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Economics |
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ECON 331 - Money and Banking
4 credit(s)
Analysis of the nature and functions of money and effects of changes in the money supply; operation of commercial banks, the Federal Reserve System, and the Treasury that affect the United States’ monetary system; monetary theory; critique of various monetary policies.
Prerequisite(s): ECON 101 .
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ECON 333W - Environmental Economics
4 credit(s)
Environmental economics studies the role in the economic system of environmental amenities such as clean air and clear water. The course analyzes the problems of market outcomes when such amenities are not priced. The problems associated with estimating economic costs and benefits are also carefully examined. The course emphasizes the connection between economic understanding and improved public policy. Also listed as ENV 333W .
Core Requirement(s): Counts toward core requirement: Sustainability.
Prerequisite(s): ECON 102 .
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ECON 334W - Health Economics
4 credit(s)
Students in the health economics course will apply economic theory and empirical analysis to study how socioeconomic status, public policy actions, and individual decisions influence health outcomes. The economics of private insurance markets comprises another important area of study in the course. The functions and outcomes in the United States health care system will be studied in detail and compared with those in other nations. Also listed as PH 334W .
Core Requirement(s): Counts toward core requirement: Quantitative Reasoning.
Prerequisite(s): ECON 102 .
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ECON 341W - International Trade and Development
4 credit(s)
The economic analysis of globalization. International trade topics include the determinants of trade in goods and services and the effect of trade policy on national income level and distribution. Special attention will be paid to examples relevant to U.S.-Europe, U.S.-Japan, and Developed Country-Less Developed Country economic relations. Topics in international development include determinants of growth and the effect of industrial and trade policy on national income levels and distribution.
Core Requirement(s): Counts toward core requirement: International Perspectives; Writing in the Discipline.
Prerequisite(s): ECON 101 and ECON 102 .
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ECON 395 - Independent Study
See department for details. Independent study contract required.
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ECON 452 - Global Finance
4 credit(s)
Global Finance presents the corporate uses of global financial markets. Combining practical knowledge, up-to-date theories, and real-world applications, this course explores issues of currencies, foreign exchange, VaR, funds, and risk management. Also listed as BA 452 .
Prerequisite(s): BA 305 with a minimum grade of C- or ECON 331 with a minimum grade of C-.
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ECON 475 - Internship
0-6 credit(s)
See department for details. Internship contract required.
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ECON 490 - Senior Seminar
2 credit(s)
Students will develop a deep understanding of several economic policy issues by reading both popular press and scholarly literature. Students will learn how to read economic journal articles presenting theoretical and empirical research results. The course will also provide students with an understanding of where and how to collect data used in economic analysis, and the limitations that the use of data imposes on economic inference. Students will develop proposals and identify data sets for their own empirical projects to test a hypothesis related to one the topics covered in the course. Those projects will be completed in the senior thesis course (ECON 495 ).
Prerequisite(s): ECON 321 , ECON 327 , ECON 328 Instructor Consent.
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ECON 495 - Senior Thesis
2 credit(s)
Students work in consultation with their primary advisor to carry out the research plan developed in the Fall. Students present the results of their research to peers and faculty then revise their theses to address the critical feedback they receive.
Prerequisite(s): ECON 485 or ECON 490 and declared Economics major.
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Education |
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EDLL 301 - ELL Practicum
2 credit(s)
Students will explore a teaching career in elementary education by volunteering in classrooms characterized by English Language Learners. Practicum will include reading and journaling with a supervisor.
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EDLL 311 - Teaching All Learners
4 credit(s)
Introduces teacher candidates to foundational principles for teaching all learners, P-12, including teaching and learning strategies for student-centered pedagogy; content and English language learning; integrated curriculum design; assessment; and classroom organization and management. Emphasizes linkage to current standards of practice.
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EDLL 316 - Context of Schooling
2 credit(s)
Introduces teacher candidates to schools as organizations within a historical, cultural, political and social context. Explores history and current laws relating to learners’ rights and teachers’ responsibilities, with a focus on the history of laws, policy of ESL education.
