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Early Childhood Education |
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ECED 311 - Early Childhood Foundations
Credits: 3
This course is designed to provide students with an overview of the early childhood field. History of early childhood education and theory, important figures, various curriculums and program settings are examined.
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ECED 312 - Child Development: Conception through age 8
Credits: 3
This course is designed to explore child growth and development from conception to middle childhood (through age 8) in gross and fine motor skills, social/emotional, language, and cognitive areas of typically and atypically developing children. Additionally, this course explores major risk factors that can compromise normal development and social systems and their effects on child development.
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ECED 313 - Family Collaboration in Early Childhood
Credits: 3
This course is designed to explore theory, philosophy, and procedures for fostering collaborative partnerships with families of young children. Historical and legal foundations, contemporary frameworks, effective communication methods, parent education, and contemporary issues affecting family-professional partnerships will be identified. In addition, examination of cultural and other types of diversity between families and professionals will be emphasized.
Prerequisites: ECED 311 & ECED 312 and admission to program.
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ECED 314 - Positive Behavior Guidance and Management in Early Childhood
Credits: 3
This course is designed to examine appropriate and developmentally sensitive strategies for guiding and managing behavior in typically and atypically developing young children. Social skills, problem solving, conflict resolution, and moral education curricula are presented. The importance of consistency and proactive strategies and understanding the affective domain of the child will be stressed.
Prerequisites: ECED 311 & ECED 312 and admission to program.
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ECED 316 - Play and Learning Environments in Early Childhood
Credits: 3
This course is designed to explore play theories and the emphasis of play in the development of the young child. In addition, this course explores the play environment and planning the physical and social environment for young children.
Prerequisites: ECED 311 & ECED 312 and admission to program
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ECED 317 - Literature for Young Children
Credits: 3
This course is designed to familiarize early childhood professionals with books for the young child. Evaluation of literature, the literature curriculum, how to share literature experiences between children and adults, and creating language and literacy rich environments will be explored.
Prerequisites: ECED 311 & ECED 312 and admission to program
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ECED 318 - Health and Wellness in Early Childhood
Credits: 3
This course is designed to examine health, nutrition, and safety needs as they apply to school environments for children from birth to age eight. Students will examine the impact of family, school, and community relationships on a child’s health and well-being. Information on program planning, classroom curriculum and parent education in regard to health and safety will also be discussed.
Prerequisites: ECED 311 & ECED 312 and admission to program
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ECED 319 - Technology in Early Childhood
Credits: 2
This course introduces the integration of technology as a method to enhance teaching and learning in the early childhood classroom. The course will explore current early childhood technology trends, the unique learning environments, facilitation of assessment/evaluation, and ethical issues surrounding the use of technology. Participants will explore strategies and technology tools that support the education and achievement of young children and dissemination of information to parents and others.
Prerequisites: ECED 311 & ECED 312 and admission to program
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ECED 321 - Assessments and Observation in Early Childhood
Credits: 3
This course is designed to explore the methods used to assess young children’s development and programs. Formal assessments, informal assessments, and assessment systems will be explored. Participants will gain techniques for organizing, analyzing and interpreting data and applying assessment information to improve program quality and to best meet the needs of individual children. In addition, proper methods for sharing assessments findings will be identified.
Prerequisites: ECED 311 & ECED 312 and admission to program.
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ECED 322 - Critical Issues in Early Childhood
Credits: 3
This course is designed to explore current issues and trends within the field of Early Childhood Education. Participants will have the opportunity to participate in thoughtful and critical examinations of the practices, policies, and professional development to develop a new generation of early childhood professionals.
Prerequisites: ECED 311 & ECED 312 and admission to program.
Course Attributes: UWR
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ECED 409 - Early Childhood Practicum 2
Credits: 2
(Capstone) This course is designed to provide early childhood classroom experience under the supervision of an early childhood professional. You will observe, participate, and teach in the early childhood setting under the supervision of a cooperating teacher. You will have an experience in one of the early childhood age groups (birth-3 or ages 3-5) in a determined location (Primary or elementary school, child care center or home, and Head Start).
Prerequisites: ECED 309 , ECED 311 , ECED 312 , ECED 411 , ECED 412 , ECED 413 , ECED 414 , ECED 416 , program admission, and completion of core 1 courses.
