Please Note:

This is the 2005-2006 catalog. It is now out of date, and included here only for archival purposes. Please use the current edition. Thank you.

Curriculum: Education Courses

Note: Some of the courses listed below may not be offered during the current academic year. Current course offerings are listed in the online guide to registration at education.lclark.edu/dept/gradreg.

Education

ED 500* - Educational Research

How professional educators can gather and interpret the information they need for effective decision making. Topics include the major uses and components of classroom or school-based research processes, quantitative and qualitative methods, the scholarly critique of research studies, and what it means to be a reflective teacher-researcher.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ED 501* - Constructive Assessment in the Classroom

Reexamination of assessment practices employing current constructivist approaches to teaching and learning as well as reflective practice and action research. Participants examine the range of assessment options and design an approach for teachers, diverse students, and parents, including portfolios, performance assessment, interviews, observations, questioning, checklists, self-assessment, and testing. Topics include instructional planning, student engagement, information management, assessment and documentation of student learning, and reporting practices.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ED 504* - Classroom Management for the Inclusive Classroom

Most effective practices for working with students at risk for school failure in the areas of classroom management, instruction, social and study skill development, behavior change, and school-wide management. Participants discuss classroom cases and review current research in these areas and in human development, exceptionality, and educating youth with diverse needs and backgrounds. Emphasis on examining classroom environments to ensure students work in democratic communities that show respect for all students, involve meaningful instructional activities, and show respect for students cultural backgrounds. Final projects involve developing individual and school programs for assisting students with special needs.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

ED 505* - Teaching and Learning in Elementary and Middle Schools

Advanced seminar-practicum in expanding and evaluating elementary and middle school teaching practices appropriate to subject-area content, diverse student needs, and educational goals. Exploring what it means to be a teacher-researcher and the importance of student-constructed knowledge, participants evaluate instruction through observation, microteaching, and peer reflection. Participants collaboratively examine professional practices through sharing videotapes of their teaching in their own classes or in an arranged placement.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

ED 507* - Teaching and Learning in Middle and Secondary Schools

Advanced seminar-practicum in expanding and evaluating middle and secondary school teaching practices appropriate to subject-area content, diverse student needs, and educational goals. Exploring what it means to be a teacher-researcher and the importance of student-constructed knowledge, participants evaluate instruction through observation, micro-teaching, and peer reflection. Participants collaboratively examine professional practices through sharing videotapes of their teaching in their own classes or in an arranged placement.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

ED 509 - M.A.T. Project Seminar

Culmination of the M.A.T. inservice program. Students have the opportunity to integrate what they have learned. In consultation with the instructor, students design a project that defines and answers a question about creating engaging, responsive, democratic learning communities for diverse learners related to their teaching or intellectual and professional development. Class time is reduced to accommodate individual conferences with the instructor and students' research time. The class meets as a group to support students' synthesis of each other's work and for problem-solving as research and writing proceed. Also listed as SPED 523.
Prerequisite: To be taken at end of M.A.T. program.
Credit: 2 semester hours, CR/NC.

ED 510 - Literacy Connections Practicum: Culturally Responsive Teaching

Plan and implement engagements with students, parents, and teachers at an elementary school in the Portland Public School system in order to broaden candidate's professional background. Participants plan and implement tutorial work with students, meet with teachers to ascertain students' needs, analyze student learning during seminars, participate in a book discussion with the entire faculty, and plan both a professional workshop and a parent activity in the library. Allows students to apply a variety of instructional and assessment strategies in a Title I school committed to greater achievement.
Prerequisite: Admission to Early Childhood/Elementary Language/Literacy cohort.
Credit: 1 semester hour.

ED 512 - Real-World Problem Solving Practicum

Real-world problem-solving engages students in an emergent, integrated, culturally responsive curriculum as they construct knowledge and understanding relevant to resolving an issue or concern of significance to their local community. Designed to assist interns in understanding the context of emergent curriculum, the active role of the learner in schools, and the importance of contributing to the local community.
Prerequisite: Admission to Early Childhood/Elementary Science/Math cohort.
Credit: 1 semester hour.

ED 513A - Early Childhood Practicum

Concurrent with ED 561. Interns spend 6-8 hours weekly in practicum at the level of their nonprimary endorsement. Interns who wish to teach elementary school complete the summer practicum in an early-childhood setting.
Corequisite: ED 561.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 1 semester hour, CR/NC.

ED 513B - Elementary Practicum

Concurrent with ED 561. Interns spend 6-8 hours weekly in practicum at the level of their nonprimary endorsement. Interns who wish to teach in an early-childhood setting complete the summer practicum with children in grades 4-8.
Corequisite: ED 561.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 1 semester hour, CR/NC.

ED 514 - Intern Practicum I (Early Childhood or Elementary)

Part-time internship placement in an elementary classroom. In addition to observing classroom instruction, the intern serves as apprentice to the mentor teacher, working with individuals and small groups of students. Interns also observe and work with small groups at their second authorization level, completing at least 20 hours of observation and teaching. Interns are in their classroom full-time during December. Campus seminars devoted to reflective discussions of teaching, learning, and assessment practices in diverse contexts are scheduled throughout the semester.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 2 semester hours, CR/NC.

ED 515 - Intern Practicum II (Early Childhood or Elementary)

Intensive intern teaching experience. Each student teacher intern assumes full-time teaching responsibility under the supervision of a mentor teacher and a Lewis & Clark faculty supervisor. This experience builds on the intern teaching begun during the previous semester. Includes scheduled seminars. Interns also complete observation and teaching at their second authorization level. The intern spends approximately 680 hours at the school site and also attends a campus seminar each week that is devoted to reflective discussion of teaching, learning, and assessment practices in diverse contexts.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 8 semester hours, CR/NC.

ED 516 - Essential Readings About School Reform

Same as EDAD 505/615.

ED 520A/620A - Professional Portfolio I

"Community of learners" forum for teachers enrolled in the Continuing Teaching License Program and in the ESOL Endorsement Program. Taken at the start of the program. Offers participants a collegial environment for exploring their strengths, needs, and possibilities in their current teaching setting. Participants construct a teaching narrative and design an individualized blueprint for the professional portfolio that documents their knowledge and performance in Oregon's advanced teaching competencies during their program of study.
Prerequisite: Initial License and admission to a continuing teaching license program, or consent of the department chair.
Credit: 1 semester hour, CR/NC.

ED 520B/620B - Professional Portfolio II

"Community of learners" forum for teachers enrolled in the Continuing Teaching License Program and in the ESOL Endorsement Program. Taken at the end of the program. Includes presentation of the portfolio begun in ED 520A/620A.
Prerequisite: Initial license, admission to a Continuing Teaching License Program, ED 520A/620A.
Credit: 1 semester hour, CR/NC.

ED 521A/621A - Inquiry Into Practice I

"Community of learners" forum for teachers enrolled in the Continuing Teaching License Program. Each of these seminars offers practicing teachers opportunities to investigate and document their teaching. Participants meet Oregon's advanced teaching competencies through reading, discussion, peer collaboration, and authentic assessments and documentation. Seminars center on themes of best practices. Includes the following three courses, which must be taken in consecutive order:
Inquiry Into Practice I
Development of a professional portfolio, teacher as researcher, evaluation/assessment, diversity and multicultural education.
Prerequisite: Instructor consent.
Credit: 1-2 semester hours.

ED 521B/621B - Inquiry Into Practice II

"Community of learners" forum for teachers enrolled in the Continuing Teaching License Program. Each of these seminars offers practicing teachers opportunities to investigate and document their teaching. Participants meet Oregon's advanced teaching competencies through reading, discussion, peer collaboration, and authentic assessments and documentation. Seminars center on themes of best practices. Includes the following three courses, which must be taken in consecutive order:
Inquiry Into Practice II
Classroom management, special education, differentiated instruction, strategies and practices for academic success, integration of technology.
Prerequisite: ED 521A/621A.
Credit: 1-2 semester hours.

ED 521C/621C - Inquiry Into Practice III

"Community of learners" forum for teachers enrolled in the Continuing Teaching License Program. Each of these seminars offers practicing teachers opportunities to investigate and document their teaching. Participants meet Oregon's advanced teaching competencies through reading, discussion, peer collaboration, and authentic assessments and documentation. Seminars center on themes of best practices. Includes the following three courses, which must be taken in consecutive order:
Inquiry Into Practice III
Building and maintaining professional community, sustaining and nourishing the teacher within, presentation of a professional portfolio.
Prerequisite: ED 521A/621A, ED 521B/621B.
Credit: 1-2 semester hours.

ED 523 - Teaching and Assessment

In-depth examination of the relationships between inquiry, teaching, and assessment. Focus on individually and culturally responsible approaches to assessing student work and encouraging and using children's questions and interests to plan learning experiences. Examines strategies to assess student learning and student progress. Topics include planning and teaching models, integration of curriculum, and assessment design.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 1 semester hour.

ED 525 - Professional Development for Instructional Leaders

Application of research on professional development, teaching, and learning for instructional leaders. Participants examine approaches to teacher learning that cultivate long-term sustained support between colleagues, including mentoring, peer coaching, professional portfolios, collaborative teaching and research, and reflective practices. Topics include research on adult development, learning theory, instructional theory, and comprehensive programs for at-risk students. This research provides a basis for developing systematic professional development programs that are sensitive to changing school cultures and that cultivate staff and student diversity and continuous learning. Appropriate for students considering careers in educational administration. May be substituted for ED 505 or ED 507 for the master's program. Also listed as EDAD 533.
Prerequisite: Consent of adviser.
Credit: 3 semester hours.

