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Willamette University

900 State Street
Salem, Oregon 97301

503-370-6300 voice

Education View this department's website

The Willamette University School of Education provides full-time, 10-month and part-time, two-year professional programs for the preparation of early childhood, elementary, middle, and secondary school teachers. Willamette is authorized to recommend for licensing in the following subject areas: art, biology, business, chemistry, English, family and consumer science, French, general science, German, health, Japanese, Latin, mathematics, music, physical education, physics, reading, social studies, Spanish, speech, and theatre. The completion of this program meets the requirements for the initial teaching license and the Master of Arts in Teaching (MAT).

Undergraduate students interested in pursuing a career in teaching are encouraged to choose a major related to their intended teaching field. Several courses and internships are available to undergraduates to help students determine if education is a desirable career choice.

All interested students should personally contact the School of Education Admissions Office for admission criteria and general information concerning the MAT program.

Program for Undergraduates

Students may take any of the following courses, none of which are required for admission to the School of Education, to gain knowledge of and experience in the field of education.

  • EDUC 280 Education Topics (.25 or .5)
  • EDUC 305 (W) Introduction to Teaching (.5)
  • EDUC 335 (W) The School, Teacher, and Student (.5)
  • EDUC 350 Foundations of Reading (.5)
  • EDUC 390 Pre-Practicum Internship (.25 or.5)
  • EDUC 490 Research and Independent Study (.5 or 1)

Program for Graduates

The Willamette University School of Education is a professional school that offers full-time, 10-month and part-time, two-year Master of Arts in Teaching (MAT) degree programs for the preparation of early childhood, elementary, middle and secondary school teachers. In most cases, students will qualify for two authorization levels.

  • The Early Childhood Authorization is valid for teaching children age three through grade four.
  • The Elementary Authorization prepares the graduate to teach children in grades 3–8 in an elementary school.
  • The Middle Level Authorization is valid for teaching grades 5–10 in a middle school or junior high.
  • The High School Authorization is valid for teaching grades 7–12 in a high school. Within the high school program, Willamette is able to recommend for endorsement in the following subject areas: art, biology, business, chemistry, English, family and consumer science, French, general science, German, health, Japanese, Latin, mathematics, music, physical education, physics, reading, social studies, Spanish, speech and theatre. All students are encouraged to work toward endorsements in multiple subject areas.

Both MAT programs parallel the traditional public school year. The full-time, 10-month program begins in mid-August (two weeks prior to the beginning of public school) and ends with the last day most area public schools are in session (mid-June). The first week of classes is intended to prepare MAT students for their introduction to the public school setting. The second week coincides with the public schools' teacher in-service week, and at this time all MAT students begin year-long placements in public schools. Throughout the fall, students spend approximately half their time in the public schools and half their time at Willamette attending graduate level classes. MAT students spend more than 1,000 hours working with students and mentor teachers in public school classrooms. The full-time student teaching experience begins the second week in January and is completed in mid-June, the last day the area public schools are in session. Student teaching seminars, professional seminars, and methods courses are scheduled after the public school day.

The part-time, two-year Aspire program is designed with Instructional Assistants, current unlicensed teachers, and other working people in mind. Classes take place Monday evenings and one Saturday a month during the first year of the program, beginning in September. Field experiences in the schools during the first year and a half of the program are flexible, adapting to students' work schedules. A waiver of some field experience is possible for those people with significant prior experience in schools. In the second year, students add methods classes and seminars one additional night per week. During the final spring semester, beginning in late January, students work in full-time placements for their student teaching until mid-June, the last day the area public schools are in session.

These two programs not only prepare MAT students to become effective classroom teachers, but also allow them to assume leadership roles in the education profession. Small grant programs are available to support students' innovation with technology integration in their student teaching.

Action research is an important part of both MAT programs. In this two-semester course, students learn the key elements of practitioner research and how the research process can lead to effective and dynamic teaching. In the fall, students select and research an educational topic to focus on during spring student teaching. Once they select a topic of interest, they identify a research question, develop curriculum and instruction around that question, and collect data. In May and June, students write about their research findings and present their projects at an all-day action research symposium to their peers, the faculty, and other members of the educational community.

Full-Time MAT Program

Full-time MAT students are required to carry the following course loads for each semester in order to obtain the degree. It should be noted that due to the nature of a 10-month program, the course load for each semester is very demanding.

Fall Course Load

Spring Course Load

Aspire Program

Part-time MAT Aspire students are required to carry the following course loads for each semester over a two-year period in order to obtain the degree.