Course Attributes: C
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ECED 411 - Math Methods in Early Childhood
Credits: 3
This course is designed to explore the mathematic needs of young children. An emphasis is placed on learning instructional strategies and techniques, appropriate for use in the early childhood setting. Particular emphasis will be given to the following important parts of mathematical learning in young children: number concepts, quantities, relationships, and operations; geometry and spatial relations; measurement; patterns and geometry; and analyzing data.
Prerequisites: ECED 311 , ECED 312 , program admission, and completion of core 1 courses.
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ECED 412 - Science Methods in Early Childhood
Credits: 3
This course is designed to explore the scientific needs of young children. An emphasis is placed on learning instructional strategies and techniques, appropriate for use in the early childhood setting. Particular emphasis will be given to the following important parts of scientific learning in young children: scientific exploration and learning, Earth and space science, physical science, and life science.
Prerequisites: ECED 311 , ECED 312 , program admission, and completion of core 1 courses.
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ECED 413 - Social Science Methods in Early Childhood
Credits: 3
This course is designed to explore the social science needs of young children. An emphasis is placed on learning instructional strategies and techniques, appropriate for use in the early childhood setting. Particular emphasis will be given to the following important parts of social learning in young children: family, community, history, geography, economy, and civics.
Prerequisites: ECED 311 , ECED 312 , program admission, and completion of core 1 courses.
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ECED 414 - Language Arts Methods in Early Childhood
Credits: 3
This course is designed to explore the literacy needs of young children. An emphasis is placed on learning instructional strategies and techniques, appropriate for use in the early childhood setting. Particular emphasis will be given to the following important parts of literacy development in young children: phonological analysis, alphabet knowledge, print concepts and knowledge, and early writing.
Prerequisites: ECED 311 , ECED 312 , program admission, and completion of core 1 courses.
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ECED 416 - Creative Arts Methods in Early Childhood
Credits: 3
This course is designed to explore the creative expression and experiences of young children. An emphasis is placed on learning instructional strategies and techniques, appropriate for use in the early childhood setting. Particular emphasis will be given to the following important parts of creative expression in young children: creative thinking, music, movement, and visual arts.
Prerequisites: ECED 311 , ECED 312 , program admission, and completion of core 1 courses.
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ECED 417 - Introduction to Individuals with Exceptionalities: Early Childhood
Credits: 3
This course is designed as an introductory course for exploring special needs children and their families. An overview of historical factors and legislation affecting service delivery, characteristics and prevalence of disorders, effective instructional techniques for working with this population, and community resources serving exceptional children will be explored.
Prerequisites: ECED 311 , ECED 312 , program admission, and completion of core 1 courses.
Course Attributes: UWR
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ECED 418 - Multicultural Education in Early Childhood
Credits: 4
This course is designed to introduce various multicultural and anti-bias issues in working with children and their families in early childhood settings. The course explores the role of culture and diversity on development, creating culturally aware and relevant early childhood programs, and implications for early childhood teaching practices.
Prerequisites: ECED 311 , ECED 312 , program admission, and completion of core 1 courses.
Course Attributes: DPD
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ECED 419 - Administration in Early Childhood
Credits: 3
This course is designed to prepare individuals for the role of an early childhood program administrator. Topics explored include, child care law and current regulations, an exploration of various early childhood programs, the responsibilities and operational functions conducted by the director, and the role of the director as an advocate for young children and their families.
Prerequisites: ECED 311 , ECED 312 , program admission, and completion of core 1 courses.
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Economics |
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ECON 115 - Economics of Social Issues*SSC
Credits: 5
An introductory course to principles of economics ECON 201 and ECON 202 . The course is an issue-oriented approach to the study of economic principles. Current important issues are used as vehicles for introducing basic economic concepts and principles that are then applied to those issues.
General Education Core: Social Sciences
Course Attributes: COMM,SSC
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ECON 120 - Sport Economics*GTW
Credits: 5
This course will focus on the economics, business and finance behind professional and collegiate sports. Examine the costs and benefits of the decision-making of athletes, teams, and communities where sports drives economic activity.
General Education Core: Gateway
Course Attributes: COMM, INQ, GTW, INQ
Course Outcomes: Communication, Critical Thinking, Inquiry
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ECON 201 - Microeconomics*SSC
Credits: 5
A systematic investigation of the operation of a market system, focusing on the role of households, firms, and government in determining wages and prices. The tools of analysis from concentration of economic power, the distribution of income, and the role of government in a market system.
Prerequisites: MATH 095 or MATH 098 . Students must have at least sophomore standing to register for this course.
