280
School of Education
Oregon State University
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
Annual Institutional Questionnaire
on Teacher Preparation
A complete version of the OSU “report
card” can be viewed at http://
oregonstate.edu/education/.
FACULTY
Professors Copa, Duvall, Haverson,
Sanchez, Stern
Associate Professors Cohen, Dykeman,
Higgins, Merickel, Ward, Winograd
Assistant Professors Ingram, Lamley, Moule,
Pehrsson, Prickel, Rubel, Russ-Eft,
Waldschmidt
Instructors Eakin, Myers, O’Malley,
Stephens, Twomey
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. While undergraduates are advised by
their college of choice, those interested in
the teaching profession are invited to
meet with faculty in the School of
Education when questions arise about
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.
he School of Education offers
an array of 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.
Undergraduate Major
Technology Education (BS)
Graduate Majors
Adult Education (EdM)
Counseling (MS, PhD)
Education (EdM, MS, EdD, PhD)
Professional Teacher Licensure (MAT)
Graduate Minors
Adult Education
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 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).
210 Education
Hall
Oregon State
University
Corvallis, OR
97331-3502
ADVISING
(541) 737-4661
Early and continuous advising is an
Web site: http://
important aspect of education and
oregonstate.edu/
counseling in both the undergraduate and education/
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 a 9–16 credit
sequence in education as part of a preprofessional core. These courses or the
equivalent are recommended for admission to all teacher licensure programs.
COUNSELOR EDUCATION
PROGRAMS
Graduate Major
Counseling (MS, PhD)
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.
ADMINISTRATION
Sam Stern
Dean
737-6392
sterns@orst.edu
Karen Higgins
Director of Teacher
Education
737-4661
higginsk@orst.edu
Judy Beck
Head Adviser
737-4661
beckj@orst.edu
School of Education
COUNSELING (MS, PhD)
Areas of Concentration
Studies in counseling, school
counseling licensure, community
college counseling
Two graduate degrees are offered in
counseling: the Master of Science and
the Doctor of Philosophy.
The Master of Science degree uses a
competency-based approach to prepare
school counselors. The program prepares
the counselor to work with educational,
social, personal and career development
professionals. 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.
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.
While most graduates work in public
school settings, they also find employment in a variety of settings: social
service agencies, postsecondary educational institutions, as well as elementary
and secondary schools. Initial and
continuing licensure for Oregon school
counselors is available through this
degree. Licensure requirements may be
completed as part of the credits required
for the MS degree. Continuing and
standard licensure requires the masters
degree and verification of three years of
successful counseling experience in
Oregon schools while holding an Initial
or Basic License in School Counseling.
The PhD degree prepares specialists for
advanced professional roles in counselor
education and supervision. Doctoral
applicants are required to have a
master’s degree in counseling (or close
equivalent) and two years of paid, postmaster’s counseling experience.
COUNSELING GRADUATE MINOR
This minor is available only to College
Student Services Administration (CSSA)
students. For more details, see the
departmental adviser.
COUNSELING (MS, PhD)
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 school-related
agencies and programs.
School counselor licensing can be
obtained in one of two ways: Track I or
Track II.
Track I preparation requires prior
public school teaching experience and
specific course work in the counselor
program.
Track II preparation is available for
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. Track II
students must present evidence of a
passing score on the CBEST or Praxis
PPST as part of their application
materials.
The Master’s in Counselor Education
degree prepares school counselors to
support the Oregon Educational Act for
the 21st Century. 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.
Prior counseling-related academic work
281
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 a
minimum of three years of 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.
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 years of full-time
study.
282
Oregon State University
EDUCATION PROGRAMS
Undergraduate Majors
Technology Education
For details, see the School of
Education adviser.
Graduate Majors
Adult Education (EdM)
Areas of Concentration
Organization Development and
Training
Work Force Development
Workplace and Adult Skills
Development
Education (EdM, MS, EdD, PhD)
Areas of Concentration
Curriculum Evaluation
Educational Foundations
Human Development
Instruction
Learning
Supervision
Program Development in Specialized
Fields: adult education, community
college education, elementary
middle and secondary education,
professional technical education, and
interdisciplinary education as related
to all educational levels, continuing
license
Graduate Minors
Adult Education
Community College Education
Education
ADULT AND COMMUNITY
COLLEGE EDUCATION PROGRAMS
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.
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
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
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.
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 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 interviewed by the program
admissions committee.
GENERAL EDUCATION
PROGRAMS
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.
MASTER OF EDUCATION (EdM)
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.