ED 527 - Small Schools in Theory and Practice

Exploration of advantages of small schools and their success in supporting enhanced academic achievement among a wide range of students, especially students from economically disadvantaged communities. Covers issues that need to be considered to ensure the long-term viability of such schools. Presentations by local educators who work in small schools supplement readings. Also listed as EDAD 555.
Prerequisite: Admission to Inservice M.A.T. Program, Educational Administration M.Ed. Program, or consent of instructor and adviser.
Credit: 2 semester hours.

ED 529* - Language Acquisition and Development

Same as LA 500/634, ESOL 507/607.

* Open to those with Special Student status as space allows.

ED 532/625* - Assessing Reading Strategies: Practicum

Seminar-practicum for classroom teachers and reading specialists at all grade levels. Topics include a language orientation for diagnosing reading problems, diverse causes and correlates of reading difficulties, assessment procedures in reading, and strategies to facilitate readers' improvement. Each participant assesses a reader, develops a profile of personal strategies, and designs and implements an instructional plan to help the reader develop effective, efficient reading strategies responsive to individual difference, interests, and developmental levels. Participants consider reading issues for students at all four license levels (early childhood, elementary, middle level, and high school).
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

ED 534* - Reading Comprehension: Theory and Practical Application

Same as LA 534/614.

* Open to those with Special Student status as space allows.

ED 540/609 - Teaching Linguistically and Culturally Diverse Students

Exploration of diversity including social class, race, ethnicity, and language and how these differences intersect with ethnic minority status and limited English proficiency. Participants consider the education of language-minority students and learn specific laws and research findings related to accommodating and respecting diversity in schools. Topics include stages of language acquisition, methods for assisting language acquisition and comprehension of content, parent and community involvement, and student advocacy. Also listed as EDAD 543.
Prerequisite: None.
Credit: 2 semester hours.

ED 543* - Legal Rights and Responsibilities

Same as EDAD 503 (see Educational Leadership), SCED 509 (see School Counseling).

* Open to those with Special Student status as space allows.

ED 544/644* - Practicum

Prerequisite: None.
Credit: 1-5 semester hours.

* Open to those with Special Student status as space allows.

ED 547* - Race, Culture, and Power

Same as SS 547, CORE 538.

* Open to those with Special Student status as space allows.

ED 548* - Classroom Assessment: Work Sample

Teachers construct an evaluation profile of the learning of one of the classes they teach, documenting the relationship between what they teach and what their students are learning. This demonstrates the teacher's ability to set learning objectives responsive to individual differences, interests, developmental levels, and cultural contexts; to teach a body of content; and to show how students have learned. The teacher assembles and analyzes a work sample to illustrate his or her ability to assess, document, and advocate for the successful learning of all students and school stakeholders. This activity meets the Teacher Standards and Practices Commission requirements for standard licensure.
Prerequisite: ED 501 (may be taken concurrently).
Credit: 1 semester hour, CR/NC.

* Open to those with Special Student status as space allows.

ED 550 - Social, Historical, and Ethical Perspectives on Education

Critical and comprehensive review of education and schooling in American society. Considers education in its larger socioeconomic, political, ideological, and cultural contexts and examines race, class, gender, and culture in the formal educational system. Analyzes issues of goals, funding, governance, curricula, policy, staffing, and reforms both in historical and contemporary forms. Participants study education both as a microcosm of society, reflecting the larger struggles in the country, and as a quasi-autonomous entity.
Prerequisite: Admission to Preservice Intern Program.
Credit: 2 semester hours.

ED 551 - Literacy, Culture, and Learning

Understanding of the central importance of language and the social construction of knowledge. Examines issues of diverse perspectives; the changing definitions of literacy, including numeracy, scientific literacy, and visual literacy; an integrated process-oriented approach to reading and writing in the subject field; and basic information about standardized testing and classroom-based assessment. Introduction to literacy issues for students whose first language is not English. Stresses qualitative methods for understanding the learning environment and the meaning-making systems of students. At their internship sites, participants conduct interviews and apply ethnographic methods and observation systems as they work to assess and document the meaning-making strategies of a selected middle or high school student and advocate, support, and improve that student's literacy skills. Incorporates a range of technological resources from the school and community into experiences that support literacy learning.
Prerequisite: Admission to Middle-Level/High School Intern Program.
Credit: 3 semester hours.

ED 552 - Adolescent Development, Learning, and Exceptionality

Discussion, critique, and application of current research on adolescent development, including the early adolescent and middle school years, understood from a life-span, ecological, and culturally responsive perspective, with applications to adolescents' experiences in and out of schools. Topics include cognitive, psychosocial, physical, sexual, moral, spiritual, and identity development including contexts of race, ethnicity, class, gender; risk-taking behavior and vulnerability; coping skills; resilience; substance use/abuse/addiction; health and wellness; families and communities; and the internal and external assets that help today's youth thrive. Examines strategies for engaging students in learning experiences responsive to development levels and cultural contexts.
Prerequisite: Admission to Middle-Level/High School Intern Program or consent of instructor.
Credit: 3 semester hours.

ED 553 - Classroom Teaching and Learning I

Professional seminar in support of students' fall practicum. Topics include teacher identity, professionalism, socialization, reflective practice, renewal/support for teachers, and the creation of democratic learning communities. Examines federal and Oregon law prohibiting discriminatory practices in schools. Participants gain practice in teaching through a concurrent internship placement in a middle school or high school.
Prerequisite: Admission to Middle-Level/High School Intern Program.
Credit: 3 semester hours.

ED 554 - Classroom Teaching and Learning II

Professional seminar to support student interns' intensive practice teaching in schools, including supervision, self-evaluation, and reflection on ethical behavior and professional development. Examination of a professional identity continues, emphasizing respect for diverse peoples, ideas, and cultures. Addresses standards-based assessment practices including those congruent with Oregon education reform, teaching as an occupation and profession, the legal context of teaching, and rationales for educational practices.
Prerequisite: Completion of all other components of middle or secondary endorsement for Initial Teaching License and current enrollment in an internship. The course extends through the end of May.
Credit: 8 semester hours, CR/NC.

ED 555 - Experience and Meaning

Reflective, collaborative examination of information and ideas from the previous 12 months of study. Returns to some of the issues examined the previous summer, including equity, school finance, educational politics, teacher organizations, and professionalism, and reexamines them with the perspective of experience in courses and in the schools. Students develop reflective papers that integrate and critique their learning.
Prerequisite: Completion of a preservice internship.
Credit: 1-2 semester hours.

ED 556* - The Work of Paulo Freire

Study of one of the most influential educators of the 20th century. A revolutionary pedagogue, Paulo Freire was also a humanist, philosopher, liberation theologist, public intellectual, and visionary. He worked with UNESCO, the World Council of Churches, Harvard University, and many decolonized countries, as well as "the wretched of the earth." Freire, who was imprisoned and then exiled by a Brazilian junta for his views on education, politics, economics, culture, society, and religion, dedicated his life to the pursuit of freedom, justice, democracy, liberation, humanization, and collective empowerment. He believed in "see-judge-act," in praxis. Explores Freire's ideas in the context of education in North America. Also listed as CORE 513.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ED 559 - Math for Early Childhood

Development of prenumber concepts, quantitative reasoning, and computational skills in learning problem-solving strategies. Students acquire competence in using culturally responsive and individually appropriate instructional materials for teaching mathematics to children from age 3 through grade 3.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 1 semester hour, CR/NC.

ED 560 - Technology and Curriculum

Through the exploration of a wide range of software applications, network opportunities, and multimedia resources, students increase their understanding of the value of technology in the classroom and their ability to use a variety of technology resources. Participants examine the culture, language, artifacts, roles, myths, and assumptions created by the introduction of technology into schools. Focuses on using technology as a resource and learning tool to enhance learning within the curriculum, rather than as an additional curricular topic or area.
Prerequisite: None.
Credit: 1 semester hour, CR/NC.

ED 561 - Child Development, Learning, and Exceptionality

Discussion, critique, and application of theories of child development, learning, and exceptionality. Prospective teachers integrate observations and interviews of children with theory and research from a variety of disciplines. Through case studies, cultural narratives, theoretical constructs, and research, participants explore children's development within diverse cultural and family systems, including the cognitive, affective, psychological, social, moral, identity, and physiological domains. Topics include multiple intelligences and ways of knowing, creativity, motivation, theories of teaching and learning, assessment, exceptionality, and inclusion as well as the influences of social, cultural, linguistic, familial, and institutional factors on children's development and learning.
Corequisite: ED 513A or 513B.
Prerequisite: Admission to Early Childhood/Elementary Intern Program or consent of instructor.
Credit: 2 semester hours.

ED 562 - Elementary School Mathematics

Review of mathematical concepts including numeracy, basic operations, geometry, rational numbers, measurement, and probability and statistics in a problem-solving context. Elementary mathematics curricula, instructional strategies, and assessment that are individually and culturally responsive are examined and demonstrated throughout the course in terms of both the National Council of Teachers of Mathematics and Oregon standards.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 3 semester hours.

ED 563 - Classroom Management and Inclusion

Placing classroom management in perspective, understanding students' personal and academic needs, creating positive teacher-student and peer relationships, creating classroom rules and procedures within democratic learning communities. Examines motivation theory, teaching methods that prevent discipline problems, problem-solving, behavioristic interventions, and working with parents. Explores school and classroom practices in response to cultural, developmental, and exceptional needs of children and adolescents. Sections focus on theory and practice appropriate for the developmental levels and cultural contexts of either early childhood/elementary classrooms or middle-level/high school classrooms.
Prerequisite: Admission to Preservice Intern Program.
Credit: 2 semester hours.