Fall, Year 1 Course Load

Spring, Year 1 Course Load

  • EDUC 525 Literacy Methods
  • EDUC 567 Educating for Equity in a Diverse Society
  • EDUC 548 Introduction to the Foundations of Reading
  • EDUC 550 Graduate Seminar I
  • EDUC 556 Classroom Management
  • EDUC 562 Planning, Implementation and Assessment of Instruction I
  • EDUC 591 Pre-Student Teaching

Fall, Year 2 Course Load

Spring, Year 2 Course Load

  • EDUC 551 Graduate Seminar II
  • EDUC 559 Field Studies in Education: Action Research in the Classroom II
  • EDUC 595 Supervised Internship
  • EDUC 529-543 Methods (will vary; continued from fall)

Education Methods Courses

At least one Methods course matching the student’s primary teaching area is required. All secondary Methods courses are taught by public school teachers and meet after the public school working day. In order to coordinate all of the Methods classes, specific days of the week are designated for each endorsement area. The schedule allows students to take both the middle-level Methods and a secondary Methods. The year-long, alternating weeks schedule permits four or five meetings during the full-time student teaching portion of the program, with an opportunity to shift theory into practice and to provide assistance in a timely fashion. Class sessions are two to three hours each with 12–18 hours during each semester. Total Methods contact time is approximately 30 hours.

Programs at the Center for Excellence in Teaching (CET)

Willamette University's Center for Excellence in Teaching offers endorsement programs in Reading and ESOL for pre-service teachers who are concurrently students in either the full-time MAT or the Aspire program, and for in-service teachers. Both TSPC-approved programs are based on scientific research of successful practices to prepare and train high-quality teachers.

Reading and ESOL classes will be offered starting in mid-June before the MAT program begins. For further information, contact Cheryl K. Brown at 503-370-6954 or email: cet@willamette.edu.

Reading

MAT Reading Cadre Program

Candidates admitted to the full-time MAT Initial Teaching License program take additional coursework prior to and during the program and will be given an opportunity to meet the practicum requirements within the MAT program. Candidates admitted to the Aspire program can take their coursework before and during their second year in the program. Upon completion of the program, MAT graduates will qualify for an Initial Teaching License, a Master's degree, and a Reading endorsement.

Reading Endorsement Comprehensive Program

For those interested in providing reading program leadership within their building or district, this 19-quarter-hour program leads to WU recommendation and TSPC endorsement in reading.

English Speakers of Other Languages (ESOL)

MAT ESOL Cadre Program

Candidates admitted to the full-time MAT Initial Teaching License program take additional coursework prior to and during the program and can be placed in ESOL practicum placements. Candidates admitted to the Aspire program can take their coursework before and during their second year in the program. Upon completion of the program, MAT graduates will qualify for an Initial Teaching License, a Master's degree, and an ESOL endorsement.

ESOL Comprehensive Program

For those interested in providing ESOL leadership within their building or district, this 18-quarter-hour program leads to WU recommendation and TSPC endorsement in ESOL.

Faculty

  • Rita Moore, Associate Professor/Associate Dean of Education
  • Alisa Bates, Assistant Professor of Education
  • Jill Bryant, Associate Professor of Education
  • Robin Fromherz, Assistant Professor of Education
  • Pat Fuhrman, Instructor of Education
  • Karen D. Hamlin, Professor of Education
  • Susie Lee, Assistant Professor of of Education
  • Maureen Musser, Associate Professor of Education
  • Steven M. Rhine, Professor of Education, Associate Director of MAT Aspire
  • Loran Sell, Instructor of Education
  • Debbi Sember, Instructor of Education
  • Linda G. Tamura, Professor of Education
  • David Ward, Assistant Professor of Education
  • Dyan Watson, Assistant Professor of Education

Course Listings

EDUC 106 College Learning Skills (.25)

This class is open to all students and deals with helping individuals advance their knowledge and skills in the following areas: aggressive reading, paper writing, study skills and applying principles of learning.

  • Offering: Every semester
  • Instructor: Staff

EDUC 280 Education Topics (.25 or .5)

Specific and timely topics in the field of education. In-depth exploration of current and important issues in education, of interest to both those in general studies and those considering education as a career.

Prerequisite: Sophomore standing

  • Offering: Every semester
  • Instructor: Staff

EDUC 305 (W) Introduction to Teaching (.5)

A writing-centered study of teaching through classroom field experiences, service learning, simulations, readings, and written reflections and critiques. Lesson presentations and evaluations by the student, peers and faculty on the student's potential as a teacher. Includes 24 hours of practicum in public school classrooms. (Weekly 2-3 hour blocks recommended.) Not open to first-semester freshmen.