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EDLL 320 - Applied Human Development & Psychology
3 credit(s)
Introduces teacher candidates to an understanding of how learning occurs and to developmental issues of learners in their classrooms: behavioral, physical, person, social, socio-linguistic, and cognitive. Relates psychology to all areas of teaching and learning. Equips teacher candidates with strategies for understanding strengths and needs of individual learners and how to plan developmentally, culturally, and linguistically responsive instruction to support learners’ strengths and needs, including those learners with exceptionalities associated with disabilities, giftedness, and English language learning.
Corequisite(s): .
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EDLL 326 - Social Studies & the Expressive Arts
4 credit(s)
Introduces multiple subjects teacher candidates to the theories, strategies, resources, and technology applications appropriate to teaching integrated social studies through expressive arts, (visual arts, music, and movement, and dramatic play). Emphasizes the linkage to current standards of practice, integrated curriculum design, and developmentally appropriate child-centered pedagogy. Explores and applies the use of the expressive arts in teaching content and academic language and literacy to English Language Learners.
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EDLL 330 - Science Methods
2 credit(s)
Introduces early childhood and elementary educators to the theories, strategies, and technology applications appropriate to science, technology, and engineering plus intergrated health and art methodologies. Emphasizes the linkage to current standards of practice, integrated curriculum design, and developmentally, culturally, and linguistically appropriate pedagogy. Develops strategies for the acquisition of academic language amd literacy in the content areas with attention to ELL instruction and assessment in science.
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EDLL 340 - Teaching Content in MS/HS
2 credit(s)
Introduces students to foundational principles for teaching specific content area(s). Emphasizes the linkage to current standards of practice, integrated curriculum design, and developmentally appropriate student-centered pedagogy. Includes integrated clinical experience and induction into professional organizations.
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EDLL 351 - Educational Linguistics
3 credit(s)
Examines the nature of language as a system of human communication. Explores how language development functions as a basis for literacy development and examines what linguistic and cultural variations are involved in language and literacy development by building a solid foundation in theories of first and second language acquisition.
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EDLL 360 - Technology Across Curriculum
2 credit(s)
Introduces educators to some of the applications for technology in education and familiarizes them with issues associated with technology use. Develops and expands teacher candidates’ skills and knowledge of educational technology appropriate to enhance language and content area instruction for ELL and bilingual students. Evaluates technology resources for quality, accuracy and effectiveness for use in diverse classrooms. Addresses classroom management and organizational strategies associated with the use of technology.
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EDLL 365 - Clinical Observation
1 credit(s)
Provides participation in a professional experience in public schools. Pass/No Pass.
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EDLL 375 - Culture, Power & Identity I
2 credit(s)
Explores the nature and role of culture, structures of power and systemic effects of prejudice and discrimination alongside developing an understanding of one’s own socially constructed identity. Develops strategies for advocacy through civil engagement in the community as a teacher leader. Defines and explores culturally responsive teaching. Includes a community/school based civic engagement project.
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EDLL 380 - Planning, Managing, Implementing and Assessing Instruction
4 credit(s)
Develops skills in managing and organizing learning for diverse learners, including English Language learners in K-12 classrooms. Examines a variety of specific curricular models, instructional skills and strategies, assessment methods, and classroom management systems, including those most effective for ELL classrooms.
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EDLL 390 - Teacher As Researcher I
2 credit(s)
Introduces teacher candidates to foundational principles of teacher action research. Candidates will develop the skills of accessing, organizing, and analyzing existing research. Candidates will learn to use data and existing research to analyze educational practice and policy at the community, school, and classroom levels.
Corequisite(s): EDLL 380 .