General Education Core: Social Sciences
Course Attributes: CRIT,INQ,SSC
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ECON 202 - Macroeconomics*SSC
Credits: 5
An analysis of the operation of a mixed economy from an aggregate perspective. Issues such as inflation, unemployment, international trade, government finance, economic growth, and the neoclassical economic theory.
Prerequisites: MATH 095 or MATH 098 . Students must have at least sophomore standing to register for this course.
General Education Core: Social Sciences
Course Attributes: CRIT,INQ,SSC,UWR
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ECON 210 - Selected Topics
Credits: 1-6
Selected topics, terms and credits to be arranged. Students must have at least sophomore standing to register for this course. Course is repeatable
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ECON 301 - Intermediate Microeconomics
Credits: 5
An analysis of the economic interactions at the firm and household level. Topics will include business and household decision-making under uncertainty and asymmetric information, market power, general equilibrium, and game theory.
Prerequisites: ECON 201 (must be passed with “C-” or better). Students must have at least sophomore standing to register for this course.
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ECON 302 - Intermediate Macroeconomics
Credits: 5
An intensive analysis of the functioning of the economy at the aggregate level. Issues such as inflation, unemployment, economic growth, and the role of the government will be investigated as they affect the stability of the economy.
Prerequisites: ECON 202 and STAT 243 or STAT 243A /STAT 243B or equivalent (must be passed with “C-” or better). Students must have at least sophomore standing to register for this course.
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ECON 310 - Selected Topics
Credits: 1-6
Selected topics, terms and credits to be arranged. Students must have at least sophomore standing to register for this course.
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ECON 318 - Money/Financial Markets/Institutions
Credits: 5
This course introduces students to the various financial instruments and their role in the 2008 economic crisis. The course will acquaint the student with financial markets and institutions, the role of money in the economy, and the Federal Reserve System. We will pay particular attention to the market for money and how policy is determined and its affects on the economy.
Prerequisites: ECON 202 , STAT 243 and STAT 244 or equivalent (all must be passed with a “C-” or better. Students must have at least sophomore standing to register for this course.
Course Attributes: UWR
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ECON 345 - Economics Of Development
Credits: 5
This course will introduce students to the process of economic development. Through reading and discussion, we will learn how to use basic graphs, theory, and data, to explore how development is measured, why some countries and regions have developed while others have not, wealth inequality, institutions, foreign aid, and trade. Students must have at least sophomore standing to register for this course.
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ECON 355 - Ecological Economics
Credits: 5
An introduction to principles related to and analyzing economic activity with a focus toward integrating the earth’s natural systems, human well-being, and long-term sustainability.
Prerequisites: SRS 201 .
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ECON 370 - History of Economic Thought*SSC
Credits: 5
This course examines the historical foundations of modern economic thought. The focus will be on the writings and ideas of major schools of thought and economists from the Mercantilist School to Adam Smith to John Maynard Keynes and up through contemporary times. Students must have at least sophomore standing to register for this course.
General Education Core: Social Sciences
Course Attributes: CRIT,SSC
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ECON 376 - Environmental and Natural Resource Economics
Credits: 5
Application of the tools from economic theory to the problems of pollution, resource depletion and population growth to determine the impact of man’s economic activity on the environment. Cost-benefit analysis will be used for a case-study of local concern.
Prerequisites: ECON 201 . Students must have at least junior standing to register for this course.
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ECON 401 - Econometrics Capstone I
Credits: 2
This capstone seminar is the first of two required capstone courses in the course sequence for completion of the Economics degree. As such it begins the process of conceptualizing and completing original research in the field of economics. Topics to be covered include stylistic expectations in economics, research paradigms, and hypothesis formulation. Students are expected to write and engage in rigorous peer consultation throughout the term.
Prerequisites: Senior standing is required.
Course Attributes: UWR
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ECON 402 - Econometrics Capstone II
Credits: 2
This capstone seminar is the second of two required capstone courses in the course sequence for completion of the Economics degree. As such it completes the process of conceptualizing and following through on original research in the field of economics. Topics to be covered include stylistic expectations in economics, implementation/revision/presentation of an original research project. Students are expected to write and engage in rigorous peer consultation throughout the term.
Course Attributes: UWR
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ECON 410 - Selected Topics
Credits: 2-6
An in-depth study of a topic of interest to both students and faculty. There will be both a great deal of reading and a major written project. Students must have at least junior standing to register for this course.
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ECON 435 - Public Finance
Credits: 5
This course will focus on the efficiency, equity and stabilization impacts of public expenditure and revenue programs; with emphasis on problems and institutions at the national level. Issues such as health care, education and government spending are addressed. Students must have at least junior standing to register for this course.
