Oct 20, 2021  
Academic Catalog 2021-2022 
    
Academic Catalog 2021-2022

School of Learning and Teaching


Return to {$returnto_text} Return to: College of Education

Faculty

Dr. Talina Corvus, Assistant Professor, Education and Leadership

Dr. Andy Saultz, Associate Professor and Director, Education and Leadership

Introduction

At the School of Learning and Teaching, we believe nothing is more important than helping children to see all the possibilities the world holds for them. We believe nothing is more rewarding than the struggling student who triumphs because he knows his teacher cares. We believe nothing is more valuable than a teacher’s gift for igniting the love of learning.

School of Learning and Teaching faculty and staff members are committed to supporting and challenging all teacher candidates for licensure and degrees to be prepared as exceptional teachers in a rapidly changing world. (In accordance with national accreditation standards, students in teacher education programs are referred to as teacher candidates.) Our dynamic education programs are highly respected by school district leaders in Oregon and across the country. Teacher Candidates are provided with the theoretical foundation, practical knowledge, skills, and experience necessary to be a professional educator.

The School of Learning and Teaching has made every effort to ensure that the information herein is accurate at the time of publication, but reserves the right to change provisions in this catalog due to changes in processes and provisions in licensure rules as revised by the State of Oregon and Teacher Standards and Practices Commission.

Values

The College of Education is guided by our core values:

  • Equity
  • Access
  • Collaboration
  • Partnership
  • Agility
  • Wisdom
  • Kindness

Promoting Cultural Competence

The College of Education values:

  • A commitment by professional educators to respect humanity in all its diversity
  • Professional educators who believe that all students can learn and who assume responsibility in furthering that learning
  • Professional educators who interact constructively with students and their parents as well as colleagues, administrators, other school personnel, and the community - to achieve both instructional and relational goals
  • Professional educators as keen observers of the learner, family, community, and environment who use that data to the extent possible when planning instruction

Creating Student-Centered Classrooms

The College of Education values:

  • Professional educators who understand the subject(s) being taught and appreciate how knowledge in that subject is created, organized, linked to other disciplines and applied in real-world settings
  • Educational environments that provide opportunities for developing and sharpening intellectual, analytical, and reflective abilities
  • Promotion by professional educators of intellectual independence and active, responsible learning
  • Professional educators who exhibit the energy, drive, and determination to make their school and classroom the best possible environment for teaching and learning

Enhancing Learning Through Technology

The College of Education values:

  • Professional educators who engage students in pedagogically powerful applications of technology that foster learning
  • Professional educators who utilize a range of instructional resources and technology tools to support learning

History of Teacher Education at Pacific

Pacific University has been preparing teachers since it first offered the baccalaureate degree in 1863. Established in 1842 as a school to serve Native American children, Pacific began offering courses for teachers in 1911 as the Oregon public school movement expanded, one of only three colleges authorized by the State of Oregon to recommend graduates for high school teaching certificates at that time.

Throughout much of its history in the preparation of teachers, Pacific offered a Bachelor of Arts degree with a major in Education. In 1989, reflecting the growing national trend toward fifth-year teacher education programs, Pacific University became the first institution to gain approval from the Teacher Standards and Practices Commission to offer the Master of Arts in Teaching Fifth-Year program. Until 1995, this program offered only secondary endorsement areas, at which time it was expanded to include an elementary education component.

Teacher education programs had been located within the College of Arts and Sciences for many years. However, as an increasing number of teacher education students opted for programs at the master’s level, the opportunities and demands associated with teacher education extended substantially beyond the mission of the undergraduate College of Arts and Sciences. In 1994 the School of Education was founded and provided with the autonomy to implement policies and procedures necessary to support both graduate and undergraduate teacher education programs. In 2002, as a result of increasing growth in programs and faculty, the School of Education was designated the College of Education. Today we are one of five colleges at Pacific University.

About the School of Learning and Teaching

The College of Education School of Learning and Teaching is committed to increasing its sphere of influence and deepening its commitment to quality. The School of Learning and Teaching is preparing for national accreditation with the Association for Advancing Quality in Education Preparation, and previously held national accreditation from the National Council for Accreditation of Teacher Education (NCATE).  Its licensure programs are approved by the Oregon Teacher Standards and Practices Commission (TSPC).

