School of Education
School of Education
The mission of the
new School of
Education is to
prepare professionals who promote the
social, psychological, and physical
health of individuals, families, and
communities in
order to contribute
to the advancement
of global well-being.
We believe that
development across
the lifespan, an
appreciation of
human diversity,
and a worldwide
perspective are
integral to the
preparation of
professional
educators and
counselors who
must be proactive
change agents and
advocates for social,
economic, and
political justice.
T
he School of Education offers
an undergraduate Education
Double Degree and graduate
degrees and programs to
prepare teachers, counselor educators,
and other educational professionals for
careers in schools, community colleges,
business and industry, and other
postsecondary settings. In addition, there
are electives for undergraduate students
who wish to explore education as a career
choice.
All programs reflect research-based
approaches to education and counseling
developed by university faculty, kindergarten through adult teachers and
administrators, counselors and leaders
from business and industry. Students gain
application skills and administrative
experience through extensive internships
in their field of study.
FACULTY
Professors Copa, Dalton, Duvall, Sanchez,
Stern
Associate Professors Cohen, Dykeman,
Higgins, Ingram, Merickel, Shintaku,
Waldschmidt, Ward, Winograd
Assistant Professors Lamley, Moule,
Pehrsson, Prickel, Rubel, Russ-Eft
Instructors O’Malley, Stephens, Twomey
Undergraduate Major
Education (Double Degree, BA, BS)
Graduate Majors
Adult Education (EdM)
Graduate Areas of Concentration
Workplace and adult skills
development, organization
development and training, work force
development
College Student Services
Administration (EdM, MS)
Graduate Areas of Concentration
Student development theory and
application; college and university
characteristics and environments;
history, development, and current
issues in higher education; leadership
and management of administrative
departments; program oversight in
specialized administrative areas such
as financial aid, student activities,
career services, recreational sports, and
student housing; attitudes and values
of individuals and groups within
academic communities
Counseling (MS, PhD)
Graduate Areas of Concentration
School counseling, community
counseling, school counseling
licensure (MS only), OBLCT licensure
(MS only), counselor education and
supervision (PhD only)
Education (EdM, MS, EdD, PhD)
Graduate Areas of Concentration
Curriculum evaluation, instruction,
educational foundations, supervision,
learning, human development, and
program development in specialized
fields such as adult education,
community college education,
elementary, middle and secondary
education, professional technical
education, and interdisciplinary
education as related to all educational
levels, continuing licensure
Teaching (MAT)
Graduate Minors
Adult Education
College Student Services
Administration
Community College Education
Counseling
Education
159
210 Education Hall
Oregon State
University
Corvallis, OR
97331-3502
541-737-4661
Website: http://
oregonstate.edu/
education/
ADMINISTRATION
Sam Stern
Dean
737-6392
sam.stern
@oregonstate.edu
Allan Brazier
AUTHORIZATION AND
ACCREDITATION
The School of Education is authorized by
the State Board of Higher Education to
offer teacher education and counseling
programs and by the Oregon Teacher
Standards and Practices Commission
(TSPC) to recommend teacher and
counselor candidates for initial, standard,
and continuing licensure.
All teacher education programs are
fully accredited by the National Council
for Accreditation of Teacher Education
(NCATE) and by the Oregon Teacher
Standards and Practices Commission.
Counselor education programs are fully
accredited by Council for Accreditation
of Counseling and Related Educational
Programs (CACREP).
Annual Institutional Questionnaire
on Teacher Preparation
A complete version of the OSU “report
card” can be viewed at http://
oregonstate.edu/education/.
ADVISING
Early and continuous advising is an
important aspect of education and
counseling in both the undergraduate and
graduate programs. Students are urged to
declare their interest in education or
counseling and/or specialization programs
and to seek advice at the earliest possible
date. Students interested in the teaching
profession are invited to meet with the
academic advisor in the School of Education when questions arise about undergraduate and graduate programs in
education and counseling and appropriate
undergraduate preparation.
Applicants for teacher or counselor
licensure must meet TSPC requirements in
effect at the time of admission to a
licensure program. Licensure rules are
controlled by TSPC and may change. All
persons expecting to be recommended for
standard, initial, or continuing Oregon
teaching licenses should consult regularly
with an education or counseling advisor.
Associate Dean for
Research and
Operations
737-6387
braziera
@oregonstate.edu
Karen SullivanVance
Academic Advisor
737-4661
karen.sullivan-vance
@oregonstate.edu
160
Oregon State University
UNDERGRADUATE ELECTIVES/
FIELD EXPERIENCES
The School of Education has developed
education electives for undergraduate
students. These include opportunities
for students to participate in field
experiences in the public schools.
Students are required to complete an
undergraduate credit sequence in
education as part of a pre-professional
core. These courses are recommended
for admission to most teacher licensure
programs.
Two graduate degrees are offered in
counseling: the Master of Science and
the Doctor of Philosophy.
OSU’s Counselor Education programs
are accredited by the Council for
Accreditation of Counseling and
Related Educational Programs
(CACREP) and by the National Council
for Accreditation of Teacher Education
(NCATE) at the master’s level in Schools
and Community Counseling. The PhD
is accredited by CACREP in Counseling
Education and Supervision.
GRADUATE PROGRAMS
The School of Education offers graduate work leading to the Master of Arts in
Teaching, Master of Science in education, college student services administration, and counseling, and Master of
Education degrees in education and
college student services administration.
The Doctor of Education and Doctor of
Philosophy degrees are also offered,
with a major in education. The Doctor
of Philosophy is offered with a major in
counseling.
MASTER OF SCIENCE
IN COUNSELING
Licensure programs are also available to
graduates from other institutions who
wish to meet Teacher Standards and
Practices requirements for the Initial or
Continuing School Counselor License
but who do not wish to earn another
MS degree.
The Master of Science in Counseling is
a 75-credit program that may be
completed either through a full-time or
a summer-sequential program. The fulltime program is typically completed in
six consecutive terms (18 months)
starting with summer session (six weeks
in length) and proceeding through fall,
winter, spring, summer, and fall. The
summer sequential program is typically
27 months in length—if all practicum
and internship experiences can be
completed as required. Students in both
programs will take one to two weekend
classes per quarter except in the summer.
The Master of Science degree uses a
competency-based approach to prepare
counselors. The program prepares the
counselor to work with the educational,
social, personal and career development
needs of their clientele. Preparation
consists of a sequential program that
integrates academic knowledge and
theory with closely supervised counseling practice. Self-exploration and
personal development are integral
components of the program.
Graduates work in public school
settings, social service agencies, and
postsecondary educational institutions.
Admission to the
MS in Counseling program
Application must be made to the
Graduate School and to the Counselor
Education Program. The minimal
prerequisite is a bachelor’s degree.
Admission is not based exclusively on
academic success in courses. Screening
includes a minimum GPA of 3.00 and a
personal interview in which the
applicant’s educational goals, experience, and employment background are
reviewed. Academic background,
personal and emotional stability, and
educational and professional goals of
each candidate are evaluated before
COUNSELING
COUNSELOR EDUCATION
PROGRAMS
Graduate Major
Counseling (MS, PhD)
Graduate Areas of Concentration
School counseling, community
counseling, school counseling
licensure (MS only), OBLCT licensure
(MS only), counselor education and
supervision (PhD only)
Graduate Minor
Counseling
Endorsement Majors
Counseling, Track I
Counseling, Track II
OSU’s Counselor Education programs
are accredited by the Council for
Accreditation of Counseling and
Related Educational Programs
(CACREP) and by the National Council
for Accreditation of Teacher Education
(NCATE) at the master’s level in Schools
and Community Counseling. The PhD
is accredited by CACREP in Counseling
Education and Supervision.
COUNSELING (MS, PhD)
Graduate Areas of Concentration
School counseling, community
counseling, school counseling
licensure (MS only), OBLCT licensure
(MS only), counselor education and
supervision (PhD only)
admission is granted. Prior counselingrelated academic work from an accredited institution may meet, in part, the
requirements of the program. Admission
is competitive and by cohort to begin
with the summer session.
Academic performance is not the sole
criterion for admission to, and continuation in, certain courses, such as
practicum courses and internships. The
university may evaluate an individual’s
background to determine the likelihood
that he or she will maintain standards
of professional conduct necessary in the
discipline. An evaluation may consider
current performance along with past
experiences and actions that could
affect a student’s ability to perform in
the particular course or program.
It should also be noted that individuals who want to become school
counselors but who do not have a
teaching license are eligible to apply for
the school counselor track.
It should be noted that individuals
have three options for the MS degree in
counseling:
1. Community agency counseling;
2. School counseling with teacher
license; and
3. School counseling without a teaching
license. Those individuals who want
to become school counselors but who
do not have a teaching license are
eligible to apply for the third option.
Students may also apply for a dual
endorsement option in both community and school counseling.
DOCTOR OF PHILOSOPHY
IN COUNSELING
The PhD in Counseling degree is
designed to prepare experienced
counseling professionals to extend their
roles in the counseling profession. The
doctoral program is appropriate for
those whose career path is that of
research and teaching in counselor
preparation programs, in student
development at a college or university
level, or in supervisory positions in
schools or agencies. Graduates of the PhD
program most typically become counselor
educators at other universities.
Requirements for the PhD
A minimum of 150 credits is required
beyond the baccalaureate degree. The
program includes thesis, internship, and
the balance of credits in specialty areas,
including participation in doctoral
seminars. Doctoral students can meet
the majority of their residency and
course requirements in two years of fulltime study.
Admission to the PhD Program
It is expected that individuals entering
the PhD program will have completed a
master’s degree in counseling that covers
School of Education
the nine areas of concentration required
by the Council for Accreditation of
Counseling and Related Educational
programs (CACREP). The nine areas are
human growth and development, social
and cultural foundations, helping
relationships, groups, career and lifestyle
development, appraisal, research and
program evaluation, professional
orientation, and clinical instruction. In
addition, the counselor education
faculty expects a background in
abnormal psychology, family counseling, and chemical dependency counseling. Areas not covered in the student’s
master’s program or through continuing
higher education must be taken in
doctoral study.
Applicants are preferred who have a
minimum of two years of post-master’s
experience as a counselor. Preference will
be given to National Certified Counselors (NCCs), state Licensed Professional
Counselors (LPCs), and those who are
licensed through a school counseling
licensing body such as Oregon Teacher
Standards and Practices. It is also
expected that applicants will have
participated in counseling as a client
prior to admission to the program.
Desirable, but not essential, is work in
the field of education such as teaching,
school administration, curriculum or
instruction, and/or educationally
related work in child, youth, or adult
development programs.
An application packet may be
obtained from the School of Education
or downloaded from the website at
http://oregonstate.edu/education/
programs/counprospect.html. Included
in the application will be demonstrated
evidence of counseling competence
through submission of a videotaped
counseling session. A personal interview
is also a final step in the application
process. Applications received prior to
the second Friday of February will be
given preference.
Admission is by cohort to begin each
fall term.
COUNSELING GRADUATE MINOR
This minor is available only to College
Student Services Administration (CSSA)
students. For more details, see the
departmental advisor.
ENDORSEMENTS
COUNSELING, TRACK I AND II
ENDORSEMENTS
The MS in Counseling degree leads to
initial and continuing licenses for the
Oregon Personnel Service License, as well
as eligibility for Oregon Licensed
Professional Counselor application. The
degree also prepares counseling professionals for careers in community and
educationally related agencies and
programs.
School counselor licensing can be
obtained in one of two ways:
School Counseling with a Teaching
License (Track I). The program track
requires prior public school teaching
experience and specific course work
leading to an MS in counseling.
