Please Note:

This is the 2007-2008 catalog. It is now out of date, and included here only for archival purposes. Please use the current edition. Thank you.

Teacher Education

Lewis & Clark's teacher education programs prepare transformative educators who are dedicated to promoting democratic reform in schools and social justice in a diverse and multicultural society. Candidates become thoughtful decision makers and innovative leaders in our nation's schools. They help young people learn and grow by implementing creative and reflective approaches to teaching, learning, and research. Many graduates take leadership roles as classroom teachers, while others eventually assume roles as principals and other leaders in education.

Lewis & Clark offers highly distinctive NCATE-approved, programs of study for future (preservice) and practicing (inservice) teachers. Students draw on the resources of an outstanding faculty, culturally rich urban and rural communities, regional cultural and science centers, and school districts of the greater Portland community and the state at large.

Teacher education candidates enjoy the benefits of small classes, collaborative learning opportunities, and close relationships with faculty. They have extensive opportunities to observe outstanding teachers and to practice teaching under the careful supervision of skillful mentor teachers. Students are encouraged to develop strategies as lifelong learners through frequent seminars with faculty, experiential learning activities, and guided writing. Close cooperation between Lewis & Clark faculty and community educators contributes richly to these goals.

Applicants to all teacher education programs are evaluated on the basis of the excellence, depth, and breadth of their academic background; the strength of their recommendations; the quality of their teaching experience (for prospective teachers, their experience with youth in educational settings); written essays; and the results of standardized tests and/or a portfolio (for inservice applicants only). Specific admission requirements and procedures for preservice applicants are described in the Admissions section.

Who We Are: Statement of the Teacher Education Faculty

John Dewey defined education as "that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases to direct the course of subsequent experience." We, the teacher education faculty at Lewis & Clark College, apply this meaningful statement to our work.

We are a community of learners and teachers committed to the preparation of educators who

Create democratic learning communities in which caring, equity, social justice, and inclusion are practiced and diverse perspectives are supported.
Integrate fundamental and emergent components of disciplinary knowledge in ways that extend learners' experience and enhance their own and students' capacity to solve problems.
Engage students and school personnel in meaningful learning experiences responsive to individual differences, interests, developmental levels, and cultural contexts.
Design educational activities that cultivate connections between learners and their communities and region.
Incorporate a wide range of teaching and technological resources from the school and community into experiences that support learning.
Assess, document, and advocate for the successful learning of all students and school stakeholders.
Adopt habits of personal and scholarly reflection that examine professional practice and lead to systemic renewal.
Lead and collaborate with others to plan, organize, and implement educational practices and programs that confront the impact of societal and institutional barriers to academic success and personal growth.
Pursue a professional identity that demonstrates respect for diverse peoples, ideas, and cultures.

Recognizing the need for intellectual, social, and civic vitality in a democratic society, we are committed to preparing educators who will be leaders in these areas. At the center of our experience as teaching and learning communities, we explore the rich diversity of human experience, culture, creative expression, and our natural landscapes of the Northwest so that these may be our legacy for many generations to come.

Preservice Options: Master of Arts in Teaching/Fifth-Year Licensure Supervised Teaching Program

Lewis & Clark's graduate programs leading to licensure and endorsement are approved under the National Council for accreditation of Teacher Education (NCATE) and Oregon's Teacher Standards and Practices Commission (TSPC) Rules for Fifth-Year Programs (Division 17 of the Oregon Administrative Rules). Graduates complete all program requirements, including a yearlong practicum, before being eligible for recommendation to Oregon's TSPC for an Initial Teaching License.

Early Childhood/Elementary Authorizations

Lewis & Clark offers a full-time, 13- or 14-month program for beginning educators in early childhood/elementary education. There are two areas of emphasis for beginning teachers, each organized around a year of supervised teaching in a Portland-area school, combined with coursework on campus and additional practicum experiences. The Early Childhood/Elementary Program prepares students for an Initial Teaching License to teach children age 3 through grade 8 in preschools, elementary schools, and self-contained classrooms in middle schools.

Lewis & Clark College is committed to preparing teachers who will assume leadership roles in their schools and communities, and who link schools to the community through real-world problem solving and curriculum development. Candidates and their students learn to work with actual problems, challenging children to develop and contribute solutions to community issues. Candidates graduate from this program prepared to teach children from age 3 in a preschool through grade 8 in an elementary school, in addition to grades 5 and 6 in a self-contained classroom in a middle school.

The three early childhood/elementary cohorts progress through the same courses and supervised teaching requirements. The elementary preservice program consists of 40 semester credits – 39 of those credits are exactly the same. One credit hour class distinguishes each cohort. These cohort-specific classes meet one morning a week during the fall semester. The Language and Literacy Cohort observes and studies best practices in literacy instruction at a local partnership school. Likewise, the Math cohort observes, studies and gains practical experience in math instruction at a local partnership school. The Science, Math and Technology cohort studies real world problem solving through a book by the same title and gains practical experience accessing resources, organizations and agencies within the community.

Licensure Requirements
First Summer
ED 513A/513B Summer Practicum (513A, Early Childhood; 513B, Elementary), 1 semester hour each
ED 550 Social, Historical, and Ethical Perspectives on Education, 2 semester hours
ED 559 Math for Early Childhood, 1 semester hour
ED 561 Child Development, Learning, and Exceptionality, 2 semester hours
ED 568 The Arts, Culture, and Creativity, 2 semester hours
ED 569 Health and Physical Education, 1 semester hour
SCI 555 Field Natural History, 1 semester hour

Fall Semester
ED 510 Literacy Connections Practicum
ED 512 Real-World Problem Solving Practicum, 1 semester hour
ED 514 Intern Practicum I (Early Childhood or Elementary), 2 semester hours
ED 519 Math Connections Practicum
ED 562 Elementary School Mathematics, 3 semester hours
ED 565 Reading I: Literacy Development, Pre-K–8, 2 semester hours
ED 567 Language Arts and Literature, Pre-K–8, 2 semester hours
SS 578 Inquiry/Teaching/Assessment: A Social Justice and Cultural Framework, 2 semester hours

Spring Semester
ED 515 Intern Practicum II (Early Childhood or Elementary), 8 semester hours
ED 563 Classroom Management and Inclusion, 2 semester hours
ED 566 Reading II: Literacy Development, K-8, 2 semester hours
SCI 580 Science and Children, 2 semester hours

Summer Session 1 Interns continue school placement for 4 1/2 days per week until the end of the K-12 school calendar. Interns may apply for their teaching license upon completion of these courses.