ED 564 - Curriculum and Inquiry

Organizing appropriate curriculum and teaching approaches to engage students in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Focus on research and theory in curriculum. Participants continue exploring the concept of teacher as researcher by adopting habits of personal and scholarly reflection that examine their professional practice. Students complete both required Inquiry/Work Samples. Topics include legal and political issues pertaining to curriculum; the relationship of curriculum, instruction, and evaluation; curriculum materials; rationales for instructional practices; and Oregon education reform.
Prerequisite: Admission to Middle-Level/High School Intern Program or consent of instructor.
Credit: 3 semester hours.

ED 565 - Reading I: Literacy Development, Pre-K - Grade 8

Literacy processes and children's language and literacy development from birth through the middle grades. Focus is on theoretical foundations of literacy, meaning construction across symbol systems, early reading and writing behavior, meaning-centered instructional practices, and basic knowledge and instructional practices relating to word recognition skills and comprehension processes. Introduces students to a range of individually and culturally responsive instructional assessment approaches and materials to promote literacy learning, as well as the concept of media literacy.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 2 semester hours.

ED 566 - Reading II: Literacy Development, K-Grade 8

Continuation of ED 565 Literacy Development I. Focus on individually and culturally responsive curriculum and instructional practices for literacy development in grades K-8. Gives increased attention to fluent readers, instruction in the intermediate and middle grades, classroom organization and implementation, methods for assessing students' reading and writing performance, diagnosis of individual needs, and strategies for linking assessment results with appropriate curriculum and instruction across the content areas.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 2 semester hours.

ED 567 - Language Arts and Literature, Pre-K - Grade 8

Exploration of literature and the development of a theoretical framework and exemplary practices for teaching the language arts. Introduces and promotes use of child and adolescent literature for enjoyment and for development of thought, language, literacy, and multicultural perspectives in the classroom. Explores the language arts curriculum with emphasis on understanding the processes and skills involved in growing language competence, learning a wide range of methods and techniques to foster language development, language skills, and individually and culturally responsive approaches and ways of assessing children's competence and development.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 2 semester hours.

ED 568* - The Arts, Culture, and Creativity

Participants explore how children and adults think about and engage in the arts in connection with other areas of learning and development. Through creative, imaginative experiences, participants explore concepts such as patterns, pitch, texture, line, narration, and color within the fields of music, visual arts, storytelling, and movement, enacted within different cultural perspectives. Emphasis on creativity, imaginative use of the arts, and understanding the nature and value of arts in human lives and cultures. Also listed as CORE 501.
Prerequisite: None.
Credit: 2 semester hours, CR/NC.

* Open to those with Special Student status as space allows.

ED 569 - Health and Physical Education

Age-appropriate skill and fitness development, practical use of the gym and equipment, personal safety, wellness, and nutrition. Topics include methods of assessing physical education skills and integrating physical education and health into the math and language arts curriculum.
Prerequisite: Admission to Early Childhood/Elementary Intern Program.
Credit: 1 semester hour, CR/NC.

ED 570* - Teaching the Literature of Nature

Exploration of the genre of nature writing, focusing primarily on American authors but occasionally including texts from other regions of the world. Participants consider ways this literature can be taught to students in elementary, middle, and high school. Attention is also paid to the way nature writers can teach us to be more aware of our surroundings and conscious of the need to protect them. Also listed as LA 557 and SCI 557.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ED 573* - Integrated Studies for the Middle and Secondary Grades

Relationship between the structure of knowledge in several academic disciplines, curriculum organization and construction, and the instructional arrangements necessary for achieving integrated curricula. Participants develop integrated, thematic curricula that support an inquiry-oriented, student-centered learning community in culturally diverse schools.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ED 575* - Seminar in Moral Development, Ethics, and Imagination

Same as SS 575, LA 575, CORE 537.

* Open to those with Special Student status as space allows.

ED 580* - Teaching Life Through Art: The Creative Process

Same as ART 510.

* Open to those with Special Student status as space allows.

ED 598* - Special Studies: New or Experimental Courses

* Open to those with Special Student status as space allows.

ED 599* - Independent Study

* Open to those with Special Student status as space allows.

ED 614* - Classroom Management

Most effective practices for working with students at risk for school failure in the areas of classroom management, instruction, social and study skill development, behavior change, and school management. Participants discuss classroom cases and review current research in these areas, in human development, and in educating youth with diverse needs and backgrounds. ED 504 may be substituted for the ED 614-614B sequence.
Prerequisite: None. Taken in sequence with 614B.
Credit: 2-3 semester hours.

* Open to those with Special Student status as space allows.

ED 614B* - Classroom Management for Special Educators

Continuation of ED 614, with a more in-depth look at teaching students with special needs, including those receiving services under IDEA or Section 504. Final projects involve developing individual and school programs for assisting students. ED 504 may be substituted for the ED 614-614B sequence.
Prerequisite: None. Taken in sequence with ED 614.
Credit: 1 semester hour.

* Open to those with Special Student status as space allows.

ED 901, 902 - The Reflective Teacher: Seminars in the Courage to Teach

Exploration of the "heart of the teacher" through personal stories; reflections on classroom practice; and insights from poets, storytellers, and diverse cultural traditions. Based on an 18-month calendar with five retreats organized around the themes of agriculture and the seasons. This course may be repeated.
Prerequisite: Admission to Courage to Teach Program.
Credit: 2 semester hours each.

ESOL/Bilingual Education Endorsement

ESOL 500/600* - Historical and Legal Foundations of Educating ESOL/Bilingual Students

Examination of the history of trends and attitudes toward immigrants and learners of English as a second language. Topics include the psychological, social, and political characteristics of bilingualism and biculturalism in the United States and abroad. ESOL/bilingual teaching is considered in light of laws, research findings, and second-language acquisition theory. Ensures that educators are not only able to plan and implement programs optimal learning of all students, but also gives educators the tools to advocate for equity in their schools and school communities.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ESOL 501/601 - Language and Literacy With ESOL/Bilingual Students

Relationships between first-language literacy and second-language literacy, oral language proficiency and reading, and students' experiences and reading comprehension. Explores materials, literacy teaching approaches, and classroom organization structures, as well as assessment of reading and writing progress, and technology for literacy development. Teachers reflect on their beliefs regarding oral and written language and consider their practices in relation to the diverse needs of students at various proficiency and skill levels.
Prerequisite: LA 500/634, ED 529, or ESOL 507/607; ESOL 500/600; ESOL 502/602.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ESOL 502/602* - Focus on Culture and Community in Teaching ESOL/Bilingual Students

Teachers reflect on the importance of significant persons in a child's environment and the impact of a child's experiences on the ability to connect with learning. The first part of the course focuses on cultural factors that influence learning and their implications for instruction. The latter part of the course examines the involvement of significant individuals in a child's academic programs as well as confronting racism and bias in schools and communities.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ESOL 503/603* - Strategies and Materials for Teaching Content to ESOL/Bilingual Students

Hows and whys of content-learning approaches such as sheltered English, integrated language teaching, applications of language experience, whole language, and cooperative learning for second-language learners. Participants examine a variety of curriculum models and evaluate materials currently available, taking into account cultural considerations, community resources, and treatment of the content in relation to student experience.
Prerequisite: LA 500/634, ED 529, or ESOL 507/607; ESOL 500/600; ESOL 502/602.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ESOL 504/604 - Assessment and Evaluation in the Education of ESOL/Bilingual Students

Assessment principles taught in a context of language acquisition theories, pedagogical methods, cultural appropriateness, and legal mandates for language-minority students in public education. One emphasis is on assessing language proficiency and academic progress in English and other languages. Teachers acquire the skills to ensure just and inclusive assessment of all students. This capstone course should be taken at the end of the program.
Prerequisite: LA 500/634, ED 529, or ESOL 507/607; ESOL 500/600; ESOL 501/601; ESOL 502/602 or ESOL 503/603.
Credit: 2 semester hours.

ESOL 505/605 - ESOL/Bilingual Practicum

Apprenticeship to a mentor who teaches in ESOL, bilingual, or sheltered English classrooms or is an ESOL/bilingual consultant teacher. Practicum interns work with individual students as well as small and large groups to practice teaching students who are acquiring English as their second language.
Prerequisite: All other courses required for the endorsement.
Credit: 2 semester hours, CR/NC.

ESOL 506/606 - Documenting Professional Experience

For experienced ESOL/bilingual teachers seeking the ESOL/Bilingual Education Endorsement who wish to waive specific coursework based on previously gained expertise. Working with an adviser, participants develop and present a portfolio documenting how previous experiences in the field apply to proficiency standards. They also discuss experiences and related knowledge. This review can result in one of the following: (1) waiver of one or more specific classes, (2) waiver after some independent study, or (3) recommendation of specified coursework. Registration through appointment with the ESOL program adviser.
Prerequisite: Permission of instructor.
Credit: 1 semester hour, CR/NC.

ESOL 507/607* - Language Acquisition and Development

Same as LA 500/634, ED 529.

* Open to those with Special Student status as space allows.

