Course Listings

Education

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 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 (FT and Aspire)
• 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 (FT and Aspire)
• 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.

• Offering: Fall or Spring (Str. I, Str. II, Str. III and 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 (FT); Year 2 (Aspire)
• 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 531 Methods and Research in English Education (.5)

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: Every semester (FT and Aspire)
• Instructor: Staff (FT and Aspire)

EDUC 531A Methods and Research in Middle Level Language Arts Education (.5)

District, unit, and daily goal development based upon research within English Language Arts education. Special emphasis upon content standards, technologies, instructional materials, activities, physical space constraints, and evaluative techniques appropriate for the middle level.

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

EDUC 531B Methods and Research in High School Language Arts (.25)

District, unit, and daily goal development based upon research within Language Arts education. Special emphasis upon content standards, instructional materials, technologies, activities, physical space constraints, and evaluative techniques appropriate for the high school level.

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

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

District, unit, and daily goal development based upon research within foreign language education. Special emphasis on content standards, 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 533 Methods and Research in Mathematics Education (.5)

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: Every semester (FT); Year 2 (Aspire)
• Instructor: Staff (FT and Aspire)

EDUC 533A Methods and Research in Middle Level Mathematics Education (.25)

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

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

EDUC 533B Methods and Research in High School Mathematics Education (.25)

District, unit, and daily goal development based upon research within mathematics education. Special emphasis upon content standards, technologies, instructional materials, activities, physical space constraints, and evaluative techniques appropriate for the high school level.

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

EDUC 535 Methods and Research in Science Education (.5)

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: Every semester (FT); Year 2 (Aspire)
• Instructor: Staff (FT and Aspire)

EDUC 535A Methods and Research in Middle Level Science Education (.25)

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

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

EDUC 535B Methods and Research in High School Science Education (.25)

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

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

EDUC 536 Methods and Research in Social Studies Education (.5)

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: Every semester (FT); Year 2 (Aspire)
• Instructor: Staff (FT and Aspire)

EDUC 536A Methods and Research in Middle School Social Studies Education (.25)

District, unit, and daily goal development based upon research within social studies education. Special emphasis upon content standards, instructional materials, technologies, activities, physical space constraints, and evaluative techniques appropriate for the middle level.

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

EDUC 536B Methods and Research in High School Social Studies Education (.25)

District, unit, and daily goal development based upon research within social studies education. Special emphasis upon content standards, instructional materials, technologies, activities, physical space constraints, and evaluative techniques appropriate for the high school level.

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

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

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

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

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

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

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

EDUC 538 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 (FT); Year 2 (Aspire)
• Instructor: Staff (FT and Aspire)

EDUC 539 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: Fall (FT); 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 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 (FT); Year 2 (Aspire)
• Instructor: Staff (FT and Aspire)

EDUC 543 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 (FT); 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: Fall (FT); Spring
• 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 (FT and Aspire)
• 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; Stf. II; Str. III, and Aspire Year 1/2)
• Instructor: Staff, Weddington (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 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 (FT MAT); Fall/Spring (Aspire MAT)
• 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.

• Offering: Spring (FT MAT); Fall/Spring (Aspire MAT)
• Instructor: Education Faculty (FT and Aspire)

EDUC 552 Graduate Seminar IIA (.5)

Directed reflection and group problem-solving for students involved in field experience. The emphasis is on examining current educational practices and on integrating educational theory and practice. Topics will include Assessment of Teaching and Learning (first semester) and implementation of Action Research (second semester).

• Offering: Annually
• Instructor: Liss, Peters, Gilbert

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 (FT); Spring (Aspire)
• 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 (FT); Spring (Aspire)
• 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: Spring (FT); Fall (Aspire)
• Instructor: Bryant (FT) Bates, Watson, Liss

EDUC 561 Action Research IIA (.5)

This course will focus on the development and writing of individual action research projects for the purpose of improving classroom practice. Students will explore their teaching and beliefs about teaching and learning as they develop their research projects. Through individual and cooperative group work, class discussions, interactive lectures, informal and formal writing and reading, students will learn the key elements of practitioner research and how the research process can lead to effective, reflective teaching. The purpose of the course is to help you develop as a life long learner and thoughtful practitioner of teaching. The class is integrated with Graduate Seminar II.

• Offering: Annually
• Instructor: 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: Annually
• 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: Annually
• 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: Spring (Str. 1, Str. II, Str. III, and Aspire Year 2)
• 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 (FT); Spring (Aspire)
• 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 adresses 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 (S-1, S-2, S-3, Aspire)
• 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.

• Offering: Fall (FT and Aspire)
• Instructor: Education Faculty (FT and Aspire)

EDUC 592 Practicum (.75)

An introductory classroom experience and an extended practicum, most often at the MAT student'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 students 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.

• Offering: Fall (FT and Aspire)
• 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 (FT and Aspire)
• 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