EDFL (Educational Foundations and Leadership)

EDFL (Educational Foundations and Leadership) Course Descriptions

Teaching and Learning Perspectives

EDFL 500 Instructional Supervision
3 hours. This course is designed to help educational leaders understand key ideas central to ongoing research on teaching and learning to establish educational policy and transform educational practice at their institutions. The course emphasizes ways in which cultural, social, and organizational contexts influence learning. Students will learn to use the clinical supervision model and other tools for supervising and evaluating teacher performance based on best practices. The course will examine the leader's role in establishing and maintaining an environment that is conducive to student and adult learning.

EDFL 501 Curriculum Development
2 hours. Teachers learn to apply curriculum development and planning procedures as they create curriculum for their own classroom/school settings and subject areas. May be repeated.

EDFL 502 Classroom Management
3 hours. Classroom teachers learn innovations in classroom organization and management and are encouraged to apply classroom management methods in the classroom setting.

EDFL 503 Classroom Assessment
3 hours. Classroom teachers become acquainted with a wide variety of methods for assessing student progress at the classroom and individual level. Students will develop assessment instruments and procedures that relate to their own disciplines. Current methods of assessment - including portfolios, rubrics, and other forms of authentic assessment - will be covered.

EDFL 504 Classroom Teaching and Learning
3 hours. Students participate in discussions and/or activities dealing with site-based management, decision making, mentoring, management of human resources, and issues dealing with professional leadership in education. Note: This course is designed for students in the teaching license only and school counselor programs.

EDFL 505 Trends and Issues in Education
3 hours. A variety of trends and issues affecting educators based on psychological and sociological research are addressed. Topics to be covered include school reform, assessment, classroom management, curriculum innovations, technology in education, and topics selected by the students.

EDFL 506 Research in Effective Teaching
3 hours. Analysis and investigation of current research in effective teaching methods as related to specific subject areas, learning styles, and current school reform will be applied.

EDFL 507 Foundations of Educational Practice
2 hours. Students will be introduced to the six “lenses” of the EDFL Conceptual Framework and Professional Dispositions.  Each student will develop a deeper understanding of personal vocation and mission in light of this overall framework by engaging each of these “lenses” to evaluate their current dispositions and work.  The intent is for each student to establish a foundation of self-understandings and to become a self-reflective and analytical practitioner and learner. 

EDFL 508 Learning and Cognition
3 hours. This course considers major topics dealing with the theories of cognition and learning. Topics include: the human as a processor of information, memory, schema theory, network models of cognition, meaningful learning, transfer of learning, situated cognition, perceptual control theory, and a biblical view of cognition and learning.

EDFL 509 Learning and Teaching in Higher Education
3 hours. This course helps professors develop their own repertoire of planning, teaching and assessment strategies appropriate for face-to-face instruction of young adult and adult learners.  Building on the concept of a core learning/teaching cycle with four component parts – curriculum, planning, instruction and assessment – this course recognizes the unbreakable inter-relations between the component parts and thus the importance of viewing and treating each component in the context of the whole cycle. It offers those who already teach or plan to teach in higher education a model for implementing new planning, instruction and assessment strategies.

Curriculum and Instruction Perspectives

EDFL 511 Hands-on Math
2 hours. A variety of hands-on activities that address state and national math content standards for grades K through 8 will be shared through active participation. This class gives educators an opportunity to collect and share ideas and materials that encourage the construction of mathematical understanding.

EDFL 512 Hands-on Science
2 hours. This course is intended to enhance an educator's skills, knowledge, and confidence in basic science instruction in the elementary/middle school classroom. Qualitative and quantitative science projects will be presented that consider a child's natural curiosity and propensity to ask questions.

EDFL 514 Work Sample Seminar
2 hours. This course is designed to introduce students to the work sample requirement for the Initial Teaching License programs in the state of Oregon. Students are required to teach a 10-day unit, evaluate student learning during the unit, and submit written reflection on their teaching of the unit. Students will also be observed and evaluated during the teaching unit. Pass/No Pass
Prerequisite: EDFL 519 Practicum or simultaneous enrollment.

EDFL 515 Selected Topics in Curriculum and Instruction
1-3 hours. These courses are developed to provide the teacher with in-depth knowledge in the content of subject matter taught. Content-specific courses will be offered as needed in, but not limited to, the following areas: advanced mathematics, basic mathematics, biology, chemistry, drama, elementary education, health, family and consumer sciences, language arts, music, health and human performance, social studies, and speech.

EDFL 516 Curriculum Issues and Methods and the Christian Teacher
3 hours. Focus on the curriculum needs and issues of teachers in Christian school settings. An emphasis on the integrations of faith and learning will be made. This course will also deal with issues related to Christian teachers in the public school setting.

EDFL 517 Oregon Teaching License Portfolio I
0.5 hour. This course teaches candidates the process for submitting a portfolio of past teaching experiences; required test scores; and knowledge, competencies, and skills needed for a Teachers Standards and Practices Commission (TSPC)-approved licensure program. At the end of the course the portfolio is evaluated by faculty for determining the candidate's specific program. Pass/No Pass

EDFL 518 Oregon Teaching License Portfolio II
0.5 hour. This course teaches candidates the process for submitting a portfolio of past teaching experiences; required test scores; and knowledge, competencies, and skills needed for a Teachers Standards and Practices Commission (TSPC)-approved licensure program. At the end of the course the portfolio is evaluated by faculty for determining the candidate's specific program. Pass/No Pass
Prerequisite: EDFL 517 Oregon Teaching License Portfolio I.

EDFL 519 Practicum
1-10 hours. Must be approved by advisor. A supervised practicum for students adding a content area endorsement, age authorization level, the higher education specialization, or student teaching to complete the Initial Teaching License in the license-only program. Students teach and evaluate lessons, assess student achievement, and evaluate themselves. Work samples will be implemented and evaluated. Pass/No Pass
Prerequisite: approval of the MEd director.