Special Education

SPED 510/626* - Educating Students With Special Needs: Learning and Legal Issues

Introduction to the learning and behavioral characteristics of children with special needs, and how educators attempt to meet these needs. Topics include history, current issues, contemporary practice of special education as a professional discipline, incorporation of technology, and legal issues. Students develop sensitivity and a basic foundation in the education of students with special needs and examine issues of cultural variability in student special education eligibility.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

SPED 511/629* - Behavior Change Interventions for Students With Serious Emotional and Behavioral Disorders

Study of developmental backgrounds of students with serious emotional and behavioral problems, and practices to help these students develop more productive behaviors. Topics include the use of a functional analysis to determine the necessary interventions including environmental modifications, social skill training, cognitive-behavioral interventions, self-monitoring, contracting, and the use of outside agencies to support the school in assisting students. Emphasis on examining students' lives in their community and school to assess students' assets and support that can be provided to encourage the student to make better decisions.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SPED 512/631* - School-Based Consultation

Identifying and applying the elements of the consultation and collaboration skills needed to support students in the classroom. Topics include communication strategies, conflict resolution skills, problem-solving techniques, decision-making processes, staff development, facilitating consultation and collaboration efforts, and developing effective interpersonal communication. Students are provided skills in examining classroom settings and developing skills in helping teachers developing instructional and assessment methods sensitive to students' special abilities and sensitive to students' cultural values and beliefs.
Prerequisite: SPED 510/626.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SPED 513/632 - Assessment and Diagnosis for Students With Special Needs

Diagnosis for special education eligibility under state and federal laws and assessment for special education instruction. Pays special attention to mental retardation and learning disabilities. Students practice selecting, administering, and scoring selected tests and interpreting the scores. An emphasis is placed on issues of culturally sensitive assessment and involving students and families in the assessment process.
Prerequisite: SPED 510/626.
Credit: 4 semester hours including 1-semester-hour practicum.

SPED 514/633 - Curriculum and Instruction for Students With Special Needs

Curriculum and instructional practices that promote success in learning for all students. Participants develop a curriculum unit that includes modifications for students with special needs and reflects successful learning modes. Integrated curriculum and project-based learning are explored. Explores issues of collaboration between educators and families and sensitivity to cultural issues as well as issues of ensuring that student work is meaningful and engaging. Covers assessment practices and procedures that provide feedback on student learning.
Corequisite: SPED 544/644.
Prerequisite: SPED 513/632.
Credit: 3 semester hours.

SPED 516/628* - Interventions for Severely Challenged Students

Instructional practices that promote or enhance learning for students who have severe disabilities (i.e., autism, severe mental impairment, or multiple disabilities). Participants gain a broad understanding of the challenges facing severely disabled children in a school setting. Students review best-practice strategies and develop instructional techniques to successfully serve these children in the least restrictive environment. Students examine methods for using a wide range of resources, including those found in the community and technology.
Prerequisite: SPED 510/626.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SPED 517/627 - Teaching Reading to Students with Special Needs

Introduction to theory, curriculum, and instructional practices to teach reading to students with special needs. Topics include causes and correlates of reading difficulties, current models for reading instruction and trends in enhancing reading comprehension, assessment procedures in reading, and strategies to facilitate reader's improvement. Emphasis on assessments that accurately describe special-needs students' reading abilities in ways that can be used by their teachers to design instruction that best helps them develop as readers. Each participant assesses a special-needs student as a reader, develops a profile of personal strategies, and designs and implements an instructional plan to help the reader develop effective, efficient reading strategies.
Prerequisite: SPED 514/633 or permission of adviser.
Credit: 2 semester hours.

SPED 520/620 - Advanced Instructional Decision Making

Building on skills developed in the assessment, curriculum, and instruction courses, participants integrate and apply concepts of curriculum and instructional decision making for students with diverse backgrounds and needs. Focuses on an integrated approach with emphasis on adjusting curriculum and instruction in the regular classroom setting.
Prerequisite: SPED 514/633 or permission of adviser.
Credit: 3 semester hours.

SPED 521/621* - Effective Program Development for Students With Serious Emotional and Behavioral Disorders

Examination of key components of effective programs. Students visit and review programs that use different intervention models. Participants study and review delivery systems ranging from a consultation model to a therapeutic day-treatment program. Emphasis on creating democratic communities that respond sensitively to students social/emotional and developmental needs and are culturally sensitive. Focuses on creating meaningful learning including place-based education and real-world problem-solving with students who experiences emotional and behavior disorders.
Prerequisite: SPED 511/629.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

SPED 522/622* - Program Development for Severely Challenged Students

Current best practices in developing programs for children with severe disabilities. Participants review literature and models for delivery of service to these students and explore existing programs that cover the entire continuum of special education services as they relate to severely disabled children. Topics include services that bridge the transition from school to community/workplace as well as transition services for younger children.
Prerequisite: SPED 516/628.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SPED 523/623/ED 509 - Special Topics Seminar

Culmination of the Special Educator Endorsement. Students integrate and apply what they have learned throughout the program while examining topics of special interest to class participants. In consultation with instructor and class participants, each student designs a project that answers important questions related to his or her work with students who have special needs. Working collaboratively with their peers, the instructor, and experts in their field, participants develop a major paper or presentation that addresses a critical issue or concern in special education. In association with these projects, class members determine the content of seminar meetings and speakers are invited to discuss issues selected by the students. ED 509 may be substituted for this course.
Prerequisite: Completion of 27 of the 34 semester hours toward the Special Educator Endorsement.
Credit: 2 semester hours.

SPED 544/644 - Practicum

Designed to provide each participant with observation and feedback concerning essential skills associated with the Special Educator Endorsement and the Continuing Teaching License. Classroom observations are collaboratively scheduled by the participant and the practicum supervisor with pre- and post-observation conferences built into each site visit. Participants document time spent modifying curriculum and instruction for students assigned individual education plans (IEPs).
Corequisite: SPED 514/633.
Prerequisite: SPED 510/626, 513/632.
Credit: 1 semester hour, CR/NC.

SPED 598/648 - Special Studies or New Experimental Courses

SPED 599/649 - Independent Study

Curriculum: Subject-Area Elective Courses

Art

ART 510* - Teaching Life Through Art: The Creative Process

Exploration of the creative process incorporating studio work and lectures. Through the language of visual art, students explore ideas about being creative and learn how to integrate the discipline and practice of art in ways that extend their understanding and enhance their capacity to solve problems. Participants employ a variety of techniques, mediums, technologies, and artistic forms--photography, video, drawing, painting, environmental art, sculpture, writing--to exercise their creative self and find their voice. Students are encouraged to reflect on insights from art history, aesthetics, and criticism to critically evaluate their art experience. Incorporates diverse teaching approaches including studio work, lectures, guest speakers, and field trips. Also listed as ED 580.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

ART 511

Same as CORE 534.

ART 514* - Drawing and Painting Workshop

Opportunities for art teachers to experiment with various drawing and painting processes. Students work primarily from still life, landscape, and the figure, with emphasis on observation and interpretation of the subject. Students explore central disciplinary knowledge and practices related to line, shape, value, composition, color, and so on to develop their perceptual and technical skills and become more successful problem solvers. Through group and individual critique students reflect upon, assess, and articulate their work in an ongoing dialogue with their classmates.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

ART 515* - Drawing

Advanced drawing techniques and concepts. This is a studio course emphasizing experimental tools and composition.
Prerequisite: Consent of instructor.
Credit: 1-3 semester hours.

* Open to those with Special Student status as space allows.

ART 516 - Ceramics in Visual Arts Curriculum

Overview of ceramics techniques for teachers of art. Covers an introduction to the basic forming methods (hand-building and wheel-throwing) through the design and execution of various functional and sculptural projects. Introduction of glazing and kiln-firing techniques used by secondary art teachers. Exploration of historical and contemporary trends, with emphasis on diversity in today's secondary art classroom.
Prerequisite: Background in art or art education or consent of instructor.
Credit: 2 semester hours

ART 534* - Printmaking: Silk Screen

Crayon-tusche and glue, paper, photo stencils, and other techniques. Emphasis on multicolor and larger-scale prints.
Prerequisite: Consent of instructor.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

ART 544 - Practicum

Prerequisite: None.
Credit: 1 semester hour or as arranged.

ART 579 - Teaching Art to Adolescents

Overview of the instructional issues and concerns encountered in the art classroom. Links disciplinary knowledge related to art history, criticism, and aesthetics to the production of a variety of media. Pays attention to the organizational factors involved in teaching art, including materials ordering and management. Includes planning, organization, and assessment practices aimed at supporting the successful learning of all students. Emphasizes instruction to enhance the experience of students with varied interests, developmental levels, and cultural backgrounds. Central to the class are visits to the classrooms of art teachers throughout the Portland area to investigate the range of teaching and technological resources used to support student learning in this field. Participants write the teaching plan for their first required Inquiry/Work Sample.
Prerequisite: Admission to Middle-Level/High School Preservice Intern Program or consent of instructor.
Credit: 4 semester hours.

ART 598* - Special Studies: New or Experimental Courses

* Open to those with Special Student status as space allows.

ART 599 - Independent Study

Language Arts

LA 500/634* - Language Acquisition and Development

Theories of how first and second languages (written and spoken) are acquired, the importance of first-language development and its relationship to the acquisition of other languages, and the relationship of language to cognitive development. Understanding of these issues is used to promote a school environment that honors diverse perspectives and maximizes language learning potential and ensures respect for communities whose languages or varieties of English differ from standard school English. Required for the Special Educator, Reading, and ESOL/Bilingual Education endorsements. The initial course in the Reading Endorsement sequence and recommended preparation for other language arts offerings. Also listed as ED 529, ESOL 507/607.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

LA 501/632 - Researching and Teaching the Language Arts

Development of a framework, based on a wide range of research findings, from which to make informed decisions about curriculum and teaching approaches that engage students in listening, speaking, reading, and writing experiences that are responsive to individual differences, interests, developmental levels, and cultural contexts. Emphasis on framing teachers' own classroom inquiry through the adoption of habits of teacher research that focus on personal and scholarly reflection.
Prerequisite: None.
Credit: 3 semester hours.

