T Oregon State University 292

292

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 wellbeing. We believe that development across the lifespan, an appreciation of human diversity, and a world-wide 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,

Haverson, Sanchez, Stern

Associate Professors Cohen, Dykeman,

Higgins, Ingram, Merickel, Shintaku,

Waldschmidt, Ward, Winograd

Assistant Professors Lamley, Moule,

Pehrsson, Prickel, Rubel, Russ-Eft

Instructors Eakin, Myers, O’Malley,

Stephens, Twomey, White

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, multicultural affairs, recreational sports, and student housing; attitudes and values of individuals and groups within academic communities

Counseling (MS, PhD)


School counseling, community college counseling, and social service agency counseling

Education (EdM, MS, EdD, PhD)


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 licensure

Teaching (MAT)

Graduate Minors

Adult Education


Administration

Community College Education

Counseling

Education

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/.

210 Education Hall

Oregon State

University

Corvallis, OR

97331-3502

(541) 737-4661

Web site: http:// oregonstate.edu/ education/

ADMINISTRATION

Sam Stern

Dean

737-6392 sam.stern@ oregonstate.edu

Allan Brazier

Associate Dean for

Research and

Operations

737-6387 braziera@ oregonstate.edu

Karen Kvidt

Academic Adviser

737-4661

Karen.Kvidt@ oregonstate.edu

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 adviser 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 adviser.

School of Education 293

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 all teacher licensure programs.

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.

COUNSELING

COUNSELOR EDUCATION

PROGRAMS

Graduate Major

Counseling (MS, PhD)



Graduate Minor

Counseling

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)



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.

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 weekend class 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 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 eligibile to apply for the school counselor track.

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 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

294 Oregon State University

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.

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.

EDUCATION

Graduate Minors


Education

Endorsement Areas

Agricultural Education

Advanced Mathematics Education

Biology Education

Business Education

Chemistry Education

ESOL/Bilingual

Family and Consumer Sciences

Education

French Education

German Education

Health Education

Integrated Science Education

Language Arts Education

Marketing

Marketing Education

Mathematics, Basic and Advanced

Music Education

Physical Education, Adapted

Physical Education

Physics Education

Spanish Education

Technology Education

TEACHER EDUCATION

PROGRAMS

Undergraduate Majors

Education Double Degree (BA, BS)

*Graduate Majors


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)

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 adviser contacts listed below .

The School of Education offers an initial teaching license at the undergraduate and graduate levels.

The undergraduate Education Double

Degree 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 Intial Teaching License granted by the Teacher Standards and Practices

Commission (TSPC).

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.

Freshmen, sophomores, juniors, and seniors may enroll in one or more of the pre-education courses at any time during any year of their studies. These courses 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)

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 Web site: http:// oregonstate.edu/education/doubledegree/.

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 adviser 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

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 and 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. It is available to anyone interested in a professional degree in education.

ADMISSION TO THE GRADUATE-

LEVEL 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 resume, three letters of recommendation, and a statement of professional goals as part of the application process. Interviews and writing samples may be required.

Applications received by the second

Friday of January will be given priority.

ADMISSION REQUIREMENTS

FOR EARLY CHILDHOOD AND

ELEMENTARY EDUCATION

Early Childhood Education

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)

Elementary- and Middle-Level

Education

Students interested primarily in elementary education (grades 3 through

8) or middle level (grades 5 through 10) should choose to earn 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 the program adviser.

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 resume, 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.

PRE-EDUCATION

(BA, BS, HBA, HBS)

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.

Freshmen, 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 Education (2)


For addition information, contact:

Karen Kvidt, Academic Adviser,

(541) 737-8574, School of Education,

210 Education Hall, Oregon State

University, Corvallis, OR 97331-3502,

(541) 737-4661. Web site: http:// oregonstate.edu/education.