School Counseling without a Teaching
License (Track II). This program track
prepares persons without a teacher
license or counseling experience and
requires completion of the MS degree
including specific school-based course
work in addition to the state requirements for school counselor preparation.
Students must present evidence of a
passing score on the CBEST or Praxis
PPST as part of their application
materials.
Part-time School Counseling with
Teaching License. This program track
requires prior public school teaching
experience and specific course work
leading to an MS in counseling and
allows students who are employed in
educational settings to complete their
counseling course work during weekends (Fridays and Saturdays) and
summers.
The Master’s in Counselor Education
degree prepares school counselors to
support national standards for counseling and the mission of outreach
education region wide. The program is
designed to recognize the developmental levels of students with continuing
professional development as an integral
part of the program.
The PhD in Counseling degree is
designed to prepare experienced
counseling professionals to extend their
roles in the counseling profession. The
doctoral program is appropriate for
those whose career path is that of
research and teaching in counselor
preparation programs, in student
development at a college or university
level, or in supervisory positions in
schools or agencies.
Admission to the MS Program
Admission to the program is by
application to the Graduate School and
to the Counselor Education Program.
The minimal prerequisite is a bachelor’s
degree. Persons holding a master’s degree
may apply for non-degree status or a
second master’s. Admission is not based
exclusively on academic success in
courses. Screening includes a minimum
GPA of 3.00 and a personal interview in
which the applicant’s educational goals,
experience, and employment background are reviewed. Academic
background, personal and emotional
stability, and educational and professional goals of each candidate are
evaluated before admission is granted.
161
Prior counseling-related academic work
from an accredited institution may
meet, in part, the requirements of the
program. Admission is competitive, by
cohort, and begins with the summer
session.
Admission to the PhD Program
It is expected that individuals entering
the PhD program will have completed a
master’s degree in counseling that covers
the nine areas of concentration required
by the Council for Accreditation of
Counseling and Related Educational
programs (CACREP). The nine areas are
human growth and development, social
and cultural foundations, helping
relationships, groups, career and lifestyle
development, appraisal, research and
program evaluation, professional
orientation, and clinical instruction. In
addition, the counselor education
faculty expects a background in
abnormal psychology, family counseling, and chemical dependency counseling. Areas not covered in the student’s
master’s program or through continuing
higher education must be taken in
doctoral study.
Applicants are preferred who have
post-master’s experience as a counselor.
Preference will be given to National
Certified Counselors (NCCs) and /or
state Licensed Professional Counselors
(LPCs). It is also expected that applicants will have participated in counseling as a client prior to admission to the
program. Desirable, but not essential, is
work in the field of education such as
teaching, school administration,
curriculum or instruction, and/or
educationally related work in child,
youth, or adult development programs.
An application packet may be
obtained from the School of Education
or the website at http://oregonstate.edu/
education/programs/
counprospect.html. Included in the
application will be demonstrated
evidence of counseling competence
through submission of an audio- or
videotaped counseling session. A
personal interview is also a final step in
the application process. Applications
received prior to the second Friday of
February will be given preference.
Admission is by cohort to begin each fall
term.
Requirements for the PhD
A minimum of 150 credits is required
beyond the baccalaureate degree. The
program includes thesis, internship, and
the balance of credits in specialty areas,
including participation in doctoral
seminars. Doctoral students can meet
the majority of their residency and
course requirements in two to three
years of full-time study.
162
Oregon State University
COUNSELING COURSES
COUN 421. PROBLEMS OF PERSONAL
ADJUSTMENT (3). Examines social and emotional
adjustment within the context of normal
development. Encompasses problems associated
with the developmental process. PREREQ: Junior
standing.
COUN 433. DRUG AND ALCOHOL EDUCATION:
THEORY AND PEDAGOGY (3). Addresses the
theory and practice of drug and alcohol education.
COUN 441. INTRODUCTION TO COUNSELING (3).
Designed to provide undergraduate students with
an orientation to the theory and pragmatics of the
counseling profession.
COUN 499. SPECIAL TOPICS (1-16).
COUN 501. RESEARCH (1-16). PREREQ:
Departmental approval required.
COUN 502. INDEPENDENT STUDY (1-16).
PREREQ: Departmental approval required.
COUN 503. THESIS (1-16). PREREQ:
Departmental approval required.
COUN 505. READING AND CONFERENCE (1-3).
PREREQ: Departmental approval required.
COUN 506. SPECIAL PROJECTS (1-3). PREREQ:
Departmental approval required.
COUN 507. SEMINAR (1-3). PREREQ:
Departmental approval required.
COUN 508. WORKSHOP (1-3). PREREQ:
Departmental approval required.
COUN 509. PRACTICUM IN COUNSELING (1-3).
Designed to develop competencies in basic skills,
facilitative dimensions, and counseling process.
Self-critique, peer-critique, and supervisor-critique
of videotaped interview. Written self-critique, oral
case presentation and charting skills are learned.
Practicals are graded on a pass/no pass credit
basis only. A pass requires at least “B” level work.
PREREQ: Admission to program. Departmental
approval required.
COUN 510. COUNSELING INTERNSHIP (1-15).
The internship is the culminating field experience
of the MS in Counseling program. It is designed to
provide the student with an on-site placement in a
public or private mental health or school setting
that will create the necessary bridge between
training and professionalism. Students are
expected to function per the expectations of other
full-time employees and counseling staff at the
internship site. Internships are graded on a pass/
no pass credit basis only. A pass requires at least
“B” level work. PREREQ: 6 credits of COUN 509
and core program sequence. Departmental
approval required.
COUN 511. STUDY OF SCHOOLS: K-12 (3).
Structured observation in selected K-12 school
sites. Total of 125 hours of observation, as
required by the Oregon Teacher Standards and
Practices Commission for persons without prior
teaching experience. PREREQ: Admission to
Track II program.
COUN 512. CLASSROOM INSTRUCTION FOR
COUNSELORS (3). 75 hours of supervised
instruction in a public school setting. PREREQ:
COUN 511.
COUN 519. COUNSELING PRE-PRACTICUM (3).
Designed to develop competencies in basic
counseling skills and processes. Self critique,
peer critique, and supervisor critique of
videotaped interviews with peer clients. A pass
requires at least “B” level work. PREREQ:
Admission to program. Graded P/N.
COUN 525. FUNDAMENTALS OF COUNSELING
(3). A course designed for students planning on
working in a human service profession, such as
counseling, teaching, nursing, medicine, law.
Exploration of basic helping processes
appropriate in a variety of settings. Review of
ethical standards of conduct. A variety of skills
and techniques are demonstrated and practiced
through videotape and role play.
COUN 531. DEVELOPMENTAL PERSPECTIVES IN
COUNSELING (3). A study of affective,
behavioral, cognitive, physical, and moral
development for human growth and maturation.
Theories of personality and learning that affect
normal and non-normal development. Relationship
of understanding human development to the
counseling profession.
COUN 532. SOCIAL AND CULTURAL
PERSPECTIVES IN COUNSELING (3). Social and
cultural factors effecting counseling. Includes
studies of change, ethnic groups, subcultures,
changing roles of women, sexism, urban and rural
societies, population patterns, cultural mores, use
of leisure time, and differing life patterns.
PREREQ: Admission to program.
COUN 533. ADDICTIVE BEHAVIOR COUNSELING
(3). Techniques for addictive behavior assessment
and counseling. Specific addictions covered
include substance abuse, gambling, and eating
disorders.
COUN 534. PEDIATRIC
PSYCHOPHARMACOLOGY FOR SCHOOL
PERSONNEL (1). Introduces schoolteachers,
counselors and social workers to the
fundamentals of pediatric psychopharmacology.
Basics of pharmacology, adverse effects,
indications, and drug interactions will be
discussed. This course does not purport to
prepare the student to be any part of the
pharmacological prescriptive process; that is the
purview of the medically trained person.
COUN 536. APPLIED PSYCHOPHARMACOLOGY
FOR COUNSELORS (3). Acquaints counseling
students with the fundamentals of psychotropic
drugs. Basics of pharmacology, adverse effects,
indications, and drug interactions will be
discussed. Boundaries of practice and practical
issues of assessment and referral will be covered.
The overall aim of the course is to provide
information about psychopharmacology to the
non-medical mental health care provider so that
she or he can be a more informed member of the
mental health care team. This course does not
purport to prepare the student to be any part of
the pharmacological prescriptive process. That is
the purview of the medically trained person.
COUN 541.THE COUNSELING PROFESSION (3).
Provides the foundation for becoming a counselor
and explores the psychological and philosophical
ramifications of the counselor in a changing world.
Topics will include values in counseling, ethical
and legal issues in counseling, research in
counseling, and maintaining a professional
identity. PREREQ: Admission to program.
COUN 546. LEADERSHIP OF SCHOOL
COUNSELING PROGRAMS (3). Designed to
prepare school counselors to lead teams in the
development and implementation of
comprehensive school counseling programs.
Principles of leadership, system change, and
advocacy are introduced. State and National
Comprehensive School Counseling models are
examined. PREREQ: Admission to program.
COUN 547. FOUNDATIONS OF COMMUNITY
COUNSELING (3). Addresses the foundations of
community counseling including: (1) historical,
philosophical, societal, cultural, economic, and
political dimensions of and current trends in the
community human service/mental health
movement, (2) roles, functions, preparation
standards, credentialing, licensure and
professional identity of community counselors, (3)
policies, laws, legislation, recognition,
reimbursement, right-to-practice, and other issues
relevant to community counseling. PREREQ:
Admission to community counseling program.
COUN 548. SPECIAL EDUCATION ISSUES IN
COUNSELING (3). Addresses various educational
disability categories, the fundamentals of special
education law, the special education assessment
process, the special education definition of
emotional/behavioral disorders, and the
counselor’s role in supporting children with special
emotional needs. PREREQ: Admission to
counselor education program.
COUN 549. FOUNDATIONS OF MENTAL HEALTH
COUNSELING (3). Addresses the foundations of
mental health counseling: (1) historical,
philosophical, societal, cultural, economic, and
political dimensions of, and current trends in, the
mental health movement; (2) roles, functions,
preparation standards, credentialing, licensure
and professional identity of mental health
counselors, (3) policies, laws, legislation,
recognition, reimbursement, right-to-practice, and
other issues relevant to mental health counseling.
COUN 551.THEORY AND TECHNIQUES OF
COUNSELING I (3). Basic concepts and
facilitative skills of helping relationships.
Introduction and overview of counseling theories
and their related processes and techniques.
PREREQ: Admission to program.
COUN 552.THEORY AND TECHNIQUES OF
COUNSELING II (3). Continued development of
the theories and techniques of counseling
including identification of the counseling process.
Emphasis on personality development and
affective, behavioral and cognitive approaches.
PREREQ: COUN 551.
COUN 558. CRISIS MANAGEMENT IN SCHOOLS
(1). The study of crisis management in schools.
Theory and practice will be the course foci.
COUN 567. APPRAISAL OF THE INDIVIDUAL (3).
Development of framework for understanding the
individual; methods for data gathering and
assessment; individual and group testing; case
study approaches; observational, sociometric,
and environmental procedures; study of individual
differences. Ethnic, cultural, and sex factors are
emphasized. PREREQ: Basic statistics course.
COUN 568. LIFESTYLE AND CAREER
DEVELOPMENT (3). Major theoretical approaches
to career development; available resources for
educational and occupational assessment;
procedures to enhance career exploration,
planning and placement. Emphasis is on the
decision-making process and issues of career
counseling with special populations.