LA 502/620 - Innovations in Reading, K-12

Organizing, managing, and evaluating both classroom and school-wide K-12 reading programs. Students examine the textbook adoption process, participate in the development and use of a tool for evaluating reading texts, assess components of reading and writing programs, and learn to integrate reading and writing processes throughout the school grades to extend learners' experiences and enhance their own and students' capacity to solve literacy problems. This capstone course of the Language and Literacy: Reading Endorsement Program must be taken at the end of the sequence.
Prerequisite: Completion of Reading Endorsement courses or consent of instructor.
Credit: 3 semester hours.

LA 515 - Drama for Learning and Social Action

Interactive exploration of drama in the K-8 curriculum that prepares teachers to use drama to engage students in learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Through workshops, participants experience drama as an art form; as a medium for language and literacy development and inquiry-centered, multidisciplinary content learning; and as a powerful mode for meaning-making. Through discussion and presentation, students explore historical and current perspectives on educational drama and its potential to support creative, cognitive, physical, emotional, and social development for all children. Reflects a pluralistic drama education perspective that prompts children to engage issues of diversity, examine how cultural knowledge is constructed, critique the dominant culture, and confront questions of social justice. Also listed as THED 515, CORE 542.
Prerequisite: None.
Credit: 2 semester hours.

LA 523 - Teaching Writing to Adolescents

Writing process as it relates to thinking and learning in adolescence. Emphasizes a writing workshop approach to composition, as well as use of response groups and conference procedures and strategies that are responsive to adolescents individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

LA 530 - Children's Writing

Teaching writing to children. Explores ways to create an environment for teaching writing as a process. Teachers read from whole language and writing process theorists and examine ways to implement writing instruction in that is responsive to elementary students individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 3 semester hours.

LA 531/610 - Writing and the Writing Process

Increasing teachers' understanding of the writing process, primarily by working on their own prose writing. Students write, read their work to peers, and receive feedback. This personal experience provides opportunities to reflect on common writing problems and issues teachers across disciplines encounter in their classrooms. Topics include recent research and theory in composing as well as practical teaching techniques that can be integrated to enhance learners' experiences. Required introductory course in the Middle-Level/High School Intern Program. Also listed as CORE 501.
Prerequisite: None.
Credit: 2 semester hours, CR/NC.

LA 534/614* - Reading Comprehension: Theory and Practical Application

In-depth exploration of current models and trends in reading comprehension and its cognitive and linguistic components. Students read widely from professional journals, explore and reflect on their personal reading processes, and do theoretical and practical projects to further their understanding. Examines factors that contribute to reading difficulty (from early childhood through adulthood), as well as important issues and questions about standardized tests, observational diagnostics, readability formulas, and the effectiveness and theoretical validity of published programs. Also listed as ED 534.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

LA 551* - Approaches to Teaching Shakespeare

Four plays by Shakespeare, starting with Romeo and Juliet. Students jointly choose the other three. Students use traditional literary analysis and newer performance-based approaches as they deepen their understanding of Shakespeare and gain techniques for teaching approaches that engage students in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

LA 557* - Teaching the Literature of Nature

Same as ED 570, SCI 557.

* Open to those with Special Student status as space allows.

LA 561* - Multicultural Literature (Grades 5-12)

Exploration of multicultural literature as a tool for creating communities in which diverse perspectives are supported. Addresses both literary and social themes of multicultural literature through reading, research, discussion, writing, curriculum design, and developing teaching approaches. Also listed as SS 531.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

LA 564* - Through the Looking Glass

Examination of commonly taught 19th- and 20th-century British and American novels, short stories, plays, and poems. Focuses on the cultural gender myths and paradigms promulgated in these works. Participants find their way to the other side of the mirror in two ways: by looking at canonical texts by men and women through the lens of feminist theory, and by examining how less-well-known texts by women act as commentary on the canon. Examines teaching approaches and educational resources that support meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

LA 565* - Literature for Children and Adolescents

Exploration of literature for children and adolescents as a healthy, growing body of work and as an important resource for teachers. Class members investigate available literature, specific authors and illustrators, and their processes of composing. Participants also explore ways to incorporate a rich diet of literary experiences into their students' learning environments in support of meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

LA 570* - Readers' Workshop: Coming of Age

Intensive seminar in which students experience a variety of formats for discussion of and written response to literature. Participants read selections of adult literature based on an author or theme, as well as titles of their choice. Through active participation in the workshop, students explore the transactional nature of reading, and ways to implement the teaching approaches introduced in the elementary through high school classrooms in support of meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

LA 575* - Seminar in Moral Development, Ethics, and Imagination

Same as SS 575, ED 575, CORE 537.

* Open to those with Special Student status as space allows.

LA 579 - Teaching Language Arts to Adolescents

Student-centered view of teaching literature and composition to adolescents. Participants read about, discuss, and experience the importance of writing to learning and discovery, the student-teacher conference, writing process in theory and practice, the evaluation of writing, the place of writing in literature classes, and the powerful current that can be transmitted among teenage writers. Drawing on reader-response theory in the field of literature, participants learn how they can encourage students to respond to texts and also lead adolescents from those first responses into analysis of both the text and their reading of it. Includes planning, organization, and assessment in subject areas. Pays attention to differentiation of instruction in support of meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts; articulation of objectives and linking them to teaching and assessment. Participants write the teaching plan for their first required Inquiry/Work Sample.
Prerequisite: Middle-Level/High School Preservice Intern Program or consent of instructor.
Credit: 4 semester hours.

LA 590* - Imaginative Writing Seminar

Development of a community of writers working in a professional context. Serves as a basis for genre workshops and other writing courses where participants develop a portfolio of works in progress. The group reads contemporary fiction, poetry, and creative nonfiction as writing models and considers the issues and opportunities of writing professionally in a variety of fields through discussion of participants' writing. Discusses and allows participants to practice integrating knowledge of writing in ways that extends writers' own understanding of writing and supports the development of meaningful writing experiences to engage students.
Prerequisite: Letter of application, submission of writing sample.
Credit: 1-2 semester hours.

* Open to those with Special Student status as space allows.

LA 591* - Envisioning a Sustainable Society

Same as SS 591, CORE 540.

* Open to those with Special Student status as space allows.

LA 598* - Special Studies: New or Experimental Courses

* Open to those with Special Student status as space allows.

LA 599 - Independent Study

Mathematics

MATH 501* - Inquiry Into Mathematical Thought

Consideration of theories of learning and philosophies of mathematics that inform curriculum, teaching, and assessment decisions. Participants learn to approach content knowledge through the examination of their own assumptions about the nature of mathematics and mathematics learning, as well as study contemporary research and conduct their own research on students' thinking and learning. Emphasizes students' conceptions, diversity among students' mathematical ideas, and teaching approaches responsive to them as participants learn to examine educational resources. Open to participants with an interest in mathematics teaching and learning.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MATH 522* - Experiencing Geometry

Broad content knowledge perspective on classical and modern geometries with hands-on experience learning mathematics through open-ended problems. Emphasis on experiential learning environments and teaching approaches that prepare teachers to build on students' experience. Teachers learn to encourage diverse ideas, use hands-on explorations, develop nontest assessments, and incorporate a wide range of technological resources toward the end of experiencing geometry.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MATH 525* - Mathematics as Problem Solving

Helping educators (K-6) to incorporate mathematical problem solving throughout their curriculum. Content knowledge from geometry, measurement, number, and probability and statistics provide a context for this perspective on mathematics in everyday life. The National Council of Teachers of Mathematics standards and the Oregon benchmarks serve as a framework for curriculum planning and assessment. These standards encourage teachers to engage their students through teaching approaches that encourage meaningful learning, respond to individual differences, and respect cultural contexts. Emphasizes problem solving, communication of mathematics, and conceptual understanding of mathematics.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MATH 579 - Teaching Mathematics to Adolescents

Teaching and learning mathematics in middle- and secondary-level classrooms. Emphasizes meaningful understanding of mathematical concepts as well as competence with mathematical techniques of problem solving. Students become familiar with national teaching and curriculum standards for creating learning environments in school mathematics as well as with research into the psychology of learning mathematics. Includes planning, organization, and assessment in subject areas. Pays attention to differentiation of instruction for various purposes and student needs, articulation of objectives and linking them to teaching and assessment and teaching. Participants will examine educational resources in order to write the teaching plan (including a careful strategy of assessment) for their first required Inquiry/Work Sample. Participants are also introduced to information technologies for teaching middle- and secondary-level mathematics with emphasis on mathematical exploration and problem solving. Attention to how best to structure the learning environment to incorporate computer and calculator resources.
Prerequisite: Middle-Level/High School Preservice Intern Program or consent of instructor.
Credit: 3-4 semester hours.