General Education Requirement Fulfillment: Writing centered

  • Offering: Every semester
  • Instructor: Hamlin, Tamura, Staff

EDUC 325 Tutoring Methods and Strategies (.5)

Explores strategies and methods of tutoring individuals or small groups in grades 6-12 with emphasis on developing literacy strengths across the curriculum. May be taken in conjunction with CLA courses carrying a service learning component in tutoring.

  • Offering: Every semester
  • Instructor: Staff

EDUC 335 (W) The School, Teacher and Student (.5)

This writing-centered course deals with public school structure and curriculum, social and legal roles of the schools, minority and ethnic awareness, ethics of learner study, principles of instruction, accountability, group processes and career education.

General Education Requirement Fulfillment: Writing centered

  • Offering: Every semester
  • Instructor: Staff

EDUC 350 Foundations of Reading (.5)

A study of the process of developmental reading, appropriate methods of instruction, critical selection of materials and usable management systems and techniques.

Prerequisite: EDUC 305 or consent of instructor

  • Offering: Spring
  • Instructor: Staff

EDUC 390 Pre-Practicum Internship (.25 or .5)

Open to sophomores and above. This internship is to be utilized to provide in-the-classroom experiences for students who desire additional practicum time (6-8 hr/wk) beyond what is experienced in EDUC 305.

Prerequisite: EDUC 305

  • Offering: Every semester
  • Instructor: Staff

EDUC 490 Research and Independent Study (.5 or 1)

This course is intended only for the qualified advanced student with a solid preparation in theory and methods of education who wishes to do intensive research or advanced independent study in an area not covered by the present departmental course offerings.

Prerequisite: Departmental approval

  • Offering: Every semester
  • Instructor: Staff

EDUC 520 Educational Technology (.25)

A course in instructional technology and its use in classrooms and schools. Attention to the use of the computer in planning, teaching, record keeping and the development and/or evaluation of appropriate software.

  • Offering: Fall/ Str. 1; Str. II, Str. III, and Aspire Fall Year 2
  • Instructor: Staebler, Miller, Rhine (FT); Staff (Aspire)

EDUC 522 Assessment of Teaching and Learning (.5)

This course presents the knowledge and skills required to design effective methods for assessing student knowledge and the effects of instruction. Techniques of test development, alternative strategies for student assessment, and appropriate use of findings in guiding instruction.

  • Offering: Fall/ Str. 1; Str. II, Str. III
  • Instructor: Fromherz, Staff, Bryant (FT); Miller (Aspire)

EDUC 525 Literacy Methods (.25)

Developing strategies for integrating the instruction of reading and writing across the curriculum. Explore current research, standards, technologies, differentiating instruction, and assessment strategies. Using classroom textbooks and text sets, practice using strategies to teach reading to learn. This course follows up on Introduction to the Foundations of Reading.

Pre/Corequisite: Introduction to Literacy and Language Development.

  • Offering: Fall or Spring (Aspire Year 1)
  • Instructor: Staff

EDUC 528 Methods & Research in Business Ed. (.5)

District, unit, and daily goal development based upon research within business education. Special emphasis upon instructional materials, technologies, activities, physical space constraints, and evaluative techniques. Fall semester will focus on methods appropriate for the middle level and spring semester will focus on methods appropriate for high school.

  • Offering: Year-long (FT); Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 529 Middle Level Methods (.5)

Intensive examination of methods research, and materials critical to establishing a positive learning environment and implementing effective instruction of early adolescents. This course will assist students in developing a repertoire of skills and strategies to address issues of cognitive and affective development appropriate to the middle grades.

  • Offering: Year-long (Aspire Year 2)
  • Instructor: Staff (FT and Aspire)

EDUC 530 Methods and Research in Art Education (.5)

District, unit, and daily goal development based upon research within art education. Special emphasis upon instructional materials, technologies, activities, physical space constraints, and evaluative techniques. Fall semester will focus on methods appropriate for the middle level and spring semester will focus on methods appropriate for high school.

  • Offering: Year-long (FT); Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 531A-F Methods and Research in English Education at the Middle Level (.25)

District, unit, and daily goal development based upon research within English education. Special emphasis upon instructional materials, activities, physical space constraints, and evaluative techniques.

  • Offering: Fall (Aspire Year 2)
  • Instructor: Staff (FT and Aspire)

EDUC 531B-S Methods and Research in English Education at the Secondary Level (.25)

District, unit, and daily goal development based upon research within English education. Special emphasis upon instructional materials, activities, physical space constraints, and evaluative techniques.