M.A.T. Degree Requirements
A minimum of 40 semester hours including licensure. Requirements in addition to those listed above for licensure are distributed as follows:
ED 555 Experience and Meaning, 1 semester hour (offered Summer Session 2)

Graduate Core Requirement
A minimum of 2 semester hours and one Core convocation

Middle-Level/High School Authorizations

Lewis & Clark offers a full-time, 13- or 14-month program for beginning educators in middle and high school (grades 5-12) in English language arts, foreign language, mathematics, biology, chemistry, physics, integrated science, or social studies. A 46-semester-hour dual licensure M.A.T. program is offered in science and math. Specialty-area endorsements also may be offered in art and music. The Middle-Level/ High School Program prepares candidates for an Initial Teaching License to teach a specific subject area in grades 5-9 in elementary, middle, and junior high schools and grades 7-12 in middle-level and high schools.

The M.A.T. degree in middle and high school education includes a minimum of 40 semester hours with study in education, adolescent development and learning, subject-area coursework, practicum and supervised teaching, and the interdisciplinary graduate Core Program. The supervised teaching option enables beginning educators to meet the needs of adolescents in ways that extend adolescent learners' experiences and enhance beginning educators and adolescents' capacity to solve problems. This option focuses on disciplinary knowledge with an emphasis on research in theory and best practice, including creating democratic learning communities, designing educational activities that cultivate connections between learners and their communities, and incorporating a range of teaching and technological resources.

M.A.T. candidates begin coursework in mid-June of each year and continue through the following summer. The program includes a full-school-year of classroom experience with an outstanding mentor teacher in a local school. New full-time M.A.T. preservice students are required to attend orientation in early June. Candidates begin working with their mentors the week before the opening of their school in the fall (typically the last week of August) and continue until the end of the public school year.

Beginning the first summer, M.A.T. candidates take courses in professional education, subject fields, and the graduate Core Program and complete a practicum. During the fall semester, candidates examine subject matter and educational theory and research, as well as reflect on their professional identity, while spending increasing amounts of time in their classroom observing and tutoring students, assisting the mentor teacher, and planning and teaching some lessons. In the spring semester, candidates teach nearly full time in the classroom and continue professional seminars with College faculty and mentors. The second summer includes additional coursework in education, disciplinary knowledge, and the Core Program. Candidates may be eligible for licensure at the end of 12 months, leaving the second summer session for completion of master's degree requirements.

Licensure Requirements
First Summer
ED 550 Social, Historical, and Ethical Perspectives on Education, 2 semester hours
ED 552 Adolescent Development, Learning, and Exceptionality (includes practicum),3 semester hours
LA 531 Writing and the Writing Process, 2 semester hours
Two electives in subject area of 2-3 semester hours each, or an elective and a Core course

Fall Semester
ED 551 Literacy, Culture, and Learning, 3 semester hours
ED 553 Classroom Teaching and Learning I, 3 semester hours
(Subject Area) 579 Teaching (Your Subject Area) to Adolescents, 2-4 semester hours (courses typically listed as LA 579, SS 579, ART 579, MATH 579, SCI 579)

Spring Semester
ED 554 Classroom Teaching and Learning II (supervised teaching with weekly seminar), 8 semester hours
ED 563 Classroom Management and Inclusion, 2 semester hours
ED 564 Curriculum and Inquiry, 3 semester hours

Summer Session 1 or 2

Subject-Area Electives
A minimum of 6 semester hours and three courses

Graduate Core Requirement
A minimum of 2 semester hours and one Core convocation

Music Endorsement

The Master of Arts in Teaching Fifth-Year Licensure Program for music teachers is designed for students with highly developed musical skills, an undergraduate degree in music (or in another discipline with extensive coursework and experience in music), and an interest in and aptitude for working with children. The program of study leads to an Initial Teaching License at the middle and high school levels (grades 5-12) and eventually to a master of arts in teaching degree.

A minimum of 32 semester hours of coursework is required for recommendation to Oregon's TSPC for the Initial Teaching License. The M.A.T. degree requires 4 to 6 semester hours of additional music electives, 2 semester hours of graduate Core Program courses, and 2 semester hours of culminating education courses.

Note: Upon admission, students must consult with the music adviser to design an appropriate course of study, including the sequence of courses they will take, and to discuss subject-area electives.

Courses
ED 550 Social, Historical, and Ethical Perspectives on Education, 2 semester hours
ED 551 Literacy, Culture, and Learning, 3 semester hours
ED 552 Adolescent Development, Learning, and Exceptionality, 3 semester hours including practicum
ED 553 Classroom Teaching and Learning I (supervised teaching in the fall with weekly seminar), 3 semester hours
ED 554 Classroom Teaching and Learning II (supervised teaching with weekly seminar), 8 semester hours
ED 555 Experience and Meaning, 2 semester hours
or
MUE 584 M.A.T. Seminar in Music Education, 2 semester hours
ED 563 Classroom Management and Inclusion, 2 semester hours
LA 531 Writing and the Writing Process (a one-week immersion course taken at the beginning of the program of study), 2 semester hours
MUE 500-level electives, 6 semester hours
MUE 579 Teaching Music to Adolescents, 4 semester hours
MUE 582 History, Development, and Current Trends in Music Education, 3 semester hours
Graduate Core Requirement
A minimum of 2 semester hours and one Core convocation

Testing Required for the Oregon Initial Teaching License

Oregon uses a system of multiple measures to determine whether a candidate is a teacher licensure "program completer." Educators who wish to be recommended for an Oregon Initial Teaching License (or a teaching license in any state) are required to pass both a basic skills test and a battery of subject-matter tests.

For basic skills testing, the candidate may choose to take the Praxis I: Pre-Professional Skills Tests (PPST) or the California Basic Educational Skills Tests (C-BEST), or the Washington Educator Skills Test – Basic (WEST-B).

