 666 - Learning & Teaching: Math
2 credit(s)
Introduces early childhood and elementary educators to the concepts, theories, strategies, resources and technology appropriate to math teaching methodology. Engages candidates in mathematical reasoning, patterns, geometry, and problem solving. Course examines use of math teaching standards, integrated curriculum design, texts to facilitate understanding, and use of developmentally appropriate pedagogy.
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EDUC 667 - Learn & Teach: Literacy Dev ECE/Elem
4 credit(s)
Introduces preservice teacher candidates to current ways of implementing comprehensive learning, teaching, and assessment techniques for early childhood and elementary literacy development. Candidates will critically analyze current literacy issues and trends, review children’s and adolescent’s literature, and apply current assessment and teaching techniques to address the needs of academically and linguistically diverse learners in the areas of reading and writing.
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EDUC 668 - Learning & Teaching: Expressive Arts
2 credit(s)
This student-centered course is designed to explore artistic expression in early childhood and elementary classrooms. It assists aspiring early childhood teachers to become knowledgeable about methods for teaching art, music, movement, and other forms of expression in the classroom. Course content will include examples for appropriately integrating these expressive arts throughout the curriculum. The course cultivates an understanding of and appreciation for various modes of expression through an active set of engaging interactions with media, techniques, and theory that will serve as a catalyst for sparking the imaginations and hearts of teachers and students.
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EDUC 669 - Learn & Teach: Math, Science, Health
4 credit(s)
Introduces early childhood and elementary educators to the concepts, theories, strategies, resources and technology appropriate to math, science, and health methodology. Engages candidates in science inquiry processes including designing investigations, generating evidence, interpreting evidence to develop explanations, and sharing learning. Engages candidates in mathematical reasoning, patterns, geometry, and problem solving. Course examines use of subject standards, integrated curriculum design, texts to facilitate understanding, and use of developmentally appropriate pedagogy.
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EDUC 670 - Intro to Professional Inquiry
1 credit(s)
Focuses on the tools necessary to read and interpret research literature and to pose questions for investigation. The skills candidates learn from this course will then be applied and reinforced throughout the foundation and specialization coursework by their reading of the research within those courses.
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EDUC 671 - The Scholarship of Teaching
1 credit(s)
Focuses on the tools of gathering, organizing, and summarizing the literature related to a problem/question candidates are interested in answering. Candidates will select their topic for study and complete the first draft of a literature review.
Prerequisite(s): EDUC 670 .
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EDUC 672 - Classroom Student Teaching
1-15 credit(s)
Provides teacher candidates a school-based clinical experience in teaching. Candidates apply principles of education pedagogy and methodology under the guidance of a classroom cooperating teacher and university supervisor. Instructor’s consent required. May be repeated for credit. Pass/No Pass.
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EDUC 673 - Teaching Seminar
2 credit(s)
This course provides teacher candidates with a support network during the student teaching experience. Students will reflect upon their own practice to develop teacher thinking skills. The course engages students in professional development, especially in the following areas: examining teaching methods and their application in classrooms; understanding school culture and functioning; exploring the dynamics of working with a mentor; and increasing collaboration, communication, cooperation, and problem-solving skills.
Corequisite(s): EDUC 672 .
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EDUC 674 - Planning the Inquiry Project
2 credit(s)
Building on the purpose(s) for inquiry and the professional and scholarly literature they have read, candidates will study various methodologies for data collection and data analysis. They will then plan and complete a written description of their own proposed project.
Prerequisite(s): EDUC 671 .
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EDUC 675 - Completing the Inquiry Project
2 credit(s)
Focuses on collecting, analyzing, and reporting the data candidates have collected in the previous inquiry courses. Students will complete the program when they present their project.
Prerequisite(s): EDUC 674 .
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EDUC 678 - Prof Lang Educ & Cltr in Ecuador
2 credit(s)
Students will become prepared for a short term Spanish language and culture immersion experience in Quito, Ecuador. Provides introductory knowledge of Ecuador’s culture, people, history, politics, current events, food, school system(s), and language development that enable the aspiring professional to make the most from the experience. Instructor’s Consent required.