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ECON 475 - Environ Econ
Credits: 5
Application of the tools from economic theory to the problems of pollution, resource depletion and population growth to determine the impact of man’s economic activity on the environment. Cost-benefit analysis will be used for a case-study of local concern.
Prerequisites: ECON 201 .
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Undergraduate Education |
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ED 115 - Introduction to Education: Oregon Teacher Pathway
Credits: 4
The purpose of this yearlong, pre-collegiate course is to offer high school juniors and seniors the opportunity to explore the field of teaching and investigate educational inequalities. Participants will critically examine topics related to schools and communities at the local, state, and national levels through the analysis of current issues affecting the academic performance of cultural, ethnic, and linguistic minority students. The exploration of multiple perspectives will provide students with the opportunity to study ethnic and cultural diversity in U.S. schools and increase self-awareness regarding the impact of teachers on student success. Further, the course aims to introduce students to the field of teaching and provide them with the foundational information necessary to pursue higher education. Course participants will conduct research, explore current events, and complete a practicum working with elementary students. This course may be repeated for up for 8 credits.
Prerequisites: Continuous enrollment in the high school OTP course during Fall and Winter terms.
Course Attributes: DPD
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ED 129 - Early Childhood Education
Credits: 5
Designed to introduce the students to the field of early childhood education and the career opportunities available. The course will cover the history, current trends, and issues in early childhood education.
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ED 129L - ECE Lab
Credits: 2
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ED 130 - Cultural Differences in American Education
Credits: 2
The purpose of this course is to examine cultural diversity, power, and difference in American education. Students will have the opportunity think more deeply about the concept of culture and cultural diversity as it applies to the educational setting and examine how teacher identities and beliefs influence the classroom environment.
Course Attributes: DPD
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ED 142 - Education Orientation
Credits: 1
Provides students with initial information about teacher education programs at EOU. Designed as a group seminar course, Freshmen students are encouraged to enroll in this course.
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ED 202 - Linguist/Cognitive Development
Credits: 3
This course will introduce the student to the areas of language and cognition. Topics will include developmental theories, influencing factors, and the relationship between the two areas.
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ED 208 - Seminar in ECE
Credits: 1-6
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ED 209 - Practicum
Credits: 1-15
A planned and supervised work experience at an introductory level designed to offer students opportunity to explore or finalize career goals. The work experience extends the students learning experience beyond the classroom through approved learning objectives.
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ED 210 - Topics In ECE
Credits: 1-6
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ED 220 - The Growing Child: Early Childhood Development
Credits: 3
This course is designed for an audience of parents, teachers, care providers, church leaders and others interested in enhancing the lives of young children. Having indepth, working knowledge of child development and developmentally appropriate practice, enables persons responsible for the teaching and care of children to provide the necessary, most desirable environment and experiences for successfully, healthy and happy growth.
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ED 234 - Early Child Lit
Credits: 2
Designed to give the student basic knowledge of literature available and appropriate for use with young children. Provides information, experience and skills needed for selection and use.
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ED 242 - Education Concepts
Credits: 3
Provides prospective teachers with information of basic elements and principles of learning related to elementary and secondary classrooms.
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ED 310 - Topics In Education
Credits: 1-5
Students must have at least sophomore standing to register for this course.
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ED 361 - Foundations Second Language Learning
Credits: 3
Introduction to the theory and practices of bilingual education. The history of bilingual education in the United States and the world will be discussed, and the political implications will also be considered. Students must have at least sophomore standing to register for this course.
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ED 409 - Practicum
Credits: 1-12
An advanced, field-based experience. Students must have at least junior standing to register for this course.
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ED 410 - Topics In Education
Credits: 1-5
Students must have at least junior standing to register for this course.
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ED 421 - Second Language Acquisition
Credits: 3
Mainstream teachers, together with ESOL professionals, parents, and administrators are working to see that ESOL students acquire the academic English necessary to succeed in school. This seminar course is designed to assist the pre-service and practicing teacher in development and practice of research-based strategies for meeting the needs of second language learners in the mainstream classroom. Effective methods of teaching both the English language and regular curriculum objectives will be the main focus of the course, with a special emphasis on learning to read, write, and speak English in the mainstream classroom Students must have at least junior standing to register for this course and must take in conjunction with ED 421L .