EDUCATION (BA, BS, HBA, HBS)

(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 is a multipleentry 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 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

• Language Arts (English) Education

• Mathematics Education (Basic

Mathematics, Advanced Mathematics)

• Professional/Technical Education

• Science Education (Biology, Chemistry, Integrated Science, Physics)

• Social Science Education (to be added in 2004–2005)

• Technology Education

• World Languages Education

(French, German, Spanish)

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.

Note: Some courses are currently being offered with 399 or 499 numbers pending final approval of the course descriptions and syllabi by the OSU

Curriculum Council.


Core Education Courses (8 credits)

ED 216. Purpose, Structure, and Function of Education in a Democracy (3)

ED 219. Multicultural Issues in Education

(2)


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 457. Teaching Mathematics for

Understanding (3) (Elementary school only)

ED 458. Strategies for Teaching Wellness and Fine Arts (2) (Elementary school only)

ED 459. Science, Technology, and the

Nature of Inquiry (3) (Elementary school only)

ED 483. Reading, Literacy, and Language

Development (3) (Elementary school only)

ED 491. Content Standards and

Curriculum Development for Middle

School Teaching (3) (Middle school only)

ED 492. 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 427. Performance Standards and

Assessments (2) (Middle school and high school)

ED 493. Reading, Literacy, and Language

Development in Content Areas (2)

(Middle school and high school)

ED 454. Curriculum Implementation and

Instructional Strategies (4) (High school only)

ED 494. Content Standards and

Curriculum Development for High

School (3) (High school only)

Field (Teaching) Experiences and Seminar

(15 credits)

ED 407. Seminar: Student Teaching (3)

(All levels)

ED 410. Internship: Student Teaching (12)

(All levels)

ADULT EDUCATION AND HIGHER

EDUCATION LEADERSHIP

Graduate Majors

Adult Education (EdM)


Administration (EdM, MS)


Graduate Minors

Adult Education



Administration

Education

ADULT EDUCATION (EdM)


Workplace and adult skills development, organization development and training, work force development

MASTER OF EDUCATION

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.

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 post-baccalaureate course work), written and oral communication skills, career objectives and commitment, career experience, and professional references.

Applicants submit a letter of intent, resume, 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.

DOCTOR OF EDUCATION (EdM)

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 advisers and mentors selected from senior staff of community colleges assure relevance to the community college setting.

COLLEGE STUDENT SERVICES

ADMINISTRATION GRADUATE

MAJOR (EdM, MS)


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, multicultural affairs, recreational sports, and student housing; attitudes and values of individuals and groups within academic communities

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, multicultural affairs, 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. Two academic years on campus are required toward the completion of the minimum 54 credits of academic work. One year of full time work experience is required for admission, and the application deadline is February 15 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 Web site http:// oregonstate.edu/dept/cssa/ or write CSSA

Graduate Program, 403 Education Hall,

Corvallis, OR 97331.

EDUCATION

(EdD, EdM, MS, PhD)


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 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 advisers and mentors selected from senior staff of community colleges and public schools assure relevance to the appropriate setting.

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

Applicants must have an earned master’s degree or the equivalent, a 3.00

GPA, and three to five years of professional community college, or related educational experience. Transcripts of previous college work, a resume, 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 is selective and competitive. The application deadline is the second Friday of March.

EdD students are admitted into a cohort and proceed through the program together. The program is designed to be completed within a threeyear period.

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.

All PhD students with a major in

Education must complete a minimum of

114 graduate credit, 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)

ADMISSION TO EdD PROGRAM

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 resume; 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

A master’s degree in education or related field, or equivalent to a master’s degree in post-baccalaureate course work is required. In addition, applicants to the

PhD program must have significant experience in an education or educationrelated 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.

Admission to the PhD program is selective and competitive with only a limited number admitted each year.

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 resume, 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.

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.

See the School of Education Web site for application information and dates, http://oregonstate.edu/education/.

EdD 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 interviewed by the program admissions committee.

DOCTOR OF PHILOSOPHY (PhD)

IN EDUCATION PROGRAM

The PhD in Education, with a focus in teacher leadership, is intended for

K through 12 and adult education/ workforce development educators whose career paths are that of research and teaching in collegiate or public or private sector educational leadership roles.