EDFL 520 Early Childhood Education
2 hours. An overview of young children's development, early developmental theories, and types of early childhood programs followed by a comprehensive study of young children's acquisition of the language arts: listening, speaking, reading, and writing. Includes approaches to encourage young children's development in language, with special emphasis on young children with unique needs.

EDFL 521 Early Childhood Methods
2 hours. This course focuses upon Developmentally Appropriate Practice (DAP) to teach young children through all developmental domains in an integrated approach. Includes specific methods and development of teaching materials for social studies, math, science, health, language arts, music, and art. Additional topics include discipline and transitions for young children, and observation and teaching at Head Start program.

EDFL 522 Middle Level Education
2 hours. This course introduces the student to the organization, curriculum, and unique aspects of a middle level program. This course is required for teachers desiring to add the Oregon middle level authorization to their teaching license.

EDFL 523 Middle Level Methods
2 hours. This course introduces the student to effective teaching strategies at the middle school. This course is required for teachers desiring to add the Oregon middle level authorization to their teaching license.

EDFL 524 Introduction to the Academic Environment
3 hours. The first module of this course helps students to understand the steps involved in writing and submitting book reviews and research articles for peer-reviewed academic journals.  It also explores how to include regular writing in academic work patterns. The second module of this course involves an examination of the integration of a personal scholarly agenda with departmental work while developing timelines and accountability structures. The third module of this course builds on Boyer’s four-part distinction between the scholarships of discovery, teaching, service and integration. It assists students in understanding the typical expectations of faculty and, using Boyer's framework, helps students to develop understandings, habits, structures and approaches to meet those expectations.

Reading and Literacy Perspectives

EDFL 530 History and Foundations of Literacy Learning
2 hours. Thoughtful classroom practice depends on sound theory. This course examines some current competing theories, looks at the implications of various literacy theories as they impact classroom decision making, and, through reading and discussion, develop a personal understanding of literacy processes. The linguistic framework of reading and its place in the language arts will also be explored.

EDFL 531 Analysis of Reading and Writing Assessments
2 hours. Classroom teachers become acquainted with a wide variety of methods for assessing student progress in reading and writing. Administration and scoring of these tests will be explored. Information about how testing results can facilitate teaching and learning is the goal.

EDFL 532 Advanced Strategies in Literacy Instruction: Assessment and Remediation
2 hours. This course focuses on current methods and materials for reading/literacy instruction. The strategies used by proficient readers will be explored and teaching methods will be modeled and implemented. Methods of assessment and strategies for remediation will also be explored.

EDFL 533 Advanced Studies in Children's and Adolescent Literature
2 hours. This course focuses on a critical examination of children's literature as literature, considers curriculum development based on children's literature, and on a further development of a broad understanding of literacy learning issues.

EDFL 534 Issues and Application of Literacy Instruction
2 hours. This course focuses on the issues related to public and school-based concerns about literacy learning. The discussion of issues will lead to research-based applications that can be translated into the classroom practice at the elementary, middle, or high school level.

EDFL 536 Reading and Writing in the Content Areas
2 hours. This course focuses on the reading and writing needs of the student at the middle level and in the high school. The teaching of critical reading and writing strategies will be included as well as assessment tools. This course is required for those pursuing the middle level and high school authorizations of the reading endorsement, but is appropriate for teachers of all levels.

EDFL 537 Emergent Literacy
2 hours. This course explores theoretical principles and practices based on current research. Emphasis is on strategies for coming to print, print conventions, and reading aloud. Shared, guided, and independent reading and writing is also explored. These strategies are based on theoretical assumptions from the psychology of language and cognition development and linguistics.

EDFL 538 Organization of Reading Programs
3 hours. The content of this course includes: the organization of reading programs within the context of state and federal regulation and within the structure of the school-wide program; the types of testing used to diagnose and monitor student progress; the methods that can be used to involve parents, paraprofessionals, and volunteers; and the methods available to assess program effectiveness. Observations in a variety of school settings will be organized.

EDFL 539 Early Childhood and Elementary Reading Practicum
2 hours. The reading practicum will provide a context in which to apply methods, assessment techniques, and teaching strategies in a school setting. It will also provide opportunity for an observation of a reading program in application. The practicum setting must include assessment, teaching, and evaluation of students at both authorization levels. Pass/No Pass
Prerequisites: EDFL 530 History and Foundations of Literacy Learning; EDFS 531 Analysis of Reading and Writing Assessments; EDFL 532 Advanced Strategies in Literacy Instruction; EDFL 538 Organization of Reading Programs; or by permission.

EDFL 540 Elementary and Middle Level Reading Practicum
2 hours. The reading practicum will provide a context in which to apply methods, assessment techniques, and teaching strategies in an elementary and middle school setting. It will also provide opportunity for an observation of a reading program in application. The practicum setting must include assessment, teaching, and evaluation of students at both levels of authorization. Pass/No Pass
Prerequisites: EDFL 530 History and Foundations of Literacy Learning; EDFL 531 Analysis of Reading and Writing Assessments; EDFL 532 Advanced Strategies in Literacy Instruction; EDFL 538 Organization of Reading Programs; or by permission.

EDFL 541 Middle Level and High School Reading Practicum
2 hours. The reading practicum will provide a context in which to apply methods, assessment techniques, and teaching strategies in a middle school and high school setting. It will also provide opportunity for an observation of a reading program in application. The practicum setting must include assessment, teaching, and evaluation of students at both levels of authorization. Pass/No Pass
Prerequisites: EDFL 530 History and Foundations of Literacy Learning; EDFL 531 Analysis of Reading and Writing Assessments; EDFL 532 Advanced Strategies in Literacy Instruction; EDFL 538 Organization of Reading Programs; or by permission.

Library Media Perspectives

EDFL 550 The Dynamic School Library Media Program
3 hours. This course introduces the student to all aspects of program administration, including the role of the media center; development of goals, both short and long term; human, physical, and financial resources.

EDFL 552 Information Literacy in the K-12 Curriculum
3 hours. This course introduces library media specialists to aspects of learning and teaching, including the development for designing units of study integrating information literacy skills with classroom content.