Authorizations in early childhood, elementary, and middle-level teaching (with the exception of art and music) also require passing scores on the ORELA: Multiple Subject Examination (MSE). The MSE is criterion-referenced and objective-based, meaning that it is designed to measure a candidate's knowledge and skills in relation to an established standard rather than in relation to the performance of other candidates. In order to pass the MSE, candidates must pass two subtests. The subtest selection depends on whether the candidate has received preparation at an approved Oregon institution (Subtest I and II) or through an accredited out-of-state program (Subtest II and III).

Secondary educators must pass additional Praxis II tests in their specific subject matter. Generally, there are two or three tests in each subject-matter endorsement area in some combination of multiple-choice and constructed response formats.

Those candidates who do not pass both the basic skills test and the subject-matter tests required for completion of an Oregon teacher education program are not considered program completers and are not eligible for initial licensure recommendation in any state. Please note that other states may also require that licensure candidates pass additional tests.

Program information required by Section 207 of the Title II Higher Education Act may be found at graduate.lclark.edu/dept/lcteach.

Scholarships

The Following scholarships are available to Preservice teacher education students:

The Mary Stuart Rogers Scholarship, established in 1995, is awarded to five to seven students whose outstanding academic achievements are complemented by qualities of leadership, dedication, integrity, compassion, sensitivity, and self-discipline.
The Carol D. Dimich Memorial Scholarship, established in 1994, is awarded each year to a nontraditional graduate student; application information is available from the teacher education office during fall semester.
A limited number of Partnership in Diversity Scholarships are available. Contact the teacher education office for specific information.
Teacher Education Diversity Scholarships will be awarded to three preservice M.A.T. Students accepted into the 2007-08 supervised teaching program. These scholarships address the critical need for greater ethnic diversity among educators and stronger commitment to serving diverse student populations in the Northwest. Individuals who are from ethnic minority backgrounds and/or have demonstrated significant commitment to serving diverse student populations are eligible.
The Helen E. Holt Teacher Education Scholarship, established in 2006, is awarded each year to a need based student and is intended to address the critical need for increasing ethnic diversity and our strong commitment to serving diverse student populations within schools and communities in our region.
The John E. and Susan S. Bates Diversity Scholarship in Education, established in 2005, is awarded to Teacher Education and School Counseling candidates on an alternating year basis. The purpose of this scholarship is to develop minority professionals in education and counseling and address the critical need for increasing ethnic diversity and a strong commitment to serving diverse communities in our region.

Inservice Options: Master of Arts in Teaching and Master of Education

Lewis & Clark's inservice M.A.T./M.Ed. programs offer an engaging, individually designed course of study for elementary, middle school, and secondary teachers wishing to engage in advanced study and improve their teaching practice. Teachers who hold an Oregon Initial License may pursue the Oregon Continuing Teaching License as part of their M.A.T. or M.Ed. program. The M.A.T. degree requires both liberal arts and professional education courses. Teachers who hold an Initial License may combine work for the Continuing License with their master's degree.

Subject-matter and endorsement areas include art, drama, ESOL/bilingual education, language arts, mathematics, music, reading, science (biology, chemistry, integrated science, or physics), and social studies. Those with an interest in educating students with special needs may complete coursework and practica to obtain a Special Educator endorsement and a master of education degree.

Courses for Nondegree Music Students

Graduate courses are available to music professionals who wish to improve their skills but may not wish to enroll in a formal degree program. Open-enrollment courses and institutes are available to all interested students. Past offerings have included Orff and Kodaly workshops, choral symposia, private lessons, composition, conducting, electronic music, and summer instrumental workshops. Music teachers who hold an Initial License may also plan a program to fulfill requirements for the Continuing License (see Continuing License section).

Master of Arts in Teaching: Liberal Studies

The M.A.T.: Liberal Studies Program provides maximum flexibility and allows degree candidates to identify their individual learning needs and select appropriate courses in education and the liberal arts. The course of study is planned in consultation with a faculty adviser. The M.A.T. liberal studies degree may include endorsements in areas such as reading (the Language and Literacy Program), mathematics, drama, or ESOL/bilingual education, and may suit the needs of those seeking a Continuing License. Individuals who desire a highly flexible program, or persons who wish to pursue graduate study in education without an Oregon teaching license (teachers from community colleges, independent and parochial schools, or informal learning centers) may select this option.

Degree Requirements
A minimum of 36 semester hours, distributed as follows:

Professional Education Requirements
ED 500 Educational Research, 2 semester hours
ED 509 M.A.T. Project Seminar, 2 semester hours
A minimum of 8-11 semester hours selected from the ED 501-599 sequence of courses

Liberal Arts Requirements
A minimum of 17 semester hours of coursework chosen jointly by the adviser and student. These courses have liberal arts prefixes and may apply to added endorsements.

Graduate Core Requirement
A minimum of 2 semester hours and one Core convocation

Summer Studies M.A.T. Program

Lewis & Clark College's Master of Arts in Teaching (M.A.T.): Liberal Studies Program is offered in a full-time summer studies format. This program is designed for individuals who seek advanced study in the liberal arts and/or in education. Over the course of three summers, participants undertake coursework with nationally recognized Lewis & Clark faculty.

With the assistance of a Lewis & Clark faculty advisor, program participants craft a course of study that meets their individual needs and professional goals. Course offerings are diverse and plentiful. Participants may explore subject-area specializations or endorsement programs as well as such topics as writing, science and environmental studies, and education reform. Or participants may choose a more generalized course of study.

The Lewis & Clark inservice M.A.T. degree is a 36-semester-hour program composed of 10 semester hours of required professional education coursework, 2 semester hours of Core seminars on interdisciplinary topics related to education and liberal arts, and 24 semester hours of electives. Transfer credit applied to the degree is normally limited to 10 semester hours.

Participants may stay in the Lewis & Clark College residence halls and eat at campus facilities. For more information please visit www.lclark.edu/dept/reslife/summerhousing.html.