Admission: School of Learning and Teaching

Online  application for all programs is available at www.pacificu.edu/coe.

Eugene Campus

For application information and forms, contact the Admissions office at 541-485-6812. Office hours are Monday-Friday 8:30 am – 4:30 pm. Contact also may be made through email at teacheug@pacificu.edu. Online application is available at www.pacificu.edu/coe.

Forest Grove Campus

For application information and forms, contact the Admissions Office at 503-352-1435 or toll free at 1-877-722-8648, x 1435. Office hours are Monday-Friday, 8:30 am - 4:30 pm. Contact also may be made through email at teach@pacificu.edu. Online application is available at www.pacificu.edu/coe.

Woodburn Campus

For application information and forms, contact the Admissions Office at 503-352-1443 or toll free at 1-877-722-8648, x 1443. Office hours are by appointment. Contact also may be made through email at kcarr@pacificu.edu. Online application is available at www.pacificu.edu/coe.

For All Graduate Programs*:

  • Completed application
  • A baccalaureate degree from a regionally accredited college or university 
  • Current résumé that includes professional work history
  • Official transcripts from all colleges or universities attended. Transcripts from colleges or universities outside of the US must be translated and evaluated by an international academic credential evaluation service.
  • A 2.75 minimum GPA in undergraduate work or 3.00 minimum GPA in at least 8 credits of graduate study
  • Letters of recommendation
  • Proof of English proficiency, as described below

* Applicants to the Master of Education/Visual Function in Learning Program (MEd/VFL) have a different application process, listed below.

English Language Proficiency Policy

A satisfactory level of English language proficiency is required for admission to COE graduate programs. All applicants must meet the English language proficiency requirement prior to admission. Any exception to this policy must be reviewed by the appropriate campus Director and the School of Learning and Teaching Admissions Committee. The School Director will have final approval after considering the School of Learning and Teaching Admissions Committee’s recommendation.

Valid Proof of English Language Proficiency

Applicants to graduate programs must meet one of the following conditions for valid proof of English language proficiency:

  • Completion of a bachelor’s, master’s, doctoral, or professional degree at a regionally accredited college or university where English is the primary language of instruction. Note: Individuals who are in the process of earning a bachelor’s degree from a regionally accredited institution may be admitted conditionally.
  • Achieving the minimum required official score on the International Test of English as a Foreign Language (TOEFL), the Pacific University Institutional TOEFL, or the International English Language Testing System (IELTS) exam.
TOEFL IELTS
Paper-based Computer-based Internet-based  
600 overall
Minimum per section:
54-55 reading
55 listening
55 structure/written expression
250 overall
Minimum per section:
21 reading
22 listening
22 structure/writing
100 overall
minimum per section:
20 reading
21 listening
22 writing
22 speaking
7.0 overall
Minimum sub scores per section:
7.0

Note: According to the Education Testing Services (ETS) policy the institutional TOEFL can only be offered to that institution’s students and thus is only valid at the institution. Thus, the Pacific University Institutional TOEFL can be offered only to Pacific University students and is valid only at Pacific.

Test scores are valid for two years after the test date. A test score more than two years old will be considered valid if the score exceeds the minimum requirements (overall and sections) and the candidate has maintained continuous residency in a country where English is the primary language since the exam date.

Invalid Proof of English Language Proficiency

  • Test score less than Pacific’s minimum requirement
  • Test score more than two years old (unless the candidate has lived in the United States since the exam date)
  • Institutional TOEFL score from any school except Pacific
  • Completion of an English as a Second Language (ESL) program at any school
  • Successful completion of English, writing, or literature courses at any college or university
  • An associate’s degree from a community college in the United States

A candidate’s proof of English language proficiency does not guarantee admission into a program. All other admission requirements must be met in addition to proving English language proficiency.

Advanced Programs

Graduates of the College of Education undergraduate licensure program are guaranteed an interview with the COE admissions process for Advanced Programs, with the submission of a letter of intent, current résumé, a copy of teaching license, and transcripts from universities attended after graduation from Pacific University.