EDFL 554 Core Collection Development
3 hours. This course introduces the library media specialist to information access and delivery, including the development of information resources, learning characteristics of students and staff, and methods for matching student needs with appropriate materials. The course will also emphasize reference and information sources and services in the school media center.

EDFL 556 Resource Management
3 hours. This course provides the media specialist with resources and knowledge about the organization, cataloging, classification, and arrangement of resources in the media center.

EDFL 558 Collaborative Instructional Strategies
2 hours. Development of collaborative skills for working with teachers and students.

EDFL 560 Information Access and Delivery
2 hours. The examination of Internet search engine methodologies; identification, location, and retrieval of authoritative resources; organization and presentation of information using various software application; definition of copyright and intellectual property law, and software law.

EDFL 562 Multimedia Design and Production
2 hours. Examination and practice of effective design concepts for content delivery. Design and production of lessons and student projects keyed to standards using various multimedia software programs.

EDFL 567 Library Media Practicum I - Early Childhood/Elementary Experience
2 hours. A supervised practicum in an approved elementary school demonstrating knowledge and strategies developed in the library media courses. Pass/No Pass
Prerequisites: successful completion of all required library media courses and approval of the faculty advisor. Fall or spring. Students can take either practicum first depending upon their employment position and course scheduling. A practicum could also be arranged in the summer at a school offering at least half-day sessions.

EDFL 569 Library Media Practicum II - Middle/High School Experience
2 hours. A supervised practicum in an approved middle school or high school, demonstrating knowledge and strategies developed in the library media courses. Pass/No Pass
Prerequisites: successful completion of all required library media courses and approval of the faculty advisor. Fall or spring. Students can take either practicum first depending upon their employment position and course scheduling. A practicum could also be arranged in the summer at a school offering at least half-day sessions.

English as a Second Language Perspectives

EDFL 570 Applied English Linguistics: Oral and Literacy Focus
3 hours. Examines the fundamental elements, processes, and patterns of oral and written language for the teacher of English to speakers of other languages. Topics include phonetics, phonology, sociolinguistics, pragmatics, morphology, orthography and writing conventions, syntax, semantics, and discourse analysis. English is the primary focus of the course, with reference to other languages commonly spoken by students in Oregon classrooms.

EDFL 571 Second Language Acquisition and Development
2 hours. Examines various factors, concepts, and theories about first and second language acquisition processes and their interrelationships. The course also focuses on the application of this knowledge in ESOL classes for maximizing ESOL students' language development and academic achievement.
Prerequisite or concurrent enrollment in EDFL 570.

EDFL 572 Intercultural Communication in the ESOL/Bilingual Context
2 hours. Examines the diverse and dynamic role of culture in the ESOL students' language development and academic achievement. The course also emphasizes the application of this knowledge for instruction and the involvement of community and its resources for maximizing ESOL students' academic achievement.

EDFL 573 Planning and Managing ESOL/Bilingual Curriculum and Instruction
3 hours. Examines strategies for planning, managing, and teaching English as a second language and discipline-focused content to ESOL students. Emphasis is placed on curriculum, teaching, and learning approaches that accommodate a diverse population within the classroom. This course also focuses on strategies for collaborating with educators and community members in order to provide comprehensive, challenging educational opportunities for ESOL students.

EDFL 574 Assessing ESOL/Bilingual Student Learning and Language Proficiency
3 hours. Examines principles, issues, and approaches useful for assessing the English competencies of ESOL students. Emphases are placed on developing appropriate assessment tools for the ESOL classroom and on properly interpreting tests that are used for program placement.

EDFL 578 ESOL/Bilingual Practicum - Early Childhood/Elementary
2 hours. A supervised practicum in an approved early childhood and elementary school demonstrating knowledge and strategies developed in the ESOL/bilingual courses. Candidates set goals for professional growth in the English-language teaching field.
Prerequisites: successful completion of all required ESOL/bilingual courses (or their equivalent) and approval of the faculty advisor.

EDFL 579 ESOL/Bilingual Practicum - Middle/High School
2 hours. A supervised practicum in an approved middle school and high school demonstrating knowledge and strategies developed in the ESOL/bilingual courses. Candidates set goals for professional growth in the English-language teaching field. Pass/No Pass
Prerequisites: successful completion of all required ESOL/bilingual courses (or their equivalent) and approval of the faculty advisor.

Technology Perspectives

EDFL 580 Trends and Issues: The Online Educator
3 hours. This course examines current issues and developing trends in the field of online learning. Explore methods for building community, and develop and understanding of student groups and structures of content delivery. Emphasis is given to topics of universal design and accessibility.

EDFL 581 Tools for Success in Online Teaching
3 hours. Introduction to the technology tools identified with online teaching. Explore in-depth the tools used effectively in the online learning environment, including learning management systems, discussion forums, online chat and audio, blogs and wikis. Identify the strengths and weaknesses of each tool as it relates to student success. Explore the implications of learning style and teaching style.

EDFL 582 Teaching Online in the K-12 Environment
3 hours. Examine learning theory and instructional strategies as it applies in the K-12 online learning environment. Learn how to select instructional materials for various grade levels and content areas. Explore opportunities for differentiated instruction in the online environment and investigate the wide range of online teaching resources.

EDFL 583 Web 2.0 Tools for Education
3 hours. An introduction to the Web 2.0 read/write/collaborate web. Explore well-known and accepted tools such as blogs, wikis, social bookmarking, image editing, photosharing, and podcasting, as well as emerging technologies. Examine ways that Web 2.0 provides the opportunity to work collaboratively across the virtual environment developing communication skills and global awareness.

EDFL 584 Online Learning and Teaching in the Higher Education Environment
3 hours.   Examine learning theory and instructional strategies as it applies in the online higher education learning environment.  Learn how to select instructional materials for various programs and content areas.   Explore opportunities for differentiated instruction in the online environment and investigate the wide range of online teaching resources. The role of technological applications, such as learning management systems, web-conferencing and social media will be examined.