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ED 421L - ESOL Strategies Lab
Credits: 1
This lab is designed to give aspiring ESOL-endorsement teachers experience in working with English language learners working on English literacy skills. Participants spend at least thirty hours assisting teachers in planning for, delivering, and assessing instruction in English reading and writing with selected English language learners in small-group settings. This course fulfills thirty of the Oregon Teachers’ Standards and Practices Commission requirements for ninety hours of practicum work with English language learners in the appropriate authorization level. Student must have at least junior standing to register for this course and take it in conjunction with ED 421 . Students must also have passed a background check and submitted a PA1 form to TSPC prior to registration.
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ED 422 - Issues in Educating Language Minority Students
Credits: 3
The application of social science theory and methodology to the issues of educating American children from language minority groups; examination of the research and related literature concerning the goals of education in a pluralistic society, cross cultural education, and bilingualism. Students must have at least junior standing to register for this course.
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ED 423 - ESOL Exam Preparation
Credits: 1
Prepares students for taking the ESL content area exam. Students will review linguistic theory, language acquisition, current and preferred methods, curriculum, and programs for ESL instruction.
Prerequisites: Junior class standing and completed at least 12 credits of EOU ESOL coursework.
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ED 430 - English Language Learner Knowledge, Skills, Abilities, and Dispositions for all Educators
Credits: 3
The number of English Language Learners in Oregon schools (and across the nation) is increasing. Every P-12 educator has a responsibility to meet the needs of English Language Learners. The Oregon Teacher Standards and Practices Commission requires that new educators be prepared to have foundational knowledge, skills, abilities, and dispositions related to English Language Learners in the following domains: Language; Culture; Planning, Implementing, and Managing Instruction; Assessment; Professionalism; and Technology. This course is designed as an introduction to those domains for general education teachers in order to meet the needs of English Language Learners in Oregon P-12 classrooms.
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ED 446 - Socio-Linguistics Teachers
Credits: 3
This class is designed to give pre-service teachers, practicing teachers, and teacher-researchers an overview of the structure and functions of spoken and written language in diverse discourse communities. Students will engage in intensive study and practice of the methods involved in sociolinguistic research and discourse analysis. Emphasis is placed on how language is acquired (both grammatical and communicative competence) and how we can support language and literacy learning in school settings by drawing on our students’ existing competencies in different discourse communities. Students must have at least junior standing to register for this course.
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ED 462 - Language & Cognition in L2 Learners
Credits: 3
The process of first and second language acquisition will be discussed; the relationship between bilingualism and cognition will be discussed; the psychological, political, and social implications of language learning will be presented.
Prerequisites: Junior standing and 3 ESOL courses or consent of instructor.
Course Attributes: DPD,UWR
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ED 479 - Practicum For ESOL
Credits: 3
The purpose of this course is to provide opportunities for pre-service and practicing teachers to become familiar with the complex world of students from diverse linguistic and cultural backgrounds. Consequently, course participants are assigned to work with students in linguistically diverse educational settings, under the supervision of teachers and/or staff who are endorsed as ESOL instructors. This course fulfills sixty of the Oregon Teachers’ Standards and Practices Commission requirements for ninety hours of practicum work with English language learners in the appropriate authorization level. This course may be repeated for up to six credits.
Prerequisites: Students must have at least junior standing , and have completed at least 12 ESOL credit hours of which one course must be ED 421 to register for this course. Students must also have passed a background check and submitted a PA1 form to TSPC prior to registration.
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ED 480 - Primary Learning Cycle
Credits: 2
This learning opportunity is the organizational backbone of the Core experience. This course will not only provide the overall challenge and structure for the Core experience, but it will also serve as the meeting place for support courses and clearing house of ideas presented in the balance of the Core. This course is the opportunity for candidates to bring all aspects of learning into a meaningful whole through application of theory into practice.
Prerequisites: Program admission required. Students must have at least junior standing to register for this course.
Course Attributes: UWR
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ED 481 - Curriculum Standards: Art & Music
Credits: 1
Primary Curriculum and Standards: MUSIC AND ART As part of the Core experience, determines the essential goals and standards of the ECE/ELEM curriculum. Learn appropriate content, methods, and strategies for teaching art and music in elementary grades.
Prerequisites: Program admission required.
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ED 499 - Senior Seminar (Capstone)
Credits: 3
The capstone is for the Multidisciplinary Studies majors who do not complete the Elementary Education major.
Prerequisites: Permission of instructor. Students must have at least junior standing to register for this course.