Teacher candidates who earned their teaching license from another institution should complete the requirements listed below:

Additional Admission Requirements for Candidates Completing a Degree Program

  • Completed checklist of TSPC character questions
  • Copy of Oregon Teaching License
  • Two letters of recommendation from school administrators, evaluators, supervisors, or peer teachers addressing the applicant’s professional teaching abilities, relationships with students and staff, and attitudes about improvement of teaching
  • Essay addressing an aspect of teaching on which the applicant wishes to concentrate in a professional development program

Additional Admission Requirements for Candidates Completing a Non-Degree Program (add-on endorsements)

  • Letter of intent
  • Copy of Oregon license or out-of-state license, if applicable
  • Letter of recommendation from supervisor or school administrator

Policies

Students are held to the Standards for Competent and Ethical Performance of Oregon Educators. Standards for competent and ethical behavior have been established by the Teacher Standards and Practices Commission. The following legislative guidelines apply to teacher education students while at Pacific University:

The Competent Educator

OAR 584-020-0010 The educator demonstrates a commitment to:

  1. Recognize the worth and dignity of all persons and respect for each individual;
  2. Encourage scholarship;
  3. Promote democratic and inclusive citizenship;
  4. Raise educational standards;
  5. Use professional judgment; and
  6. Promote equitable learning opportunities.

Statute Authority: ORS 342.143 & 342.175-342.190

The Ethical Educator

OAR 584-020-0035 The ethical educator is a person who accepts the requirements of membership in the teaching profession and acts at all times in ethical ways. In so doing the ethical educator considers the needs of the students, the district, and the profession.

  1. The ethical educator, in fulfilling obligations to the student, will:
    1. Keep the confidence entrusted in the profession as it relates to confidential information concerning a student and the student’s family;
    2. Refrain from exploiting professional relationships with any student for personal gain, or in support of persons or issues; and
    3. Maintain an appropriate professional student-teacher relationship by:
      1. Not demonstrating or expressing professionally inappropriate interest in a student’s personal life;
      2. Not accepting or giving or exchanging romantic or overly personal gifts or notes with a student;
      3. Reporting to the educator’s supervisor if the educator has reason to believe a student is or may be becoming romantically attached to the educator; and
      4. Honoring appropriate adult boundaries with students in conduct and conversation at all times.
  2. The ethical educator, in fulfilling obligations to the district, will:
    1. Apply for, accept, offer, or assign a position of responsibility only on the basis of professional qualifications, and will adhere to the conditions of a contract or the terms of the appointment;
    2. Conduct professional business, including grievances, through established lawful and reasonable procedures;
    3. Strive for continued improvement and professional growth;
    4. Accept no gratuities or gifts of significance that could influence judgment in the exercise of professional duties; and
    5. Not use the district’s or school’s name, property, or resources for noneducational benefit or purposes without approval of the educator’s supervisor or the appointing authority.
  3. The ethical educator, in fulfilling obligations to the profession, will:
    1. Maintain the dignity of the profession by respecting and obeying the law, exemplifying personal integrity and honesty;
    2. Extend equal treatment to all members of the profession in the exercise of their professional rights and responsibilities; and
    3. Respond to requests for evaluation of colleagues and keep such information confidential as appropriate.

Stat. Auth.: ORS 342
Stats. Implemented: ORS 342.143 & 342.175 – 342.190
Hist.: TS 5-1979, f. 12-19-79, ef. 1-1-80; TS 7-1983, f. & ef. 12-14-83; TS 7-1989, f. & cert. ef. 12-13-89; TSPC 8-1998, f. & cert. ef. 12-9-98; TSPC 7-2007. F. &
cert. ef. 12-14-07

Guidelines for Professional Behavior

The goal of the College of Education is to provide an educational experience through which candidates may develop as confident, competent, and ethical educators as established by the Program’s expectations and the standards established by the State of Oregon. To assist candidates in meeting the requirements of membership in the teaching profession, candidates in the College of Education are expected to learn and practice appropriate professional and ethical behaviors.