Special Educator Endorsement and Master of Education

The Special Educator Endorsement Program was developed to help teachers, special educators, and administrators work more effectively with students who are eligible for special education, Educators who hold a current Oregon teaching license and who complete the 18-semester-hour program and the required Praxis test may apply to Oregon's TSPC for the Special Educator Endorsement. This work can also include the requirements for the Oregon Continuing Teaching License, thus allowing the teacher to simultaneously earn the Special Educator Endorsement and Continuing License. Teachers who hold a Basic or Standard Oregon Teaching License may complete the Handicapped Learner I Endorsement with the same 18-semester-hour program; however, within six years they must also complete an additional 12 semester hours to earn their Standard Handicapped Learner I Endorsement.

Coursework for the endorsement may be incorporated into the master of education degree. Students who select this option enroll in a total of 37 semester hours designed collaboratively with their adviser.

All courses are also available to educators not enrolled in the endorsement program who seek professional development in working with students with special needs. Please contact the Special Education Program director before enrolling.

Special educators require skills in adapting the general education curriculum to make it accessible to students with disabilities. Building on the teaching skills required to create democratic classrooms and facilitate the inclusion of students with a broad spectrum of special needs, special educators develop instructional strategies to help students learn-how-to-learn. Program participants examine issues of cultural bias and sensitivity in courses dealing with topics such as classroom management, language acquisition, assessment, instructional adaptation, and working with families. The program emphasizes knowledge and skills for working with students experiencing a variety of learning and emotional needs, at grade level K-12. Participants in the program work with leaders in the field to examine current research in best-accepted and promising practices for helping students improve their academic achievement and increase socially acceptable behaviors, through action research in a special education setting and reflective practice.

Note: Students may work with an adviser to incorporate ESOL and reading courses into their Master of Education and Special Educator Endorsement. Students may petition to waive required courses based on previous coursework or competency. All waivers must be approved by the student's adviser. In the master's degree program, waived courses must be replaced by coursework with equivalent credit.
LA 500/634 Language Acquisition and Development, 3 semester hours including practicum
SPED 510/626* Educating Students With Special Needs: Learning and Legal Issues, 3 semester hours
SPED 511/629* Behavior Change Interventions for Students With Serious Emotional and Behavioral Disorders, 2 semester hours
SPED 512/631 School-Based Consultation, 2 semester hours
SPED 513/632* Assessment and Diagnosis, 4 semester hours including 1-semester-hour practicum
SPED 514/633* Curriculum and Instruction for Students With Special Needs, 3 semester hours including concurrent practicum
SPED 516/628* Interventions for Severely Challenged Students, 2 semester hours
SPED 520/620 Advanced Instructional Decision Making, 3 semester hours
SPED 521/621 Effective Program Development for Students With Serious Emotional and Behavioral Disorders, 3 semester hours
SPED 522/622 Program Development for Severely Challenged Students, 2 semester hours
SPED 523/623 Special Topics Seminar, 2 semester hours
SPED 535/635* Current Issues in Special Education, 1 semester hour
SPED 544/644* Practicum, 1 semester hour Fall, 1 semester hour Spring

Licensure and Endorsement for Inservice Teachers

Several options are available to practicing teachers who wish to obtain the Continuing License, the Standard Teaching License, or subject-matter endorsements, but not an advanced academic degree. Oregon teachers may add endorsements in many subject areas including special education, reading, mathematics, and teaching English to speakers of other languages (ESOL) including bilingual education. Interested candidates should request testing information from the teacher education office.

Courses numbered 600-689 conducted off campus offer graduate credit that may be applicable to Lewis & Clark licensure and endorsement programs. For further information contact the Department of Education at 503-768-6100.

Continuing Teaching License

Teachers seeking the Continuing Teaching License are invited to combine this license with one of our endorsement programs. The requirements for the Continuing Teaching License are met by our Special Education, Drama, Reading, and ESOL/Bilingual Education endorsements. For more information regarding the program, please visit education.lclark.edu/dept/lcteach/cont_license.html.

ESOL/Bilingual Education Endorsement Program

Designed for educators holding an Oregon teaching license, Lewis & Clark's ESOL/ Bilingual Education Endorsement Program is a 14-semester-hour course of study exploring the principles, theories, research, and practice relevant to the needs of students acquiring English as a second or additional language. To meet the needs of professionals, we offer program courses in the evenings, on weekends, during the summer, and, in some cases, on site. Candidates join colleagues and Lewis & Clark faculty to engage in small classes for dialogue, study, and field experiences that address the full complexity of language diversity and of academic and social inclusion of immigrant students.

Graduates of Lewis & Clark's ESOL/ Bilingual Endorsement Program enter schools prepared to

Support their students' English language development through content and literature studies as well as direct language instruction.
Develop and adapt content-specific curriculum for diverse classroom populations.
Employ innovative teaching methodologies and instructional strategies that respond to student needs in the mainstream classroom and beyond.
Utilize assessment principles appropriately.
Partner with families to build strong ties between the school and the diverse racial, cultural, and linguistic communities it serves.
Lead their school community in the establishment of collaborative learning environments that support high levels of success for all students and ensure justice for all students and for their families.

Endorsement coursework is degree applicable and may be pursued in conjunction with a master of arts in teaching (M.A.T.) degree or a continuing teaching license. The curriculum is composed of six courses followed by a capstone practicum conducted in the field.

A Bilingual Assessment is available for those candidates seeking to earn the bilingual component of the ESOL/Bilingual Endorsement. A cadre of native and near-native speaker specialists in targeted languages assess bilingual candidates in a written and oral examination. The reading and writing portion of the exam assesses language necessary for teaching academic content as well as understanding of cultural practices specific to that language. The oral portion of the exam assesses the candidate's ability to discuss content-area subjects, explain instructional practices, and interact appropriately with adults from the language community. For this endorsement, the state of Oregon also requires a passing score on the Praxis ESOL exam (#20360).

Required Courses
ESOL 507/607, LA 500/634, ED 529 Language Acquisition and Development, 3 semester hours including early childhood practicum
ESOL 500/600 Historical and Legal Foundations of Educating ESOL/Bilingual Students, 3 semester hours
ESOL 501/601 Strategies and Materials for Teaching Content and Literacy to ESOL/Bilingual Students, 3 semester hours
ESOL 502/602 Focus on Culture and Community in Teaching ESOL/Bilingual Students, 3 semester hours
ESOL 505/605 ESOL/Bilingual Practicum, 2 semester hours

Language and Literacy: Reading Endorsement Program

Lewis & Clark's Language and Literacy: Reading Endorsement Program applies a dynamic view of literacy to reading and writing instruction in the schools. The program's theoretical base owes much to the work of Linda Rief, Stephanie Harvey, Ellin Keene, Stephen Krashen, Donald Graves, Louise Rosenblatt, and others who believe that reading, writing, listening, and speaking are all language processes. Language users interact with text--oral, written, and visual--to construct meaning and create meaningful stories.