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EDLL 400 - Culture, Power & Identity II
2 credit(s)
Explores the nature and role of culture, structures of power and systemic effects of prejudice and discrimination alongside developing an understanding of one’s own socially constructed identity. Develops strategies for advocacy to support learners identified for special services through an Individual Education Plan, 504 plan, and struggling readers, including those identified as dyslexic. Will address the specific needs of English Language Learners included in this population.Explores the nature and role of culture, structures of power and systemic effects of prejudice and discrimination alongside developing an understanding of one’s own socially constructed identity. Develops strategies for advocacy to support learners identified for special services through an Individual Education Plan, 504 plan, and struggling readers, including those identified as dyslexic. Will address the specific needs of English Language Learners included in this population.
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EDLL 410 - Teacher As Researcher II
2 credit(s)
Students will continue exploration of teacher action research through a) analyzing their own emerging teaching practice, b) developing an area of focus for further study, and c) designing an integrated teaching/research and learning unit of study (work sample) to be implemented during school-based clinical experience.
Corequisite(s): EDLL 425 and EDLL 430 .
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EDLL 420 - Math Methods
3 credit(s)
Introduces P-8 educators to the theories, strategies, foundations and technology applications appropriate to mathematics in multiple and single subject classrooms. Emphasizes the linkage to current standards of practice, integrated curriculum design, and developmentally, culturally, and linguistically appropriate pedagogy. Develops strategies for the acquisition of academic language amd literacy in the content areas with attention to ELL instruction and assessment in mathematics.
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EDLL 425 - Literacy Methods
5 credit(s)
Explores the power of language through the study and application of comprehensive literacy. Introduces teacher candidates to the survey and implementation of specific curricular methods and assessments of comprehensive literacy for implementation in K-8 multiple and single subject classrooms, including the integration of current standards of practice and standards-based ESOL instruction.
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EDLL 430 - STEM and Methods
4 credit(s)
Introduces P-8 educators to the theories, strategies, resources, foundations and technology applications appropriate to science, technology, engineering, and mathematics, plus integrated health and art methodologies in multiple and single subject classrooms. Emphasizes the linkage to current standards of practice, integrated curriculum design, and developmentally, culturally and linguistically appropriate pedagogy. Develops strategies for the acquisition of academic language and literacy in the content areas with attention to ELL instruction and assessment in mathematics, science and health. Course includes clinical integration.
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EDLL 440 - Disciplinary Area & Language Learning
2 credit(s)
Introduces single subject endorsement teacher candidates to the application of reading and writing theories and to the development of content area literacy. Develops and expands knowledge of the nature and scope of middle school and high school reading and writing, English language learning, and of the application of ESOL methods, materials, assessments, remedial strategies, and motivation for reading, writing, and study skills.
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EDLL 441 - Science Pedagogy
6 credit(s)
Introduces aspiring secondary educators to the theories, strategies, resources, and technology applications appropriate to science curriculum and instruction. Emphasizes research-based teaching and evaluation methods, as well as an in-depth analysis of national and state content-area standards. Includes applications of science project-based learning in community and service-learning contexts.
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EDLL 442 - Mathematics Pedagogy
6 credit(s)
Introduces aspiring secondary educators to the theories, strategies, resources, and technology applications appropriate to mathematics curriculum and instruction. Emphasizes research-based teaching and evaluation methods, as well as an in-depth analysis of national and state content-area standards. Includes applications of mathematics project-based learning in community and service-learning contexts.
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EDLL 443 - Language Arts Pedagogy
6 credit(s)
Introduces aspiring secondary educators to the theories, strategies, resources, and technology applications appropriate to language arts curriculum and instruction. Emphasizes research-based teaching and evaluation methods, as well as an in-depth analysis of national and state content-area standards. Includes applications of language arts project-based learning in community and service-learning contexts.
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EDLL 444 - Social Studies Pedagogy
6 credit(s)
Introduces aspiring secondary educators to the theories, strategies, resources, and technology applications appropriate to social studies curriculum and instruction. Emphasizes research-based teaching and evaluation methods, as well as an in-depth analysis of national and state content-area standards. Includes applications of social studies project-based learning in community and service-learning contexts.