The following behaviors, along with those stated in the Standards for Competent and Ethical Performance of Educators (ORS 342.175 to 342.190), are expected while enrolled in the program and while representing the University. The inability to meet these standards will lead to disciplinary action and can result in dismissal from the school. Conduct inconsistent with these standards, such as plagiarism, cheating, lying and/or fraud, is considered unprofessional and will not be tolerated.

Attitude: Candidates are expected to possess personal qualities of integrity, honesty, dedication, responsibility, and strong ethical values; recognize the worth and dignity of all persons; and demonstrate sensitivity to others and a positive outlook. Candidates are expected to work cooperatively with others; participate and share information; treat faculty and staff, peers, students and mentors with respect; display a willingness to learn and accept constructive criticism; be punctual; and demonstrate behavior that contributes to a positive learning environment.

Attendance: Candidates are expected to attend all classes unless excused by the instructor. Grades can be lowered by unexcused absences and/or lateness.

Ability to work with others: Cooperation and collegiality are required to be an effective professional educator. Candidates are therefore expected to cooperate, participate, share information, and show respect for others while enrolled in the program.

Ability to work independently: Initiative, perseverance, and self-discipline provide the foundation for professional excellence. Candidates are expected to initiate and pursue study independently and to accept responsibility for their own learning.

Appearance: Candidates are expected to observe professional guidelines for appropriate dress and hygiene.

Research: Candidates are required to abide by the ethical principles of research with human participants as defined by the American Psychological Association.

Citizenship: Candidates are expected to display those attributes expected of a member of a learned profession; promote democratic citizenship, demonstrate social awareness and a sense of social responsibility; and exemplify good citizenship in all social and community interactions.

University Rules and Policies

Candidates are expected to follow all guidelines set forth by Pacific University.

Professional and Academic Standards

Good standing in the College of Education is defined as:

  • continued enrollment;
  • satisfactory academic progress;
  • satisfactory performance in practica, student teaching, and internships;
  • satisfactory teaching competencies;
  • behavior that leads to professional competence and positive interpersonal and professional relations;
  • appropriate professional/ethical conduct.

Candidates are evaluated regularly in all these areas.

Satisfactory performance in courses is defined as maintaining a 3.00 minimum GPA in all professional education and endorsement area coursework at the end of each term with no grade lower than a C; a C- is not acceptable.

Satisfactory performance in practica, student teaching placements and internships is defined as completing them with a grade of Pass (for graduate students) and C or above for undergraduate students.

Candidates are expected to demonstrate behavior consistent with the Pacific University Code of Academic and Professional Conduct, the most current ethical code established by the Teacher Standards and Practices Commission, and the most current state and federal laws governing the conduct of educators. The College of Education reserves the right to define professional competence and behavior, to establish standards of excellence, and to evaluate candidates in regard to them.

Agreement to abide by the policies and procedures of the University and the program is implicitly confirmed when candidates register each term. Candidates are expected to adhere to the various administrative and academic deadlines listed in the academic calendar and in course syllabi. Failure to do so may jeopardize their standing in the College of Education and may constitute grounds for probation or dismissal from the program. Candidates must maintain good standing in the program in order to be eligible for federally-funded financial aid or University /College of Education scholarships.

Violations of the Code of Academic and Professional Conduct

The College of Education assigns great importance to self-discipline, the ability to work with others, and the ability to conduct oneself in a professional manner. Violations of the Code of Academic and Professional Conduct can result in the dismissal of School of Learning and Teaching students without previous warning at any time in their academic career.

School of Learning and Teaching program students are guided by the Code of Academic and Professional Conduct sections of the program handbook.

Appeals Procedure

A candidate may appeal a decision of the College of Education related to academic standing by submitting a letter to the Director within ten business days notification of the decision. The appeal will be heard before a committee of five members appointed by the Director. The committee will consist of a member of the Education Consortium, a faculty member from the Faculty of the Professional Schools, a faculty member from the College of Education outside of the candidate’s own program, a faculty member selected by the candidate, and another student. Any appeal of this committee’s decision must be referred to the University Standards and Appeals Board.