MATH 580 - Integrating Technology Into Secondary Mathematics

Introduction to the equipment and software available to teach secondary mathematics. Participants consider the potential of calculator- and computer-based approaches through mathematical exploration and problem solving. They analyze the features and benefits of specific software and equipment for promoting rich mathematical experiences and plan classroom activities based upon their findings. Participants reflect on how calculator, simulation, problem solving, and mathematical exploration software and technologies enhance student comprehension. They learn how best to structure the learning environment to incorporate such technology resources.
Prerequisite: None.
Credit: 1 semester hour

MATH 590* - Multicultural History of Mathematics

Study of the ways in which mathematics has been developed and practiced across cultures, situating the subject in a global and human context. Includes an investigation of non-Western contributions to mathematics typically taught in schools, as well as culturally based practices and findings not found within the mainstream. Participants learn how to promote diverse perspectives in a learning environment responsive to contributions to mathematical thought from many different peoples of the world. Helps teachers to broaden their conception of content knowledge through the yearly focus project, an in-depth study of the mathematics of a selected cultural group and time period (e.g., African pyramids, Babylonian altars, Pythagorean theorems, Incan quipu). These projects emphasize how mathematics connects learners with their communities. Provides the background necessary to integrate historical perspectives, topics, and approaches into mathematics teaching. Open to any student or teacher with an interest in mathematics and willingness to engage in reflection.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MATH 598*/698 - Special Studies: New or Experimental Courses

* Open to those with Special Student status as space allows.

MATH 599 - Independent Study

Music Education

MUE 500* - Music Education Research and Assessment

How music educators can gather, reflect upon, and interpret information needed for effective decision making in research and assessment. Topics include the major uses and components of classroom or school-based research processes, methods of assessment and research, critiquing research studies, assessment and evaluation of student learning and performance, integrating assessment with instruction, and portfolios. Classroom teachers complete an assessment project (work sample) that provides the knowledge needed to enhance the learning and performance of all students.
Prerequisite: ED 548.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

MUE 543* - Elementary Music: Curriculum and Inquiry

Importance of music in the schools; concepts of child development as they relate to music, planning, and evaluating; writing and teaching strategies in the various music elements, styles, and skills; field observation and sample teaching in area schools. Surveys dominant trends in teaching elementary music and integrates disciplinary knowledge to extend learners' experience and capacity as musicians to solve problems. Music specialist students develop the attitudes, teaching procedures, skills, and competencies required to engage students who demonstrate varying musical aptitudes, interests, developmental levels, and cultural backgrounds.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

MUE 544 - Practicum in Music Education

Part-time internship placement in an instrumental and/or vocal music program at the middle and/or high school level. Each participant observes classroom instruction, serves as an apprentice to a mentor teacher, and works with individuals and small groups of students. Team-teaching and conducting may be involved under supervision. Placement complements and provides the teaching assignment in ED 554, ensuring ample experience at both the middle school and high school levels. Students complete one of two work samples.
Corequisite: For preservice candidates, MUE 579.
Prerequisite: Consent of instructor. Placement fee may be applicable.
Credit: 1-4 semester hours.

MUE 579 - Teaching Music to Adolescents

Attitudes, skills, resources, and problem-solving techniques needed by the music specialist to teach instrumental or vocal music at the middle and high school level. Disciplinary topics include rehearsal techniques, recruiting, motivation, assessment, budget and administration, sequential instruction, scheduling, and public performance. Emphasis on tailoring curricular priorities and selecting instructional materials responsive to student differences, interests, developmental levels, and cultural backgrounds. Attention to helping participants reflect upon their own experience and professional practice with the aim of developing a personal philosophy of music education.
Corequisite: MUE 544 for music students seeking an Initial Teaching License.
Prerequisite: Admission to Middle-Level/High School Preservice Intern Program.
Credit: 4 semester hours.

MUE 580* - Instrumental and Choral Ensemble Seminar/Lab

Advanced rehearsal techniques for teaching band, orchestra, and chorus in the schools. Includes an in-depth study of disciplinary knowledge related to rehearsal techniques, literature selection, performance preparation, administrative strategies, instrumental pedagogy, and current trends in curriculum in a performance lab setting.
Prerequisite: None.
Credit: 1 semester hour.

* Open to those with Special Student status as space allows.

MUE 582* - History, Development, and Current Trends in Music Education

Major curriculum developments in music education from the 1700s to the present, including prevalent philosophies of music education, curriculum content, application of learning theories, and instructional goals, objectives, and assessment. Surveys dominant approaches to teaching music--Orff, Kodaly, Manhattanville, Dalcroze, Music Learning Theory (Gordon)--with emphasis on their application at the elementary level. Discussion of current trends in music education focuses on such issues as standards and assessment, multiculturalism and ethnocentrism, interdisciplinary education, and thematic teaching. Offered in alternate summers.
Prerequisite: Admission to Middle-Level/High School Preservice Intern Program or consent of instructor.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

MUE 584 - M.A.T. Seminar in Music Education

Opportunity for M.A.T. music students to integrate what they have learned throughout the program. In consultation with the instructor, students design a project that defines and answers a question related to their teaching or intellectual and professional development. Required of all music students seeking the master's degree. Preservice music interns substitute this for ED 555 in alternate years.
Prerequisite: To be taken at end of program of study.
Credit: 2 semester hours.

MUE 598* - Special Studies

Same as MUS 598.

* Open to those with Special Student status as space allows.

MUS 585* - Advanced Conducting Seminar

Opportunity for improvement of conducting skills beyond undergraduate conducting courses. Individualized instruction allows students to focus in specific areas such as stick technique, use of the left hand, advanced patterns and meters, rehearsal strategies, score preparation, conducting accompaniments, conducting musical theatre and vocalists, transpositions, and unusual notation. Students may elect to study with a choral, orchestral, or band specialist and may have opportunities to conduct one of the College's undergraduate ensembles. Offered in workshop form in alternate summers, with individualized instruction available each semester.
Prerequisite: 2 or more semester hours of undergraduate conducting or comparable experience.
Credit: 1 semester hour.

* Open to those with Special Student status as space allows.

MUS 586* - Brass and Percussion Pedagogy

Teaching approaches associated with the brass family and their fundamentals--fingerings, embouchures, hand positions, and performance. Students observe the teaching of brass instruments during class and learn the relationship of one brass instrument to another.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MUS 587* - String Pedagogy

Teaching approaches associated with playing stringed instruments, maintenance of instruments, and evaluation of methods and materials.
Prerequisite: None.
Credit: 1 semester hour.

* Open to those with Special Student status as space allows.

MUS 588* - Woodwind Pedagogy

Teaching approaches associated with the woodwind family and their fundamentals--fingerings, embouchures, hand positions, acoustics, breathing, maintenance and repair, equipment, accessories, methods, and materials. Discography for flute, oboe, clarinet, bassoon, and saxophone.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MUS 589* - Vocal Pedagogy

Methods and materials for the school choral director, with emphasis on skills for assessing vocal problems of the solo voice, rather than the ensemble.
Prerequisite: None.
Credit: 1 semester hour.

* Open to those with Special Student status as space allows.

MUS 595* - Conducting

Basic beat patterns, the function of the left hand, gestures, tempo, dynamics, and fundamental score reading.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MUS 596* - Composition

Musical gesture, repetition, and contrast. Students compose exercises and pieces, perform works, and study contemporary music and ideas.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MUS 598* - Special Studies

Special-interest courses in music, such as advanced instrumental or choral methods, jazz history, music theory, and advanced musicianship, oriented to the needs of public school music educators. Also listed as MUE 598.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

MUS 599 - Independent Study

Science and Science Education

SCI 501* - The Science of Learning Science

Theory and research in response to the question, What makes content knowledge in science so difficult for so many learners? Gives attention to features of learning environments that foster confidence among science learners and to science teaching that is responsive to developmental levels and cultural contexts. Students examine their own assumptions about the nature of science and about science learning, then study conceptual problems encountered by children throughout the elementary and secondary science curricula. Interview projects are designed within the traditions of "misconceptions" and "conceptual change" research and students are encouraged to adopt habits of scholarly reflections anchored to these traditions.
Prerequisite: None.
Credit: 2 semester hours.

SCI 503* - The Nature of Informal Science and Technology Education

How informal science learning affects people's science understanding and attitudes toward science and technology. Surveys sources of educational resources for teaching science found outside of the classroom. Students learn to evaluate how well visitors grasp museum and zoo exhibit messages, and then apply these insights to help children learn science through exploration in a variety of settings. Students develop a museum-style exhibit for classroom display and focus on how technology, both simple and complex, contributes to exhibit effectiveness.
Prerequisite: None. Fee (see Guide to Registration).
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SCI 510* - Science, Technology, and Society

Examination of the role of scientific and technological literacy in the context of social issues, controversy, and change. Drawing upon a combination of philosophical, ethical, and legal frameworks, students examine particular cases of how science and technology matter in personal lives, in how the practice of science affects social justice. Topics include the promises and consequences of biomedical and genetic engineering, and societal transformations brought about by information access through computer networks. Pays particular attention to John Dewey's conception of how technology interacts with situations that teem with values. Students learn to think of science concepts as mental inventions engineered in keeping with a human-centered purpose and of physical artifacts as symbols of understanding. Topics and cases of study vary according to students' interests and presentations by invited guests from the community. Shows how STS fosters the connection to community in the science curriculum. Also listed as SS 502 and CORE 518.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SCI 555 - Field Natural History

The study of nature from aesthetic, historic, and scientific perspectives, with emphasis on the biological diversity of the Pacific Northwest. Students engage in fieldwork and biological monitoring at an introductory level, learn styles of nature writing, and explore how to introduce children to holistic study of their surroundings. Nature appreciation and understanding of biological adaptations receive balanced treatment within a framework of how humans have conceptualized nature through time.
Prerequisite: Admission to Early Childhood/Elementary Preservice Intern Program.
Credit: 1 semester hour, CR/NC.

SCI 557* - Teaching the Literature of Nature

Same as ED 570, LA 557.

* Open to those with Special Student status as space allows.