PhD DEGREE REQUIREMENTS

The PhD degree with a major in education is a part-time program that requires a minimum of 114 credits beyond the baccalaureate degree. The residency requirement is met by fulltime enrollment for three quarters. See additional Graduate School requirements pertaining to doctoral study at

OSU under the Graduate Student

Information section of this catalog.

Applications are accepted on odd numbered years only.

MAT AND MS DEGREES

IN TEACHING

TEACHING: ADVANCED

MATHEMATICS EDUCATION

(MAT) OR MATHEMATICS

EDUCATION (MS)

For details, see the departmental adviser in Science and Mathematics Education,

College of Science and/or visit http:// catalog.oregonstate.edu/

DepartmentOverview.aspx?code=SED.

TEACHING: AGRICULTURAL

EDUCATION (MAT)

For details, see the departmental adviser in the College of Agricultural Sciences and/or visit http:// catalog.oregonstate.edu/

DepartmentOverview.aspx?code=AED.

TEACHING: BIOLOGY

EDUCATION (MAT) OR SCIENCE

EDUCATION (MS)




TEACHING: BUSINESS

EDUCATION (MAT)

For details, see the departmental adviser in the School of Education, 210 Education Hall, (541) 737-4661.

TEACHING: CHEMISTRY

EDUCATION (MAT) OR SCIENCE

EDUCATION (MS)





TEACHING: ELEMENTARY

EDUCATION (MAT)

For details, please e-mail the School of

Education’s academic adviser at soeadvisor@oregonstate.edu.

TEACHING: FAMILY AND

CONSUMER SCIENCES ED (MAT)



TEACHING: FRENCH EDUCATION

(MAT)



TEACHING: GERMAN

EDUCATION (MAT)



TEACHING: HEALTH EDUCATION

OR HEALTH EDUCATION (MS)

For details, see the departmental adviser in the Department of Public Health,

College of Health and Human Sciences, and/or visit http:// catalog.oregonstate.edu/

DepartmentOverview.aspx?code=H.

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)

For details, contact the departmental adviser in the Department of Music,

College of Liberal Arts and/or visit http:/

/catalog.oregonstate.edu/

DepartmentOverview.aspx?code=MUS.

TEACHING: PHYSICAL

EDUCATION (MAT) OR EXERCISE

AND SPORT SCIENCE (MS)

For details, see the departmental adviser 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

(MAT) OR SCIENCE EDUCATION

(MS)




TEACHING: SPANISH

EDUCATION (MAT)



TEACHING: TECHNOLOGY

EDUCATION (MAT) OR

TEACHING (EdM)


GRADUATE MINORS

ADULT EDUCATION

GRADUATE MINOR

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.


ADMINISTRATION GRADUATE

MINOR

Graduate Area of Concentration

College student services administration

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 Web site 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 adviser in the School of Education,

210 Education Hall, (541) 737-4661 or e-mail the adviser at soeadvisor@ oregonstate.edu.

EARLY CHILDHOOD TEACHER

EDUCATIONS GRADUATE MINOR


210 Education Hall, (541) 737-4661 or

e-mail the adviser at soeadvisor@ oregonstate.edu.

EDUCATION GRADUATE MINOR


210 Education Hall, (541) 737-4661 or

e-mail the adviser at soeadvisor@ oregonstate.edu.

FAMILY AND CONSUMER

SCIENCE GRADUATE MINOR



GERMAN GRADUATE MINOR



MARKETING GRADUATE MINOR



ENDORSEMENTS

AGRICULTURAL EDUCATION

GRADUATE MAJOR

For details about this endorsement, please see a departmental adviser in the

College of Agricultural Sciences.


AGRICULTURAL SCIENCE AND

TECHNOLOGY


College of Agricultural Sciences.

BIOLOGY EDUCATION


College of Science.

BUSINESS EDUCATION


College of Business.