  • Offering: Spring Year 2
  • Instructor: Staff (FT and Aspire)

EDUC 532-Y Methods and Research in Foreign Language (.5)

District, unit, and daily goal development based upon research within foreign language education. Special emphasis on instructional materials, activities, physical space constraints, and evaluative techniques.

  • Offering: Year-long (Aspire Year 2)
  • Instructor: Staff (FT and Aspire)

EDUC 533A-F Methods and Research in Mathematics Education at the Middle Level (.25)

District, unit, and daily goal development based upon research within mathematics education. Special emphasis upon instructional materials, activities, physical space constraints, and evaluative techniques.

  • Offering: Fall Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 533B-S Methods and Research in Mathematics Education at the Secondary Level (.25)

District, unit, and daily goal development based upon research within mathematics education. Special emphasis upon instructional materials, activities, physical space constraints, and evaluative techniques.

  • Offering: Spring; Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 534 Methods and Materials in Health Education (.5)

Methods and materials for developing behavior changes in health for individuals and groups. Methods and materials research, the use of analysis, investigative techniques, technologies, and development of materials pertaining to health standards and education. Fall semester will focus on methods appropriate for the middle level and spring semester will focus on methods appropriate for high school.

  • Offering: Fall; Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 535A-F Methods and Research in Science Education at the Middle Level (.25)

District, unit, and daily goal development based upon research within science education. Special emphasis upon instructional materials, technologies, activities, physical space constraints, and evaluative techniques.

  • Offering: Fall (FT); Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 535B-S Methods and Research in Science Education at the Secondary Level (.25)

District, unit, and daily goal development based upon research within science education. Special emphasis upon instructional materials, activities, physical space constraints, and evaluative techniques.

  • Offering: Spring; Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 536A-F Methods and Research in Social Studies Education at the Middle Level (.25)

District, unit, and daily goal development based upon research within social studies education. Special emphasis upon instructional materials, activities, physical space constraints, and evaluative techniques.

  • Offering: Fall; Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 536B-S Methods and Research in Social Studies Education at the Secondary Level (.25)

District, unit, and daily goal development based upon research within social studies education. Special emphasis upon instructional materials, activities, physical space constraints, and evaluative techniques.

  • Offering: Spring; Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 537A-Y Methods and Research in Early Childhood Education (.5)

District, unit, and daily goal development based upon research in early childhood education. Special emphasis upon teaching strategies and methods of instruction, integrated curriculum and thematic unit development, instructional materials and resource development, classroom activities, assessment, and evaluative techniques.

  • Offering: Year-long; Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 537B-Y Methods and Research in Elementary Education (.5)

District, unit, and daily goal development based upon research in elementary education. Special emphasis upon teaching strategies and methods of instruction, integrated curriculum and thematic unit development, instructional materials and resource development, classroom activities, assessment, and evaluative techniques.

  • Offering: Year-long; Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 538-F Public School Music Methods: Elementary (.5)

Principles, procedures, research, and objectives in school music on the elementary level, both vocal and classroom instruments. Learning processes, technologies, maturation, and materials are considered in adapting music study to the student. Class procedures; ensembles, programming, and performance; general administration of a music program. Directed observation of public school music practice.

  • Offering: Fall; Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 539-S Public School Music Methods: Secondary (.5)

Principles, procedures, research, and objectives in school music on the secondary level, both vocal and instrumental. Learning processes, technologies, maturation, and materials are considered in adapting music study to the student. Class procedures; ensembles, programming, and performance; general administration of a music program. Directed observation of public school music practice.

  • Offering: Spring; Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 540 Physical Education Teaching: Research Techniques and Methods I (.25)

District, unit, and daily goal development based upon research within physical education. Special emphasis upon content standards, instructional materials, technologies, activities, physical space constraints, and evaluative techniques. 

  • Offering: Fall (FT); Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 541 Physical Education Teaching: Research Techniques and Methods II (.25)

Description and critique technologies, of teaching methods, and teacher evaluation procedures for physical education. Lecture, laboratory, and field experience.

  • Offering: Spring (FT); Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 542-F Methods and Research in Theatre (.25)

This course will examine specific physical approaches and stage adaptation, technologies, set design, lighting and sound resources, construction methods and safety considerations for student workers in the diverse environments of school theatre.

  • Offering: Fall; Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 543-S Student, Actor, and Play (.25)

This course will examine specific approaches to acting for the public school student, with particular attention to maturation of personality as well as limitations of vocal and physical development. It will also include an examination of play selection criteria in terms of actor development, technologies, staging analysis, and audience acceptance.