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EDUC 679 - Prof Ecuador Exp: Lang, Cltr, & Educ
2 credit(s)
2-week travel course to Quito, Ecuador provides a rich language and cultural immersion for the emerging professional. Students will live with an Ecuadorian family, complete Spanish language coursework that is attuned to their language level, and complete a service learning experience with children in a local school or other related educational setting. This course will be taught through the Andean Center for Latin American Studies. Educational excursions to local historical, cultural, and development sites complement students’ class work. At least one college level Spanish course is strongly recommended. Pass/ No Pass.
Prerequisite(s): EDUC 678 Instructors Consent required.
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EDUC 680 - Preparing the edTPA
1 credit(s)
Teacher candidates learn the requirements, language, and technical details of preparing the edTPA. The course prepares teacher candidates to address the expectations of the rubrics for Planning, Instruction, and Assessment; video creation; file management; and inputting data.
Prerequisite(s): Admission to College of Education.
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EDUC 682 - Technology Enhanced Learning Environment
2 credit(s)
Helps practicing Pre K-12 educators develop their ability to integrate technology into their classrooms to create better learning environments with their students. Addresses the National Educational Technology Standards for Teachers (NETS-T).
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EDUC 686 - Portfolio Presentation
1 credit(s)
This is the culminating activity for each candidate in the CTL program. Candidates present their individual Professional Portfolio to their Professional Development Team in the third year of teaching or later. Instructor’s consent required. Pass/No Pass.
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EDUC 698 - Teaching & Learning in Higher Education
3 credit(s)
Application of theory for use in higher education, including the transition to academician, curriculum design, strategies to support learning, assessment and program evaluation.
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ESOL 440 - Language Policy in ESOL Educ
2 credit(s)
Students will gain knowledge of local, state, and federal laws pertaining to educating English speakers of other languages. Theory and research will be studied and applications to bilingual classroom setting will be emphasized. Students will study the theory and research that have shaped language policy in the United States, and apply theory and research to the present and future educational setting for ESOL.
Prerequisite(s): Junior standing or above (60 or more completed credits).
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ESOL 444 - Educational Linguistics ESOL Teachers
3 credit(s)
This course is designed to introduce candidates to linguistic aspects of teaching ESOL, and to build a solid foundation in theories of first and second language acquisition as they are relevant in teaching ESOL students.
Prerequisite(s): Junior standing or above (60 or more completed credits).
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ESOL 450 - Cultural Constructs/Diversity ESOL Educ
2 credit(s)
This course is designed to equip ESOL teacher candidates with competency in cultural, linguistic, educational, and ethnic issues present in educating English-Language Learners (ELLs). Candidates will develop understanding of cultural and linguistic diversity in ESOL education and be able to implement culturally responsive interventions to promote the learning environment conducive to learning for all students.
Prerequisite(s): Junior standing or above (60 or more completed credits).
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ESOL 460 - Foundations of ESOL Methods
2 credit(s)
This course is designed to equip ESOL teacher candidates with theoretical bases, concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL and bilingual students. Various teaching models developed for ESL teaching are introduced and theoretical foundations of second language teaching will be built.
Prerequisite(s): Junior standing or above (60 or more completed credits).
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ESOL 464 - ESOL Methods Assessment & Technology
2 credit(s)
This course is designed to apply theoretical foundations built in ESOL 460 /ESOL 560 , Foundations of ESOL Methods, in actual lesson planning and unit development for K-12 ESOL instruction. It also aims to promote candidates’ knowledge and understanding of inquiry- and standards-based practices and strategies in ESOL education. ESOL teacher candidates will learn how to plan, manage, and implement standards-based ESOL lessons and curricula including second language assessment and technology-incorporated instruction.
Prerequisite(s): ESOL 460 .
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ESOL 470 - Bilingualism & Biliteracy Development
2 credit(s)
Designed to prepare ESOL/Bilingual teacher candidates to built theoretical bases and concepts of bilingualism, second-language acquisition, and biliteracy development. Various theories of bilingualism and second-language acquisition will be introduced. In addition, best practices for bilingual and bilieracy education will be explored.
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ESOL 476 - Multilevel Supervised ESOL Practicum
2 credit(s)
Candidates complete a 90-hour supervised clinical experience working with students identified as English-Language Learners, and an ESOL practicum portfolio. Practicum focus will be in an ECE or Elem setting and a MS or HS setting. Instructor’s consent required.