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EDLL 450 - Culture, Power & Identity III
4 credit(s)
Praxis: Theory into Action. Teacher candidates and leaders and advocates will place into action theories and strategies from all preceding courses as they plan, teach, assess and manage ELL classrooms as inclusive learning communities for all students. Taught in conjunction with EDLL 475 . Includes integrated action research/teaching/advocacy implementation.
Prerequisite(s): EDLL 400 .
Corequisite(s): EDLL 475 .
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EDLL 460 - Interdisciplinary Project-Based Learning
3 credit(s)
Introduces middle and secondary teacher candidates to the theories, strategies, practices, and assessment of interdisciplinary project-based learning. Emphasizes use of common standards of practices as a basis for integration. Includes practical application through project-based learning.
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EDLL 465 - Action Research in ESOL
1-13 credit(s)
Supervised action research project in a public, private, or charter school, or non-public school setting to develop skills in designing, implementing, and evaluating projects in education advocacy and service in diverse settings.
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EDLL 470 - Supervised Educational Assistant
1-13 credit(s)
Supervised work in a public school setting to develop skills in planning, implementing, and evaluating instruction as well as in establishing a climate conducive to learning for diverse learning in ESOL classrooms.
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EDLL 475 - Student Teaching & ESOL Practicum
10 credit(s)
Supervised clinical experiences teaching and learning with diverse learners demonstrating an ability to teach all learners. Includes ESOL practicum and/or Bilingual practicum experiences. Pass/No Pass.
Prerequisite(s): EDLL 350 and EDLL 400 .
Corequisite(s): EDLL 450 .
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EDTL 501 - Virtual Learning Communities
2 credit(s)
This course provides an overview of the research and practice of technology in education and incorporates an integrated theoretical framework to promote effective technology integration based on using inquiry to create and sustain virtual learning environments to support community in the classroom and beyond.
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EDTL 510 - Project Based Learning/Web 2.0 World
3 credit(s)
In this course students will learn to develop technology supported authentic project-based learning activities. Students will explore the application and adaptation of a variety of Web 2.0 environments and tools as a tool for discovery, collaboration, and communication within an educational context.
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EDTL 515 - Exploring Tools for Learning
3 credit(s)
This course is designed to introduce candidates to some of the information and communication technological tools useful for supporting learning, as well to familiarize them with issues associated with their use. The focus of the course will be on why, when and how to use these tools to support students’ thinking and learning. Utilizing a project-based approach, students will design and implement a series of authentic projects designed to provide them with concrete experiences applying technology to teaching and lesson design. These projects will be tailored to the grade level or secondary content that they are teaching.
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EDTL 520 - Applying Educ Tech to Problems of Prac
2 credit(s)
Candidates will engage in action research in their teaching settings to better understand critical problems of practice. Candidates will first explore and understand the principles of action research applied to classroom practice, and are then guided through the process of identifying, designing, implementing and evaluating a practice-based project around issues of educational technology. Candidates will present their work in a professional conference or other suitable venue. This course will lead to completion of the technology implementation project required for the Pacific Technology Certificate.
Prerequisite(s): Admission to the Technology Learning Certificate program and EDTL 501 .
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EDTL 530 - Developing a Professional Web Presence
1 credit(s)
Candidates investigate possibilities for establishing a web presence to support their professional development and educational practice. Topics to be explored will include: virtual space design, personal learning environments/networks, technology tools for learning & practice, and professional learning communities. Candidates will engage in inquiry and hands-on exploratory activities with the goal of designing and implementing a virtual environment tailored to their needs.
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EDTL 535 - Teaching Online
2 credit(s)
This course is designed to examine pedagogical strategies and best practices for teaching and learning in online and blended learning environments. Designing effective group communication, collaboration, and critical thinking environments will be the focus. Participants are expected to actively engage in a variety of activities and read, watch, and listen to media in support of becoming a successful online instructor and will learn how to develop an effective online learning community. Instructor’s consent required.
