EDST 507 Seminar: [Topic]
1–5 Credits
Repeatable. Recent topics include professional practices, education for minority students, and reading in the upper elementary grades.
EDST 508 Workshop: [Topic]
1–6 Credits
Repeatable.
EDST 510 Experimental Course: [Topic]
1–5 Credits
Repeatable. Topics include foundations of education, science and health methods, social studies and language arts methods.
EDST 522 Technology Education
4 Credits
Examines educational technology, including the theoretical, methodological, practical, and policy issues that influence the field.
EDST 551 Equal Opportunity: Ecojustice and Education
3 Credits – Corequisite: EDST 558
Examines ways that schools, implicitly and explicitly, teach about the environment and human relationships to the environment.
EDST 552 Equal Opportunity: Poverty
3 Credits
Examines the way poverty structures and mediates educational experiences and influences the educational achievement of students.
EDST 553 Equal Opportunity: Racism
3 Credits
Examines the historical development of the concept of race and its role in legitimizing colonization, genocide, and extreme maldistributions of wealth.
EDST 554 Equal Opportunity: Patriarchy
3 Credits
Examines the way gender affects educational experiences and influences the educational achievement of students.
EDST 555 Equal Opportunity: Homophobia
3 Credits
Examines the way sexuality and sexual identity influence the educational experiences of students.
EDST 556 Equal Opportunity: Colonization and Genocide
3 Credits
Examines educational institutions and their continuing part in larger social processes of colonization and cultural genocide.
EDST 557 Equal Opportunity: Diaspora and Immigration
3 Credits
Examines the way educational institutions have responded to human migration generally and to immigrant students specifically.
EDST 558 Observation: Equal Opportunity I
1 Credit
Engages students in the analysis of specific dimensions of educational opportunity in the field.
EDST 571 Foundations of Algebra Learning
4 Credits – Sequence with EDST 572
Focuses on the principles underlying the teaching and learning of algebra.
EDST 572 Foundations of Geometry Learning
4 Credits – Prerequisite: EDST 571; Sequence with EDST 571
Focuses on the principles underlying the teaching and learning of geometry.
EDST 601 Research: [Topic]
1–16 Credits
Repeatable.
EDST 602 Supervised College Teaching
1–9 Credits
Repeatable.
EDST 603 Dissertation
1–16 Credits
Repeatable.
EDST 605 Reading & Conference: [Topic]
1–9 Credits
Repeatable.
EDST 606 ESOL Practicum Seminar
1–9 Credits
Repeatable.
EDST 607 Seminar: [Topic]
1–5 Credits
Repeatable.
EDST 608 Workshop: [Topic]
1–5 Credits
Repeatable.
EDST 609 Terminal Project
1–16 Credits
Repeatable.
EDST 610 Experimental Course
1–5 Credits
Repeatable.
EDST 611 The Scholarship of Teaching
4 Credits
Examines the recent emergence of a focus on teachers as reflective practitioners, inquirers, action researchers, and scholars of pedagogical understanding.
EDST 612 Foundations of Teaching and Learning
3 Credits
Provides students with the psychological foundations of teaching and learning.
EDST 614 Cultural Context of Education
4 Credits
Examines the cultural foundations of educational practice through a critical review of four decades of ethnographic research on school and student culture.
EDST 615 Technology and Education
4 Credits
Introduction to major contemporary issues affecting education in the digital age.
EDST 616 Language, Power, and Education
4 Credits
Examines the politics, policies, and practical realities associated with language and literacy in educational settings and how these issues affect all students to some degree.
EDST 617 Sapsik'ʷałá Indigenous Education Seminar
4 Credits
Students in the Sapsik'ʷałá (Teacher) Education Program study Indigenous teaching methods, including decolonizing, Indigenous feminist, and Elder pedagogies, and reflect on and analyze the importance of their own work as Indigenous educators who are contributing to Indigenous self-determination in education and Tribal Nation building.
EDST 618 Teaching Language Development, K–8
3 Credits
Examines best practices of delivering English-language development in light of federal and state standards, including teaching methods, technology, and parental involvement.
EDST 619 Teaching for Literacy
4 Credits
Prepares middle and high school teachers who are expected to teach specific content areas and literacy strategies as part of a reading endorsement. Offered as needed.
EDST 620 Evolution and the Math Wars
4 Credits – Sequence with EDST 621, EDST 622 (or EDST 623, EDST 624); EDST 625, EDST 626
Focuses on the debates that influence, and in some cases overshadow, the teaching of mathematics and science from kindergarten to grade 12.