The Language and Literacy: Reading Endorsement Program builds on the knowledge that language, in all its richness of form and function, is the foundation from which effective literacy evolves. The program takes an integrated and holistic approach to the teaching of reading, writing, listening, and speaking. Students and teachers develop flexible strategies to support the reader's construction of meaning from text. Adopting the stance of teacher-researchers, students and faculty explore issues in the teaching of reading and writing. What is literacy? How does our own literacy affect our instruction of language arts? What are the politics of literacy? What can we learn from current research in thought, language, reading, and writing?

To apply this philosophy to the realities of the school world, teachers of language and literacy must know how people--especially children--learn. Teachers must also be able to apply this understanding to language and literacy development in a wide variety of cultures and subcultures. The goal of this program is to give educators the tools to observe, describe, and learn from the behaviors of their students and to build cohesive theoretical bases for learner-centered literacy programs.

The courses in the Language and Literacy Program lead to the Reading Endorsement, allowing candidates to teach reading K-12. For this endorsement, the state of Oregon also requires a passing score on the Praxis reading specialist test. The program requires 14-15 semester hours and can be completed in 18 months of part-time coursework. It may also be completed in conjunction with a master of arts in teaching degree.

Required Courses
(Although courses are not arranged in a fixed sequence, LA 500 is considered the foundation course and LA 502 the culmination of the program.)
LA 500/634 or ESOL 507 Language Acquisition and Development, 3 semester hours
LA 502/620 Innovations in Reading, K-12, 3 semester hours
LA 534/614 Reading Comprehension: Theory and Practical Application, 3 semester hours
ED 532/625 Assessing Reading Strategies: Practicum, 3 semester hours

Elective Courses
LA 501/632 Researching and Teaching the Language Arts, 3 semester hours
LA 515 Drama for Learning and Social Action, 2 semester hours
LA 523/612 Teaching Writing to Adolescents, 2 semester hours
LA 530/630 Children's Writing, 2 semester hours
LA 531/610 Writing and the Writing Process, 2 semester hours
Other electives may be approved by the faculty adviser.

Note: Courses offered through Lewis & Clark's Northwest Writing Institute, described elsewhere in this catalog, enrich the programs of M.A.T. students. Interested students should consult their advisers for more information about how Oregon Writing Project courses, the Bard Institute workshops, and courses in creative writing can be integrated into their programs.

Mathematics Endorsement Program

The mathematics endorsements were crafted for a variety of practitioners. Typical endorsement candidates include practicing teachers at the middle and high school levels who seek to expand their instructional abilities and expertise in the area of mathematics; middle-level and high school teachers who are licensed in a subject area other than mathematics but seek to change their teaching assignment to mathematics; middle and high school level teachers who hold a transitional license and seek to continue in their current mathematics teaching position; and elementary teachers wishing to specialize in mathematics.

To meet these various needs and interests, two programs of study are offered. The Basic Mathematics Endorsement is designed for individuals preparing to teach mathematics at the middle level, and the Advanced Mathematics Endorsement is designed for individuals preparing to teach mathematics at the high school level. Both programs comply with state of Oregon requirements and guidelines.

Candidates for the Basic Mathematics Endorsement must hold an undergraduate minor in mathematics or have completed successfully three undergraduate courses in a mathematics-related field. In addition, Basic Mathematics Endorsement candidates must pass the "Middle School Mathematics" (#20069) portion of the Praxis exam.

Candidates for the Advanced Mathematics Endorsement must hold a bachelor's degree in mathematics or in science, engineering, economics, computer science, geography, or other technical field requiring extensive preparation in mathematics. In addition, Advanced Mathematics endorsement candidates must pass the "Mathematics: Content Knowledge" (#10061) and "Mathematics: Proofs, Models, and Problems, Part I (#20063) Praxis exams.

Because there are many ways to obtain the depth and breadth of background in mathematics required for each program, applications for admission are assessed on an individual basis.

Basic Mathematics Endorsement Requirements
1 semester hour in the required course
Minimum of 5 semester hours of math-based elective courses selected in consultation with a program adviser from the list below
2 semester hours of a mathematics teaching practicum that consists of a minimum of 30 hours in a middle-level classroom under the supervision of a program faculty member
A passing score on the Praxis exam "Middle School Mathematics" (#20069)

Required Course
MATH 579 Teaching Mathematics to Adolescents, 3 semester hours

Elective Courses
MATH 502 The Power of Data: Probability & Statistics as Tools for Educational Change, 2 semester hours
MATH 522 Experiencing Geometry, 2 semester hours
MATH 525 Mathematics as Problem Solving, 2 semester hours
MATH 580 Integrating Technology Into Secondary Mathematics, 1 semester hour
MATH 590 Multicultural History of Mathematics, 2 semester hours
ED 562 Elementary School Mathematics, 3 semester hours

Advanced Mathematics Endorsement Requirements
4 semester hours in the required courses
Minimum of 4 semester hours of math-based elective courses selected in consultation with a program adviser from the list below
2 semester hours of a mathematics teaching practicum that consists of a minimum of 30 hours in a middle-level classroom under the supervision of a program faculty member
A passing score on the "Mathematics: Content Knowledge" (#10061) and "Mathematics: Proofs, Models, and Problems, Part I" (#20063) Praxis exams

Required Courses
MATH 579 Teaching Mathematics in Adolescents, 3 semester hours
MATH 580 Integrating Technology Into Secondary Mathematics, 1 semester hour

Special Educator Endorsement Program

See description in previous section, Master of Education and Special Educator endorsement. Contact the teacher education office for information about our Special Education Program.