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.
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.
DOCTOR OF EDUCATION (EdD)
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.
School of Education
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.
DOCTOR OF PHILOSOPHY (PhD)
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 or in
business and industry.
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)
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 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.
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.
PROFESSIONAL TEACHER
EDUCATION
Oregon State University offers master’s
and doctoral degrees for pre-service and
in-service teachers.
The School of Education collaborates
with other colleges to offer the Professional Teacher Education Program.
Teaching: Advanced Mathematics
Education (MAT)
Teaching: Agricultural Education (MAT)
Teaching: Biology Education (MAT)
Teaching: Business Education (MAT)
Teaching: Chemistry Education (MAT)
Teaching: Early Childhood/Elementary
Education (MAT)
Teaching: Elementary Education (MAT)
Teaching: Family and Consumer
Sciences Education (MAT)
Teaching: French Education (MAT)
Teaching: German Education (MAT)
Teaching: Health Education (MAT)
Teaching: Integrated Science Education
(MAT)
Teaching: Language Arts Education
(MAT)
Teaching: Marketing Education (MAT)
Teaching: Music Education (MAT)
Teaching: Physical Education (MAT)
Teaching: Physics Education (MAT)
Teaching: Spanish Education (MAT)
Teaching: Technology Education (MAT)
Pre-service: The Professional Teacher
Education Programs, leading to a
master’s degree, prepare new professionals for careers as public school teachers.
The programs prepare public school
educators to meet the needs of Oregon’s
21st century schools with authorizations
in early childhood education
(age 3–grade 4), elementary education
(grades 3–8), middle-level education
(grades 5–10), and high school education (grades 7–12). Educators are
prepared to teach learners who must
283
meet the requirements of the Certificate
of Initial Master and Certificate of
Advanced Mastery (CIM and CAM).
Those preparing for middle-level and
high school authorizations must also
have a subject matter specialization. See
an adviser for recommended majors and
minors. The programs admit candidates
in cooperation with the Colleges of
Agricultural Sciences, Health and
Human Sciences, Liberal Arts, and
Science, and the School of Education, in
the following areas of teacher licensure:
agriculture, biology, business, chemistry,
early childhood, elementary, French,
German, language arts (English), health,
mathematics, music, family and
consumer sciences, physical education,
physics, integrated science, Spanish and
technology education. The MAT has a
9- to 12-credit prerequisite core. The
prerequisite course work may be taken
during undergraduate preparation or
during the summer prior to the beginning of the program.
Continuing Professional Development: The Master of Education (EdM)
and Master of Science (MS) degrees serve
those practicing teachers who are also
completing the requirements for a
standard or continuing teaching license.
The school is authorized to offer the
continuing license. For course offerings
see individual departments.
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.
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
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:
284
Oregon State University
• 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 EDUCATION
Students interested primarily in elementary education (grade 3–grade 8) should
choose to earn a bachelor’s degree in the
College of Liberal Arts. Other degrees
with appropriate academic depth and
breadth may also be appropriate.
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 the 10–16 credit
sequence in education (ED 309, 313, 411,
416, 418, 419). See program adviser.
The 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
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.
AGRICULTURAL EDUCATION
GRADUATE MAJOR
For details, see the departmental adviser
in the College of Agricultural Sciences
and/or visit http://
catalog.oregonstate.edu/
DepartmentOverview.aspx?code=AED.
TEACHING: ADVANCED
MATHEMATICS EDUCATION
GRADUATE MAJOR (MAT)
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 GRADUATE MAJOR
(MAT)
For details, see the departmental adviser
in the College Agricultural Sciences and/
or visit http://catalog.oregonstate.edu/
DepartmentOverview.aspx?code=AED.
TEACHING: BIOLOGY EDUCATION
GRADUATE MAJOR (MAT)
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: BUSINESS
EDUCATION GRADUATE MAJOR
(MAT)
For details, see the departmental adviser
in the School of Education, 210
Education Hall, (541) 737-4661.
TEACHING: CHEMISTRY
EDUCATION GRADUATE MAJOR
(MAT)
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: ELEMENTARY
EDUCATION GRADUATE MAJOR
(MAT)
For details, see the departmental adviser
in the School of Education, 210
Education Hall, (541) 737-4661.
TEACHING: FAMILY AND
CONSUMER SCIENCES ED
GRADUATE MAJOR (MAT)
For details, see the 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.