EDST 621 Representing Mathematical Concepts
4 Credits – Sequence with EDST 620, EDST 622, EDST 625, EDST 626
Students deepen their content knowledge, widen their understanding of student conceptualizations of mathematics, and reflect on their own mathematics instructional practices.
EDST 622 Mathematical Problem-Solving Curriculum
4 Credits – Prerequisite: EDST 621; Sequence with EDST 620, EDST 622, EDST 625, EDST 626
Prepares students to view mathematics as a problem-solving field rather than a set of discrete skills and operational rules.
EDST 623 Representing Science Concepts
4 Credits – Sequence with EDST 620, EDST 622, EDST 625, EDST 626
Examines why science is taught, what science subjects need to be taught, and how science is learned.
EDST 624 Scientific Problem-Solving Curriculum
4 Credits – Prerequisite: EDST 622; Sequence with EDST 620, EDST 623, EDST 625, EDST 626
Presents science as a problem-solving field rather than a set of discrete facts and concepts. Introduces scientific literacy as the aim of science teaching.
EDST 627 Introduction to Supportive Learning Communities
2 Credit – Sequence with EDST 628
Introduces the teacher candidate to the necessary components for creating supportive and successful classroom communities, including interaction between motivation, “classroom management,” and teacher- student relationships.
EDST 628 Creating Supportive Classroom Communities
3 Credits – Prerequisite: EDST 627; Sequence with EDST 627
Builds on EDST 627 by providing specific research, experience, and strategies for developing classroom environments where student behaviors are focused on learning.
EDST 630 Curriculum Studies and the Profession of Teaching
4 Credits – Sequence with EDST 631, EDST 632 (or EDST 633, EDST 634 or EDST 635, EDST 636), EDST 637; EDST 638Examines a variety of ways curriculum is conceptualized at the secondary level.
EDST 631 Representing Literature to Young People
4 Credits – Sequence with EDST 630, EDST 632, EDST 637, EDST 638
Examines why literature is taught and the way teachers represent literary works to students.
EDST 632 Engaging Students in Writing
4 Credits – Prerequisite: EDST 631; Sequence with EDST 630, EDST 631, EDST 637, EDST 638
Overview of strategies and tools for engaging students in the writing process. Emphasis on genres of writing and use of technology to enhance student writing.
EDST 633 Representing Second-Language Concepts
4 Credits – Sequence with EDST 630, EDST 634, EDST 637, EDST 638
Provides a research-based foundation for planning, teaching, assessing, and managing second-language learning for the great diversity of students encountered in middle and high school.
EDST 634 Second-Language Conversation and Composition
4 Credits – Prerequisite: EDST 633; Sequence with EDST 630, EDST 633, EDST 637, EDST 638
Advanced teaching methodologies, techniques, and skills to effectively promote proficiency and fluency in second languages.
EDST 635 Representing Social Studies Concepts
4 Credits – Sequence with EDST 630, EDST 636, EDST 637, EDST 638
Examines why social studies is taught and the way teachers represent social studies concepts to students.
EDST 636 Social Studies Inquiry and Analysis
4 Credits – Prerequisite: EDST 635; Sequence with EDST 630, EDST 635, EDST 637, EDST 638
Explores the theory and practice of teaching social studies as a specialized form of inquiry.
EDST 638 English Language Learners Pedagogy for Humanities.
4 Credits – Sequence with EDST 630, EDST 631; EDST 632 (or EDST 633, EDST 634 or EDST 635, EDST 636), EDST 637
Examines a variety of research-based instructional and assessment strategies that support English language learners in meeting the curricular mandates of mainstream language arts and social studies courses.
EDST 640 Constructing Meaning through Literacy
4 Credits – Sequence with EDST 641
Provides concepts and strategies used in teaching children to read. Focuses in particular on instruction for beginning and intermediate readers and writers.
EDST 641 Developing Thoughtful Literary Practices
4 Credits
Examines the teaching of reading as a practice filled with cultural meaning, placing reading education in its wider social and cultural context.
EDST 642 Pedagogical Methods in the Humanities
4 Credits
Explores the application of language arts and social studies methods and strategies for future elementary school practitioners.
EDST 643 Teaching Mathematics: Facts and Inquiry
4 Credits – Sequence with EDST 644
Focuses on four areas of instruction crucial to becoming a skillful beginning teacher of mathematics.