Summer Studies Endorsement Programs: ESOL/Bilingual Education and Language and Literacy: Reading

Over the course of two summers, licensed educators may undertake graduate endorsement, degree-applicable coursework that may be pursued in conjunction with an M.A.T. degree or a Continuing Teaching License. Summer studies coursework is offered in four to six-week blocks of full-time study. Participants may stay in the Lewis & Clark College residence halls and eat at campus facilities.

ESOL/Bilingual Education Endorsement Program (14 semester hours)

Please see the program description.

Language and Literacy: Reading Endorsement Program (14-15 semester hours)

Please see the program description.

The Courage to Teach Program for Inservice Teachers

The Courage to Teach is a yearlong program for the personal and professional renewal of K-12 teachers. The program focuses neither on teaching techniques nor on school reform; instead, it focuses on renewing something much more personal, the inner life of the teacher.

In large groups, small groups, and solitary settings, participants explore "the heart of the teacher." Teachers share stories from their own journeys; reflect on classroom practice; and draw upon the insights of poets, storytellers, and diverse cultural traditions. The program invites teachers to speak honestly about their lives as educators, and to listen and respond to each other with encouragement and compassion.

Because inner work takes time, participants in the Courage to Teach Program are asked to commit themselves to faithful attendance at four seasonal retreats, scheduled from Thursday evening through Saturday lunch. Starting in September and ending in July, these sessions are held at retreat centers throughout the Northwest. Between retreats, participants are offered opportunities to stay in contact with each other and to continue their inner growth. Participation is limited to 24 teachers. (Participants must be practicing teachers or have worked as educators within the past three years.)

Application Procedures

Contact Ruth Shagoury at 503-768-6110 or Andie Cunningham at 503-768-6129 for a Courage to Teach application form and current program dates and costs.
Submit your completed application form to Courage to Teach, c/o Ruth Shagoury, Lewis & Clark College, 0615 S.W. Palatine Hill Road, Portland, Oregon 97219-7899. Be sure to include these supporting materials:
- A professional vitae/resume outlining relevant academic and/or professional experience
- A personal statement briefly explaining how you envision your future as a teacher, your reasons for seeking participation in this program, and how you expect to benefit from the program

Minimum Degree Requirements and Waivers

Lewis & Clark offers both preservice and inservice M.A.T. degree programs that vary in their minimum number of required credits. Programs and credit requirements are described elsewhere in this catalog. Students may petition to waive courses or requirements and to transfer credit earned at other institutions. Transferred credit toward a degree is normally limited to the equivalent of 10 semester hours.

Under some circumstances, students may pursue a license independently of earning a degree. To be recommended by Lewis & Clark for any education license, students must earn at least 6 semester hours of credit through a program at Lewis & Clark. In order to meet licensure requirements through coursework taken elsewhere or through experience and competency, students must apply for a waiver in writing, provide documentation of comparable course content or competency, and obtain the signatures of the instructor teaching the course in question and of their Lewis & Clark adviser or cohort coordinator.

Although there is no fixed limit to the number of credits a student may petition to waive toward earning a license, Lewis & Clark College does not grant any credit toward a degree for courses waived. To complete the degree, students must either replace waived credits with elective study or petition the Department of Teacher Education for a reduction in degree requirements. The student's adviser or cohort coordinator, in consultation with the department chair, will determine the merits of the petition and make a recommendation to the registrar. The registrar will notify the student of the decision in writing and will place a copy of this notice in the student's file. In no event will a petition be granted to reduce an M.A.T. degree below 36 semester hours of credit. This 36-credit minimum may include transferred credits approved according to the policies in this catalog.

Application for Degree Candidacy

Graduate programs in teacher education are governed by the policies and procedures described in this catalog. All degree or licensure candidates are expected to be familiar with those policies.

Students must file the application for degree candidacy at least one semester prior to the semester they plan to graduate. Students who plan to complete degree requirements in the summer may participate in the College commencement in early June of that year if they file for their degree application by February 27. Students completing degree requirements in December may participate in commencement the following June. In either case, degree candidates must file their completed degree application with the graduate registrar's office by the published deadline.

Academic Advising

Each accepted degree and nondegree (licensure-only) student is assigned an academic adviser from among the full-time teacher education faculty. Faculty advisers in teacher education assist students in planning an official course of study and answer questions about specific endorsement programs in teacher education and about career decisions.

Interested preservice candidates may inquire about monthly information sessions held with faculty. Inservice candidates should call the program office or subject-area faculty adviser to request an advising appointment.

It is the responsibility of each student to develop an approved course of study with his or her adviser; to stay informed about registration, course schedule changes, and deadlines; and to obtain approval for any change to the approved course of study. (See also Policies and Procedures section of this catalog.)

Office and Hours

The teacher education office is open from 8:30 a.m. to 5 p.m. Monday through Friday. Lewis & Clark offices are not open on holidays, Saturdays, or Sundays. In the event of inclement weather, call the Lewis & Clark College snow closure line at 503-768-7965.

Licensure

Students seeking Oregon licensure who successfully complete any of the licensure options and all state-required tests receive institutional recommendation to Oregon's Teacher Standards and Practices commission (TSPC) for the appropriate license, authorization level, or endorsement. Students should note that they must apply directly to TSPC by submitting the appropriate forms, fees, test scores, and transcripts. Information about filing for a license is available from Lewis & Clark's Educational Career, Licensing, and Accreditation Services office and at lclark.edu/dept/ecls.

Core Program

Each of the master's degree programs at Lewis & Clark may include coursework in the interdisciplinary graduate Core Program, which engages students and faculty in the exploration of ethical, intellectual, cultural, and personal challenges that face all professionals. This program incorporates the graduate school's commitment to intercultural and international understanding; to a balanced exploration of the contributions of women and men from diverse traditions; and to reflection on the ethical dimensions of living in a complex, interdependent world.

Faculty

The faculty of the Teacher Education Program is composed of individuals who believe that a combination of study in the liberal arts and in education develops the strongest teachers and educators. Nearly all faculty on the graduate school's roster have doctoral degrees, as do many of the adjunct faculty. Faculty members are selected for their teaching abilities as well as their content knowledge. Special care has been taken to see that "teachers who teach teachers" are among the very best.

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 graduate.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

Re-examination 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 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 Schools district 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.
Fee: $25.00

ED 513A - Early Childhood Practicum

Concurrent with ED 561. Interns spend 6-8 hours weekly in practica 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 Program.
Credit: 1 semester hour, CR/NC.