EDFL 586 Online Teaching Practicum I
1 hours. Must be approved by advisor. A supervised practicum for students seeking to gain practical experience in teaching in the online environment at either the school or university level. Students teach and evaluate lessons, assess student achievement, and evaluate themselves. Pass/No Pass.

EDFL 587 Online Teaching Practicum II
2 hours. Must be approved by advisor. A supervised practicum for students seeking to gain practical experience in teaching in the online environment at either the school or university level. Students teach and evaluate lessons, assess student achievement, and evaluate themselves. A Work sample will be implemented and evaluated. Pass/No Pass.

EDFL 620 Technology in the Classroom I
2 hours. Introduces students to the use of basic computer hardware and software that may be encountered in the classroom. The classroom teacher will learn to use appropriate integrated software programs. In addition, the teacher will be able to use software for record keeping and basic desktop publishing.

EDFL 621 Introduction to Virtual Worlds
2 hours. Focus will be on creating an account in a free online 3D virtual world, and learning how to navigate, communicate and other basic skills necessary for exploring and investigating how educators are using Second Life and other virtual worlds. An emphasis will be placed on visiting examples of educational applications and surveying other virtual world environments via online field trips and video. How these platforms are being utilized for networking, professional development, informal learning opportunities, and virtual world builds as learning objects will also be closely examined. Though a focus will be on Second Life, three different virtual worlds will be explored. Strengths and weaknesses of each will be discussed.

EDFL 624 Developing Curriculum With New Technologies
2 hours. Can new technologies significantly improve teaching and learning? Too often new tools are introduced as a panacea for helping struggling learners reach higher levels of cognition yet are found wanting. This course addresses how new technologies can be used to meet a teacher's main learning agenda and increase students' understanding. Participants will learn how to develop curriculum that effectively integrates educational software, the Internet, and other new technologies. They will analyze and design technology-enhanced units that clarify learning goals, enhance student performances, and incorporate ongoing assessment. Readings will address theories of teaching and learning and the contribution of new technologies to teaching for understanding. The course is designed for teachers at all levels and others who wish to support the improvement of educational practice with new technologies.

EDFL 625 Technology in the Classroom II
1 hour. Focus on learning and applying advanced educational technology in the classroom, including Internet, CD ROM and/or laser disk interactive programs, and video productions. May be repeated.
No prerequisite required.

EDFL 626 Implementing Technology in Educational Organizations
2 hours. This course focuses on the complex issues of implementing, sustaining, and institutionalizing the use of technology for teaching and learning throughout an educational organization. The course will focus on the following: (1) approaches to defining the goals and priorities for the use of technology throughout an education system; (2) how technology can be incorporated into the educational system and how it affects organizational culture and communications; (3) strategies for integrating technology into the curriculum; (4) approaches to preparing and supporting teachers to use technology successfully; (5) planning a technology infrastructure that is cost-effective and sustainable and that can be upgraded to avoid becoming obsolete; and (6) developing technology implementation plans. A plan for a real or hypothetical education organization would be a final project for the course.

Pupil Personnel Perspectives

EDFL 630 Advanced Developmental Psychology
2 hours. Principles of human development - infancy through adolescence - will be discussed in relation to classroom application, with a focus on practice that is appropriate for the developmental level of the student.

EDFL 631 Social Justice Perspectives on Disabilities
3 hours. This course focuses on the historical foundations of special education and the American with Disabilities Act Amendments Act (ADAAA), theory, law and policy to include legislation and litigation, and ethical perspectives. The course addresses issues of culture, language, and diversity in relation to disabilities, social justice, and the inclusion of all students within the P-20 classroom and individuals with disabilities within the public sector. This course is applicable to inservice teachers, school administrators, higher education faculty, and community service personnel.

EDFL 632 Differentiated Instruction, Social Justice and a Global Perspective
1 hour. This course is an extension to EDFL 631. The course expands on special education and ADA laws to include Response to Intervention, universal design, and accommodations in a differentiated classroom.  Issues about social justice and global perspectives in context with meeting the needs of all learners will be discussed. This course is applicable for in-service teachers, school administrators and higher education faculty. Prerequisites: for doctoral students only. Co-requisite: must also be enrolled in EDFL 631 Implementing Inclusion in the Regular Classroom.

EDFL 633 Classroom Guidance
3 hours. Explore the guidance methods used by classroom teachers. The coordination of the work of agencies outside the school with those of the support programs in the school will be covered. Interactions with parents and parent groups will be emphasized. Classroom teachers will also explore the roles of all student services programs within the school setting, including those programs that deal with exceptionality. Ethics and confidentiality of the teacher-student relationship will be covered.

EDFL 634 Adult Development in Educational Organizations
3 hours. This course explores ways for shaping an educational organization as a healthy place for everyone's growth and development, with special attention to adult students, faculty, administrators, and support staff. The course will approach the field of adult growth with a variety of theoretical and practical questions, such as: What are the implications of various theories of adulthood for how we define "development," "maturity," and "wisdom"? Are there common features of the adult trajectory that apply across the diversities of gender, class, and ethnicity? Can we, and should we, intentionally seek to foster development in adulthood? How can leaders smoothly handle a ceaseless flow of problems and at the same time provide a climate for each member's ongoing growth and change? How can "staff development" really be about development and not just training, about transformation as well as information? How can conflict be a resource for development? What provisions should leaders make for their own growth as they develop their concepts of leadership?

EDFL 635 Mentoring Seminar
1 hour. Mentoring provides group support and faculty assistance to teachers focusing on mentoring student teachers, new teachers, or other peers.

EDFL 636 Mentoring Leadership in the School
3 hours. Emphasis is placed on application of methods covered in the following areas: supervision techniques, leadership in site-based management, action research management, and methods for mentoring new teachers, student teachers, and peers.
Prerequisite: EDFL 640 Leadership in Education, or teacher's permission.

EDFL 638 Testing and Measurement
2 hours. A foundation course in which students review the principles of educational testing. Standardized testing instruments, including individual and group tests, will be explored. Students will also learn and apply basic statistical procedures and software used in educational testing. Required for students who have chosen the thesis option.