TEACHING: FRENCH/GERMAN/
SPANISH EDUCATION GRADUATE
MAJOR (MAT)
French, German, Spanish
In conjunction with the Professional
Teacher Education Program, the
Department of Foreign Languages and
Literatures offers a Master of Arts in
Teaching (MAT) degree that prepares
students for initial Oregon teaching
certification in the following licensure
areas: French, German, and Spanish. The
program consists of courses in education, practicum, and subject graduate
course work in the target language. To
be admitted to the program students
must demonstrate advanced proficiency
in French, German or Spanish (as
defined by the Department of Foreign
School of Education
Languages and Literatures). For complete program details students should
contact the department’s MAT Graduate
Adviser or the School of Education.
Bilingual Education/ESOL
The Department of Foreign Languages
and Literatures also supports a program
leading to a secondary endorsement in
bilingual education and in English to
Speakers of Other Languages (ESOL).
To obtain the bilingual education
endorsement students must complete
course work in education and achieve a
proficiency level in a target foreign
language as defined by the department.
For complete program details students
should contact the department’s MAT
Graduate Adviser or the School of
Education.
TEACHING: HEALTH EDUCATION
GRADUATE MAJOR (MAT)
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 GRADUATE MAJOR
(MAT)
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: LANGUAGE ARTS
EDUCATION GRADUATE MAJOR
(MAT)
For details, see the departmental adviser
in the School of Education,
210 Education Hall, (541) 737-4661.
TEACHING: MARKETING
EDUCATION GRADUATE MAJOR
(MAT)
For details, see the departmental adviser
in the School of Education,
210 Education Hall, (541) 737-4661.
TEACHING: MUSIC EDUCATION
GRADUATE MAJOR (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
GRADUATE MAJOR (MAT)
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
GRADUATE MAJOR (MAT)
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: TECHNOLOGY
EDUCATION GRADUATE MAJOR
(MAT)
For details, see the departmental adviser
in the School of Education,
210 Education Hall, (541) 737-4661.
ENDORSEMENT MAJORS
AGRICULTURAL SCIENCE AND
TECHNOLOGY GRADUATE MAJOR
For details about this endorsement,
please see a departmental adviser in the
College of Agricultural Sciences.
EARLY CHILDHOOD TEACHER
EDUCATIONS GRADUATE MAJOR
For details about this endorsement, see a
departmental adviser in the School of
Education, 210 Education Hall,
(541) 737-4661.
ESOL/BILINGUAL GRADUATE
MAJOR
For details about this endorsement, see a
departmental adviser in the School of
Education, 210 Education Hall,
(541) 737-4661.
FAMILY AND CONSUMER SCIENCE
GRADUATE MAJOR
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.
GERMAN GRADUATE MAJOR
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.
JUNIOR HIGH/MIDDLE SCHOOL
GRADUATE MAJOR
For details about this endorsement, see a
departmental adviser in the School of
Education, 210 Education Hall,
(541) 737-4661.
MARKETING GRADUATE MAJOR
For details about this endorsement, see a
departmental adviser in the School of
Education, 210 Education Hall,
(541) 737-4661.
285
MATHEMATICS, BASIC
GRADUATE MAJOR
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/
DepartmentOverview.aspx?code=SED.
PHYSICAL EDUCATION, ADAPTED
GRADUATE MAJOR
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.
SECONDARY TEACHER
EDUCATION GRADUATE MAJOR
For details about this endorsement, see a
departmental adviser in the School of
Education, 210 Education Hall,
(541) 737-4661.
COUNSELING COURSES
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 (3-6).
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.
286
Oregon State University
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 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 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 553. THEORY AND TECHNIQUES OF
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
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 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
cross-cultural 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:
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 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 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.
COUN 808. WORKSHOP (1-3).
EDUCATION COURSES
ED 199. SPECIAL TOPICS (1-16).
ED 299. SPECIAL TOPICS (1-16).
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.
ED 309-E. EOU. STRUCTURED PRACTICUM (3).
Provides the admitted candidate with a context
for learning and a proving ground for
demonstration of several personal, professional
and social traits. The Structured Practicum is an
opportunity for candidates to participate in the
public school at the beginning weeks of the
school year. Candidates will shadow a
cooperating teacher for this time period and
engage in all activities of a classroom teacher.
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 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).
School of Education
ED 409. PRACTICUM/CLINICAL EXPERIENCE (1-16).
ED 409-E. EOU. PRACTICUM (12). An advanced,
field-based, planned experience in a subject
endorsement area.
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. 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 students.
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 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 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.
287
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 inservice 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.
288
Oregon State University
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 599. SPECIAL TOPICS (1-3).
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 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
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).