COUN 571. GROUP COUNSELING PROCEDURES
(3). A conceptual and experiential introduction to
group dynamics. Group counseling approaches
and models; issues of group leadership; styles of
leadership and group facilitation skills.
Consideration is given to group counseling goals,
composition, phases and research. PREREQ:
Admission to the program.
COUN 575. FAMILY COUNSELING (3). An
overview of the major theoretical approaches to
family counseling will be covered. Through the use
of readings, demonstrations, and videos the
student will become familiar with systems
foundations, the history of family counseling,
family roles, interaction patterns, and decisionmaking processes.
COUN 576. BULLYING AND PEER ABUSE IN
SCHOOL (1). Addresses the multiple aspects of
bullying and peer abuse in schools. Topics
addressed include types of bullying; bullying
tactics; predisposing factors in bullying behavior;
prevention measures; gender differences; and the
physical, emotional, spiritual, social, and
intellectual effects of bullying and peer abuse.
COUN 577. APPLIED PSYCHOPATHOLOGY AND
PSYCHODIAGNOSTICS (3). Addresses the
principles of diagnosis of psychopathology and
the use of current diagnostic tools, including the
current edition of the Diagnostic and Statistical
Manual (DSM). Includes psychiatric terminology,
treatment, current research, cross cultural impact,
ethical implications, and goal planning related to
mental health processes and case management.
PREREQ: COUN 541, COUN 551, COUN 552.
COUN 578. GRIEF AND LOSS COUNSELING (1).
The practice of grief and loss counseling is based
on an in-depth understanding of the process of
School of Education
grieving and its manifestations while utilizing skills
in assessment and intervention. Childhood,
adolescence, adulthood and old age, as distinct
life stages, require different approaches to
assessment and treatment of grief reactions.
Cultural differences have a major impact on the
process and the outcome of grief work; these
differences will be explored so that students may
work with bereaved clients from different
backgrounds in a wide range of settings.
Exploration of the counselor’s own responses and
reactions to grief work will be examined by the
student in depth. PREREQ: COUN 509.
COUN 579. PASTORAL COUNSELING (1).
Examines the philosophical, theological and
clinical foundations of varied approaches to
pastoral counseling and the framework for
understanding pastoral counseling as a
specialization within the counseling profession.
PREREQ: COUN 509.
COUN 580. SELECTED TOPICS IN COUNSELING
(1-3). Current developments in the field of
counseling, including such topics as substance
abuse, person abuse, eating disorders, chronic
illness. May be repeated with different topics for a
maximum of 9 credits. PREREQ: Admission to
program. Graded P/N.
COUN 581. CROSS-CULTURAL COUNSELING (3).
Cognitive and experimental study of social and
psychological variables influencing the crosscultural counseling relationship. Social and
psychological experiences of selected
subcultures. Relevant assessment instruments
and current literature, methods and outcome
studies. PREREQ: Instructor approval required.
COUN 597. INTRODUCTION TO COUNSELOR
SUPERVISION (3). Introduction to the theory and
pragmatics of counselor supervision.
COUN 598. COUNSELOR CONSULTATION (3).
Development of consultation skills as a supervisor
and counselor educator. Consultation theory and
practice are studied. Students practice
consultation skills and receive feedback.
PREREQ: Admission to master’s program.
COUN 601. RESEARCH (1-16). PREREQ:
Departmental approval required.
COUN 602. INDEPENDENT STUDY (1-16).
PREREQ: Departmental approval required.
COUN 603. DISSERTATION (1-16). PREREQ:
Departmental approval required.
COUN 605. READING AND CONFERENCE (1-16).
PREREQ: Departmental approval required.
COUN 606. PROJECTS (1-16). PREREQ:
Departmental approval required.
COUN 607. SEMINAR (1-16). PREREQ:
Departmental approval required.
COUN 608. WORKSHOP (1-16). PREREQ:
Departmental approval required.
COUN 609. PRACTICUM IN COUNSELING (1-12).
Specialized counseling experiences supervised by
a professional. Emphasis is on development of
advanced skills in counseling specific to a
population. PREREQ: Departmental approval
required.
COUN 610. INTERNSHIP IN COUNSELING (1-12).
Designed to provide experiences in development
of teaching and supervision skills in preparation
as a counselor educator and supervisor.
PREREQ: Departmental approval required.
COUN 612. UNIVERSITY LEVEL INSTRUCTIONAL
THEORY AND METHODS (3). Addresses general
university level instructional theory and methods
as well as pedagogy specific to counselor
education. PREREQ: Admission to PhD program in
counseling.
COUN 617. ADVANCED COUNSELOR
SUPERVISION (3). Advanced theory and
techniques in counselor supervision. Pedagogical
issues in training supervisors are addressed.
PREREQ: Admission to the PhD program in
counseling.
COUN 621. ADVANCED TOPICS IN COUNSELING
(3). Advanced critical study of theory and
research related to specific topics of counseling
and counselor education. May be repeated for
15 credits.
COUN 632. ADVANCED COUNSELING THEORY
(3). The goal of this course is to develop in each
student an advanced level of understanding and
skill in emergent counseling models.
COUN 662. COUNSELOR EDUCATION
QUANTITATIVE RESEARCH METHODS I (3). Part I
of a three-course sequence designed to prepare
students to meet the CACREP doctoral standards
for quantitative research methods in counselor
education. Topics addressed in course I include
application of the following in counselor education
research: (1) data scales and scale
transformation, (2) frequency distributions and
histograms, (3) measures of central position, (4)
variability, (5) characteristics of data curves, (6)
normality, (7) measures of variability, (8) the
statistical hypothesis, (9) statistical errors (Type
I/Type II), (10) power analysis, and (11) statistical
correlation. PREREQ: ED 562.
COUN 663. COUNSELOR EDUCATION
QUANTITATIVE RESEARCH METHODS II (3). Part
II of a three-part course sequence designed to
prepare students to meet the CACREP doctoral
standards for quantitative research methods in
counselor education. Topics addressed in course
II include application of the following in counselor
education research: (1) a review of the dependent
variable, normal curve, Type I and Type II errors,
power analysis, and criteria for selecting
statistical tools, (2) significance tests, including
Chi-square t-test, one-factor analysis of variance,
multiple comparison tests (L.S.D. and Tukey’s
HSD), two-factor analysis of variance, statistical
interaction (ordinal and disordinal), linear
regression, factor analysis, and analysis of
covariance.
COUN 664. COUNSELOR EDUCATION
QUANTITATIVE RESEARCH METHODS III (3). Part
III of a three-course sequence designed to
prepare students to meet the CACREP doctoral
standards for quantitative research methods in
counselor education. Topics addressed in course
III include application of the following in counselor
education research: (1) multiple regression, (2)
path analysis, (3) confirmatory factor analysis, (4)
logistic regression, (5) reliability and
generalizability theory, (6) cluster analysis, (7)
structural equation modeling, and (8) single
subject designs.
COUN 665. PUBLICATION METHODS IN
COUNSELOR EDUCATION (3). Teaches doctoral
students how to write theses, grant reports, peerreviewed journal articles, and textbook chapters.
COUN 667. ADVANCED ASSESSMENT IN
COUNSELING (3). Explores current issues in the
use of assessment in counseling, best practices
in instrument development, and best practices in
assessment pedagogy. PREREQ: Admission to
PhD program in counselor education.
COUN 668. ADVANCED CAREER AND
CONSULTATION (3). An advanced course
surveying past, current, and possible future
technical and philosophical perspectives
concerning career development and counseling.
Issues in consultation, social change theory, and
advocacy action planning are also reviewed in
light of their impact on future counseling
practitioners. Pedagogical methods for presenting
current issues in career development,
consultation, social change theory and advocacy
action planning are a major focus of the class.
PREREQ: COUN 568, COUN 598.
163
COUN 681. ADVANCED DIVERSITY AND SOCIAL
JUSTICE IN COUNSELOR EDUCATION (3).
Addresses pedagogy relevant to multicultural,
diversity, and social justice issues and the role of
racial, ethnic, and cultural heritage, nationality,
socioeconomic status, family structure, age,
gender, sexual orientation, religious and spiritual
beliefs, occupation, physical, and mental status,
local, regional, national, international perspective,
and issues of equity such as oppression, power
and privilege in counselor education. PREREQ:
COUN 581.
COUN 696. COUNSELOR EDUCATION (3).
Orientation to the profession of counselor
education. Specific topics include: (1) history and
organization of the profession, (2) program
accreditation standards and practices, (3)
instructional theory and methods relevant to
counselor education, and (4) ethical and legal
considerations in counselor education.
COUN 697. COUNSELOR SUPERVISION (3).
Practical experience for counseling professionals
who have responsibility directing personal and
professional development of counselors,
promoting counselor competency, and developing
and implementing counseling services and
programs. Theoretical models of supervision are
utilized to develop supervisor roles. PREREQ:
Admission to doctoral program.
COUN 808. WORKSHOP (1-3).
EDUCATION
Teacher Education and
Administration Programs Offered
Undergraduate Majors
Music Education
Education (BA, BS)
*Graduate Majors
Education (EdM, MS, EdD, PhD)
Teaching: Advanced Mathematics
Education (MAT) or
Mathematics Education (MS)
Teaching: Agricultural Education
(MAT )
Teaching: Biology Education
(MAT) or Science Education
(MS)
Teaching: Business Education
(MAT )
Teaching: Chemistry Education
(MAT) or Science Education
(MS)
Teaching: Elementary Education
(MAT )
Teaching: Family and Consumer
Sciences Education (MAT)
Teaching: French Education
(MAT )
Teaching: German Education
(MAT )
Teaching: Health Education (MAT)
or Health Education (MS)
Teaching: Integrated Science
Education (MAT) or Science
Education (MS)
Teaching: Language Arts
Education (MAT)
Teaching: Marketing Education
(MAT) or Education (EdM)
Teaching: Music Education (MAT)
164
Oregon State University
Teaching: Physical Education
(MAT) or Exercise and Sport
Science (MS)
Teaching: Physics Education
(MAT) or Science Education
(MS)
Teaching: Spanish Education
(MAT )
Teaching: Technology Education
(MAT) or Education (EdM)
*See program information. Please refer to
the advisor contacts listed below.
Endorsement Areas
Agricultural Education
Agricultural Science and
Technology
Biology Education
Business Education
Chemistry Education
Early Childhood Teacher
Education
Elementary Education
ESOL/Bilingual
Family and Consumer Science
Education
French Language
German
Health Education
Integrated Science Education
Junior High/Middle School
Language Arts Education
Marketing
Mathematics, Basic & Advanced
Music Education
Physical Education, Adapted
Physical Education
Physics Education
Reading
Secondary Teacher Education
Social Studies Education
Spanish Language
Technology Education
Vocational Education
Graduate Majors
Adult Education (EdM)
Areas of Concentration
Workplace and adult skills
development, organization
development and training, work
force development
College Student Services
Administration (EdM, MA, MS)
Graduate Areas of Concentration
Student development and
application
College and university characteristics
and environments
History, development, and current
issues in higher education
Leadership and management of
administrative departments
Program oversight in specialized
administrative areas such as
financial aid, student activities,
career services, multicultural affairs,
recreational sports, and student
housing
Student development theory and
application
Education (EdM, MS, EdD, PhD)
Graduate Minors
Adult Education
Community College Education
College Student Services
Administration
Education
The School of Education offers an
initial teaching license at the undergraduate and graduate levels.