Leading and Managing Perspectives

EDFL 640 Leadership in Education
3 hours. Students participate in discussions and/or activities dealing with site-based management, decision making, mentoring, management of human resources, and issues dealing with professional leadership in education.

EDFL 641 Personal Leadership Assessment
3 hours. This course introduces students to the concepts, skills, and strategies of personal/professional transformation that are the foundation of leading organizations in diverse communities. Topics include time management, personal vision, establishing a proactive stance, serving in diverse communities, creating a context for innovation, and maintaining personal well being. Students will explore leadership theory and practice within a global environment.

EDFL 642 Student Life: Issues, Policy, and Planning
2 hours. This seminar examines the historical and philosophical rationale regarding student issues, policy, and planning at the K-20 levels. Issues include residence life, safety, staffing and supervision, and program development for student emotional and social growth. The course emphasizes translating student life policy and planning into enhanced student learning within current educational contexts.

EDFL 643 Enrollment Issues: Marketing and Retention
2 hours. This seminar examines the theoretical and practical basis for providing support to academic departments in marketing, recruiting, advising, and retaining students in K-20 educational organizations.

EDFL 644 Advancing the Organization: Fund Raising
2 hours. This seminar focuses on developing a fund-raising plan for private or public nonprofit institutions. This practical outcome is developed within the theoretical context of planned giving and institutional purpose.

EDFL 646 Managing Instructional Budgets
1 hour. This course is designed for those who want to understand how to manage the school budget successfully in a school. The day-to-day budget issues, including prioritizing, monitoring, and approving expenditures, will be discussed as well as the underlying framework of public budgets, Oregon State Chart of Accounts. This course provides practical knowledge and skills needed to read budget documents with understanding. Practices that encourage ethical care, goal oriented spending, and knowledgeable monitoring are explored and developed.

EDFL 647 Portfolio Capstone
1 hour. This course provides an opportunity for candidates for the Initial Administrator License to prepare and to present evidence that the practicum experience developed knowledge, skills, and dispositions reflected in the TSPC standards, the School of Education conceptual framework, and the EDFL dispositions.

EDFL 648 Initial Administrator Practicum I
2 hours. Practicum experiences are carried out at a building level of responsibility by working concurrently in two different authorization level sites. Initial Administrator License candidates will begin a 360-hour practicum in elementary AND in middle level/high schools under the direct supervision of a university supervisor and a licensed school administrator. A minimum of 90 hours is required at each level. Assignments will require candidates to learn about issues at the site, work with mentors to resolve the issues, and evaluate how they are being handled. These experiences will be supplemented by online administrative academic projects that focus on school governance and partnerships along with school management topics. The university supervisor and candidates will communicate via the Internet providing feedback to colleagues on various projects. Two Saturday Seminars are required and will focus on current topics of administrative competencies. Pass/No Pass

EDFL 649 Initial Administrator Practicum II
2 hours. Practicum experiences continue at a building level of responsibility. Initial Administrator License candidates will complete a 360-hour practicum in elementary AND in middle level/high school under the direct supervision of a university supervisor and a licensed school administrator. Practicum experiences are supplemented by online administrative academic projects that focus on curriculum and staff development, supervision and evaluation, and personnel hiring. The supervisors and candidates will communicate via the Internet. Pass/No Pass

EDFL 650 Managing Organizational Resources
3 hours. This is a core requirement of the continuing administrator program and requires admission to the doctoral program, the continuing administrator program, or specific advisor approval. Educational leaders must balance the allocation of scarce resources among competing interests while managing the organizational structure and empowering those who support the organizational mission. This course prepares educators to address the value tensions inherent in the allocation of resources and the educational consequences linked to those fiscal decisions. Issues of efficiency, equity, adequacy, and control in educational finance will be specifically addressed from historical, economic, moral, legal, and political perspectives. The course also provides a critical analysis of organizations, how they function, why people in organizations behave as they do, and examines the formal and informal decision-making structures that affect educational organizations.

EDFL 651 Strategic Planning for Education Systems
2 hours. Planning is one of the methods people and organizations use to increase the likelihood of positive outcomes from change. Most often, leaders react to changes in the organization's environment. Effective planning allows for proactive responses, even anticipating outside influences. The methods and issues of planning are therefore both political and technical. The course provides training in methods of goal clarification, performance auditing, design of strategies, scenario writing, and stakeholder analysis. Students will apply these strategic planning tools to an organization while identifying its strengths, weaknesses, opportunities, and threats.

EDFL 653 Organizational Change and Decision Making
3 hours. This course examines the principles of organizational decision making and policy formation, implementation, and analysis in the context of organizational change. Educators often turn to research when faced with a policy decision. Whether using existing literature, hiring a consultant, or conducting one's own research, decision-makers must pay close attention to the quality of research design. This course addresses several questions when examining research quality: How can we turn broad policy concerns into questions that are answerable from evidence? What different kinds of evidence can be brought to bear on these questions? How can we gather this evidence? How do we know that this evidence can be trusted? How do we write good organizational policy? Topics include: models for effective decision making; analysis of the influence of psychological, societal, and institutional factors in organizational decisions; and communicating decisions effectively to organizational stakeholders.

EDFL 654 Program Evaluation for Organizational Success
3 hours. This course surveys the principles and practices useful to the evaluation of organizational programs and policies. Participants examine the models and tools used in informing educational and other leaders as to evaluation purpose, design, and methods for understanding the role of evaluation in program planning, implementation, and accountability. The course focuses on understanding: the purposes of evaluation, the role of the evaluator, evaluation designs and analysis, presentation of evaluation results, and the role of evaluation conclusions in organizational decision making.

EDFL 655 Selected Topics in Leading and Managing
1-3 hours. These courses are developed to provide administrators and educational leaders access to courses that focus on topics relevant to faculty research or that deal with current issues in leading and managing educational organizations.