CHEMISTRY EDUCATION


College of Science.

EARLY CHILDHOOD TEACHER

EDUCATION

For details about this endorsement, see a departmental adviser in the School of

Education, 210 Education Hall,

(541) 737-4661.

ELEMENTARY EDUCATION


School of Education.

ESOL/BILINGUAL



(541) 737-4661.

FAMILY AND CONSUMER SCIENCE

For details about this endorsement, see a departmental adviser in the Department of Human Development and Family

Sciences, College of Health and Human

Sciences, and/or visit http:// catalog.oregonstate.edu/

DepartmentOverview.aspx?code=HDFS.

FRENCH LANGUAGE


Department of Foreign Languages and

Literatures in the College of Liberal Arts.

GERMAN

For details about this endorsement, see a departmental adviser in the Department of Foreign Languages and Literatures,

College of Liberal Arts, and/or visit http://catalog.oregonstate.edu/

DepartmentOverview.aspx?code=FLL.

HEALTH EDUCATION


College of Health and Human Sciences.

INTEGRATED SCIENCE

EDUCATION


College of Science.

LANGUAGE ARTS EDUCATION



MARKETING



(541) 737-4661.

MATHEMATICS, BASIC AND

ADVANCED

For details about this endorsement, see the departmental adviser in the Department of Science and Mathematics

Education, College of Science, and/or visit http://catalog.oregonstate.edu/


MUSIC EDUCATION


Department of Music is the College of

Liberal Arts.

PHYSICAL EDUCATION



PHYSICAL EDUCATION,

ADAPTED

For details about this endorsement, see a departmental adviser 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.

PHYSICS EDUCATION


School of Education or the College of

Science.

SPANISH LANGUAGE


Department of Foreign Languages and

Literatures in the College of Liberal Arts.

TECHNOLOGY EDUCATION



COUNSELING COURSES

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:


COUN 505. READING AND CONFERENCE (1-3).


COUN 506. SPECIAL PROJECTS (1-3).


COUN 507. SEMINAR (1-3).

PREREQ:


COUN 508. WORKSHOP (1-3).

PREREQ:


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 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 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 s/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 542. THE COUNSELING RELATIONSHIP I

(1).

Focus in this experiential class is on the counselor as a person. The importance of the self and knowing one’s personal strengths and weaknesses as a counselor is stressed. The importance of giving and receiving feedback is also focused upon. PREREQ: Admission to program.

COUN 543. THE COUNSELING RELATIONSHIP

II (1).

Understanding the self as counselor in the work setting is emphasized. Development and identification of one’s personal style of management assists the counselor in maintaining effective work relationships. Conflict resolution strategies are presented. Emphasis is also placed on the development of the counselor as a change agent. PREREQ: COUN 542.

COUN 544. THE COUNSELING RELATIONSHIP

III (1).

Centers on development and maintenance of the counselor as a professional in the field. The importance of professional organizations, continuing education, skill enhancement, supervision, and maintaining self while working as a counselor are covered. Ways to avoid burnout through stress reduction techniques are also emphasized. PREREQ: COUN 542.

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 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.


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.


COUNSELING III (3).

Advanced study of counseling theories and techniques. Special emphasis is placed on alternative counseling strategies and counseling special populations.

Students develop a personal counseling position paper. PREREQ: COUN 552.

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 decisionmaking 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 decision-making processes.

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 601. RESEARCH (1-16).

PREREQ:


COUN 602. INDEPENDENT STUDY (1-16).


COUN 603. DISSERTATION (1-16).

PREREQ:


COUN 605. READING AND CONFERENCE (1-

16).


COUN 606. PROJECTS (1-16).

PREREQ:


COUN 607. SEMINAR (1-16).

PREREQ:



PREREQ:


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:


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. CE QUANT RESEARCH METHODS I

(3).

COUN 663. CE QUANT RESEARCH METHODS II

(3).

COUN 664. CE QUANT RESEARCH METHODS

III (3).

COUN 696. COUNSELOR EDUCATION (3).