  • Offering: Spring; Year 2 (Aspire)
  • Instructor: Staff (FT and Aspire)

EDUC 544-Y Methods and Research in Speech (.25)

District, unit, and daily goal development based upon research within speech education. Special emphasis upon instructional materials, technologies, activities, physical space constraints, and evaluative techniques. Fall semester will focus on methods appropriate for the middle level and spring semester will focus on methods appropriate for high school.

  • Offering: Year Long; Aspire Year 2
  • Instructor: Staff (FT and Aspire)

EDUC 545 Educational and Developmental Psychology (.5)

Theories and methodology as they relate to human development, skill acquisition, motivation and achievement. Impact of emotional, social and physical climate upon behavior.

  • Offering: Fall (Str. 1; Str. II, Str. III, and Fall/Aspire 1)
  • Instructor: Staff, Musser, Rhine (FT); Staff (Aspire)

EDUC 546 Exceptional Learners and School Law (.5)

Understanding the cognitive, linguistic, motor, behavioral, and learning characteristics of exceptional learners. The instructional focus is on inclusion of special populations into the PK-12 classroom in addition to issues of educational equity, modifications, and accommodations of needs. Emphasis on school law relative to anti discrimination and on the legal rights of students, parents, guardians, and schools.

  • Offering: Fall (Str. I; Str. II; Str. III, and Aspire Year 1/2)
  • Instructor: Staff (FT and Aspire)

EDUC 548 Foundations of Literacy and Language Development (.25)

Theories of literacy development PK-12 as well as first- and second-language acquisition (written and spoken) including the relationship between the first-language and the acquisition of other languages, and the relationship of language and literacy to cognitive development and learning. Course content will be aligned with International Reading Association standards and adjusted according to grade level authorization of teaching candidates.

  • Offering: Fall (Str. I; Str. II, Str. III, and Aspire Year 1)
  • Instructor: Fromherz, Staff (FT); Staff (Aspire)

EDUC 549 Theory and Practice in Literary (.5)

Theories of literacy development PK-12 as well as first- and second-language acquisition (written and spoken) including the relationship between the first-language and the acquisition of other languages, and the relationship of language and literacy to cognitive development and learning. Course content will be aligned with International Reading Association standards and adjusted according to grade level authorization of teaching candidates. Developing strategies for integrating the instruction of reading and writing across the curriculum. Explore current research, standards, technologies, differentiating instruction, and assessment strategies. Using classroom textbooks and text sets, practice using strategies to teach reading to learn for grades PK-12. Grade level emphasis by section.

  • Offering: Fall (Str. 1; Str. II, Str. III, and Spring/Aspire Year 1)
  • Instructor: Education Faculty (FT); Staff (Aspire)

EDUC 550 Graduate Seminar I (.5)

Directed reflection and group problem-solving for candidates involved in field experience. Examines current educational practices and integrating educational theory into practice. Topics include: Equity, Instructional Trends, Professionalism, ELL, School Family and Community, Professional Ethics, Educational Research.

  • Offering: Fall (Str. 1; Str. II; Str. III}; Fall/Spring (Aspire Year 1)
  • Instructor: Education Faculty (FT and Aspire)

EDUC 551 Graduate Seminar II (.75)

Directed reflection and group problem-solving for candidates involved in field experience. Examines current educational practices and integrating educational theory into practice. Current topics and trends in Education explored: Equity, ELL, First Year Teaching, Planning and Assessment, Professionalism, Classroom Mtg. Grade level emphasis by section.

  • Offering: Fall (Str. I; Str. II; Str. III) Fall/Spring (Aspire Year 2)
  • Instructor: Education Faculty (FT and Aspire)

EDUC 555 Planning and Implementation of Instruction (.5)

Long and short term unit development. Emphasis on lesson plan development, instructional material selection, appropriate teaching techniques, critical thinking, problem solving skills, and time management. Lesson adaptation for special populations.

  • Offering: Fall (FT and Aspire)
  • Instructor: Tamura, Musser, Hamlin (FT); Staff (Aspire)

EDUC 556 Classroom Management (.5)

A study of strategies for creating an optimal learning environment and classroom community. Students will examine ways to promote productive student behavior, integrate motivation and learning strategies to maximize on-task behavior and involve parents in the learning process.