EDFL 656 Organizational Behavior in Education
3 hours. This course addresses organizations, their structures, intended outcomes and how they deal with culture, employee behavior, and values. Students will examine strategies designed to create and evaluate knowledge, including the psychological basis for human action, individual and organizational learning, and communicating across cultures. This course also examines such topics as communication, motivation, work teams, organizational change, power, influence and trust.

EDFL 660 School District Leadership
3 hours. This is a core requirement of the continuing administrator program and requires admission to the doctoral program, the continuing administrator program, or specific advisor approval. This course focuses on district-level leadership roles and the importance of shared vision. Participants will assess their management styles in light of the requirements of various upper-level management positions in a variety of educational organizations. The class will examine how education districts of various sizes organize to maximize learning and to perform necessary functions as required by state and national mandates. Topics include establishing a vision for the organization, empowering others to lead, human resource selection and development, working with other leaders, making public presentations, and dealing with hostile constituents.

EDFL 661 Administration of Specialized Programs
3 hours. This course focuses on leadership responsibilities of specialized programs. The class will examine how educators can navigate federal mandates for special programs using Oregon's statutes, administrative rules, and agencies as a model. Participants will be involved through discussions, simulations, and presentations utilizing materials and personnel from a variety of educational organizations. Course topics include: administrating special programs (e.g., special education, talented and gifted, English as a second language); dealing with curricular and legal issues encountered in delivering these services to children; and developing strategies to improve the academic performance of students through special programs. Additional emphasis will be placed on emerging leadership strategies to address the needs of alternative education students.

EDFL 662 Executive Leadership for the 21st Century
3 hours. This is a core requirement of the continuing administrator program and requires admission to the continuing administrator program or specific advisor approval. The role of the school superintendent is increasingly challenging and requires specialized knowledge and skills to avoid common pitfalls. This course provides practical knowledge and skills needed to succeed in the superintendent role focusing on school board relations and communication, facility development, collective bargaining, grievance resolution, board meeting management, board member development, and advanced personnel issues such as dismissal and sexual harassment investigation.

EDFL 668 Continuing Administrator Practicum I
2 hours. Practicum experiences are carried out at building or district level of responsibility. Practicum experiences are supplemented by online administrative academic projects that focus on advanced competencies of administration. The supervisors and candidates will communicate via the Internet. Two Saturday Seminars are required and will focus on current topics of administrative competencies.

EDFL 669 Continuing Administrator Practicum II
1 hour. Practicum experiences begun in EDFL 668 will continue at building or district level of responsibility. Practicum experiences are supplemented by online administrative academic projects that focus on advanced competencies of administration. The supervisors and candidates will communicate via the Internet. Two Saturday Seminars are required and will focus on current topics of administrative competencies.
Prerequisite: EDFL 668 Continuing Administrator Practicum I

Ethical Perspectives

EDFL 670 Ethical Foundations of Education
3 hours. Students learn a perspective on human relations in education that includes issues such as problem solving, consensus building, conflict resolution, ethics, and building relevant community connections.

EDFL 671 Ethical Perspectives on Educational Leadership
3 hours. This course examines how belief structures undergird the methods educators use to motivate people to learn. Through the light of ethical theory, students examine how organizational leaders respond to the situations they face. Students also reflect on and apply their own values and ethical understanding to shed light on case studies that represent situations they often face as educational leaders.

EDFL 672 Ethics and Cultural Diversity
3 hours. This course approaches the study of ethics by examining the teachings of Jesus and contemporary ethical theories and applies them to the dilemmas of leadership within both public and private education in the culturally diverse communities they serve.

EDFL 673 Equity and Justice in Education
3 hours. This course will examine theories and practices of educational equity in relation to various forms of social inequality and marginalization in the American context. The course will present a systematic view of, among others, race, class and gender in American society and how they intersect/interact to produce divergent experiences and outcomes for various segments of the American student population. Close reading and analysis of contemporary educational research will offer students an opportunity to explore how social justice issues play out in contemporary educational contexts and their implications for practice.

EDFL 675 Faith and Learning Seminars
1 hour. Seminars integrating a Christian perspective on life with aspects of learning, leading, and believing. Examples of possible seminars include:

  • Believing and Learning: Developing One's Faith
  • Believing and Learning: Developmental Stages of Faith
  • Integrating Faith: Educational Theory and Practice
  • Biblical Foundations: Moving Toward an Integrative Christian Understanding
  • Integrating Faith: Understanding Gender and Race
  • Biblical Foundations: Issues of Peace, Equality, and Justice

Foundational Perspectives

EDFL 680 Philosophical Perspectives on Education
3 hours. Systematic introduction to the field, indicating ways in which philosophy serves to elucidate educational aims, content, methods, and values. The course investigates the interplay of theories of knowing and models of learning within the context of K-20 educational organizations. Specifically, students examine some of the major philosophic systems that have served as the foundation for Western higher education. A practical project and a final paper that brings into relationship the philosophical study of education and educational practice are required.

EDFL 682 Legal Perspectives on Educational Policy and Finance
3 hours. This course focuses on legal issues that arise in elementary, secondary, and collegiate institutions. The course provides educators with knowledge and analytic skills needed to apply legal frameworks to educational policy including the statutes regulating financial policy. The course investigates creative ways in which law can be used to help address current problems in schools, and helps educators think through questions of ethics and policy that legal disputes raise but do not resolve.

EDFL 685 Selected Topics in Foundational Perspectives
1-3 hours. These courses are developed to provide the educator with in-depth knowledge on specific issues that affect organizational success. Examples of possible courses include:

  • Minority Education in Cross-cultural Perspective
  • Biography: Portraits of Teaching, Learning, and Culture

EDFL 685 Special Topics: Counseling in Higher Education
3 hours. This course examines and invites the student to experience issues, topics, and foundational skill building in counseling and advising at the college campus for administrative staff in student personnel settings. The focus is primarily on principles, techniques, and a personal introspective process, and stresses the boundaries of peer and advisor counseling and the relationship to professional counselors on campus and other mental health organizations.