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ESOL 480 - Pedagogical Grammar of English
2 credit(s)
Designed to equip ESOL/Bilingual teacher candidates with knowledge and tools to address various aspects of English grammar to teach English learners. The candidates will build a solid foundation of English grammar and learn how to teach and incorporate various grammatical aspects in their classroom instruction.
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ESOL 540 - Language Policy in ESOL Educ
2 credit(s)
Students will gain knowledge of local, state, and federal laws pertaining to educating English speakers of other languages. Theory and research will be studied and applications to bilingual classroom setting will be emphasized. Students will study the theory and research that have shaped language policy in the United States, and apply theory and research to the present and future educational setting for ESOL.
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ESOL 544 - Educational Linguistics ESOL Teachers
3 credit(s)
This course is designed to introduce candidates to linguistic aspects of teaching ESOL, and to build a solid foundation in theories of first and second language acquisition as they are relevant in teaching ESOL students.
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ESOL 550 - Cultural Constructs/Diversity ESOL Educ
2 credit(s)
This course is designed to equip ESOL teacher candidates with competency in cultural, linguistic, educational, and ethnic issues present in educating English-Language Learners (ELL). Candidates will develop understanding of cultural and linguistic diversity in ESOL education and be able to implement culturally responsive interventions to promote the learning environment conducive to learning for all students.
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ESOL 560 - Foundations of ESOL Methods
2 credit(s)
This course is designed to equip ESOL teacher candidates with theoretical bases, concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL and bilingual students. Various teaching models developed for ESL teaching are introduced and theoretical foundations of second language teaching will be built.
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ESOL 564 - ESOL Methods Assessment & Technology
2 credit(s)
This course is designed to apply theoretical foundations built in the preceding course, Foundations of ESOL Methods, in actual lesson planning and unit development for K-12 ESL instruction. It also aims to promote the candidates’ knowledge and understanding of inquiry- and standards-based practices and strategies in planning, implementing, and managing ESL education. ESOL teacher candidates will learn how to plan, manage, and implement standards-based ESL lessons and curricula including second language assessment and technology-incorporated instruction.
Corequisite(s): ESOL 560 .
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ESOL 570 - Bilingualism & Biliteracy Development
2 credit(s)
Designed to prepare ESOL/Bilingual teacher candidates to built theoretical bases and concepts of bilingualism, second-language acquisition, and biliteracy development. Various theories of bilingualism and second-language acquisition will be introduced. In addition, best practices for bilingual and bilieracy education will be explored..
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ESOL 576 - Multilevel Supervised ESOL Practicum
2 credit(s)
Candidates complete a 90-hour supervised clinical experience working with students identified as English-Language Learners, and an ESOL practicum portfolio. Practicum focus will be in an ECE or Elem setting and a MS or HS setting. Instructor’s consent required.
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ESOL 580 - Pedagogical Grammar of English
2 credit(s)
Designed to equip ESOL/Bilingual teacher candidates with knowledge and tools to address various aspects of English grammar to teach English learners. The candidates will build a solid foundation of English grammar and learn how to teach and incorporate various grammatical aspects in their classroom instruction.
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ESTM 504 - Nature/Role Culture, Lang, & Self-Id
2 credit(s)
Focused specifically on the context of teaching English language learners, explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Includes learning communities, personal history and culture, language, communication skills, creativity, and classroom management.
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ESTM 505 - Diversity, Cultural Groups, & Identity
2 credit(s)
Focused specifically on the context of teaching English language learners, explores personal, relational and community beliefs, values, and systems of -isms that permeate communities and influence English language learning. Includes community organization and civic engagement.
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ESTM 506 - Creating Language Learning Communities
2 credit(s)
Focused specifically on the context of teaching English language learners, explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Helps aspiring teachers develop a rich understanding of how to meet the needs of all students of all language backgrounds by participating in a democratic, inclusive, reflective learning community.
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ESTM 526 - Foundations of STEM-ESOL Teaching
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 general and ESOL-specific instructional skills and strategies, assessment, current trends in education, and classroom management as well as adolescent characteristics and development.