  • Offering: Fall (Str. I; Str. II; Str. III); Fall Aspire Year 1
  • Instructor: Tamura, Staff, Hamlin (FT); Miller (Aspire)

EDUC 558 Teacher Research: The Art of Classroom Inquiry I (.5)

The development and writing of action research projects, designed to improve classroom practice and self reflection. Students will explore their teaching and beliefs about teaching and learning as they begin the inquiry process. Includes the key elements of practitioner research and how the research process can lead to effective teaching.

  • Offering: Fall (Str. I; Str. II; Str. III); Spring/Aspire Year 2
  • Instructor: Bryant (FT), Bates, Watson, Liss

EDUC 559 Teacher Research: The Art of Classroom Inquiry II (.5)

A continuation of the research process students began during the first semester (EDUC 558). Students refine their research questions and follow the inquiry process through their student teaching classrooms. As students explore their research questions, they collect and analyze classroom data, write conclusions and present their findings and completed action research projects at the School of Education Symposium.

  • Offering: Fall (Str. I; Str. II' Str. III); Spring/Aspire Year 2
  • Instructor: Bryant (FT) Bates, Watson, Liss

EDUC 562 Planning, Implementation, and Assessment of Learning I (.5)

Long and short term unit development and assessment. Emphasis on lesson plan development, instructional material selection, appropriate teaching techniques, critical thinking, problem solving skills, and time management. Lesson adaptation for special populations and diverse students. Design of effective methods for assessing student learning. Techniques of test development, alternative strategies for student assessment, and appropriate use of findings in guiding instruction. Course I focuses on theory and strategies.

  • Offering: Spring/Aspire Year
  • Instructor: Gilbert

EDUC 563 Planning, Implementation, and Assessment of Learning II (.25)

Long and short term unit development and assessment. Emphasis on lesson plan development, instructional material selection, appropriate teaching techniques, critical thinking, problem solving skills, and time management. Lesson adaptation for special populations and diverse students. Design of effective methods for assessing student learning. Techniques of test development, alternative strategies for student assessment, and appropriate use of findings in guiding instruction. Course II focuses primarily on the development of the state required work sample.

  • Offering: Fall/Aspire Year 2
  • Instructor: Peters

EDUC 565 Methods and Strategies for English Language Learners (.25)

Introduces English-language proficiency standards. Examines the literate identities of English Language Learners within sheltered second language learning instruction. Identifies teaching methods to value and honor diverse language and cultural perspectives. Emphasizes first and second language-learning relationships and potential. Content appropriate by grade authorization of candidates.

  • Offering: Fall (Str. I, Str. II, Str. III) Fall/Aspire Year 1
  • Instructor: Staff

EDUC 567 Educating for Equity in a Diverse Society (.5)

This course critically examines social, cultural, political and economic issues directly and indirectly affecting public school education. Issues are analyzed through the multiple lenses of human diversity existing in all classroom environments. The aim of such analysis is to expand the cultural competence of future teachers so that they may create just and equitable educational experiences for their students.

  • Offering:  Fall (Str. I; Str. II; Str. III); Aspire Fall/Spring Aspire Year 1
  • Instructor: Fromherz, Weddington, Rhine (FT); Staff (Aspire)

EDUC 568 Children's and Young Adult Literature (.25)

This literature survey course acquaints prospective teachers with literature appropriate to the interests, educational needs, as well as the developmental needs of children. Emphasis is on selecting, reading, and evaluating fiction and non fiction literature from preschool through grade 12 that addresses social justice and equity issues; with course section focus on grade level authorization by Strand. Trade books form the core of the readings. This course is required of all MAT majors.

  • Offering: Fall (Str. I; Str. II; Str. III); Fall/Spring Aspire Year 2
  • Instructor: Staff

EDUC 572 Trends and Issues in School Law (.25)

Emphasis on school law relative to civil rights, advocacy, anti discrimination and on the legal rights of students, parents, guardians, and schools.

  • Offering: Every semester; Fall (Str. I; Str II; Str. III, and Aspire Year 1/2)
  • Instructor: Staff

EDUC 591 Pre-Student Teaching (.5)

An extensive, on-site study of the nature of schools including culture, politics and services. An examination of teaching through formal observation, data collection and analysis. An introduction to the teaching role including one-on-one, small group, and whole class instruction of students, lesson development and assessment of student performance, and grading practices for PK-12. Grade level emphasis by section.

  • Offering: Fall (Str. I; Str. II; Str. III) Fall/Spring Aspire Year 1
  • Instructor: Education Faculty (FT and Aspire)

EDUC 592 Practicum (.75)

An introductory classroom experience and an extended practicum, most often at the MAT candidate's second level of authorization. However, if the MAT student is preparing for one level of authorization only, the Practicum II assignment will be at that level. An examination of the student-teacher relationship and the role of the teacher within the context of the classroom, school and community with an emphasis on the level of authorization. MAT candidates observe, gather and analyze data, assist, co-teach, and teach during their practicum. Work sample instruction and assessment under the guidance and supervision of classroom supervisors in grades Pk-12. Grade level emphasis by section.