The undergraduate Education Double
Degree in teacher education program
enables students to earn two undergraduate degrees concurrently, one in
their chosen field and the second in
Education (BA, BS degrees). The
Education Double Degree is a multipleentry pathway to teacher preparation
available to all OSU students.
The Double Degree is a 40-credit
program that includes all the course
work and field experiences (e.g. student
teaching) necessary to qualify for an
Oregon Initial Teaching License granted
by the Teacher Standards and Practices
Commission (TSPC).
For more about the Double Degree
program, see the Education major
section.
GRADUATE LEVEL
PROFESSIONAL TEACHER
EDUCATION PROGRAMS
The Graduate Level Professional Teacher
Education programs involve both
graduate courses and extensive internship experiences. Students seeking
information about the appropriate
degree should contact an advisor in the
following areas:
• Agricultural Education: Agricultural
Education and General Agriculture
• Business Education: School of
Education
• Early Childhood Education: School
of Education, College of Health and
Human Sciences
• Elementary Education: School of
Education, College of Liberal Arts
• Biology, Chemistry, Integrated
Science, Mathematics, and Physics
Education: Science and Mathematics
Education Department
• Family and Consumer Sciences:
School of Education
• Foreign Language Education in
French, German and Spanish:
Department of Foreign Languages
and Literatures
• Health Education, Physical Education
and the Adaptive Physical Education
Endorsement: College of Health and
Human Sciences
• Language Arts: School of Education
• Music Education: Music Department
• Technology Education: School of
Education
• ESOL/Bilingual: School of Education
SCHOOL OF EDUCATION
REQUIREMENTS
Professional Teacher Licensure
Degree Requirements in the School
of Education
The School of Education offers graduate work leading to the Master of Arts in
Teaching, Master of Science in Education, Master of Science in Counseling,
and Master of Education degrees in
education and college student services
administration.
The Master of Arts in Teaching degree
(MAT) prepares students for the initial
teaching license. The MAT is a competency-based program.
The Master of Education (EdM) and
the Master of Science (MS) are offered
with majors in education and also
prepare students for initial licensure.
These are academic-based degrees.
The EdM, or the MS with a major in
education, also serves individuals
seeking continuing or standard teaching
licensure. There also is an online EdM
program called the Mentored Master’s in
Education. It is available to anyone
interested in a professional degree in
education.
ADMISSION TO THE GRADUATELEVEL PROFESSIONAL TEACHER
EDUCATION PROGRAM
Admission is competitive and selective
and is by application to the Graduate
School and to the Professional Teacher
Education Program. Admission is not
based exclusively on academic success.
The following are the requirements for
admission consideration:
• Completed bachelor’s degree (except
for the Agriculture Education and
Family and Consumer Science Early
Entry students),
• 3.00 GPA in the last 90 graded quarter
credits, (Some programs may set
higher GPA standards. They may also
set specific GPA requirements in the
teaching specialty.)
• Successful experience working with
public school students at the age level
at which the applicant is seeking
licensure, verified by a recommendation or evaluation
• Subject competence as determined by
the program faculty, and
• Truthful answers to “good conduct”
questions as required by the Oregon
Teacher Standards and Practices
Commission.
Applicants must submit a résumé, three
letters of recommendation, and a
statement of professional goals as part
of the application process. Interviews
School of Education
and writing samples may be required.
Applications received by the second
Friday of January will be given priority.
ADMISSION TO THE EARLY
CHILDHOOD EDUCATION
PROGRAM
It is suggested that students who are
interested primarily in early childhood
education (ages 3 through grade 4)
choose a BS in Human Development
and Family Sciences degree with the
Early Childhood Education (ECE)
option. If the degree is not in this area
and students want to have the ECE
endorsement, they must complete the
following courses or the equivalent:
HDFS 211. Infant and Child
Development (3)
HDFS 330. Curriculum Development in
Early Childhood (3)
HDFS 431. Family, School, and
Community Collaboration (3)
Supervised experience/ECE (90 quarter
credits)
ADMISSION TO THE
ELEMENTARY- AND MIDDLELEVEL EDUCATION PROGRAM
It is suggested that students who are
primarily interested in elementary
education (grades 3 through 8) or
middle level (grades 5 through 10)
choose a bachelor’s degree in the College
of Liberal Arts. Other degrees with
appropriate academic depth and
breadth may be appropriate, especially
for middle level.
Preparation for the Professional
Teacher Licensure Programs in
Secondary and K-12 Education
Students who intend to apply for the
licensure programs in secondary or K–12
programs must choose an undergraduate major or majors in the area or areas
they plan to teach. Some may be
required to complete an undergraduate
sequence in education (ED 216, 219,
253, 309). See program advisor.
Continuing Teaching Licensure
The Master of Education degree may be
earned while completing continuing
licensure requirements if the candidate is
eligible for graduate admission. Application dates are open for acceptance to
continuing licensure programs. Candidates for EdM in Education must hold
or be eligible to hold a Basic or Initial
Teaching License in the state of Oregon
and submit a current résumé, transcripts,
statement of professional goals, and
three letters of recommendation when
applying for admission.
The EdM and MS in degrees in
education require the completion of a
45-quarter credit program.
DOCTOR OF EDUCATION
Graduates who receive the EdD in
Education degree with a Community
College Leadership concentration will be
prepared to hold a variety of positions
in community college or closely related
educational settings.
Field advisors and mentors selected
from senior staff of community colleges
assure relevance to the community
college setting.
Degree Requirements
The EdD in Education degree with a
Community College Leadership
concentration requires a minimum of
108 credits beyond the baccalaureate
degree. Courses in the following areas
must be completed:
Foundational Core
Research Core
Area of Specialization
Internship
Thesis
Admission
Applicants for the EdD must have
earned a master’s degree or the equivalent, a 3.00 GPA, and 3–5 years of
professional community college
experience. Transcripts of previous
college work; a résumé; three letters of
recommendation; a statement of
experiences, goals and philosophy; and
a reflection paper on how the application materials submitted address the
admission criteria are required for
admission consideration. Final applicants are interviewed by the program
admissions committee.
DOCTOR OF PHILOSOPHY
DEGREE REQUIREMENTS
The PhD degree with a major in
education with emphasis in teacher
leadership is a part-time program that
requires a minimum of 114 credits
beyond the baccalaureate degree. The
residency requirement is met by full-time
enrollment for three quarters. See
additional Graduate School requirements pertaining to doctoral study at
OSU under the Graduate Student
Information section of this catalog.
UNDERGRADUATE MAJORS
EDUCATION (BA, BS, HBA, HBS)
Education (Double Degree)
The undergraduate Education degree
program enables students to earn two
undergraduate degrees concurrently—
one in their chosen field and the second
in Education (BA, BS degree). The
Education Double Degree in teacher
education is a multiple-entry pathway
to teacher preparation available to all
OSU students. Similar to the International Degree program (BA in International Studies), the BA/BS in Education
can only be obtained in conjunction
with a BA/BS in a student’s chosen field.
The Double Degree pathway in
165
teacher education is a 40-credit program
that includes all the course work and
field experiences (e.g., student teaching)
necessary to qualify for an Oregon
Initial Teaching License granted by the
Teacher Standards and Practices
Commission (TSPC).
Students may specialize in one of four
areas (authorization levels). The four
authorization levels are:
• Early childhood education
(age 3 through grade 4)
• Elementary education
(grade 3 through grade 8)
• Middle school (grades 5–10)
• High school (grade 7–12)
The following subject areas (endorsements) are available with the Double
Degree program:
• Business Education
• Family and Consumer Science
Education
• Foreign Languages (French, German,
Spanish)
• Health Education
• Language Arts (English) Education
• Mathematics Education (Basic
Mathematics, Advanced Mathematics)
• Professional/Technical Education
• Science Education (Biology, Chemistry, Integrated Science, Physics)
• Social Studies Education
• Technology Education
Students wishing to add a second
authorization level and/or subject areas
(endorsements) will be able to do so as
part of their master’s degree program.
The Double Degree program has three
stages and students may participate in
these stages as their schedule permits
and as their application status allows
(i.e., the Double Degree program is not a
cohort-based program). The first stage
of the Double Degree allows students to
take the three core education courses (8
credits) with no prerequisites. These are
three 200-level courses that may also be
taken at a community college.
Core Education Courses (8 credits)
ED 216. Purpose, Structure, and
Function of Education in a
Democracy (3)
ED 219. Multicultural Issues in
Educational Settings (2)
ED 253. Learning Across the Lifespan (3)
Professional Education Courses (17
credits)
ED 320. ^Fostering Supportive Learning
Environments (2) (All levels)
ED 348. ^Differentiating Instruction
and Students with Exceptionalities (2)
(All levels)
ED 456. Strategies for Teaching
Language Arts and Social Studies (2)
(Elementary school only)
ED 458. Strategies for Teaching Wellness
and Fine Arts (2) (Elementary school
only)
166
Oregon State University
ED 557. Mathematics Strategies: K–8 (3)
(Elementary school only)
ED 583. Developmental Reading (3)
(Elementary school only)
SED 499. Science, Technology, and the
Nature of Inquiry (3) (Elementary
school only)
ED 491. Content Standards and
Curriculum Development for Mid
Level (3) (Middle school only)
ED 523. Strategies and Organizational
Structures for Middle School (4)
(Middle school only)
ED 412. Learning Styles and Needs of
Adolescence (2) (Middle school and
high school)
ED 493. Reading, Literature, and
Language Development in the
Content (2) (Middle school and high
school)
ED 527. Alternative Assessment (2)
(Middle school and high school)
ED 494. Content Standards and
Curriculum Development for High
School (3) (High school only)
ED 525. Curriculum Implementation
and Instructional Strategies (4) (High
school only)
Field (Teaching) Experiences and
Seminar (15 credits)
ED 407. Seminar (1) (All levels)
ED 410. Internship: Part-time Student
Teaching (2) (All levels)
ED 410. Internship: Full-time Student
Teaching (10) (All levels)
ED 524. Teacher as Reflective
Practitioner (2–3) (All levels)
PRE-EDUCATION
(BA, BS, HBA, HBS)
Provisional Admission to the
Education Double Degree Program
Students interested in the Double Degree
program must apply for Provisional
Admission to the degree. Applications
and requirements are available on the
School of Education website: http://
oregonstate.edu/education/
doubledegree/.
Pre-Education is the first stage of the
Double Degree and allows students to
take the first three courses (8 credits)
with no prerequisites. These preeducation courses may be taken at OSU
or they may also be taken at a community college.
First-years, sophomores, juniors, and
seniors may enroll in one or more of the
pre-education courses at any time
during any year of their studies. There
are no initial prerequisites for these three
courses and they may help students
decide whether teaching is right for
them.
Pre-Education Courses (8 credits)
ED 216. Purpose, Structure, and
Function of Education in a
Democracy (3)
ED 219. Multicultural Issues in
Educational Settings (2)
ED 253. Learning Across the Lifespan (3)
For addition information, contact:
Karen Sullivan-Vance, Academic
Advisor, 541-737-4661,
School of Education
210 Education Hall
Oregon State University
Corvallis, OR 97331-3502
541-737-4661
Website: http://oregonstate.edu/
education
GRADUATE MAJORS
ADULT EDUCATION (EdM)
Graduate Areas of Concentration
Workplace and adult skills
development, organization
development and training, work
force development
The EdM in Adult Education degree
prepares workforce education specialists
in the following areas of concentration:
• Workplace and Adult Skills Development: Preparation to teach literacy,
numeracy and work-related competencies enabling adults to succeed in
the workplace and the community.