ED 513B - Elementary Practicum

Concurrent with ED 561. Interns spend 6-8 hours weekly in practica 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 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 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 Program.
Credit: 8 semester hours, CR/NC.

ED 516 - Essential Readings About School Reform

Same as EDAD 505/615.

ED 519 - Math Connections Practicum

Investigate the development of mathematical concepts among elementary school children by working in a local school with individual students. Candidates will be involved in assessing student understanding and creating appropriate student tasks based on those assessments. Includes a seminar examining topics including mathematical development, student learning, and cultural roles in mathematics.
Prerequisite: Admission to Early Childhood/Elementary Program math cohort.
Credit: 1 semester hour.

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 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 ESOL 507/607, LA 500/634.
*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 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 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 Program.
Credit: 2 semester hours, CR/NC.

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 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 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 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. 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 Program.
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 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 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, and 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 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 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 Program.
Credit: 2 semester hours.

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

Continuation of ED 565. 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 Program.
Credit: 3 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 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 Program.
Credit: 1 semester hour, CR/NC.

ED 572 – Native American Sociopolitics: History and Effects

This course is designed to introduce graduate students in Education, Counseling and Education Leadership to a sociopolitical history that demonstrates some of the factors contributing to the complex historical legacy of indigenous students in the United States
Prerequisite: None
Credit: 2 semester hour, CR/NC.

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 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 (see page 43).
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. Explores the distinction between language difference and disabilities and provides an overview of legal issues pertaining to second-language learners and special and gifted education students. Also provides critical reading of research-based programs, English-language proficiency standards, and standardized test measures. Ensures that educators are not only able to plan and implement programs designed for the optimal learning of all students, but also gives educators the tools to advocate for equity in their schools and school communities.
Prerequisite: None.
Credit: 3 semester hours.

ESOL 501/601 - Strategies and Materials for Teaching Content and Literacy to ESOL/Bilingual Students

How 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. Provides grounding in the relationship between first- and second-language literacy, oral language proficiency, and culturally responsive reading comprehension. Explores materials, literacy teaching approaches, classroom organization, formal and alternative assessment measures, technology integration, and the alignment of curriculum models with English-language proficiency levels. Participants critically examine curriculum models, community resources, and content in relation to student experience.
Prerequisite: ESOL 502/602; ESOL 507/607, LA 500/634, or ED 529.
Credit: 3 semester hours.

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

Understanding the student within the context of his or her environment. 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 and explores barriers to family involvement. Introduces cross-cultural pre-referral screening tools for gifted and special-needs English-language learners. Participants develop strategies for establishing positive school, family, and community partnerships and explore tools for combating racism and bias in schools.
Prerequisite: None.
Credit: 3 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 individuals as well as small and large groups to practice teaching students who are acquiring English as a second language.
Prerequisite: ESOL 501/601; ESOL 502/602; ESOL 507/607, LA 500/634, or ED 529.
Credit: 2 semester hours.

ESOL 507/607 - Language Acquisition and Development

Theories of first- and second-language acquisition (written and spoken), including the relationship between the first-language and the acquisition of other languages, and the relationship of language to cognitive development. Introduces formal and informal language assessment tools, and English-language proficiency standards. Provides an understanding of language acquisition and development as it is used to promote school environments that honor diverse perspectives, maximize language-learning potential, and ensure respect for communities whose languages or varieties differ from standard school English. Also listed as ED 529, LA 500/634.
Prerequisite: None.
Credit: 3 semester hours.

Special Education

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

Analysis of child/adolescent development and the cognitive, linguistic, motor, behavioral, and learning characteristics of individuals with special needs. Topics include history, current policies and procedures, the practice of special education based on scientific research, incorporation of technology, and legal issues. Students develop or refine a research-based foundation in the education of students with special needs, including issues of cultural variability as they impact 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 significant emotional /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 with demonstrated effectiveness in supporting the learning of student's with disabilities.
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

Assessment, diagnosis, and eligibility for special education as defined by federal and state law with specific attention to current assessment practices, Curriculum Based Assessment/Curriculum Based Measurement and Response to Intervention that provides information relevant to special education eligibility and special education instruction. Pays particular attention to mental retardation and learning disabilities. Participants practice designing an ongoing assessment paradigm, selecting, administering, and scoring appropriate assessments and interpreting the scores. Specific 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

Research validated curriculum and instructional practices for students with disabilities. Using state standards, participants review general education curricula and create specially designed instruction that emphasizes learning strategies and appropriate accommodations. The course focuses on curriculum-based assessment/measurement, crafting effective, procedurally correct IEPs; data based SDI and the skills necessary to facilitate an IEP meeting (group dynamics and conflict resolution strategies).
Corequisite: SPED 544/644.
Prerequisite: SPED 513/632.
Credit: 3 semester hours.

SPED 516/628* - Interventions for Severely Challenged Students

Students learn instructional practices to increase the functional performance of students with severe disabilities (i.e., autism spectrum disorder, severe mental retardation or multiple disabilities). Participants learn research-validated strategies with demonstrated effectiveness in increasing communication skills, appropriate behavior, social skills and life-skill routines for severely disabled students. Emphasis is placed on data driven instruction in the least restrictive environment and working with paraprofessionals.
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

Curriculum, and instructional practices based on validated research for teaching reading and writing to students with disabilities. Topics include causes and correlates of reading difficulties, and models of reading instruction, K-12, that emphasize reading comprehension, basic reading skills (as defined by the National Reading Panel) learning strategy acquisition, and ongoing reading assessment and instruction based on general education curricula.
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. Focus is on the integration of relevant general education curricula, state standards & state assessment, and research in instructional practices with demonstrated efficacy for students with high-incidence and low incidence disabilities.
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.

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

Current practices with demonstrated effectiveness in developing and intervening 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

Culminating course of the Special Educator M.ED. Candidates apply research principles in special education. 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 535/635 - Current Issues in Special Education

Provides an integrated theoretical summary of current special education issues that have direct impact on practitioners. Topics are selected jointly by the faculty and participants, based on participants' experiences in the Special Educator Endorsement Program. Focus is on enhancing the preparation of participants for their initial year as special educators.
Prerequisite: Completion of all coursework for the Special Educator Endorsement.
Credit: 1 semester hour.