Experience and training to develop effective counselor educators, trainers, and supervisors.

Primarily for counselor education and supervision training at the doctoral level, but open to advanced students in related helping professions. Emphasis on investigation of research in the field of counseling, theoretical considerations, planning strategies, programming and evaluation of effectiveness. PREREQ: Documented background in counselor training (or related profession), including equivalent of 30 credits and a minimum of two years of counseling experience.

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 698. 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 doctoral program.



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).

CSSA 503. THESIS (1-16).



CSSA 507. SEMINAR (1-5).


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

ADMINISTRATION (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.

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.

CSSA 601. RESEARCH AND SCHOLARSHIP (1-16).

CSSA 602. INDEPENDENT STUDY (1-16).

CSSA 603. DISSERTATION (1-16).



CSSA 607. SEMINAR (1-5).


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


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.

EDUCATION COURSES

ED 199. SPECIAL TOPICS (1-16).

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.

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.


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.


ED 312. INTRODUCTION TO CURRICULUM AND

INSTRUCTION (3).

An overview of public school curricula K-12 and various instructional approaches, models and strategies that are used in school to facilitate learning.

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 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:


ED 407. SEMINAR (1-16).


ED 408. WORKSHOP (1-3).

ED 409. PRACTICUM/CLINICAL EXPERIENCE

(1-16).

ED 410. INTERNSHIP/WORK EXPERIENCE (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 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, selfreflection on implications of how learning occurs, and the impact of these issues on the development and delivery of instruction. Acceptance into

Education Double Degree Program Required.

ED 416/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 418/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 419/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 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 501. RESEARCH (1-16).

PREREQ:



PREREQ:


ED 503. THESIS (1-16).




ED 506. PROJECTS (1-3).

PREREQ:


ED 507. SEMINAR (1-16).


ED 508. WORKSHOP (1-16).

PREREQ:


ED 509. PRACTICUM (1-16).

ED 510. INTERNSHIP (1-18).

By special permission and arrangement. PREREQ:


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 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 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 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.

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.

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 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 563. INTRODUCTION TO EDUCATIONAL

MEASUREMENT (3).

Scales and scaling techniques, methods of analysis, statistics for understanding standardized and informal testing.

Construction and administration of criterion referenced tests, teacher-made tests and standardized tests commonly used in the public schools.

ED 565. APPLIED RESEARCH IN EDUCATION

AND TRAINING (3).

Identification of research questions related to one’s own professional practice. Development of a research plan, data collection, analysis of information, and dissemination of findings.

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 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 teaching-learning contexts.

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 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 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 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 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 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 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 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 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 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 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 601. RESEARCH (1-16).

PREREQ:



PREREQ:


ED 603. THESIS (1-16).






ED 607. SEMINAR (1-16).


ED 608. WORKSHOP (1-16).

PREREQ:


ED 609. PRACTICUM CLINICAL EXPERIENCE

(1-16).


ED 610. INTERNSHIP (1-15).

PREREQ:


ED 612. RESEARCH PERSPECTIVES IN

EDUCATION (3).

Research perspectives, how they are influenced by world views, and how these world views 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


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 808. WORKSHOP (1-3).


T Oregon State University 292

292

School of Education 293

COUNSELING

294 Oregon State University

EDUCATION

School of Education 295

296 Oregon State University

School of Education 297

MAT AND MS DEGREES

IN TEACHING

298 Oregon State University

GRADUATE MINORS

ENDORSEMENTS

School of Education 299

300 Oregon State University

School of Education 301

302 Oregon State University

School of Education 303

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T Oregon State University 292

292

School of Education 293

COUNSELING

294 Oregon State University

EDUCATION

School of Education 295

296 Oregon State University

School of Education 297

MAT AND MS DEGREES

IN TEACHING

298 Oregon State University

GRADUATE MINORS

ENDORSEMENTS

School of Education 299

300 Oregon State University

School of Education 301

302 Oregon State University

School of Education 303

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