Commitment to accommodating and
mentoring diverse groups of learners
with a wide range of learning styles is
essential;
• Organization Development and
Training: Preparation to train other
professionals in a collaborative
process to create better learning
environments in organizations.
Commitment to participative styles of
leadership in addition to possessing a
high level of skills in technical training
processes is essential;
• Work Force Development (Professional Technical Education): Addressing the relationship between education and work, and education and
technology, preparation to design,
deliver and manage instruction in
community colleges, public agencies,
business and industry.
MINOR IN ADULT EDUCATION
Course work in adult education may
also be used as a pre-service concentration or minor in extension program
development, community college
instruction, and for other graduate
degrees. The Adult Education minor
requires 12–18 credits of approved
course work in the following areas:
Adult Development (3)
Instructional Systems (3)
Instructional Strategies (3)
Assessment (3)
Learning Theories (3)
Internship (3)
Admission to the concentrations in
workplace and adult skills development
and in organization development and
training is competitive by cohorts.
Degree Requirements
The EdM degree in adult education or
education degrees require a minimum of
45 credits beyond the baccalaureate
degree. The adult education degree
requires a 12–18 quarter-credit minor.
Admission
Admission is selective and competitive.
Factors considered in making admission
decisions include: completion of a
bachelor’s degree, cumulative grade
point average (3.00 in the last 90 graded
credits of the bachelor’s degree and all
postbaccalaureate course work), written
and oral communication skills, career
objectives and commitment, career
experience, and professional references.
Applicants submit a letter of intent,
résumé, transcripts, three letters of
recommendation, writing sample, and
application questionnaire. Following an
initial screening, applicants may be
interviewed by a member of the faculty
by telephone or in person.
COLLEGE STUDENT SERVICES
ADMINISTRATION (EdM, MS)
Graduate Areas of Concentration
Student development and
application; college and university
characteristics and environments;
history, development, and current
issues in higher education; leadership
and management of administrative
departments; program oversight in
specialized administrative areas such
as financial aid, student activities,
career services, multicultural affairs,
recreational sports, and student
housing; student development
theory and application
The College Student Services Administration program offers preparation in
the organization, leadership and
administration of programs, services,
and facilities in postsecondary education, including college union/centers,
recreational sports, student government
and activities, residence life programs,
student housing, financial aid, career
services, and general student advising
and academic support.
The MS and EdM degrees are offered
with a major in CSSA. One year of full
time work experience is recommended
for admission, and the application
deadline is February 1 for admission the
following fall.
Paid assistantships are an important
part of the curriculum and the total
learning experience. They are strongly
encouraged for all full-time master’s
students.
For more information, access the
department’s website http://
oregonstate.edu/dept/cssa/ or write
CSSA Graduate Program, 403 Education
Hall, Corvallis, OR 97331.
School of Education
EDUCATION (EdD, EdM, MS, PhD)
Graduate Areas of Concentration
Curriculum evaluation, instruction,
educational foundations,
supervision, learning, human
development, and program
development in specialized fields
such as adult education, community
college leadership, elementary,
middle and secondary education,
professional technical education, and
interdisciplinary education as related
to all educational levels, continuing
license
The School of Education offers graduate work leading to the Master of
Science in Education, and Master of
Education degrees. The Doctor of
Education and Doctor of Philosophy
degrees are also offered, with a major in
education.
The Master of Education (EdM) and
the Master of Science (MS) are offered
with majors in education. The EdM or
the MS with a major in education serves
individuals seeking an initial, continuing or standard teaching license. It is
also available to anyone interested in a
professional degree in education.
The Doctor of Education (EdD) degree
with a major in education prepares
professionals for leadership roles in a
variety of positions in community
college, public school or related
educational settings. Field advisors and
mentors selected from senior staff of
community colleges and public schools
assure relevance to the appropriate
setting.
The PhD program with a major in
education prepares professional
educators for research and teaching in
teacher preparation programs or related
programs in higher education. This is a
part-time, cohort-based program with a
focus in teacher leadership.
See the School of Education website
for application information and dates,
http://oregonstate.edu/education/.
ADMISSION REQUIREMENTS
EdD Degree
Applicants for the EdD must have
earned a master’s degree or the equivalent, a 3.00 GPA, and 3–5 years of
professional community college
experience. Transcripts of previous
college work; a résumé; three letters of
recommendation; a statement of
experiences, goals and philosophy; and
a reflection paper on how the application materials submitted address the
admission criteria are required for
admission consideration. Final applicants are interviewed by the program
admissions committee. Admission is
selective and competitive. The application deadline is April 15.
The EdD degree requires a minimum
of 108 credits beyond the baccalaureate
degree. The residency requirement is met
by enrolling in a minimum of 3
graduate credits each quarter until
completion; enrolling for 9 graduate
credits each of three summers; and
enrolling at OSU for all 75 graduate
credits in the program. The following
credits must be completed:
Foundational core (15)
Research core (9)
Area of Specialization (48)
Internship (12)
Thesis (24)
Total=108
EdD students are admitted into a cohort
and proceed through the program
together. The program is designed to be
completed within a four-year period.
ONLINE EdM PROGRAM
(THE MENTORED MASTER’S)
Applications are considered for acceptance every term. Requirements include:
• Completed Bachelor’s degree
• 3.0 GPA in the last 90 graded quarter
credits
Applicants must also submit official
transcripts, three letters of recommendation, a résumé, an essay on an educational topic, a statement regarding
knowledge of and/or experience with
diversity, and TOEFL and TWE scores
(international students only).
The deadline for consideration is five
weeks prior to the start of the term in
which the applicant would like to begin
the course of study.
PhD DEGREE
All PhD students with a major in
education must complete a minimum of
114 graduate credits, excluding credits
in statistical analysis, beyond the
baccalaureate degree. Minimum number
of credits in each category:
Research Seminar (3)
Core Courses (9)
Subcore Seminar (9)
Area of Specialty (45–48)
Teaching Internship (3–6)
Research Methods (9)
Thesis (36)
Total=114–120
A master’s degree in education or related
field, or equivalent to a master’s degree
in postbaccalaureate course work is
required. In addition, applicants to the
PhD program must have significant
experience in an education or education-related setting such as teaching,
school administration, curriculum
specialist, instructional specialist, child/
youth counselor, supervisor, or in a setting
where the primary function is education.
Knowledge of educational research
methodology is highly desirable.
167
Applicants must have an earned
master’s degree or the equivalent, a 3.0
GPA, and two years of professional
public school or community college
and/or adult education experience or
related educational experience. Transcripts of previous college work, a
résumé, three letters of recommendation, a statement of experiences, goals
and philosophy, and a reflection on
how evidence submitted addresses the
admission criteria are required for
admission consideration. Final applicants are interviewed by the program
admissions committee.
Admission to the PhD program is
selective and competitive with only a
limited number admitted each year.
TEACHING: ADVANCED
MATHEMATICS EDUCATION
GRADUATE MAJOR (MAT) OR
EARN A MATHEMATICS
EDUCATION (MS)
For details, see the departmental advisor
in Science and Mathematics Education,
College of Science and/or visit http://
catalog.oregonstate.edu/
DepartmentOverview.aspx?code=SED.
TEACHING: AGRICULTURAL
EDUCATION GRADUATE MAJOR
(MAT)
For details, see the departmental advisor
in the College of Agricultural Sciences
and/or visit http://
catalog.oregonstate.edu/
DepartmentOverview.aspx?code=AED.
TEACHING: BIOLOGY EDUCATION
GRADUATE MAJOR (MAT) OR
EARN A SCIENCE EDUCATION (MS)
For details, see the departmental advisor
in Science and Mathematics Education,
College of Science and/or visit http://
catalog.oregonstate.edu/
DepartmentOverview.aspx?code=SED.
TEACHING: BUSINESS
EDUCATION GRADUATE MAJOR
(MAT)
For details, see the departmental advisor
in the School of Education, 210
Education Hall, 541-737-4661.
TEACHING: CHEMISTRY
EDUCATION GRADUATE MAJOR
(MAT) OR EARN A SCIENCE
EDUCATION (MS)
For details, see the departmental advisor
in Science and Mathematics Education,
College of Science and/or visit http://
catalog.oregonstate.edu/
DepartmentOverview.aspx?code=SED.
168
Oregon State University
TEACHING: ELEMENTARY
EDUCATION GRADUATE MAJOR
(MAT)
For details, please e-mail the School of
Education’s academic advisor at
asksoe@oregonstate.edu.
TEACHING: FAMILY AND
CONSUMER SCIENCES ED
GRADUATE MAJOR (MAT)
For details, please e-mail the School of
Education’s academic advisor at
asksoe@oregonstate.edu.
TEACHING: FRENCH EDUCATION
GRADUATE MAJOR (MAT)
For details, please e-mail the School of
Education’s academic advisor at
asksoe@oregonstate.edu.
TEACHING: GERMAN EDUCATION
GRADUATE MAJOR (MAT)
For details, please e-mail the School of
Education’s academic advisor at
asksoe@oregonstate.edu.
TEACHING: HEALTH EDUCATION
GRADUATE MAJOR (MAT) OR
EARN A HEALTH EDUCATION
(MS)
For details, see the departmental advisor
in the School of Education, and/or visit
http://catalog.oregonstate.edu/
DepartmentOverview.aspx?code=H.
TEACHING: INTEGRATED
SCIENCE EDUCATION GRADUATE
MAJOR (MAT) OR EARN A
SCIENCE EDUCATION (MS)
For details, see the departmental advisor
in Science and Mathematics Education,
College of Science and/or visit http://
catalog.oregonstate.edu/
DepartmentOverview.aspx?code=SED.
TEACHING: LANGUAGE ARTS
EDUCATION GRADUATE MAJOR
(MAT)
For details, see the departmental advisor
in the School of Education, 210
Education Hall, 541-737-4661.
TEACHING: MARKETING
EDUCATION GRADUATE MAJOR
(MAT) OR EARN AN EDUCATION
(EDM)
For details, see the departmental advisor
in the School of Education, 210
Education Hall, 541-737-4661.
TEACHING: MUSIC EDUCATION
GRADUATE MAJOR (MAT)
For details, contact the departmental
advisor in the Department of Music,
College of Liberal Arts and/or visit http:/
/catalog.oregonstate.edu/
DepartmentOverview.aspx?code=MUS.
TEACHING: PHYSICAL
EDUCATION GRADUATE MAJOR
(MAT) OR EARN AN EXERCISE
AND SPORT SCIENCE (MS)
For details, see the departmental advisor
in the Department of Exercise and Sport
Science, College of Health and Human
Sciences, and/or visit http://
catalog.oregonstate.edu/
DepartmentOverview.aspx?code=EXSS.
TEACHING: PHYSICS EDUCATION
GRADUATE MAJOR (MAT) OR
EARN A SCIENCE EDUCATION
(MS)
For details, see the departmental advisor
in Science and Mathematics Education,
College of Science and/or visit http://
catalog.oregonstate.edu/
DepartmentOverview.aspx?code=SED.
TEACHING: SPANISH EDUCATION
GRADUATE MAJOR (MAT)
For details, please e-mail the School of
Education’s academic advisor at
asksoe@oregonstate.edu.
TEACHING: TECHNOLOGY
EDUCATION GRADUATE MAJOR
(MAT) OR EARN A TEACHING
(EDM)
For details, see the departmental advisor
in the School of Education,
210 Education Hall, 541-737-4661.
GRADUATE MINORS
ADULT EDUCATION
GRADUATE MINOR
Graduate Areas of Concentration
Workplace and adult skills
development, organization
development and training, work
force development
An EdM with a major in adult education is offered with focus areas in
workplace and adult skills development,
organization development and training,
and work force development.