Course Attributes: UWR
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Graduate Education |
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ED 506 - Special Independent Studies
Credits: 1-6
Students must have graduate standing to register for this course.
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ED 509 - Practicum
Credits: 1-6
Students must have graduate standing to register for this course.
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ED 510 - Topics In Education
Credits: 1-6
Individual or group investigations of special topics in education, philosophy, curriculum, supervision or administration. Students must have graduate standing to register for this course.
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ED 514 - Foundations Education
Credits: 3
A survey of some major sociological, historical, philosophical and psychological factors underlying present-day American education. Students must have graduate standing to register for this course.
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ED 519 - Research Completion
Credits: 4
Implementation of the research project. Data collection, analysis, and interpretation. Writing and presentation of the final draft of the research paper. Expected to be completed within two terms.
Prerequisites: MS program admission; ED 500, ED 515, ED 516, ED 517, ED 518.
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ED 520 - Research Methods in Education
Credits: 4
The first course in the MS program teacher research core, Research Methods in Education provides an introduction to qualitative and quantitative research methods for use in education settings. Concepts from the course provide a foundation for the rest of the MS core.
Prerequisites: 6 credits from a MS program focus area or electives, admission to the MS in Education program, graduate standing.
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ED 521 - Literature Review I
Credits: 3
The second course in the MS program teacher research core, Literature Review I provides a foundational understanding or the purpose and uses of a literature review and will develop skills in locating, analyzing, and evaluating research/credible sources relevant to education. Background knowledge from ED 520 : Research Methods in Education will facilitate the process to comprehend scholarly sources. The analytical skills developed and sources organized in the course will be used to write a literature review in ED 522 : Literature Review II.
Prerequisites: ED 520 , admission to the MS in Education program & graduate standing.
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ED 522 - Literature Review II
Credits: 3
The third course in the MS program teacher research core, Literature Review II will build from analytical skills developed and sources organized in ED 521 : Literature Review I in order to write a literature review. In the course students will develop skills to effectively develop arguments, support claims, synthesize and interpret literature using APA citations. Literature Review I and II facilitate the process of crafting a proposal and completing the research project in ED 523 : Research Project.
Prerequisites: ED 520 , ED 521 , admission to the MS in Education program, graduate standing.
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ED 523 - Research Project
Credits: 5
The fourth and culminating course in the MS program teacher research core, the MS Research Project guides educational researchers through the process of crafting a research project proposal, carrying out the project, developing a research presentation, and sharing the research. The research project is informed by methods learned in ED 520 and the review of the literature from ED 521 and ED 522 .
Prerequisites: ED 520 , ED 521 , and ED 522 , admission to the MS in Education program & graduate standing.
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ED 530 - Found of Leadership & Mentoring
Credits: 3
This course provides a foundation in leadership and mentoring K-12 professionals, with a focus on curriculum support through a culturally responsive and equitable practices lens. Complementary to ED 531 Intentional Development: Strengths, Priorities & Growth, ED 530 focuses on dispositions that facilitate leadership and mentoring and considerations for adult learners.
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ED 531 - Intentional Development: Strengths, Priorities & Growth
Credits: 3
This course provides a foundation in supporting intentional development of self and other professional educators with a culturally responsive and equitable practices lens. Complementary to ED 530 - Found of Leadership & Mentoring , ED 531 focuses on exploration of strengths within educational contexts, the process of setting priorities to guide decision making, crafting action plans for growth aligned to goals and priorities, and the role of agency for self and colleagues. Students will create short and long-term plans for growth in self and provide support for colleagues to develop their own plans.
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ED 532 - School/District Level Curriculum Leadership
Credits: 3
Building upon classroom level curriculum development from initial teacher preparation and classroom experience, ED 532 focuses on facilitating curriculum leadership at the school and district level with a culturally responsive and equitable practices lens. The course will explore foundations of curriculum and the process of developing, implementing, and evaluating curriculum in alignment to standards and assessment data.
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ED 533 - Preparing & Leading Curriculum Through Change
Credits: 3
This course provides background in leading educators through curricular change with a culturally responsive and equitable practices lens. It focuses on identifying the need for change, the reception and impact of change efforts, and adapting curriculum in times of unexpected change or crisis in flexible ways. The course includes attention to considerations for self-care within the context of change.