EDST 644 Teaching Mathematics: Inquiry in Context
4 Credits – Prerequisite: EDST 643; Sequence with EDST 643
Investigates techniques and strategies used to effectively teach mathematics and assess students.
EDST 645 Teaching Science: Detail and Discovery
4 Credits
Emphasizes science as a process of contemplating, exploring, and raising questions about the world in elementary classrooms.
EDST 646 English Language Learners Pedagogy for Elementary Classrooms
4 Credits
Examines a variety of research-based instructional and assessment strategies that support English language learners in meeting the mandates of elementary-level curriculum.
EDST 647 ELL Instructional Methods: Applied
4 Credits
EDST 650 Teacher Education: Policy and Practice
4 Credits
Explores the work of contemporary scholars who are attempting to bridge the division between policy and practice in teacher education. Offered alternate years.
EDST 652 Teacher Education: Analyzing Foundational Concepts
4 Credits
Examines foundational concepts that shape research and practice in teacher education. Offered alternate years.
EDST 654 Learning and Motivational Sciences
4 Credits
Survey of the learning and motivational sciences for advanced graduate students. Offered alternate years.
EDST 660 Urban Schools: History and Politics
4 Credits
Examines the historical, economic, political, legal, and social context of contemporary urban schooling systems. Offered alternate years.
EDST 661 Sociology: From Reproduction to Resistance
4 Credits
Focuses on the ways schools reproduce, reinforce, and challenge prevailing social, economic, and political relationships. Offered alternate years.
EDST 662 Curriculum Theory: Contesting Educational Content
4 Credits
Survey of the history of curriculum theory, the subfield that asks the fundamental question: What is worth teaching? Offered alternate years.
EDST 663 Education and Immigration
4 Credits
Examines the way educational institutions have responded to human migration generally and to immigrant students, with an emphasis on bilingual education policy. Offered alternate years.
EDST 666 Thesis Writing
4 Credits
Seminar for doctoral students who have advanced to candidacy. Emphasis is on support through the dissertation proposal writing process. Repeatable as needed.
EDST 667 Grant Writing: Finding Funders
4 Credits
Provides graduate students with the knowledge and skills needed to write successful grant proposals for research, professional development, and curriculum development projects.
EDST 670 Philosophy of Research
4 Credits
Examines the philosophical assumptions that underlie various research methodologies in the human and social sciences.
EDST 673 Advanced Qualitative Methodology: Arts-Based Approaches
4 Credits – Prerequisite or corequisite: EDUC 630, EDUC 632, EDUC 634
Examines contemporary reflexive social science research writing, focusing on experimentations with the form used by researchers to communicate insights about human affairs.
EDST 681 Elementary Part-Time Teaching and Seminar
4 Credits
Provides scope, structure, supervision oversight, and guidance to support students during the part-time student teaching practicum in an Elementary school setting. Is first of two terms of clinical placement that together satisfy the Oregon Teacher Standards and Practices Commission intensive and extensive field-based requirements.
EDST 682 Elementary Teaching Performance Assessment
2 Credits
Provides scope, structure, supervision oversight, and guidance to support pre-service teachers during their fulltime student teaching (EDST 683) and together are the last of two terms of clinical placement that together satisfy the Oregon Teacher Standards and Practices Commission (TSPC) intensive and extensive field-based requirement.
EDST 683 Elementary Full-Time Student Teaching
10 Credits
The Elementary fulltime student teaching is designed to give candidates the opportunity to gradually take the lead in preparation, instruction, and assessment for the classroom. This experience helps develop knowledge, skills, and professional dispositions to make a positive impact on student learning.
EDST 686 Education Studies
Provides scope, structure, supervision oversight, and guidance to support students in part-time pre-service student teaching practicum in an Mid-High School setting. The first of two terms of clinical placement that together satisfy the Oregon Teacher Standards and Practices Commission intensive and extensive field-based experience.
EDST 687 Secondary Teaching Performance Assessment
2 Credits
Provides scope, structure, supervision oversight, and guidance to support students during the full-time student teaching practicum in Mid/High School settings. Is the second of two terms of clinical placement that together satisfy the Oregon Teacher Standards and Practices Commission intensive and extensive field-based requirements.
EDST 688 Secondary Full-Time Student Teaching
10 Credits
The Secondary full-time student teaching is designed to give candidate the opportunity to gradually take the lead in preparation, instruction, and assessment for the classroom. This experience helps develop knowledge, skills, and professional dispositions to make a positive impact on student learning.