The graduate programs in education
prepare students for a wide range of
positions in research, instruction, and
policy making at all levels of education
and training. Positions include those in
city, state, and federal education offices
in educational research and analysis
programs; in public schools, community
colleges, and universities; and in
training programs in education,
business, industry, and agencies.
Admission to the graduate minor in
Adult Education is selective and
competitive. Prior approval to enroll in
Adult Education courses is necessary.
For more information, access the
department’s website at http://
oregonstate.edu/education/programs/
adultEd.html or write the Adult
Education Graduate Program, 403
Education Hall, Corvallis, OR 97331.
COLLEGE STUDENT SERVICES
ADMINISTRATION GRADUATE
MINOR
The College Student Services Administration minor requires a minimum of
15 credits of approved course work
including the following areas: history of
American higher education, program
and functions in college student
services, legal issues in higher education,
organization and administration of
college student services, assessment in
higher education, and principles and
theories of student development.
Admission to the graduate minor in
CSSA is selective and competitive. Prior
approval to enroll in CSSA courses is
necessary.
For more information, access the
department’s website http://
oregonstate.edu/dept/cssa/ or write
CSSA Graduate Program, 403 Education
Hall, Corvallis, OR 97331.
COMMUNITY COLLEGE
EDUCATION GRADUATE MINOR
For more details, see the departmental
advisor in the School of Education,
210 Education Hall, 541-737-4661
or e-mail the advisor at
soeadvisor@oregonstate.edu.
EDUCATION GRADUATE MINOR
For more details, see the departmental
advisor in the School of Education,
210 Education Hall, 541-737-4661
or e-mail the advisor at
soeadvisor@oregonstate.edu.
ENDORSEMENTS
ADVANCED MATHEMATICS
ENDORSEMENT
For details about this endorsement,
see the departmental advisor in the
Department of Science and Mathematics Education, College of Science.
AGRICULTURAL EDUCATION
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
College of Agricultural Sciences.
AGRICULTURAL SCIENCE AND
TECHNOLOGY ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
College of Agricultural Sciences.
BIOLOGY EDUCATION
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
College of Science.
School of Education
BUSINESS EDUCATION
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
College of Business.
CHEMISTRY EDUCATION
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
College of Science.
EARLY CHILDHOOD TEACHER
EDUCATION ENDORSEMENT
For details about this endorsement, see a
departmental advisor in the School of
Education, 210 Education Hall,
541-737-4661.
ELEMENTARY EDUCATION
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
School of Education.
ESOL/BILINGUAL ENDORSEMENT
For details about this endorsement, see a
departmental advisor in the School of
Education, 210 Education Hall,
541-737-4661.
FAMILY AND CONSUMER
SCIENCE ENDORSEMENT
For details about this endorsement, see a
departmental advisor in the Department
of Human Development and Family
Sciences, College of Health and Human
Sciences.
FRENCH LANGUAGE
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
Department of Foreign Languages and
Literatures in the College of Liberal Arts.
GERMAN ENDORSEMENT
For details about this endorsement, see a
departmental advisor in the Department
of Foreign Languages and Literatures,
College of Liberal Arts.
HEALTH EDUCATION
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
School of Education.
INTEGRATED SCIENCE
EDUCATION ENDORSEMENT
For details about this endorsement, see a
departmental advisor in the School of
Education, 210 Education Hall,
541-737-4661.
JUNIOR HIGH/MIDDLE SCHOOL
ENDORSEMENT
For details about this endorsement, see a
departmental advisor in the School of
Education, 210 Education Hall,
541-737-4661.
LANGUAGE ARTS
EDUCATION ENDORSEMENT
For details about this endorsement, see a
departmental advisor in the School of
Education, 210 Education Hall,
541-737-4661.
MARKETING ENDORSEMENT
For details about this endorsement, see a
departmental advisor in the School of
Education, 210 Education Hall,
541-737-4661.
MATHEMATICS,
BASIC ENDORSEMENT
For details about this endorsement, see
the departmental advisor in the
Department of Science and Mathematics Education, College of Science.
MUSIC EDUCATION
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
Department of Music is the College of
Liberal Arts.
169
SOCIAL STUDIES EDUCATION
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
School of Education.
SPANISH LANGUAGE
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
Department of Foreign Languages and
Literatures in the College of Liberal Arts.
TECHNOLOGY EDUCATION
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
School of Education.
VOCATIONAL EDUCATION
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
School of Education.
COLLEGE STUDENT SERVICES
ADMINISTRATION COURSES
CSSA 405. READING AND CONFERENCE (1-16).
CSSA 406. PROJECTS (1-16).
CSSA 407. SEMINAR (1-16).
CSSA 408. WORKSHOP (1-16).
CSSA 501. RESEARCH AND SCHOLARSHIP (1-16).
CSSA 502. INDEPENDENT STUDY (1-16).
PHYSICAL EDUCATION
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
School of Education.
CSSA 503. THESIS (1-16).
CSSA 505. READING AND CONFERENCE (1-3).
CSSA 506. PROJECTS (1-16).
CSSA 507. SEMINAR (1-5).
CSSA 508. WORKSHOP (1-3).
PHYSICAL EDUCATION,
ADAPTED ENDORSEMENT
For details about this endorsement, see a
departmental advisor in the Department
of Exercise and Sport Science, College of
Health and Human Sciences.
PHYSICS EDUCATION
ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
School of Education or the College of
Science.
READING ENDORSEMENT
For details about this endorsement,
please see a departmental advisor in the
School of Education.
SECONDARY TEACHER
EDUCATION ENDORSEMENT
For details about this endorsement, see a
departmental advisor in the School of
Education, 210 Education Hall,
541-737-4661.
CSSA 548. AMERICAN HIGHER EDUCATION (3).
The origins and development of colleges and
universities in the United States from the colonial
colleges to the present.
CSSA 550. INTRO TO PROFESSIONAL
COMPETENCIES IN STUDENT SERVICES ADMIN
(1). College student services administration as a
field of study, introduction to and review of basic
competencies, identification of professional
development goals.
CSSA 551. PROGRAMS AND FUNCTIONS IN
COLLEGE STUDENT SERVICES (3). Historical,
philosophical, and organizational foundations;
operational components and functional areas;
overview and analysis of college student services
in postsecondary educational institutions;
leadership development.
CSSA 552. STUDENT DEVELOPMENT IN
UNIVERSITIES AND COLLEGES (3). Theoretical
and philosophical foundations of student
development; analysis of college student
characteristics and the student culture;
nontraditional student subgroups; student
attitudes, values, and beliefs; concepts and
models that promote student learning; and
assessment of student growth.
CSSA 553. ORGANIZATION AND
ADMINISTRATION OF COLLEGE STUDENT
SERVICES (3). Legal foundations, governance
models, planning, and goal setting, resource
acquisition and allocation, personnel and financial
management and administrative leadership.
170
Oregon State University
CSSA 554. LEGAL ISSUES IN HIGHER
EDUCATION (3). A comprehensive presentation
and discussion of the law governing administration
within public colleges and universities with a
special emphasis on tort liability and freedom of
expression.
CSSA 555. PRACTICUM IN COLLEGE STUDENT
SERVICES (3). In-depth experience in student
services administration and student advising in a
variety of offices and departments on campus and
at other colleges and universities.
CSSA 556. CURRENT PRACTICES IN STUDENT
SERVICES ADMINISTRATION (1). Orientation to
and review of current practices and specialized
functions in college student services
administration.
CSSA 557. PROFESSIONAL DEVELOPMENT IN
COLLEGE STUDENT SERVICES (1). Selfassessment, goal setting, professional growth,
and professional ethics as a practitioner in college
student services administration.
EDUCATION COURSES
ED 410. INTERNSHIP/WORK EXPERIENCE (1-16).
ED 199. SPECIAL TOPICS (1-16).
ED 411. EDUCATIONAL PSYCHOLOGY,
LEARNING AND DEVELOPMENT (3). An
opportunity to begin the transition from student to
teacher. Explores the relationship between human
development and learning through the life cycle.
ED 216. PURPOSE, STRUCTURE, AND FUNCTION
OF EDUCATION IN A DEMOCRACY (3). Examines
the system of education in a democratic society—
past, present, and future. Historical, social,
philosophical, political, legal, and economic
foundations of education in Oregon, the USA, and
other countries provide a framework for analyzing
contemporary educational issues in schools,
communities, and workplaces.
ED 219. MULTICULTURAL ISSUES IN
EDUCATIONAL SETTINGS (2). Examination of the
context of working with students, schools,
communities, and workplaces; the diversity of
learning cultures (e.g. urban, suburban, rural) and
the diversity among learners within those different
cultures; and the influence of culture on one’s
learning.
CSSA 605. READING AND CONFERENCE (1-5).
ED 253. LEARNING ACROSS THE LIFESPAN (3).
An exploration of how learning occurs at all ages
from early childhood through adulthood. Covers
major and emerging theories and styles, selfreflection on implications of how learning occurs
for self and others, and the impact of these
issues on the development and delivery of
instruction.
CSSA 606. PROJECTS (1-16).
ED 299. SPECIAL TOPICS (1-16).
CSSA 607. SEMINAR (1-5).
ED 309. FIELD PRACTICUM (3-6). Placement in
either an elementary, middle or secondary school.
To assist students to develop competencies in
dealing with children or adolescents according to
the individual major of the university student.
PREREQ: Departmental approval required.
CSSA 601. RESEARCH AND SCHOLARSHIP (1-16).
CSSA 602. INDEPENDENT STUDY (1-16).
CSSA 603. DISSERTATION (1-16).
CSSA 608. WORKSHOP (1-3).
CSSA 680. STUDENT ACTIVITIES AND COLLEGE
UNION ADMINISTRATION (3). Advanced study of
the historical and philosophical foundations of
student activities and college union administration
with a special emphasis on current principles and
practices; co-curricular student involvement;
student organization and leadership development;
and student government, student media, student
organization advising.
CSSA 681. RECREATIONAL SPORTS
ADMINISTRATION IN HIGHER EDUCATION (3).
Advanced study of the theory as well as historical
growth and development of recreational sports
administration on college and university campuses
with an emphasis on program development,
coordination, and administration.
CSSA 682. STUDENT HOUSING AND RESIDENCE
LIFE ADMINISTRATION (3). Advanced study in
various aspects of providing educational living
environments for students with a special
emphasis on varied philosophical approaches,
organizational style and structure, fiscal planning
and management, food service, residence
programs, and daily operations.
CSSA 683. STUDENT FINANCIAL AND
ADMINISTRATION (3). Advanced study of the
history, philosophy, development, and growth of
student financial aid in the United States with a
special emphasis on the types of financial aid,
student financial aid advising and counseling, and
general administration in a financial aid office.
CSSA 684. NEW STUDENT PROGRAMS AND
ENROLLMENT MANAGEMENT (3). Advanced
study of current principles, practices, and trends
in the management of student enrollment in
colleges and universities with a special emphasis
on prospective student relations, admissions,
orientation, registration, and retention.
CSSA 685. CAREER PLANNING AND
PLACEMENT ADMINISTRATION (3). Advanced
study of vocational decision making and career
planning in colleges and universities, as well as
the organization and administration of career
services.
ED 313. TRENDS AND ISSUES IN EDUCATION (3).
Includes the relationship between school and
society in America, the role of the teacher,
exploration of curricula trends and issues that
affect the structure and directions of education.