Dismissal

The Dean of the College of Education will consider a recommendation for dismissal for any of the following:

  • If a candidate fails to sustain satisfactory progress toward completion of the degree or licensure program because two or more substandard grades exist on the candidate’s transcript at any time;
  • Insufficient progress in the development of teaching competencies;
  • Failure to comply with College of Education rules or procedures;
  • Unprofessional conduct, unethical conduct, or illegal conduct; and
  • Evidence of behavior that may hinder professional competence and interpersonal or professional relations.

Ordinarily, a candidate will have received warnings that his/her work is less than satisfactory before dismissal. However, a candidate may, for adequate cause, be dismissed without previous warning. Per university policy, a candidate can appeal the decision.

School of Learning and Teaching program students are guided by the program handbook.

Course Attendance

Candidates have a personal and professional responsibility for course classroom attendance, active participation, timely completion of assignments, and attendance at practica and student teaching placements.

While Pacific University believes that candidates should be in attendance at all class sessions, individual faculty members are responsible for notifying candidates of attendance expectations in their courses at the beginning of each term and may lower a candidate’s grade for poor attendance or participation. Candidates are expected to inform their instructors of an unavoidable absence in advance. Assignment of makeup work, if any, is at the discretion of the instructor. Attendance requirements during the practicum and student teaching experience include all professional and special events required of the mentor teacher. This may encompass, but is not limited to, after school or before school activities, evening events, in-service activities, staff meetings, parent/teacher conferences and sporting events. Only illness or family emergencies constitute a legitimate excuse for absence. If illness or an emergency necessitates an absence, the candidate is responsible for notifying their cooperating teacher and university supervisor in a timely fashion.

Attendance at regularly scheduled classes is limited to candidates who are currently enrolled in the course or to invited guests of the course instructor(s). All other guests, including family members, require prior approval from the course instructor.

Academic Performance Review

Faculty instructors will evaluate academic performance, practicum skills, and professional behaviors demonstrated in university classes, practica, student teaching and internship settings. Evaluations will adhere to standards set forth in this catalog, the student handbook. A student who is not performing adequately will receive notification through verbal feedback, individual advisement, and/or written notification.

The overall academic progress of each student is reviewed at the end of each grading period by the program coordinators.

  • For School of Learning and Teaching program students, semester grades of less than “C” (that is C-, D, F, and N) are substandard for SLT graduate students and may not be used to fulfill the requirements for a master’s degree or to fulfill requirements for a teaching license.

School of Learning and Teaching Candidates may not register for student teaching until all coursework and tests required for licensure are satisfactorily completed. Additionally, all candidates must maintain a cumulative GPA of 3.0 in each semester enrolled in order to continue in the program.

To continue in the program, any substandard grade must be rectified, either by taking the course again or through an independent contract with the course instructor. It is the responsibility of the student to initiate with the course instructor, and agree in writing to, a means of rectifying the substandard grade.

Graduation

Degree candidates must apply for graduation through BoxerOnline to graduate and/or participate in Commencement. To receive degrees in May or June and/or participate in the May Commencement ceremony in Forest Grove, degree applications are due to the Registrar’s Office by January 15. To receive a degree on January 31, degree applications are due to the Registrar’s Office by October 15. To receive a degree in August, degree applications are due to the Registrar’s Office by May 15.

All School of Learning and Teaching candidates receiving degrees are encouraged to participate in the University’s hooding and commencement ceremonies. MAT, MAE., and MEd candidates who are within 4 credits of completing their programs may participate in the May ceremony. MEd/V.F.L candidates may participate if they are within 6 credits of completion.

Grading

The College of Education uses an “A” through “F” grading scale including “+” and “-” as well as Pass/No Pass. See program specific handbooks for specific grading standards. 

Incomplete Grades

An instructor may issue a grade of Incomplete (I) only when the major portion of a course has been completed satisfactorily but health or other emergency reasons prevent the student from finishing all requirements of the course. Prior to submitting an Incomplete grade, the instructor and the student complete an Incomplete Grade Contract detailing the timeline for completion and submission of all remaining work. After submission of the work, the instructor completes a Grade Change form and submits it to the appropriate person for approval; the form then is processed by the Registrar.