EDFL 686 Political and Social Perspectives on Education
3 hours. Educators operate in a complex web of political relationships - within schools and universities, between educational institutions and their communities, and across levels of government. This course is designed to enable educators to become more effective and responsible actors within this web of political and social relationships in order to improve, restructure, and transform educational institutions. The following questions are examined: What is power? How is political consciousness formed in children and adults? How do social problems become political issues? How is the political decision-making agenda set? How are policy issues decided? How do policy decisions affect and how are they affected by the organizational structure of institutions? How can educational leaders use political power to transform schools? The issues of change; desegregation; decentralization; equality of educational opportunity; structure of educational organization; teacher/student relationships; reform in education at elementary, secondary, postsecondary levels; and multiculturalism are also examined.

EDFL 687 Critical Issues in Higher Education
3 hours. This course examines contemporary trends and issues in American higher education designed to orient students to issues, ideas, and literature that constitute the study of higher education, with emphasis on underlying social and political issues that shape higher education and organizational change.

EDFL 690 International Perspectives on Education
3 hours. Education is ever on the agenda of national governments. What role is education expected to play in national development? In this course students will examine the varied ways by which different nations tackle issues such as equity, efficiency, and quality in education. The course will also examine the conceptual and methodological questions underlying the field of comparative education. Particular attention is given to types of social and political analysis that may be applied to comparative and cross-national studies in education.

EDFL 692 Historical Perspectives on American Education
3 hours. This course is designed to help educational leaders understand current educational policy from a historical perspective. If we examine the whole of culture - its institutions, texts, rituals, and techniques - what can we learn that will help us meet current challenges in educating citizens to continue supporting our democratic values? In this course we explore that question from several different perspectives and periods in history. We look at education in the lives of individuals, in the struggle of families, in the work of teachers, in the reform of school systems, in the content of textbooks, and in the ideas of leading educators. The course will also look at how educators, politicians, and social reformers have attempted to use education to influence the social structure of American life.

EDFL 694 History of American Higher Education
3 hours. This course examines the development of postsecondary education in the United States with attention to social context and to scope and variety of institutions. It aims to help students understand the origins of contemporary practices and problems in higher education. Major themes include the creation of diverse institutions, such as land-grant colleges, research universities, liberal arts colleges, women's colleges, community colleges, and historically black colleges and universities; the expansion and limitations of access to higher education; debates about the purposes of higher education; and the changing experiences of students. Particular emphasis is placed on the development and issues of Christian higher education.

Special Study

EDFL 695 Special Study
2-3 hours. These courses are developed to provide the student with in-depth knowledge in the content of subject matter taught. Content-specific courses will be offered as needed in, but not limited to, the following areas: advanced mathematics, basic mathematics, biology, chemistry, drama, elementary education, health, family and consumer sciences, language arts, health and human performance, social studies, and speech.
Prerequisite: approval from the doctor of education or the master of education director and the EDFL department chair.

Research Perspectives

EDFL 700 Qualitative and Quantitative Research
3 hours. This course introduces the student to both qualitative and quantitative research conducted in schools and colleges. Students learn to critically read and evaluate research in both qualitative and quantitative research paradigms, and begin to develop a literature review for their research project.

EDFL 701 Educational Statistics
3 hours. Those who make organizational decisions often request quantitative research data to help them solve organizational problems. When the research data is flawed, organizations produce bad social policy. This course helps beginning educational researchers balance the competing demands of formal experimental and survey design principles with the ever-present practical constraints of the real world so that they can conduct sound quantitative research. Emphasis will be placed on formulating research questions, identifying relevant target populations, selecting respondents for study, refining definitions of the effects of interest, identifying relevant comparisons, selecting appropriate measures, determining how many subjects to study, taking advantage of the results of previous research and pilot studies, and anticipating the unanticipated.
Prerequisites: EDFL 700 Qualitative and Quantitative Research and EDFL 703 Bibliographic Research and Writing.

EDFL 702 Advanced Qualitative Research Methods
3 hours. Qualitative research does not mean just using words instead of numbers. This research tradition is increasingly being used in education to answer questions for which experimental and quantitative methods are inappropriate or incomplete. This course introduces the basic issues of theory and method in qualitative research and provides a structured, supportive environment for learning the essential skills of qualitative research. These skills include negotiating a research relationship with those studied, identifying and critiquing one's own assumptions about the people and issues studied, developing research questions, conducting observations and interviews, confronting ethical issues, analyzing qualitative data, and communicating the results of research.
Prerequisites: EDFL 700 Qualitative and Quantitative Research and EDFL 703 Bibliographic Research and Writing.

EDFL 703 Bibliographic Research and Writing
2 hours. Students will learn the elements of educational research and writing appropriate graduate education programs. Research methods include bibliographic searches using electronic databases, interlibrary loan, and electronic card catalog. The writing emphasis will include writing syntheses of research findings, writing term papers and research proposals. The course will also emphasize the citation style required in education and psychology research writing and the use of electronic resource software. Advising note: Students are encouraged to take EDFL 703 in their first or second semester of enrollment and prior to or concurrent with EDFL 700 Qualitative and Quantitative Research for MEd students; or EDFL 701 Educational Statistics or 702 Advanced Qualitative Research Methods for EdD students.

EDFL 703 ED Bibliographic Research and Writing (Doctoral section only)
3 hours.This course will focus on key elements of educational research and writing appropriate for doctoral level coursework.  Instruction will include multiple and current approaches to bibliographic searches and information retrieval.  In preparation for all doctoral coursework requirements, the writing emphasis will include the analysis of theoretical frameworks and current research findings, development of a synthesis of research in the literature, and APA formatting.

EDFL 706 Experimental Research Designs
2 hours. Designed to develop conceptual and technical skills needed for designing and executing experimental and quasi-experimental designs that can be implemented in classrooms, schools, and other educational settings. Focuses on the translation of research questions into research design, and how each aspect of the research design subtly shapes and reshapes the questions asked, and the "answers" obtained. By the end of the course, students should be capable of designing a study - or a series of experimental/quasi-experimental studies - to examine a research issue or question of interest to them or those they work with. This includes an evaluation of the pros and cons of various designs, determining a reasonable sample, selecting or designing a set of valid measures, and other related issues.
Prerequisites: EDFL 700 Qualitative and Quantitative Research, EDFL 701 Educational Statistics, EDFL 703 Bibliographic Research and Writing.