Designated for undergraduate students who wish
to explore education as a professional goal.
ED 320. ^FOSTERING SUPPORTIVE LEARNING
ENVIRONMENTS (2). Explores the factors that
influence behavior and develop supportive
learning environments, including those associated
with multicultural student populations, theoretical
and research-based group management
techniques and strategies, and the influence of
learning activities on group management. ED 320
and ED 348 form a two-course writing-intensive
sequence. All written assignments will be
assessed using the Oregon Department of
Education Scoring Guide for Writing criteria.
(Writing Intensive Course) PREREQ: ED 216,
ED 219, ED 253.
ED 348. ^DIFFERENTIATING INSTRUCTION &
STUDENTS W/EXCEPTIONALITIES (2). Addresses
special abilities and needs of learners; helps
prepare teachers to develop strategies and
instructional practices for diverse learners and
students with exceptionalities in an inclusive
classroom. ED 348 and ED 320 form a two-course
writing intensive sequence. All written
assignments will be assessed using the Oregon
Department of Education Scoring Guide for Writing
criteria. (Writing Intensive Course) PREREQ:
ED 216, ED 219, ED 253.
ED 399. SPECIAL TOPICS (1-16).
ED 401. RESEARCH (1-16).
ED 402. INDEPENDENT STUDY (1-16).
ED 403. THESIS/DISSERTATION (1-16).
ED 405. READING AND CONFERENCE (1-16).
ED 406. PROJECTS (1-3). PREREQ: Departmental
approval required.
ED 407. SEMINAR (1-16). PREREQ: Departmental
approval required.
ED 408. WORKSHOP (1-3).
ED 409. PRACTICUM/CLINICAL EXPERIENCE (1-16).
ED 412. LEARNING STYLES AND NEEDS IN
ADOLESCENCE (2). Exploration of the particular
learning styles and needs of the adolescent,
major and emerging learning theories, individual
learning styles including one’s own learning
styles, self-reflection on implications of how
learning occurs, and the impact of these issues
on the development and delivery of instruction.
PREREQ: Acceptance into Education Double
Degree Program required.
ED 416. FOUNDATIONAL PERSPECTIVES IN
EDUCATION (2). Introduction to historical,
philosophical, social, and political foundations of
education in America providing the framework for
analysis of educational issues. PREREQ:
Admission to the Professional Teacher Education
Program or instructor approval required.
ED 418. CIVIL RIGHTS IN EDUCATION (2).
Overview of legal issues directly related to
teachers and students. Course focuses on
Supreme Court decisions fundamental to schools
and classrooms. PREREQ: Admission to the
Professional Teacher Education Program or
instructor approval required.
ED 419. MULTICULTURAL ISSUES IN EDUCATION
(2). Overview of issues particular to an
increasingly diverse student population in public
schools. Implications concerning curriculum
design, management, parent/teacher interactions,
student/teacher interactions. PREREQ: Admission
to the Professional Teacher Education Program or
instructor approval required.
ED 456. STRATEGIES FOR TEACHING
LANGUAGE ARTS AND SOCIAL STUDIES (2).
Exploration of language arts and social studies
programs (e.g., children’s literature, writing,
special needs, spelling, and cultural factors).
Development of research-based teaching
strategies and assessment. Focuses on the
development of inquiry approaches that reflect
interdisciplinary curriculum as well as subjectspecific pedagogy in the teaching of both social
studies and language arts. PREREQ: ED 216,
ED 219, ED 253, provisional acceptance into the
Education Double Degree Program required.
ED 458. STRATEGIES FOR TEACHING
WELLNESS AND FINE ARTS (2). Exploration of
recent trends in wellness and fine arts.
Development of research-based practices in the
teaching of wellness and fines arts. Emphasizes
the value of developing holistic learners through
effective wellness and fine arts programs.
PREREQ: ED 216, ED 219, ED 253, provisional
acceptance into the Education Double Degree
Program required.
ED 463. ENVIRONMENTAL EDUCATION (3).
Acquaintance with basic concepts with special
attention to meaning, scope, value, and
philosophical foundations.
ED 464. ENVIRONMENTAL EDUCATION
PRACTICUM (3). Planning, conducting, and
evaluating field experiences.
ED 465. ADMINISTRATION OF ENVIRONMENTAL
EDUCATION (3). Planning, supervision,
administration, personnel, financing and
evaluation of program.
ED 491. CONTENT STANDARDS AND
CURRICULUM DEVELOPMENT FOR MID LEVEL
(3). Exploration of content standards, materials,
and methods appropriate for middle school
students. Develops skills in work sample
methodology through the design of effective
instruction, integrating a variety of methods with
existing understandings of content area, how
people learn, and the diverse communities in
which they work. PREREQ: Provisional
School of Education
acceptance into the Education Double Degree
required.
ED 493. READING, LITERATURE, AND
LANGUAGE DEVELOPMENT IN THE CONTENT
(2). Examination of reading, literature, and
language development methods that can be used
by middle school and high school teachers to
support students’ learning of content area
information. Development of specific reading
strategies in content areas. PREREQ: ED 216,
ED 219, ED 253 and provisional acceptance into
the Education Double Degree Program required.
ED 494. CONTENT STANDARDS AND
CURRICULUM DEVELOPMENT FOR HIGH
SCHOOL (3). Exploration of content standards,
materials and methods appropriate for high school
students. Develops skills in work sample
methodology through the design of effective
instruction, integrating a variety of methods with
existing understandings of content area, how
people learn, and the diverse communities in
which they work. PREREQ: Provisional
acceptance into the Education Double Degree
Program required.
ED 499. SPECIAL TOPICS (1-16).
ED 501. RESEARCH (1-16). PREREQ:
Departmental approval required.
ED 502. INDEPENDENT STUDY (1-16). PREREQ:
Departmental approval required.
ED 503. THESIS (1-16). PREREQ: Departmental
approval required.
ED 505. READING AND CONFERENCE (1-16).
PREREQ: Departmental approval required.
ED 506. PROJECTS (1-3). PREREQ: Departmental
approval required.
ED 507. SEMINAR (1-16). PREREQ: Departmental
approval required.
ED 508. WORKSHOP (1-16). PREREQ:
Departmental approval required.
ED 509. PRACTICUM (1-16).
ED 510. INTERNSHIP (1-18). By special
permission and arrangement. PREREQ:
Departmental approval required.
ED 511. HUMAN DEVELOPMENT, LEARNING AND
EDUCATION (3). Covers the implications in
interdependence of human development and
learning on educational processes. COREQ:
Admission to Professional Teachers Education
Program or instructor approval required.
ED 512. PSYCHOLOGY OF THE ADOLESCENT
(3). Covers the research and influence of social,
physical, psychomotor, intellectual, cognitive and
peer relations as they relate to learning and
development of the middle/secondary school
student. Investigates the influence of peer groups
and the environment as well as identifies at-risk
youth.
ED 516. FOUNDATIONAL PERSPECTIVES IN
EDUCATION (2). Introduction to historical,
philosophical, social, and political foundations of
education in America providing the framework for
analysis of educational issues. PREREQ:
Admission to the Professional Teacher Education
Program or instructor approval required.
ED 517. EDUCATION AND WORK (3). Issues
related to work in the U.S. and other countries.
The role of public, private, corporate, government,
military and other education and training programs
in meeting changing individual, corporate, and
social work-related needs.
ED 518. CIVIL RIGHTS IN EDUCATION (2).
Overview of legal issues directly related to
teachers and students. Course focuses on
Supreme Court decisions fundamental to schools
and classrooms. PREREQ: Admission to the
Professional Teacher Education Program or
instructor approval required.
ED 519. MULTICULTURAL ISSUES IN EDUCATION
(2). Overview of issues particular to an
increasingly diverse student population in public
schools. Implications concerning curriculum
design, management, parent/teacher interactions,
student/teacher interactions. PREREQ: Admission
to the Professional Teacher Education Program or
instructor approval required.
ED 520. CLASSROOM MANAGEMENT AND
DISCIPLINE K-12 (3). Knowledge of discipline and
classroom management techniques through
examination of the literature and school
observations. Explore factors that influence
behavior problems, including those associated
with social and/or multicultural students
populations.
ED 521. CROSS CULTURAL COMMUNICATIONS
(3). Cultural diversity in schools, work places and
communities; serving all students or clients in a
pluralistic society. May be repeated for up to
9 credits.
ED 522. RACIAL AND CULTURAL HARMONY IN
THE K-12 CLASSROOM (3). An overview of many
issues relevant to the increasingly diverse
student population in public schools today. It
explores how a culturally competent perspective
can be incorporated into curriculum design,
teaching strategies, and interactions with
students and parents. The course is both selfdirected and communal, requiring students to
respond to the materials and each other, yet at
their own pace.
ED 523. STRATEGIES AND ORGANIZATIONAL
STRUCTURES FOR MID LEVEL (4). Addresses the
unique role of the middle school as it responds to
the physical, intellectual, social and emotional
development of young adolescents. Examines how
middle schools can improve teaching, learning,
and assessment and create school cultures that
support high achievement within the various
content disciplines. Incorporates work sample
methodology. COREQ: ED 410/ED 510 part-time
student teaching (2 credits) and ED 407/ED 507
student teaching seminar (1 credit). PREREQ:
Acceptance into an initial licensure program
required.
ED 524.TEACHER AS REFLECTIVE
PRACTITIONER (2-3). Designed to help teachers
make complex judgements based upon their
knowledge and understanding of their students,
the curriculum, and larger social and cultural
issues through reflective practice. Problem solving
related to teaching with strong focus on
generating new knowledge about teaching,
learning, and assessment.
ED 525. CURRICULUM IMPLEMENTATION &
INSTRUCTIONAL STRATEGIES FOR HS (4).
Content course that focuses on the
implementation of effective and appropriate
instructional strategies designed for high school
students. Explores the integration of curriculum
and instruction through consideration of students’
diverse needs and work sample methodology.
Examines the importance of metacognitive
strategies in the teaching of content-related skills
and concepts. PREREQ: Acceptance into an initial
licensure program required. COREQ: ED 410/
ED 510 Part-time student teaching (2 credits) and
ED 407/ED 507 Students teaching seminar (1 credit).
ED 527. ALTERNATIVE ASSESSMENT (2). An
introduction to issues related to alternative
assessment and exploration of effective
strategies that holistically assess students.
ED 530. LEARNING AND WORKPLACE CULTURES
(3). Examination of workplace cultures, structures,
and processes as they promote and hinder
organizational and employee learning and
performance, identification of criteria for
evaluating a learning environment.
ED 531. INSTRUCTIONAL SYSTEMS DESIGN I
(3). The application of systems thinking in the
design of college curriculum and workplace
training programs.
171
ED 532. INSTRUCTIONAL SYSTEMS DESIGN II
(3). Assessing learning outcomes in college
curriculum and workplace training programs from a
systems perspective; evaluation of program
effectiveness. PREREQ: ED 531.
ED 533. WORKPLACE LEARNING NEEDS
ASSESSMENT (3). Inquiry strategies for analyzing
organizational and individual training needs based
on performance opportunities and discrepancies.
PREREQ: ED 531.
ED 539. DESIGNING TRAINING DOCUMENTATION
(3). A capstone experience that requires the
student to apply instructional systems design,
learning theory and principles of adult
development to a training problem in a workplace
organization. PREREQ: ED 531, ED 532, ED 533,
ED 535.