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ESTM 537 - Tech Across the STEM Curriculum
2 credit(s)
Introduces educators to some of the applications for technology in STEM education, and familiarizes them with issues associated with technology use. Develops and expands students skills and knowledge of educational technology appropriate to enhance language and content area instruction for ESOL and bilingual students, through a series of readings, presentations, lab work, small group work, and exploration in clinical settings. Evaluates technology resources for quality, accuracy and effectiveness for use in diverse classrooms, including the use of assistive technology.
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ESTM 538 - STEM Pedagogy and Curriculum
6 credit(s)
Introduces aspiring STEM educators to the theories, strategies, resources, and technology applications appropriate to STEM curriculum and instruction at the middle and high school level. Emphasizes research-based teaching and evaluation methods, as well as an in-depth analysis of national and state science and mathematics standards. Includes applications of STEM project-based learning in community and service-learning contexts, with an emphasis on teaching English language learners.
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ESTM 541 - STEM Literacy & English Lang Learners
2 credit(s)
Introduces middle school and high school STEM educators to the application of reading and writing theories and to the development of STEM literacy. Develops and expands knowledge of the nature and scope of middle school and high school reading and writing, English language learning, and of the application of ESOL methods, materials, assessments, remedial strategies, and motivation for reading, writing, and study skills.
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ESTM 561 - Advanced Human Development & Psychology
4 credit(s)
Focused specifically on the context of teaching English language learners, explores developmental issues: behavioral, physical, personal, social, and cognitive, including the development of language. Relates psychology to teaching and learning, including the role of the teacher, learning theory, motivation and reinforcement, individual differences, classroom management, and evaluation.
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ESTM 570 - School, Society, and Language Policy
2 credit(s)
Focused specifically on the context of teaching English language learners, explores the relationship between schools, society, and language. Helps aspiring teachers develop an understanding of the philosophical, historical, socio-cultural, and legal foundations of education. Special emphasis on the history of ELL education.
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ESTM 573 - Supervised Practicum
1-6 credit(s)
Offers preservice teachers a supervised ESOL clinical experience in public schools in conjunction with clinical coursework. May be repeated for credit. Pass/No Pass.
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ESTM 575 - Student Teaching & ESOL Practicum
1-10 credit(s)
Provides a classroom setting for preservice teachers to apply principles of education pedagogy and methodology under the supervision of an ESOL endorsed mentor teacher. Pass/No Pass.
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ESTM 601 - STEM/ESOL Teacher As Researcher I
2 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 as part if classroom assessment. Candidates will learn to use data and existing research to analyze educational practice at the community, school, and classroom levels, with an emphasis on teaching English language learners.
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ESTM 602 - STEM/ESOL Teacher As Researcher II
2 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, with an emphasis on teaching English language learners.
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SPED 336 - Transition
1 credit(s)
Develop skills in formulating and implementing a transition plan for secondary-aged students with disabilities. Includes information on community agencies.
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Education and Leadership |
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EDLD 702 - IPEL Development Symposium I
1 credit(s)
Provides an opportunity for students to join with peers and faculty to explore Inter-professional Education and Leadership (IPEL) topics and begin an exploration of their own research interests. Students will learn about IPEL concepts and broad strategies for research, and join in group activities with their peers. Students also will learn how to build an engaged learning community in a virtual environment, and explore the question: “What is IPEL research?” Pass/No Pass.
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EDLD 704 - IPEL Development Symposium II
1 credit(s)
Building on EDLD 702 , this course provides an opportunity for second-year PhDEL students to join with peers and faculty to present and learn about new IPEL research developed over the past year. Students will present their own research as well as critique the work of others, sharing their research across the broader virtual IPEL community. Students also will join in group activities with peers. Pass/No Pass. Offered in Fall.
Prerequisite(s): EDLD 702 .
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EDLD 706 - Diversity, Equity, & System Think Sem
3 credit(s)
Prepares students to address the diversity of problems and issues they will confront as scholar practitioners and administrators in an increasingly complex and dynamic world. This includes learning how to design flexible structures and use transformational leadership strategies to be successful in dynamic environments. Offered in Fall.
Prerequisite(s): EDLD 702 .