Prerequisite(s): Instructor’s consent required
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EDTL 560 - Special Topics in Technology
1-2 credit(s)
Designed for the more experienced educator who wants to explore a specific area related to technology and learning not currently offered. Areas of focus may include topics like: Mobile Learning, Smartboards; Gaming & Learning; Handheld Learning; and Immersive Virtual Worlds. Instructor’s consent required. May be repeated for credit.
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EDUC 110 - Human Flourishing: The Art & Science
2 credit(s)
Explores the art and science of human flourishing and its role in cultivating resilience, transformation, and sustainability in ourselves, our communities, and the planet. Current research on wellbeing and sustainability practices in psychology, neuroscience, education, and environmental science will be examined. Students will work to develop individual insight and environmental awareness to support their mental and physical health and cultivate connection and compassion through contemplative practices like mindfulness meditation and yoga. Equity, personalized learning, authentic work, and collaborative design will guide the student learning experiences in the course.
Core Requirement(s): Counts toward core requirement: Sustainability
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EDUC 155 - New Topics
See the Advising Center for description.
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EDUC 210 - Education for Sustainability
2 credit(s)
Education for Sustainability (EfS) is a transformative process that engages students, teachers, and schools in imagining and building a world where we, and future generations, can live and prosper. The goal is to guide students in developing an understanding of the relationships between the environment, the economy, and society. Provides foundational knowledge of the environmental and sustainability education movements that have paved the way for the incorporation of environmental education in our schools. This course is hands-on and uses project-based learning mixed with lecture and discussion.
Core Requirement(s): Counts toward core requirement: Sustainability.
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EDUC 220 - Africa Experience in Kenya I
2 credit(s)
An introductory course intended to prepare students to take part in the Seminar on Globalization: Africa’s Experience in Kenya Part II (EDUC 392 ), a Winter Term Study Abroad course at Egerton University, Njoro,Kenya. Topics include Kenyan and East African history, culture, geography, politics, literature, ecology, wildlife, and agriculture, as well as logistical preparation for study abroad (passport, visa, inoculations, etc.).
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EDUC 255 - New Topics
See the Advising Center for description.
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EDUC 260 - Foundations of Education
2 credit(s)
Introduces the foundations of American education and schooling. Examines schooling and the teaching profession from an interdisciplinary approach that includes a variety of perspectives.
Core Requirement(s): Counts toward core requirement: Social Systems and Human Behavior.
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EDUC 300W - Intro to Early Childhood Education
4 credit(s)
Introduces the field of early childhood education. Examines the history and foundation of programs; mission and ethics; legislation and public policy; educational reform; appropriate goals for normative and special developmental needs within varied social and cultural contexts; and observational methodology. Requires 2 hours of weekly service learning in an early childhood classroom. Utilizes problem-based learning.
Core Requirement(s): Counts towards core requirements: Diverse Perspectives, Civic Engagement, and Social Systems and Human Behavior.
Prerequisite(s): Sophomore standing or above, EDUC 260 , and PSY 150 .
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EDUC 302 - Teaching Art in MS/HS
3 credit(s)
Introduces the basic methods of art instruction for the middle and high school classroom. Discusses creativity, developmental levels, discipline-based art education, and state and national standards. Includes hands-on experiences with art media and lesson plans.
Prerequisite(s): Admission to College of Education.
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EDUC 303 - Teaching Music in MS/HS
3 credit(s)
Surveys the fundamental principles, techniques, and procedures for teaching music in the middle and high school.
Prerequisite(s): Admission to College of Education.
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EDUC 308 - Learn Communities I: Personal Awareness
2 credit(s)
Explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Includes learning communities, personal history and culture, communication skills, creativity, and classroom management.
Prerequisite(s): Sophomore standing or above (30 or more completed).
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EDUC 309 - Learning Communities II: Diversity
2 credit(s)
Explores the personal, relational, and community aspects of communication, collaboration, congruency, cooperation, and competition. Discusses learning communities, personal history and culture, communication skills, creativity, diversity, special needs students, and classroom management.