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ED 544 - Language & Cognition
Credits: 3
This seminar course provides an exploration of issues related to second language acquisition in schools, cognitive development in bilingual learners, and restructuring K-12 education to better meet the needs of linguistic minority students. Course participants will read extensively in the literature regarding second language education research, learner strategies in acquiring a second language, and the analysis of English and its underlying system. Three major projects will be required, including a literature circle response presentation; a portfolio of weekly response assignments over course readings and weekly linguistic analysis assignments; and an integrative capstone experience which includes conducting and writing up a case study of a selected bilingual learner. Students must have graduate standing to register for this course. Students will be required to have an active TaskStream account in order to participate in the course.
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ED 545 - Found Second Language Education
Credits: 3
Introduction to theory and practices of bilingual education and the history of bilingual education in the U.S. will be discussed. Students will become familiar with current issues and problems in the field of bilingual education, with federal legislation and court cases as they relate to minority students, and with different models of bilingual education programs. Students must have graduate standing to register for this course.
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ED 547 - ESOL Practicum
Credits: 4
The purpose of this field experience is to provide opportunities for participants to become familiar with the complex world of students from diverse linguistic and cultural backgrounds. Consequently, course participants are assigned to work with students in linguistically diverse educational settings, under the supervision of teachers and/or staff who are endorsed as ESOL instructors. This course fulfills the Oregon Teachers’ Standards and Practices Commission requirement of ninety practicum hours working with English language learners in the appropriate authorization level. This course may be repeated for up to eight credits.
Prerequisites: Students must have completed at least nine ESOL credit hours of which one course must be ED 548 to register for this course. Students must also receive instructor approval and have passed a background check and submitted a PA1 form to TSPC prior to registration. Approvals must be made one term prior to registration.
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ED 548 - Second Language Acquisition & ESOL Strategies
Credits: 3
This seminar course is designed to assist practicing teacher in development and practice of research based strategies for meeting the needs of second language learners in the mainstream classroom. Effective methods of teaching both the English language and regular curriculum objectives will be the main focus of the course, with a special emphasis on learning to read, write, and speak English in mainstream classroom. Students must have graduate standing to register for this course.
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ED 556 - Applied Linguistics
Credits: 3
Introduces the structure and functions of English. Course participants will analyze the underlying grammatical system of English at the phoneme, word, and text levels. Learners will demonstrate their knowledge of basic language structures and processes. A major focus of the course is the application of knowledge about linguistic processes to instructional decision making in literacy education. Students must have graduate standing to register for this course. Students will be required to have an active TaskStream account in order to participate in the course.
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ED 560 - Foundation Literacy Learning
Credits: 3
An introduction to a foundation of major theoretical, conceptual, historical and evidence based components of literacy development relevant to PK-12 contexts, with an emphasis on reading. Foundations are examined through a lens of implications for current evidence-based practices that are culturally responsive and equitable.
Prerequisites: Students must have graduate standing to register for this course.
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ED 561 - Emergent Literacy
Credits: 3
An in depth foundation of literacy development from birth-3rd grade with an emphasis on implications for instruction and learning environments to facilitate growth in PK-3rd grade contexts in a culturally responsive and equitable manner.
Prerequisites: Students must have graduate standing to register for this course.
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ED 562 - Literature in Elementary Grades
Credits: 3
An in depth exploration of literacy in the elementary grades with an emphasis on implications for instruction and learning environments to facilitate growth in elementary school contexts in a culturally responsive and equitable manner.
Prerequisites: Students must have graduate standing to register for this course.
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ED 564 - Literature in Literature Program
Credits: 3
An examination of literature and how it can be utilized to support literacy engagement and growth in PK-12 contexts in a culturally responsive and equitable manner.
Prerequisites: Students must have graduate standing to register for this course.
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ED 567 - Spelling Matters
Credits: 3
Developmentally appropriate classroom practices in the teaching of spelling based on theory and research on learning to spell and the nature of English spelling. Intended to develop knowledge of the principles underlying how children learn to spell and the developmental stages through which learning progresses in order to design spelling programs that work.
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ED 568 - Literacy Leadership
Credits: 3
An examination of literacy leadership to advocate for and enact improvement to reading strategies, curriculum materials, and literate environments at the PK-12 school or district level in a culturally responsive and equitable manner.
Prerequisites: 6 credits from the graduate reading program or permission from the reading program coordinator. Students must have graduate standing to register for this course.