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. Observations are collaboratively scheduled by the participant and practicum supervisor with pre- and post observation analysis as part of each site visit. Participants document time spent providing specially designed instruction for students with Individual Education Plans (IEPs).
Corequisite: SPED 513/632 (1 credit) SPED 514/633 (1credit)
Prerequisite: SPED 510/621
Credit: 1 semester hour Fall, 1 semester hour Winter CR/NC
*Open to those with Special Student status as space allows.

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 Program or consent of instructor.
Credit: 4 semester hours.

ART 598* - Digital Technology in Visual Arts Curriculum

An overview of computer graphics for teachers of art. Course introduces skills for computer graphics applications and computer hardware (scanners, cameras and printers). Integration of traditional visual arts philosophy with digital technology in the teaching of basic design concepts and historical and aesthetic concepts. Students will use digital tools to create idea concepts for original works of art in digital and traditional forms and develop curriculum or projects (e.g., a class book) in print and digital forms.
Prerequisite: None
Credit: 1-2 semester hours.
*Open to those with Special Student status as space allows.

ART 599 - Independent Study

Foreign Languages

FL 579 – Teaching Foreign Languages to Adolescents

Exploration of a variety of approaches to the teaching of foreign languages to secondary students. Emphasis on learning language in context through the use of role-plays, songs, conversation, total physical response. Intent is to prepare teachers who are able to teach their students to achieve an intermediate level of oral proficiency as a result of their study. Practice in lesson and unit development.
Prerequisite: Enrollment in Middle Level/High School Preservice Intern Program or consent of instructor
Credit: 4 semester hours.

FL 598* - Special Studies: New or Experimental Courses

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

FL 599 - Independent Study

Language Arts

LA 500/634* - Language Acquisition and Development

Same as ED 529, ESOL 507/607.
*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 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 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 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 502* – The Power of Data: Probability & Statistics as Tools for Educational Change

Designed specifically for K-12 teachers of mathematics, this course aims to build foundational as well as pedogical content knowledge in the following topic areas: elements of statistics; organizing, displaying and describing data; probability; probability distributions; sampling; prediction; estimation; correlation; regression. Students will have an opportunity to analyze data sets from a variety of sources, including NCES and the US Census Bureau. The TI graphing calculator and Fathom statistical software will be used throughout the course.
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, euclidean and non-euclidean, 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 K-12 mathematics educators 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 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 opportunities to focus on the mathematics of selected cultural groups and time periods (e.g., African pyramids, Babylonian altars, Pythagorean theorems, Incan quipu). Emphasis on 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 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 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 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.
*Open to those with Special Student status as space allows.

SCI 550 – Ecoscapes

Appreciating place, governing "the commons," and understanding ecological theory. Emphasizes connection to community and the interpretation of local landscapes, both culturally and ecologically. Effective environmental problem solving depends on clarifying values and understanding policy making as a context for applying science. Participants study a case of ecological disturbance and restoration, learning techniques of field study as well as the need to see an environmental problem from multiple perspectives, including literature, political economics, and science. They learn to find educational resources within the community to support learning in the context of problem solving and at the same time experience content knowledge in a purposeful context. Students may take two different Ecoscapes courses as part of their degree program; however, they must register for them under different prefixes (one as CORE and the other as a SCI elective, for example). Locations vary. Also listed as SS 505 and CORE 521.
Prerequisite: None. Fee (see Guide to Registration).
Credit: 2 semester hours, CRNC.

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 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 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. 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 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 Middle-Level/High School Preservice Program or consent of instructor.
Credit: 4 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, CR/NC.
*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 engage in geological field study of the regional landscape. Participants should be prepared for physical activity during the field component of the course. Addresses teacher content knowledge, modeling of teaching approaches, and availability of educational resources fundamental to successful instruction in earth and space science.
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 502* - Science, Technology, and Society

Same as SCI 510.
*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 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 counter-hegemony. 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 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 North-west. Students are guided in teaching and assessment practices that draw from children's questions and interests.
Prerequisite: Admission to Early Childhood/ Elementary Preservice 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 and articulation of objectives, 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 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 intercapitalist 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.

Catalog 2007-2008Graduate School of Education and Counseling

Please Note:

This is the 2007-2008 catalog. It is now out of date, and included here only for archival purposes. Please use the current edition. Thank you.

Teacher Education

Who We Are: Statement of the Teacher Education Faculty

Preservice Options: Master of Arts in Teaching/Fifth-Year Licensure Supervised Teaching Program

Early Childhood/Elementary Authorizations

Middle-Level/High School Authorizations

Music Endorsement

Testing Required for the Oregon Initial Teaching License

Scholarships

Inservice Options: Master of Arts in Teaching and Master of Education

Courses for Nondegree Music Students

Master of Arts in Teaching: Liberal Studies

Summer Studies M.A.T. Program

Special Educator Endorsement and Master of Education

Licensure and Endorsement for Inservice Teachers

Continuing Teaching License

ESOL/Bilingual Education Endorsement Program

Language and Literacy: Reading Endorsement Program

Mathematics Endorsement Program

Special Educator Endorsement Program

Summer Studies Endorsement Programs: ESOL/Bilingual Education and Language and Literacy: Reading

ESOL/Bilingual Education Endorsement Program (14 semester hours)

Language and Literacy: Reading Endorsement Program (14-15 semester hours)

The Courage to Teach Program for Inservice Teachers

Minimum Degree Requirements and Waivers

Application for Degree Candidacy

Academic Advising

Office and Hours

Licensure

Core Program

Faculty

Curriculum: Education Courses

Education

ED 500* - Educational Research

ED 501* - Constructive Assessment in the Classroom

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 519 - Math Connections Practicum

ED 520A/620A - Professional Portfolio I

ED 520B/620B - Professional Portfolio II

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 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 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 572 – Native American Sociopolitics: History and Effects

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

ED 598* - Special Studies: New or Experimental Courses

ED 599* - Independent Study

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

ESOL/Bilingual Education Endorsement

Catalog 2007-2008
Graduate School of Education and Counseling