  • Offering: Fall (Str.I; Str. II; Str. III) Fall Aspire Year 2
  • Instructor: Education Faculty (FT and Aspire)

EDUC 595 Student Teaching (3.0)

Minimum of 18 weeks of full-time involvement at the public school site under the guidance of experienced teachers and supervisors. This experience includes observation, full-responsibility planning and teaching, and involvement in the culture of the school setting. Unit and work sample preparation, instruction and assessment required.

  • Offering: Spring (All MAT)
  • Instructor: Education Faculty (FT and Aspire)

EDU 600 The Teaching of Writing (3 quarter hours)

Oregon Writing Project at Willamette Summer Institute brings master teachers together to research, strengthen and share best practices for teaching writing with a focus on writing teachers as writers, including reading, and discussing contemporary teaching of writing theory. Teacher participants prepare and publish a carefully edited chapbook collection of new writing with four pages from each writing teacher. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Jones

EDU 601 Writing workshop for Teachers (3 quarter hours)

Oregon Writing Project at Willamette Summer Institute brings master teachers together to demonstrate their most successful classroom practices experience writing in a variety of forms, and study current theory and research in the teaching of writing. May be repeated for credit with consent of instructor.

Prerequisite: School district support

  • Offering: Annually
  • Instructor: Jones

EDU 602 Research in the Teaching of Writing (3 quarter hours)

An independent project designed by the student and supervised by a site director. These projects should involve research in the literature of composition and should identify and develop best practices in the teaching of writing. A substantial written product will be completed and placed in the OWP library. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Long, Hamlin, Jones

EDU 603 Independent Project: Teaching Writing (1-4 quarter hours)

Oregon Writing Project at Willamette Seminar. Participants will build on knowledge and expertise gained in a National Writing Project Summer Institute through independent research or classroom curriculum projects, additional readings and staff evelopment projects. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Staff

EDU 610 Advanced Institute (3 quarter hours)

Oregon Writing Project at Willamette Seminar. Participants will continue to explore strategies for effective classroom teaching of writing and developing their own personal writing. May be repeated for credit with consent of instructor.

Prerequisite: Summer Institute.

  • Offering: Annually
  • Instructor: Staff

EDU 611 Publishing and Distributing Writing in the Digital Age: Advanced Institute (3 quarter hours)

Oregon Writing Project at Willamette Institute. Participants will explore methods traditional and digital to publish/distribute writing of their own and their students. May be repeated for credit with consent of instructor.

Prerequisite: Summer Institute.

  • Offering: Annually
  • Instructor: Bledsoe, Perkins

EDU 612 - 629


EDU 630 Second Language Literacy Development (3 quarter hours)

This course supports teachers in researching, designing, implementing and assessing strategies to help English Language Learners acquire language skills while also understanding course content. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Staff

EDU 631 Writing Project: Classroom Spanish (3 quarter hours)

This course will provide teachers with basic skills of comprehension, speaking, reading, and writing with an emphasis on developing the ability to provide common classroom instruction in Spanish. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Staff

EDU 632 - 639


EDU 640 Teaching and Writing Poetry (1-3 quarter hours)

Oregon Writing Project at Willamette brings master writing teachers together to share best practices, make extensive collections of effective classroom writing prompts, draft poems and revise for submission to contemporary poetry journals. The class will build and publish a carefully edited chapbook collection of our origional poetry. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Jones

EDU 641 Writing for Children (1-3 quarter hours)

Oregon Writing Project at Willamette brings master writing teachers together to share best practices, read and discuss the outstanding children's literature, read guide books for writing for children, complete three revised and edited children's stories and compile and publish an anthology of class-written children's stories. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Jones

EDU 642 Supporting Beginning Teachers Through Inquiry (4 quarter hours)

Open to K-12 beginning teachers. The course provides a supportive, secure community for beginning teachers, provides quality professional development that will guide teachers through the design and completion of a teacher inquiry project, and provides opportunities for teachers to use writing, thoughtful reflection, and sharing as tools for successfully meeting the real-world joys and challenges of teaching. Required reflective writing, readings, inquiry project and presentation. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Staff

EDU 643 - 699


EDU 700 Teaching and Writing in the K-12 Classroom (1-4 quarter hours)