If agreed-upon work is not completed and no grade change submitted by the deadline (and an extension has not been granted), when the Incomplete expires the grade becomes an F or N. Faculty may request an extension of an Incomplete (before the expiration date of the Incomplete) by notifying the Registrar’s office.

Questions regarding this policy should be directed to the Registrar, School Director, or College Dean.

In graduate programs, the instructor and the candidate should agree upon a deadline by which all work will be completed.

In undergraduate programs the latest completion/expiration dates are:

Fall semester Incompletes: December 31 of the following year.
Winter term Incompletes: January 31 of the following year.
Spring semester and Summer term Incompletes: May 1 of the following year.

Normal Load

For graduate students, 8 credits or higher per term is considered full-time; 4 credits is considered half-time. For undergraduate students, 12 credits or higher per term is considered full-time; 6 credits is considered half-time.

Instructor Responsibilities

The College of Education expects that its instructors will design and teach courses that appropriately challenge candidates. From the beginning of the course, instructors will clearly communicate expectations regarding standards of performance and will explain how grades will be determined and assigned. It is expected that candidates will receive feedback concerning their status during the course and that all graded work will be returned promptly. College of Education instructors will model and communicate expectations for exemplary professional behavior. Instructors will warn candidates when their academic performance or professional behavior is less than satisfactory as soon as that becomes apparent to the instructor.

Assignments and tests will be designed to allow a determination of candidates’ conceptual understandings of course material and their ability to apply what they have learned in an authentic manner in an educational setting. Instructors are responsible for judging the quality and accuracy of candidates ’ work and assigning grades.

Instructors are expected to possess personal attributes of honesty, dedication, responsibility, and strong ethical values. They are expected to create a learning environment that is challenging, positive, and rewarding and that honors cultural differences and diversity. Instructors are expected to treat candidates and peers with respect and adhere to all Pacific University rules and guidelines.

 

Tuition

Forest Grove and Eugene graduate programs $786, per credit
Eugene and Woodburn undergraduate programs (BEd) $441, per credit
Forest Grove undergraduate program (BA)  
  Annual (two 14-week semesters) $45,344*
  Semester (one 14-week semester) $22,672*
  Part-time, per credit (1 through 11 credits) $1,879
MEd/VFL (concurrent with Doctor of Optometry program), per credit $393
Audit, per credit hour $450
Health & Counseling Fee $282
Graduation Application Fee $100

* Overloads: Between 12-18 credits tuition charges remain at the 12-credit level. Permission is required to be enrolled in more than 18 credits; students are charged full-time tuition, plus the part-time per-credit charge for each credit above 18.

Calendar

https://goo.gl/bd5W9S or see Program Handbooks.

Education and Learning

The Education and Learning major is designed to provide students with a deep understanding of the psychological, social, philosophical, and curricular foundations of education. This major builds a strong foundation for careers working with children and in various educational programs, including classroom teaching. Students not interested in obtaining a teaching license will complete a capstone research project instead of student teaching.

Students interested in licensure will choose from two tracks in the major, general education or special education, and complete the required professional courses for the selected endorsements. Those choosing general education will complete the requirements for the multiple subjects or selected single subject endorsements, while those who choose special education will complete the requirements for the special education endorsement. Student teaching is the capstone experience. Students considering a teaching career should consult with the coordinator of the undergraduate education program and it is recommended that students take the introductory education course, EDUC 260 - Foundations of Education , by their sophomore year.

The Education & Learning major (as well as many other majors at Pacific) also is a good choice for those who want to complete a liberal arts degree as an undergraduate and then secure an Oregon Preliminary Teaching License as part of a master’s program (see our MAT  program for an example).

A minor in Teaching English to Speakers of Other Languages (TESOL) is available; information follows.

Programs

    Bachelor of ArtsBachelor of EducationMaster of Arts in TeachingMaster of Arts in EducationMaster of EducationMinorEndorsementOther Programs

    Courses

      EducationPage: 1 | 2 | 3

      Return to {$returnto_text} Return to: College of Education