SCI 560 - Thematic Inquiry in the Elementary School

Concepts about inquiry in the natural and social sciences curricula of the elementary school. Focuses on children's intuitive notions and spontaneous interests, on planning instruction around themes that tap such interest, and on integration of subjects. Applies principles of whole language learning across the curriculum. Illustrates how to combine multiple subjects in an integrative approach to content knowledge while demonstrating teaching approaches that are responsive to interests, differences, and development. Essential to the class are ideas about constructive assessment and how to provide helpful feedback to students in the midst of study that integrates subjects in the context of inquiry.
Prerequisite: Admission to Early Childhood/Elementary Preservice Intern Program.
Prerequisite: None.
Credit: 1 semester hour.

SCI 575* - Field Geology of Oregon for Teachers

Introductory field techniques for conducting geological inquiry. Introduces non-geologists to the nature of geological reasoning and also provides experienced earth science instructors with background about Oregon geology. Oregon's volcanic landforms and the fossil record of the John Day country in north central Oregon are featured. Participants reside at the study sites, experiencing an intense week of intellectual and physical activity. Immersion in geologic content knowledge happens on several levels: basic concepts, geology of Oregon, and approaches to solving field problems in geology. Students develop confidence in their capacity to solve geologic problems of the local landscape at a novice level. They also develop very basic skills in using maps, compasses, and GPS.
Prerequisite: None. Fee (see Guide to Registration).
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SCI 579 - Teaching Science to Adolescents

Teaching and learning science in middle-level and high school classrooms. Emphasizes the design of investigations, safety, and the role of laboratory technologies in science teaching. Includes planning, organization, and assessment of science teaching and learning. Pays attention to differentiation of instruction for various purposes and student needs, articulation of objectives and linking them to teaching and assessment and teaching. Introduces students to the importance of science as the work of a particular cultural community with shared values and linguistic norms while examining research about the challenge to students may face in making a "cultural border crossing" into science. Materials draw upon research from the history and philosophy of science as well as research about the psychology of learning science, with particular attention to the "human constructivist" views of Novak, Mintzes, and Wandersee as well as Driver, Posner, Aikenhead and other leaders in science education research. Participants complete an interview assessment of student prior knowledge and write the teaching plan for their first required Inquiry/Work Sample, being careful to include in this plan reflection on research previously conducted on the learning of concepts that are central to the Work Sample unit.
Prerequisite: Admission to Early Childhood/Elementary Preservice Intern Program or consent of instructor.
Credit: 2 semester hours.

SCI 580* - Science and Children

Investigations with everyday materials and common creatures that will enrich teaching and learning in the primary through intermediate elementary years. Participants examine their own, as well as children's, intuitive science notions. Fosters confidence in teaching hands-on science by attending to teacher understanding of background knowledge; individually and culturally responsive approaches to teaching, assessment, and technology; and safe, successful use of classroom science equipment.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SCI 595* - Physical Science

Imaginative inquiry in physics and chemistry with careful attention to laboratory safety and intriguing connections among everyday experiences. Topics may include stability and equilibrium, force and balance, sound and vibration, light and shadow, simple electrical circuits, corrosion, chemical and physical changes, acids and bases, and material properties. Provides guidance in preparing classroom science activities and emphasizes the joy of science. Consideration of teacher content knowledge, modeling of teaching approaches, and availability of educational resources fundamental to successful instruction in physical science.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SCI 596* - Earth/Space Science

Learning to investigate and appreciate landscape changes and celestial events that occur on scales beyond ordinary experience. Students join in evenings of sky-watching and journey for several days to Oregon's Blue Mountains where they continue night observations and engage in introductory geological fieldwork. Throughout the course they assemble a Visual Arts Portfolio containing sketches, digital photographs, and expressive, interpretive text. Underscores the value of multidisciplinary approaches to the study of science. Participants should expect rustic camping conditions and be prepared for physical activity during the field component of the course. Consideration of teacher content knowledge, modeling of teaching approaches, and availability of educational resources fundamental to successful instruction in earth and space science. Also listed as CORE 501.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SCI 597* - Life Science

Survey of diverse fields such as cell biology, ecology, and genetics, and inquiry activities appropriate for learning science in the school laboratory, with careful attention to health, safety, and ethics. Emphasis on exploration of life science concepts, teaching strategies, and innovative classroom practices. Consideration of teacher content knowledge, modeling of teaching approaches, and availability of educational resources fundamental to successful instruction in life science.
Prerequisite: None.
Credit: 2 semester hours, CR/NC.

* Open to those with Special Student status as space allows.

SCI 598* - Special Studies: New or Experimental Courses

* Open to those with Special Student status as space allows.

SCI 599 - Independent Study

Social Studies

SS 501* - Social Studies: Curriculum, Teaching, and Evaluation

Examination of two central questions: What relationships exist among social studies curriculum, instruction, and evaluation? How can we strengthen connections among curriculum, students' learning, and teaching methods? After historical overview of key issues in social studies as a field, students create a working definition of social studies and examine formal, informal, and hidden curriculum. Participants research their students' understanding of a key social studies concept and construct a formal curriculum unit to share with other teachers. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages teachers in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 3 semester hours.

* Open to those with Special Student status as space allows.

SS 502* - Science, Technology, and Society

Same as SCI 510, CORE 518.

* Open to those with Special Student status as space allows.

SS 516* - 20th-Century U.S. History: Readings and Curriculum

For teachers of U.S. history, or for those who wish to renew previous acquaintance with focal events in 20th-century American history. Students consider changes in history as a discipline, the impact of micro or quantitative techniques, and how to help students see history as a claim about a record of events. Topics include U.S. reasons for entering World War I, changes in women's work wrought by World War II, the Cuban Missile Crisis, and desegregation and the civil rights movement. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages preservice and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 531* - Multicultural Literature (Grades 5-12)

Same as LA 561.

* Open to those with Special Student status as space allows.

SS 543* - African-American Perspectives on History, Education, and Politics

Perspectives, perceptions, and attitudes of both Europeans and African-Americans and how those relate to the dilemmas faced by African-Americans in the United States. Educational, institutional, cultural, racial, and political events that have significantly affected the experience of African-Americans. Topics include African-American perspectives on racism, history, Afrocentrism, civil rights, media, and stereotypes; a global perspective on definitions of minorities and communities; recognition of diversity within the African-American community; culturally specific and culturally relevant curricula. Addresses issues of gender. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages preservice and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 547* - Race, Culture, and Power

Analysis of race, culture, and power as distinct but intersecting social constructs. Participants scrutinize scientific, institutional, and systemic racism in today's U.S. society; the various forms, dynamics, and consequences of white privilege; formal and informal power in society; the power elite; the concentration and intersection of wealth, power, and privilege; the hierarchy of cultures; the ideology of Eurocentrism; the roles and manifestations of race, culture, and power in international affairs; centers and peripheries; and hegemony and counterhegemony. Also listed as ED 547, CORE 538.
Prerequisite: None.
Credit: 2-3 semester hours.

* Open to those with Special Student status as space allows.

SS 560* - Teaching Constitutional Issues

Issues in the field of constitutional law and practice and how to teach these issues in middle and high school. The course covers a definition of rights, the concept of constitutional law, and historical and contemporary issues. Topics include conflict resolution, comparison of the Oregon and U.S. bills of rights, First Amendment and due process, privacy, students' rights in public schools, and equal treatment and discrimination. Students practice the case method and the mock trial as teaching methods. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages preservice and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Recommended for teachers at all levels.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 575* - Seminar in Moral Development, Ethics, and Imagination

Exploration of how children and adolescents develop ethical judgment, imagination, and a sense of justice and compassion. Questions covered include the following: How do children and adolescents make sense of the worlds they live in from a moral and philosophical perspective? What are some important ways adults can contribute to the social and moral development of young people through personally and culturally responsive teaching, counseling, leading, and mentoring? Are there both shared and distinctive moral values across cultures? Memoir, literary narratives, poetry, environmental studies, music, film, reflective journal writing, and case studies from participants' experience with youth in many contexts will guide our explorations. Engages preservice and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Also listed as ED 575, LA 575, CORE 537.
Prerequisite: None.
Credit: 2-3 semester hours.

* Open to those with Special Student status as space allows.

SS 578 - Inquiry/Teaching/Assessment: A Social and Cultural Framework

Understanding and applying inquiry and assessment within a social and cultural framework that leads to thematic curriculum development for pre-K through middle school. Participants explore children's intuitive notions and reasoning about social, cultural, and geographic worlds from developmental, social, historical, and cultural perspectives. Topics include intercultural communication and the traditions and contributions of various groups to American culture, diversity, democracy, and civic life, with special focus on Oregon and the Northwest. Students are guided in teaching and assessment practices that draw from children's questions and interests.
Prerequisite: Admission to Early Childhood/Elementary Preservice Intern Program.
Credit: 3 semester hours.

SS 579 - Teaching Social Studies to Adolescents

Developing a conceptual framework for teaching social studies in a democratic society. Focuses on different ways of organizing instruction and assessing learning in secondary and middle school content areas. Students examine historical and contemporary issues in teaching social studies including terminology, philosophy, content, and method. Includes planning, organization, and assessment in subject areas. Pays attention to differentiation of instruction for various purposes and student needs, articulation of objectives and linking them to teaching and assessment and teaching. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages preservice and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Students also learn to assess, document, and advocate for the successful learning of all students and school stakeholders. Participants write the teaching plan for their first required Inquiry/Work Sample.
Prerequisite: Middle-Level/High School Preservice Intern Program or consent of instructor.
Credit: 4 semester hours.