ED 540.THE EMERGING COMMUNITY COLLEGE
(3). History and philosophy of the community
college movement; goals, functions, populations
served, faculty and student characteristics,
issues confronting the community college in a
global economy.
ED 541. COLLEGE CURRICULUM
RECONSTRUCTION (3). A capstone experience
that requires the student to apply systems
thinking, cognitive research and principles of
educational reform to reconstruct a college
program of study. PREREQ: ED 531, ED 532,
ED 533, ED 578.
ED 547. INSTRUCTIONAL STRATEGIES FOR
ADULT LEARNERS (3). Selection and use of
strategies based on learner needs and intended
outcomes; emphasis on active, collaborative
learning in college and workplace settings;
presentational skills.
ED 548. STUDENTS WITH SPECIAL NEEDS (2).
Strategies and instructional practices for diverse
learners in an inclusive classroom; working with
specialist, and families having children with
special needs.
ED 551. COGNITIVE PSYCHOLOGY AND
LEARNING (3). Examine current research on
human learning from the perspective of both
cognitive and behavioral theorists. Emphasis on
learning within the content areas such as
mathematics, science, and writing as well as other
content areas of the curriculum.
ED 553. LEARNING THEORIES (3). Study of
individual learning based on theoretical
frameworks and empirical research; application of
learning theory in classrooms and workplace
training.
ED 554.THE DYNAMIC CURRICULUM (3). The
student will learn to develop, plan and implement
curriculum as well as evaluate major curricular
reform documents, assessment and the role it
plays in curriculum development.
ED 555. INTEGRATION OF THE DISCIPLINE (3).
The student will develop an integrated unit of work
for an appropriate grade level, understand how the
various academic disciplines in the elementary
school are integrated and can plan and teach an
integrated lesson.
ED 556. STRATEGIES: LANGUAGE ARTS (3).
Role of language arts in elementary school.
Objectives: research findings; the teaching of
spelling, writing, and speaking-listening skills; new
instructional materials and programs; testing and
evaluation. PREREQ: Classroom teaching
experience or instructor approval required.
ED 557. MATHEMATICS STRATEGIES K-8 (3).
Exploration of the teaching of early childhood/
elementary school mathematics in a manner
consistent with state and national standards.
ED 559. STRATEGIES: SCIENCE (3). Emerging
program in elementary science with emphasis on
the interdependence of content and process in
scientific inquiry; general, diagnostic, and
prescriptive techniques in science instruction.
PREREQ: Classroom teaching experience or
instructor approval required.
172
Oregon State University
ED 560. RESEARCH IN LEARNING (3). Allows the
student, through application, to use their research
in learning to better structure the classroom as a
learning environment; strategies for transfer;
essential skills, and cognitive, affective and
psychomotor development. PREREQ: Elementary
MAT only.
ED 561. ACTION RESEARCH (1-3). Examines
action research as a vehicle for teacher and
administrator professional development. Specific
topics of study include problem posing, data
collection and analysis, theory building, and
writing the report.
ED 562. INTRODUCTION TO RESEARCH
METHODS IN EDUCATION (3). An introductory
course for master’s students as well as in-service
teachers. Explains quantitative and qualitative
research methods in education; classroom action
research and understanding of the fundamental
statistical procedures used in the interpretation
and use of research studies.
ED 567. LEADERSHIP DEVELOPMENT AND
HUMAN RELATIONS (3). Exploration of multiple
theories of leadership in different organizational
contexts; synthesize theory with experience to
construct a personal framework for leadership
practice.
ED 575. EDUCATIONAL FINANCE (3). Finance,
budgeting and accounting for sources of revenue;
deferral, state and local financing, budgeting and
accounting models, practical experience combined
with examination of theory, trends and issues.
Focus in either public schools, community
colleges or higher education through practical
experience.
ED 593. READING AND WRITING IN THE MIDDLE
AND SECONDARY SCHOOL (3). Reading and
writing methods that can be used by middle/
secondary school teachers to individualize
instruction, correct basic reading and writing skills
in content area; promote learning and the use of
reading materials as supplementary teaching
materials.
ED 576. LANGUAGE POLICY AND ISSUES IN
BILINGUAL/ELL EDUCATION (3). Presents issues
related to local, state, and federal laws pertaining
to educating English language learners.
Involvement of parents, mainstream teachers and
others who do not have ESOL or bilingual training
in educating English language learners will be
included. Additionally, discussions will include
evaluating the historical, political, social/cultural,
and linguistic issues involved in meeting the
needs of students who are speakers of languages
other than English. Resources for continuing
professional development in the fields of second
language instruction and bilingual education will be
provided.
ED 594. M/IMPROVING PRACTICE (1-3).
Improving teacher practice through reflection,
systematic inquiry, and professional activism
offered in three 1-credit modules: a) Reflective
Practice, b) Action Research, c) Leadership and
the Teacher. COREQ: ED 509. May be repeated
for up to 3 credits.
ED 578. ADULT DEVELOPMENT AND LEARNING
(3). Social scientific literature contributing to a
better understanding of human development
during the adult years; the relationship of adult
development to learning.
ED 570.THEORETICAL FOUNDATIONS OF ESL/
EFL (3). An examination of the nature of
languages and language acquisition for
constructing an integrated theoretical rationale for
teaching English to adults in societal contexts
where English is the lingua franca (ESL) as well
as where English is taught primarily in formal
school settings without the support of the society
at large (EFL); analysis of the body of literature
dealing with a) second language acquisition,
b) issues and approaches in the teaching of
communicative competence and c) the relevance
of basic principles to actual practice in teachinglearning contexts.
ED 582. LEGAL ISSUES IN HIGHER EDUCATION
(3). A comprehensive presentation and discussion
of the law governing administration within
community colleges and college/universities with a
special emphasis on student services
administration.
ED 571. METHODS AND MATERIALS IN ESL/EFL
(3). An analysis of current methods, curricular
paradigms and materials in teaching English to
adults in English as a second and foreign
language contexts; course emphasizes the
importance of establishing congruency between/
among the students’ cultural background and his/
her language and academic needs.
ED 584. ADULT SKILLS DEVELOPMENT IN
LITERACY AND NUMERACY (3). Strategies and
techniques for adult educators in the adult basic
skills area of reading, mathematics, problem
solving, and critical thinking. PREREQ: ED 573.
ED 572.THEORETICAL FOUNDATIONS OF
LANGUAGE ACQUISITION FOR P-12 EDU (3).
Explores the topics of the nature of languages,
first and additional language acquisition,
theoretical principles and rationale for English
language learning and teaching in diverse K-12
contexts. Examines key issues in language
acquisition, surveys major theoretical
perspectives, and considers implications for
classroom instruction in teaching English
language learners.
ED 573. INSTRUCTIONAL APPROACHES FOR
P-12 ENGLISH LANGUAGE LEARNERS (3). An
analysis of current approaches and materials in
working with English language learners. Class
discussions, presentations, and activities
examine and develop units of study, curriculum
materials, and assessment strategies for teaching
and assessing conversation, composition,
literature, and culture of the first and additional
languages, and for teaching content of other
academic disciplines.
ED 574. SUPERVISION (3). Problems, issues,
theories and practices of supervision, especially
for teachers, administrators and counselors.
Supervisory roles, styles, goals and problems
conceptually analyzed relative to changing
demands of individuals, schools, and society.
Theories of leadership, budgeting, curriculum
planning, clinical techniques, group processes,
teacher evaluation and related approaches to the
improvement of education service and programs.
ED 583. DEVELOPMENTAL READING (3).
Developmental reading programs to K-9, specific
reading skill needs, techniques, organizational
strategies, materials and content area reading.
Emphasis on the developmental nature of the
reading process as a lifelong activity. PREREQ:
Elementary MAT only.
ED 586. ASSESSMENT TECHNIQUES IN
DEVELOPMENTAL AND ADULT BASIC
EDUCATION (3). Examination and evaluation of
instruments used for assessing basic educational
needs of adult learners; construct and use
measures to determine appropriate learning
strategies.
ED 590. M/STUDENTS AND LEARNING (1-4).
Students, their diversity, and how they learn are
offered in four 1-credit modules: a) Diversity
Among Students, b) Interpersonal Communication
in the Classroom, c) Thinking and Problem
Solving, d) Learning Theory and Human
Development. COREQ: ED 509. May be repeated
for up to 4 credits.
ED 591. M/CURRICULUM, INSTRUCTION, AND
ASSESSMENT (1-4). Curriculum, instruction, and
assessment are offered in four 1-credit modules:
a) Organization and Management of Learning
Environments, b) Models of Teaching, Learning,
and Technology, c) Authentic Assessment,
d) Curriculum and Instructional Design. COREQ:
ED 509. May be repeated for up to 4 credits.
ED 592. M/SCHOOL, COMMUNITY, AND
PROFESSIONAL CULTURES (1-4). Cultural
contexts for teachers are offered in four 1-credit
modules: a) Students, Families, and Communities,
b) School and Workplace Cultures, c) School Law,
d) Exploring New Roles. COREQ: ED 509. May be
repeated for up to 4 credits.
ED 596. M/TECHNOLOGY FOR TEACHERS (1-8).
One-credit modules that examine usage,
application, and integration of technology in
education and the workplace. 1) Internet and Web
Tools; 2) Web Page Design Issues: Images and
Color; 3) Web Page Development: Personal and
Professional; 4) Power Point for Presentation in
the Classroom and for Training; 5) Application of
Technology and Integration of Internet and Web
Tools for Teaching and Training; 6) Philosophy of
Technology and Learning; 7) Windows for
Teachers and Trainers; 8) Word Processing for
Teachers and Trainers.
ED 599. SPECIAL TOPICS (1-3). PREREQ:
Departmental approval required.
ED 601. RESEARCH (1-16). PREREQ:
Departmental approval required.
ED 602. INDEPENDENT STUDY (1-16). PREREQ:
Departmental approval required.
ED 603. THESIS (1-16). PREREQ: Departmental
approval required.
ED 605. READING AND CONFERENCE (1-16).
PREREQ: Departmental approval required.
ED 606. READING AND CONFERENCE (1-16).
PREREQ: Departmental approval required.
ED 607. SEMINAR (1-16). PREREQ: Departmental
approval required.
ED 608. WORKSHOP (1-16). PREREQ:
Departmental approval required.
ED 609. PRACTICUM CLINICAL EXPERIENCE (1-16).
PREREQ: Departmental approval required.
ED 610. INTERNSHIP (1-15). PREREQ:
Departmental approval required.
ED 612. RESEARCH PERSPECTIVES IN
EDUCATION (3). Research perspectives, how they
are influenced by worldviews, and how these
worldviews influence research. PREREQ: ED 562
or ED 565. COREQ: Introductory statistics course.
ED 613. RESEARCH ANALYSIS AND
INTERPRETATION IN EDUCATION (3). Critical
analysis of scholarly studies in education from a
variety of research perspectives. PREREQ:
ED 612. COREQ: Intermediate statistics course.
ED 614. ADVANCED RESEARCH METHODS IN
EDUCATION (1-3). Selected topics in research
methods as appropriate for research perspectives
in education. May be repeated. PREREQ: ED 613.
ED 621. SELECTED TOPICS IN EDUCATION (3).
May be repeated for 18 credits.
ED 640. COMMUNITY COLLEGE
ADMINISTRATION (3). Two-year college funding
patterns, state and local systems of organization,
management and leadership issues, patterns of
internal and external governance, institutional
planning, and methods for institutional
advancements. PREREQ: Community college
teaching/administrative experience.
ED 805. READING AND CONFERENCE (1-16).
ED 808. WORKSHOP (1-3).