Core Requirement(s): Counts toward core requirement: Diverse Perspectives.
Prerequisite(s): Admission to College of Education.
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EDUC 310 - Disability and Education
4 credit(s)
Critically examines the education of people with dis/abilities, focusing on the historical, political, legal, social, and cultural forces that have shaped current policy and practice. Emphasis is placed on understanding education from the lived experience of people with dis/abilities. Includes civic engagement activities intended to identify and address accessibility and inclusivityconcerns in K-12 education. This course is also listed as DS 310. Preqrequisite: EDUC 260 and Sophomore Standing (30 or more completed credits) 4 credits.
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EDUC 311 - Applied Experiential Learning
2 credit(s)
Students will explore STEM to STEAM, Place-based, and Project-based pedagogies that connect students with their environment and community to foster engagement and improve learning. We will design place-based curriculum that utilizes outdoor spaces for K-12 classes in the Forest Grove School District. Students in this course will work directly with teachers in FGSD to design place/project/experiential lessons that meet state standards. Through hands-on practice, students will develop an understanding of, and gain experience with, using the outdoor environment as an integrating context for academic achievement. This course has a strong focus on hands-on, in the field experiential learning.
Core Requirement(s): Counts toward core requirement: Civic Engagement; Sustainability.
Prerequisite(s): Junior standing or above (60 or more completed credits).
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EDUC 312 - Community-Based Solutions in Education
2 credit(s)
Students will create learning spaces that are curiosity-inspiring, thought-provoking, engaging, and honor the needs of children. We will follow a permaculture-inspired process to design an outdoor classroom and learn how to engage students and stakeholders in the process every step of the way. Students in this course will design and implement an actual outdoor classroom at one of the schools in the Forest Grove School District. In this course, students will learn strategies for developing collaborative relationships with the community, parents, and administrators for ongoing care and maintenance of the space, and for creating change in their classrooms, schools, and community.
Core Requirement(s): Counts toward core requirement: Civic Engagement.
Prerequisite(s): Junior standing or above (60 or more completed credits).
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EDUC 322 - Applied Human Development
3 credit(s)
Explores developmental issues in applied contexts such as education, health services, and families. Students will critically examine assessment and intervention at various points across the lifespan.Explores developmental issues in applied contexts such as education, health services, and families. Students will critically examine assessment and intervention at various points across the life span.
Offered: Offered only at the Eugene campus.
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EDUC 326 - Teach Assess Mgmt MS/HS
3 credit(s)
Develops skills in designing, organizing, and assessing lessons and units for middle school and high school that involve students in appropriate learning activities, require higher level thinking skills, and use a variety of assessment methods. Includes a variety of instructional skills and strategies, assessment, current trends in education, and classroom management as well as adolescent characteristics and development.
Prerequisite(s): Admission to College of Education.
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EDUC 335 - Education for Social Justice
2 credit(s)
Interdisciplinary course exploring the broad topic of Education for Social Justice. This course will utilize readings from a variety of disciplines, include education, sociology, anthropology, health sciences, environmental sciences, globalization studies, and political science. Drawing on a theory of education as a practice of freedom, the course provides a grounding for ethical and transformative teaching.
Core Requirement(s): Counts toward core requirement: Diverse Perspectives.
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EDUC 336 - Teaching Health in MS/HS
3 credit(s)
Guides students in the investigation of the three faces of a comprehensive school health program: school health services, school environment, and health instruction. Emphasis on the content of a health curriculum, developmental levels, teaching strategies, assessment, and class management.
Prerequisite(s): Admission to College of Education.
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EDUC 338 - 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.
Prerequisite(s): Admission to College of Education.
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EDUC 339 - Teaching Phys Ed in 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 - Teaching Math in 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 - Teaching Foreign Lang 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 - Teaching Social Studies in 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 - Teaching Language Arts in 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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