SS 580* - Global Inequality

Examination of inequities both in the United States and among nations. Addresses persistent and increasing socioeconomic and political inequities between races, classes, and sexes within the United States; the concentration of wealth, power, resources, and privileges in society; and the cult of consumerism and the eclipse of civil society and democracy. Considers injustices between countries: north-south, center-periphery, and "developed" and "undeveloped." Offers a critique of globalization, the WTO, the IMF, the World Bank, and transitional corporations. Examines assaults on commons and the cost and consequences of inequality.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 585* - The Middle East in Crisis

Overview of the Middle East in an international context. Considers the legacy of colonialism and the impact of the new imperialism; socioeconomic, political, and cultural dynamics within the region; the Israeli-Palestinian conflict; the role of energy resources; and the clash of paradigms. Covers the U.S. invasion of Iraq and Afghanistan as well as U.S. hegemony and counter-hegemonic resistance to it. Considers the region as a focal point for inter-capitalist rivalries.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 591* - Envisioning a Sustainable Society

Consideration of cultural changes needed in response to the environmental crisis. Explores how modern industrial societies are premised on uninhibited growth, the planetary limits that challenge this possibility, the implications of a fundamental shift in our material conditions, and what it all may mean for those who work in public institutions. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages pre- and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Also listed as LA 591, CORE 540.
Prerequisite: None.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 592* - Integrating Economics Into U.S. History

Models of economic thought--including classical economists, Marxists, and modern Keynesians--and their relation to topics addressed in U.S. history, government, and current events or contemporary issues courses. How and why have structural economic changes influenced society, politics, and culture in teachers' own areas of interest? Topics include the impact of Adam Smith on early American political thought, the role of market forces in 19th-century labor and Populist political issues, mass production and mass consumption, the relevance of Keynes's ideas to the Great Depression and the New Deal, and economic origins of American foreign policy. Students learn to integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems. Engages pre- and inservice school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Prerequisite: None, but previous coursework in micro- or macroeconomics helpful.
Credit: 2 semester hours.

* Open to those with Special Student status as space allows.

SS 598* - Special Studies: New or Experimental Courses

* Open to those with Special Student status as space allows.

SS 599 - Independent Study

Drama

THED 515 - Drama for Learning and Social Action

Interactive exploration that prepares K-8 teachers for using drama to engage students in learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts. Through workshops, participants experience drama as an art form; as a medium for language and literacy development and inquiry-centered, multidisciplinary content learning; and as a powerful mode for meaning making. Through discussion and presentation, students explore historical and current perspectives on educational drama and its potential to support creative, cognitive, physical, emotional, and social development for all children. Reflects a pluralistic drama education perspective that prompts children to engage issues of diversity, examine how cultural knowledge is constructed, critique the dominant culture, and confront questions of social justice. Also listed as LA 515, CORE 542.
Prerequisite: None.
Credit: 2 semester hours.

THED 544 - Practicum in Drama

Using plans generated as part of their earlier studies, participants work in their own school settings during the year following their coursework. May be completed in one semester or may span an entire school year. Participants will keep a log of activities related to the practicum as well as a portfolio of evidence, including a videotape recording at least one example of their students' drama learning and performance.
Prerequisite: None.
Credit: 2 semester hours.

THED 648 - Devising Performance and Facilitating Inquiry

Interactive exploration of performance that prepares theatre artists, educators, community workers, and other professionals to begin using drama in their work with groups. Through workshops, readings, and discussion, participants experience theatre as an art form, and as a tool for learning and for addressing social justice issues. The course reflects a pluralistic theatre and education perspective that prompts engagement with issues of diversity, examines how cultural knowledge is constructed, critiques the dominant culture, and confronts questions of equity and social justice.
Prerequisite: None.
Credit: 2 semester hours.

THED 648 - Script Analysis: From Page to Stage

To translate a playwright's ideas into physical design, a theatre craftsperson has to develop the ability to communicate information using conceptual means. Script analysis provides the language that allows us to transform concepts and ideas into reality. Once proficient in that language, we can use technical drawing, sketching, and model making to apply symbolic representations that establish a visual link between a creative idea and its working reality.
Prerequisite: None.
Credit: 1 semester hour.

THED 648 - Lighting: Painting with Life

Theatrical stage lighting technology. Students gain an understanding of the physical properties of light and the technology used to light the stage. Topics include lamps, lighting instruments, control systems, color, optics electricity, the physics of light, and the technical considerations involved in lighting the stage. The course's primary goal is to help students learn not just specific facts about equipment and technology, but to understand the art and science of lighting, as well as the history and logic of why things do what they do.
Prerequisite: None.
Credit: 1 semester hour.

THED 648 - Sound Design: Adding Emotional Depth

Theatrical stage sound technology. Students gain an understanding of the physical properties of sound and the technology used to bring sound to the stage. Topics include sound effects, soundscapes, sound scores, control systems, electricity, the physics of sound, and the technical considerations involved in creating sound for the stage. The course's primary goal is to help students learn not just specific facts about equipment and technology, but to understand the art and science of sound for the theatre, and well as the history and logic of why things do what they do.
Prerequisite: None.
Credit: 1 semester hour.

Catalog 2005-2006Graduate School of Education and Counseling

Information found in this online edition of the 2005-06 Catalog is unofficial and for informational purposes only. The official document of record is the printed edition of the 2005-06 Catalog. For more information, please contact the Dean of the Graduate School.

Please Note:

This is the 2005-2006 catalog. It is now out of date, and included here only for archival purposes. Please use the current edition. Thank you.

Curriculum: Education Courses

Education

ED 500* - Educational Research

ED 501* - Constructive Assessment in the Classroom

ED 504* - Classroom Management for the Inclusive Classroom

ED 505* - Teaching and Learning in Elementary and Middle Schools

ED 507* - Teaching and Learning in Middle and Secondary Schools

ED 509 - M.A.T. Project Seminar

ED 510 - Literacy Connections Practicum: Culturally Responsive Teaching

ED 512 - Real-World Problem Solving Practicum

ED 513A - Early Childhood Practicum

ED 513B - Elementary Practicum

ED 514 - Intern Practicum I (Early Childhood or Elementary)

ED 515 - Intern Practicum II (Early Childhood or Elementary)

ED 516 - Essential Readings About School Reform

ED 520A/620A - Professional Portfolio I

ED 520B/620B - Professional Portfolio II

ED 521A/621A - Inquiry Into Practice I

ED 521B/621B - Inquiry Into Practice II

ED 521C/621C - Inquiry Into Practice III

ED 523 - Teaching and Assessment

ED 525 - Professional Development for Instructional Leaders

ED 527 - Small Schools in Theory and Practice

ED 529* - Language Acquisition and Development

ED 532/625* - Assessing Reading Strategies: Practicum

ED 534* - Reading Comprehension: Theory and Practical Application

ED 540/609 - Teaching Linguistically and Culturally Diverse Students

ED 543* - Legal Rights and Responsibilities

ED 544/644* - Practicum

ED 547* - Race, Culture, and Power

ED 548* - Classroom Assessment: Work Sample

ED 550 - Social, Historical, and Ethical Perspectives on Education

ED 551 - Literacy, Culture, and Learning

ED 552 - Adolescent Development, Learning, and Exceptionality

ED 553 - Classroom Teaching and Learning I

ED 554 - Classroom Teaching and Learning II

ED 555 - Experience and Meaning

ED 556* - The Work of Paulo Freire

ED 559 - Math for Early Childhood

ED 560 - Technology and Curriculum

ED 561 - Child Development, Learning, and Exceptionality

ED 562 - Elementary School Mathematics

ED 563 - Classroom Management and Inclusion

ED 564 - Curriculum and Inquiry

ED 565 - Reading I: Literacy Development, Pre-K - Grade 8

ED 566 - Reading II: Literacy Development, K-Grade 8

ED 567 - Language Arts and Literature, Pre-K - Grade 8

ED 568* - The Arts, Culture, and Creativity

ED 569 - Health and Physical Education

ED 570* - Teaching the Literature of Nature

ED 573* - Integrated Studies for the Middle and Secondary Grades

ED 575* - Seminar in Moral Development, Ethics, and Imagination

ED 580* - Teaching Life Through Art: The Creative Process

ED 598* - Special Studies: New or Experimental Courses

ED 599* - Independent Study

ED 614* - Classroom Management

ED 614B* - Classroom Management for Special Educators

ED 901, 902 - The Reflective Teacher: Seminars in the Courage to Teach

ESOL/Bilingual Education Endorsement

ESOL 500/600* - Historical and Legal Foundations of Educating ESOL/Bilingual Students

ESOL 501/601 - Language and Literacy With ESOL/Bilingual Students

ESOL 502/602* - Focus on Culture and Community in Teaching ESOL/Bilingual Students

ESOL 503/603* - Strategies and Materials for Teaching Content to ESOL/Bilingual Students

ESOL 504/604 - Assessment and Evaluation in the Education of ESOL/Bilingual Students

ESOL 505/605 - ESOL/Bilingual Practicum

ESOL 506/606 - Documenting Professional Experience

ESOL 507/607* - Language Acquisition and Development

Special Education

SPED 510/626* - Educating Students With Special Needs: Learning and Legal Issues

SPED 511/629* - Behavior Change Interventions for Students With Serious Emotional and Behavioral Disorders

SPED 512/631* - School-Based Consultation

SPED 513/632 - Assessment and Diagnosis for Students With Special Needs

SPED 514/633 - Curriculum and Instruction for Students With Special Needs

SPED 516/628* - Interventions for Severely Challenged Students

SPED 517/627 - Teaching Reading to Students with Special Needs

SPED 520/620 - Advanced Instructional Decision Making

Catalog 2005-2006
Graduate School of Education and Counseling