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EDLD 708 - Teaching & Learning in Higher Ed
3 credit(s)
An inter-professional course addressing the application of theory for use in higher education, including the transition to academician, curriculum design, strategies to support learning, and assessment and program evaluation. Offered in Fall.
Prerequisite(s): EDLD 702 .
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EDLD 710 - Professional As Researcher & Writer Sem
3 credit(s)
Introduces the language of research and the art of professional writing for peer-review publication. Students will practice scholarly writing skills, and demonstrate a thorough understanding and interpretation of scholarly works. The course will stress the importance of academic writing practice for publication. Offered in Summer.
Prerequisite(s): EDLD 702 .
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EDLD 712 - Research Design
3 credit(s)
Provides students with a broad understanding of the foundational elements of research, and how these can be applied effectively to decision-making processes through evidence-based practice. Students will apply this knowledge through the development of a comprehensive review of the literature and preliminary development of a dissertation proposal. Offered in Spring.
Prerequisite(s): EDLD 702 .
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EDLD 714 - Qualitative Research Methods
3 credit(s)
Introduces qualitative research to prepare students with the skills, techniques, and knowledge necessary to undertake independent research using this methodology. Students also will explore the philosophical and historical underpinnings of qualitative research to inform their own research agendas. Offered in Summer.
Prerequisite(s): EDLD 712 or equivalent transfer course.
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EDLD 716 - Quantitative Research Methods
3 credit(s)
Introduces educational leaders to quantitative research concepts and tools in preparation for conducting independent research. Students will learn how to critically understand quantitative research methods, and apply these appropriately to various contemporary issues. Offered in Summer.
Prerequisite(s): EDLD 712 .
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EDLD 718 - Art of Com, Nego, Conflict Resolution
3 credit(s)
Covers the theory, art, and practice of communication, negotiation, and conflict resolution. Students learn to recognize situations that require bargaining, what the process involves, and how to analyze, plan, and implement successful negotiations. Emphasis is placed on integrating analytical skills, negotiation techniques, and conflict resolution methods into practice. Class discussion and role-playing are a substantial part of the course, and help students build skills in effective communication, conflict resolution, and negotiation. Students also will learn the overt and covert causes of conflict, the concepts for analyzing disputes, and a variety of methods to effectively prevent or resolve conflict. Offered in Spring.
Prerequisite(s): EDLD 702 and EDLD 704 .
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EDLD 720 - Leadership, Ethics, Advocacy & Policy
3 credit(s)
Offers students fresh insights into the roles, challenges, and decision-making of educational leaders, focusing on leadership styles in communities, and exploring relationships between different approaches to leadership in contemporary contexts. Leadership processes, self-awareness and skills necessary to lead, ethical considerations, and managing strategic change are emphasized. Students will learn to grapple with ethical issues regarding program administration, financial constraints, globalization, and advances in technology. Students also will practice with the tools, models, and processes regarding advocacy for social change, and understand how public policy can impact social movements. Personal development of each student’s own advocacy skills is emphasized. Offered in Summer.
Prerequisite(s): EDLD 702 and EDLD 704 .
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EDLD 722 - Lead Institutional Chg & Developmnt Sym
1 credit(s)
Building on EDLD 702 and EDLD 704 , this course provides an opportunity for third-year PhDEL students to join with peers and faculty to present and learn about new IPEL research developed over the past two years, with a focus on inter-professional research as a mechanism for leading institutional change and development. Students will present their own research as well as critique the work of others, and engage with a broad virtual IPEL community. Students also will join in group activities with peers. Offered in Spring.
Prerequisite(s): EDLD 702 , EDLD 704 .
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EDLD 724 - Special Topics in Education & Leadership
1-9 credit(s)
In this course, students can select from a variety of topics to explore that relate to their individual areas of interest in IPEL research. Working in small teams or individually with the course instructor, students will study a specific topic indepth to further focus their research agendas and contribute perspective to their dissertation research. Offered in Spring.
Prerequisite(s): EDLD 702 ; EDLD 704 .
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EDLD 726 - PhDEL Practicum
1-9 credit(s)
Under the supervision of a site preceptor and a PhDEL faculty member, students engage in applied research projects with various organizations and communities to broaden their understanding of IPEL research application in the field. Offered in Spring.
Prerequisite(s): EDLD 702 and EDLD 704 .
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