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ED 570 - Foundations of Trauma and Identity in Education
Credits: 3
This course provides an introduction to the types and impacts of trauma on educational communities. Topics covered include the neurobiology of trauma, epigenetics, Adverse Childhood Experiences (ACES), resilience, systemic oppression and its influences on trauma prevalence, secondary trauma and self-care. The emphasis throughout the course is on integrating these topics into the student’s existing pedagogy, and is designed to both provide a foundation for students just beginning to learn about trauma as well as the opportunity to go deeper into the work for those more familiar with the basics. Students must have graduate standing to register for this course.
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ED 571 - Building a Trauma-Invested School Community
Credits: 3
This course provides a foundation in building trauma-invested school communities including critical examination of the various factors that influence these efforts. Students will explore the ways in which identity and positionality of individuals within the school community influence one another in positive or negative ways. In addition, students will survey a variety of current recommendations and efforts in school-wide implementation of trauma-invested strategies and provide recommendations for areas of growth.
Prerequisites: ED 570 . Students must have graduate standing to register for this course.
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ED 572 - Trauma-Invested Classroom Learning Environment
Credits: 3
Various forms of trauma impact PK-12 learners. ED 572 provides a foundation in creating classroom learning environments that reflect an investment in being responsive to the impact trauma can have on individuals’ learning experiences. Complementary to ED 573 Asset-Based Curriculum , ED 572 focuses on the role of relationships, the physical environment, classroom management, and behavior from an asset-based lens.
Prerequisites: ED 570 . Students must have graduate standing to register for this course.
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ED 573 - Asset-Based Curriculum
Credits: 3
Various forms of trauma impact PK-12 learners. ED 573 provides a foundation in creating asset-based curriculum that affirms, engages, and supports growth for diverse learners. Complementary to ED 572 Trauma-Invested Classroom Learning Environment , ED 573 focuses on the role of relationships, student identity and experiences to shape curriculum that fosters resilience, instills hope, and empowers. Students must have graduate standing to register for this course.
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ED 574 - Technology in Trauma-Invested Communities
Credits: 3
This course provides the student the opportunity to seek out understandings associated with technology, learning through technology, and the impact on trauma and resilience. This course will provide an overviews of technological foundations and trends in educational communities, examination of positive and negative impacts of technology as it relates to trauma and personal well-being, and how to develop a plan to educate families on the most recent trends in this area.
Prerequisites: ED 570 . Students must have graduate standing to register for this course.
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ED 575 - Clinical Practices: Trauma in Educational Communities
Credits: 3
A 90-hour supervised teaching and leadership experience which uses a trauma-invested lens to consider strengths and areas for growth for different stakeholders within a PK-12 educational community. Advocate for growth, enact plans for improvement, and provide mentorship in a culturally responsive and equitable manner.
Prerequisites: 12 credits in ED 570 -ED 574
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ED 581 - Adolescent Literacy
Credits: 3
An in depth exploration of adolescent literacy with an emphasis on implications for instruction and learning environments to facilitate growth in middle school and high school context in a culturally responsive and equitable manner.
Prerequisites: Students must have graduate standing to register for this course.
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ED 582 - Literary Assessment
Credits: 3
An examination of PK-12 literacy assessment to facilitate comprehensive understanding of current literacy development to inform instructional decisions in a culturally responsive and equitable manner.
Prerequisites: 6 credits from the graduate reading program or permission from the reading program coordinator. Students must have graduate standing to register for this course.
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ED 583 - Practicum In Literacy
Credits: 3
Contextualize theoretical and research information in a school or clinical setting.
Prerequisites: Undergraduate reading endorsement or 12 graduate credits in reading including ED 568 and ED 582 . Candidate must have graduate standing to register for this course.
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ED 585 - Development
Credits: 3
Explores principles of human development including physical, intellectual, personality, social development, and motivation theory in relationship to classroom learning. Explanations of how learners acquire understanding and how teachers may enhance the process. Students must have graduate standing to register for this course.
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ED 586 - Learning Theory
Credits: 3
The purpose of this course is to explore how learning theory attempts to explain the differences between how we learn different kinds of content and what strategies afford the best routes. The ultimate aim of the course is to create an architecture of teaching and learning that capitalizes on what we know about theory such that we can change the underlying principles at work dependent on what we want to accomplish. Students must have graduate standing to register for this course.
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ED 587 - Curriculum Standards & Practice
Credits: 3
This course is designed to refresh the teaching professional’s knowledge in K-12 curriculum with three primary foci: International and National, State and Local, and personal classroom perspectives. There are many forces that impact curriculum. It is important to examine these trends and to determine how to best plan for and accommodate change. The aim of the course is to provide a context for growth and development at the classroom level. Students must have graduate standing to register for this course.
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