Oregon Writing Project at Willamette brings K-12 school teachers together to share best practices, explore a variety of instructional techniques, and increase student learning. Based on a "teachers teaching teachers" model, this course is designed to improve student writing in the K-12 classroom. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Staff

EDU 701 Teaching and Writing in the Elementary School Classroom (1-4 quarter hours)

Oregon Writing Project at Willamette brings elementary school teachers together to share best practices, explore a variety of instructional techniques, and increase student learning. Based on a "teachers teaching teachers" model, this course is designed to improve student writing in the K-6 classroom. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Denton, Obery

EDU 702 Teaching and Writing in the Middle School Classroom (1-4 quarter hours)

Oregon Writing Project at Willamette brings middle school teachers together to write, share best practices and explore a variety of writing-to-learn strategies. The class is based on National Writing Project standards and brain research that shows that the use of novelty and building upon prior knowledge increase student learning. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Fischer, Forney

EDU 703 Teaching and Writing in the High School Classroom (1-4 quarter hours)

Oregon Writing Project at Willamette brings master high school teachers together to share best practices, explore a variety of writing-to-learn strategies, write together and share our work-in-progress and build a collection of our best writing. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Jones, Huhn

EDU 705 Teaching the Reading and Writing Connection in the Elementary Classroom (1-4 quarter hours)

Oregon Writing Project at Willamette brings elementary teachers together to explore a variety of instructional techniques in the area of literacy. These teaching strategies can be used to stregthen basic reading skills, increase student learning, and demonstrate the vital connection between reading and writing instruction. Based on a "teachers teaching teachers" model, this course allows teachers to review relevant research, share best practices, and immediately apply the knowledge to their own classrooms. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Forney, Eastland

EDU 706 Teaching the Reading and Writing Connection in the Middle School Classroom (1-4 quarter hours)

Oregon Writing Project at Willamette brings middle school teachers together to explore a variety of instructional techniques in the area of literacy. These teaching strategies can be used to stregthen basic reading skills, increase student learning, and demonstrate the vital connection between reading and writing instruction. Based on a "teachers teaching teachers" model, this course allows teachers to review relevant research, share best practices, and immediately apply the knowledge to their own classrooms. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Staff

EDU 707 Teaching the Reading and Writing Connection in the High School Classroom (1-4 quarter hours)

Oregon Writing Project at Willamette brings high school teachers together to explore a variety of instructional techniques in the area of literacy. These teaching strategies can be used to stregthen basic reading skills, increase student learning, and demonstrate the vital connection between reading and writing instruction. Based on a "teachers teaching teachers" model, this course allows teachers to review relevant research, share best practices, and immediately apply the knowledge to their own classrooms. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Staff

EDU 708 Strategies for Teaching English Language Learners in Content Area Classrooms:  K-12 (1-4 quarter hours)

Sponsored by the Oregon Writing Project at Willamette and the National Writing Project, this course supports K-12 school teachers in designing and implementing strategies to help English language learners acquire language skills, literacy skills, and course content. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Staff

EDU 709 Strategies for Teaching English Language Learners in Content Area Classrooms: Elementary Level (1-4 quarter hours)

Sponsored by the Oregon Writing Project at Willamette and the National Writing Project, this course supports elementary school teachers in designing and implementing strategies to help English language learners acquire language skills, literacy skills, and course content. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Staff

EDU 710 Strategies for Teaching English Language Learners in Content Area Classrooms: Middle Level (1-4 quarter hours)

Sponsored by the Oregon Writing Project at Willamette and the National Writing Project, this course supports middle school teachers in designing and implementing strategies to help English language learners acquire language skills, literacy skills, and course content. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Staff

EDU 711 Strategies for Teaching English Language Learners in Content Area Classrooms: High School Level (1-4 quarter hours)

Sponsored by the Oregon Writing Project at Willamette and the National Writing Project, this course supports high school teachers in designing and implementing strategies to help English language learners acquire language skills, literacy skills, and course content. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Staff

EDU 712 - 779


EDU 780 - 789


EDU 790 Independent Project: Oregon Writing Project Leadership (1-9 quarter hours)

Students design a project that involves them in the leadership of the OWP site. A director from the site serves as a mentor throughout the project. Projects such as designing an institute or an in-service series; developing a workshop; developing curriculum; participating in statewide education initiatives, etc. might be proposed and a site director will supervise the project and support the research and inquiry that guides the project. May be repeated for credit with consent of instructor.

  • Offering: Annually
  • Instructor: Long, Hamlin, Jones

EDU 791 - 799