EDFL 708 Program Evaluation Research Designs
2 hours. This course teaches the tools needed to evaluate the effectiveness of educational programs and policies. It assumes a basic familiarity with social science research methods and applies those methods to program evaluation. This course informs educational leaders in evaluation purpose, design, and methods for understanding the role of evaluation in program planning, implementation, and accountability. The course focuses on understanding the purposes of evaluation; the role of the evaluator; identification of questions; experimental, quasi-experimental, descriptive, and exploratory designs; indicators of effectiveness; qualitative and quantitative data sources; modes of analysis; presentation of evaluation results; and the role of evaluation conclusions in organizational decision making.
Prerequisites: EDFL 700 Qualitative and Quantitative Research, EDFL 703 Bibliographic Research and Writing and either EDFL 701 Educational Statistics or EDFL 702 Advanced Qualitative Research Methods (required for doctoral students).

EDFL 709 Ethnographic and Case Study Research Designs
2 hours. This course is designed to develop conceptual and technical skills needed for designing and executing ethnographic research designs that can be implemented in classrooms, schools, and other educational settings. Focuses on the following skills: observing and recording behavior in natural settings; problem definition and focus; sampling; controlled comparisons and meaningful variation; designing single and multiple case studies; data storage and retrieval systems; and trustworthiness (reliability/validity) of ethnographic research. Topics may include classroom ethnography, advanced ethnographic writing and/or multimedia design, discourse analysis, and microethnography of social interaction.
Prerequisites: EDFL 700 Qualitative and Quantitative Research, EDFL 702 Advanced Qualitative Research Methods, EDFL 703 Bibliographic Research and Writing.

EDFL 710 Historical Research Designs
2 hours. This course prepares students to use historical research tools for examining educational issues. History as a mode of inquiry will be a central element. While scholars in other fields can create their own evidence through experiment and observation, those who use historical research tools must rely upon clues left by others. The historian's challenge lies in unearthing evidence and knowing what questions to ask of the evidence. This course teaches students to identify and locate historical sources, to formulate historical claims on the basis of that evidence, and to interpret the possible significance of such claims in relation to existing historical knowledge. Focuses on both written and oral history.
Prerequisites: EDFL 692, EDFL 694, EDFL 700 Qualitative and Quantitative Research, EDFL 702 Advanced Qualitative Research Methods (required for doctoral students), EDFL 703 Bibliographic Research and Writing.

EDFL 711 Master's Project Proposal
1 hour. The master's research project involves three stages: completing a project proposal, conducting the project, and completing the project paper and oral presentation. This course is the first course in a three-course sequence that students enroll in to finalize a project proposal. Student works under the guidance of the student's faculty research committee chair to clarify a research topic, identify data sources, and prepare a written proposal. Pass/No Pass.
Prerequisite: EDFL 700 Qualitative and Quantitative Research and EDFL 703 Bibliographic Research and Writing.

EDFL 712 Master's Project Research
1 hour. The master's research project involves three stages: completing a project proposal, conducting the project, and completing the project paper and oral presentation. This course is the second stage in the culminating activity for the Master of Education Program research project. Student works under the guidance of assigned faculty research committee to conduct a research project as approved by the committee. Pass/No Pass.
Prerequisite: EDFL 711.

EDFL 713 Master's Presentation
1 hour. The master's research project involves three stages: completing a project proposal, conducting the project, and completing the project paper and oral presentation. This course is the third stage in the culminating activity for the Master of Education Program research project. Student presents a written and oral presentation of the research project to faculty research committee and professional peers. Pass/No Pass.
Prerequisite: EDFL 712.

EDFL 714 Master's Research II
1-4 hours. Research for and preparation of master's thesis or action research project. This course provides additional credit for extra research above and beyond that required for the thesis.

EDFL 715 Master's Research Continuation
1hour. Research for and preparation of master's thesis or action research project. Required of master's-level students who did not complete their thesis or action research project in EDFL 712.

EDFL 716 Action Research Designs
2 hours. This course is designed to develop conceptual and technical skills needed for designing and executing action research studies that can be implemented in classrooms, schools, and other educational settings. The focus is on the following: observing and recording behavior in school settings; problem definition and focus; sampling; data storage and retrieval systems; and trustworthiness of action research. Emphasis is placed on defining and investigating problems which require the educator to investigate strategies for improving their practice and student learning.
Prerequisite:EDFL 700 Qualitative and Quantitative Research and EDFL 703 Bibliographic Research and Writing.

EDFL 720 Dissertation Research
2 hours. Research for and preparation of doctoral dissertation.
Prerequisites: EDFL 700 Qualitative and Quantitative Research, EDFL 701 Educational Statistics, EDFL 702 Advanced Qualitative Research Methods, EDFL 703 Bibliographic Research and Writing, EDFL 707 Survey Research Designs.

EDFL 721 Dissertation Research
2 hours. Research for and preparation of doctoral dissertation.
Prerequisite: EDFL 720. Can be enrolled concurrently with EDFL 720 with the permission of the Doctor of Education Program director.

EDFL 722 Dissertation Research
2 hours. Research for and preparation of doctoral dissertation.
Prerequisite: EDFL 721.

EDFL 723 Dissertation Research
2 hours. Research for and preparation of doctoral dissertation.
Prerequisite: EDFL 722. Can be enrolled concurrently with EDFL 722 with the permission of the Doctor of Education Program director.

EDFL 725 Dissertation Research
2 hours. Required of doctoral level students who did not complete their dissertation research in EDFL 720-723.

Notes: Students in the research design courses (EDFL 702-710) will be expected to write research proposals appropriate to their degree level (action research, thesis, or dissertation).
Doctoral students may take a maximum of four hours of doctoral dissertation research hours in any semester.

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