EDUC Course Descriptions

EDUC 220 Issues in Human Development

3 credit hours

This course will examine human development with developmental psychology, learning theory, and theoretical and practical aspects of human development-birth through adolescence. Students will explore the interplay of physical, cognitive, social, emotional, and spiritual/moral development that shapes individuals in diverse contexts. Key topics will include age-level characteristics and developmentally appropriate practice for PK-Grade 12 students.

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EDUC 240 Literacy Fundamentals

2 credit hours

This foundational course provides an in-depth exploration of the theoretical underpinnings and practical applications of early literacy development. Students will examine key components of emergent literacy, including oral language, phonological awareness, alphabet knowledge, print awareness, and early writing. A significant focus will be placed on understanding and implementing instructional strategies aligned with state standards, ensuring students are prepared to support children (birth through third grade) in achieving foundational literacy skills. Through application-based assignments and activities, participants will learn to assess literacy development, differentiate instruction for diverse learners, and create engaging, print-rich environments that foster a love of reading and writing.

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EDUC 250 Teaching as a Profession

2 credit hours

This is a one-semester introductory course on the teaching profession for those planning to enroll in an MAT program or considering teaching as a profession. Students will expand their understandings of the field of education and the role of teachers through class topics and experiences. They will also participate in a 10-hour classroom field experience. The George Fox University MAT program application process and requirements will be discussed. (This course is not part of the undergraduate elementary education major.) Prerequisite: junior or senior status

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EDUC 260 Teaching, Schooling and Learning

4 credit hours

Course is an overview of history and diverse social issues in education and an exploration of teaching as a career. Serves as an introduction to the teacher education program at George Fox University. Survey of learning theories and possible applications in the elementary classroom are explored. Required for elementary teaching majors and music education majors. Includes 10 hours of clinical practice. Prerequisite: Declared undergraduate elementary education major.

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EDUC 270 Intercultural Communication in the Multilingual Context

2 credit hours

This foundational course explores the impact of culture (societal, community, and educational) on English to Speakers of Other Languages (ESOL) education. Teacher Candidates will examine key theories and research literature to build a theoretical understanding of how cultural perspectives, identities, and communication styles influence the ESOL learning process and classroom environment. The course also emphasizes the application of this knowledge on instruction and the involvement of the community and its resources for maximizing ESOL students’ academic achievement. Prerequisite: Declared undergraduate education major.

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EDUC 275 Practicum II

1 credit hour

In this field experience, teacher candidates will design and implement lessons in an educational setting. Candidates will spend up to 45-hours of planning, preparing, instructing, and reflecting on teaching practices and educational experiences for students, applying skills and strategies from current coursework. Prerequisite: Declared undergraduate education major.

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EDUC 285 Selected Topics

1-3 credit hour

A seminar dealing with various topics as announced that represent current faculty interests and competencies.

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EDUC 295 Individualized Study

.5-3 credit hou

Individualized study or supervised research in an area of special interest to the student which is outside the regular offerings of the major. Additional course fee (per credit) is required.

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EDUC 324 Trends and Methods of Early Childhood Education

4 credit hours

This course provides an overview of early childhood as a profession in relation to its historical, philosophical and social foundations. Students will examine how these functions influence current thought and be able to translate those theories into practice. Included will be age-level characteristics and child-centered activities that enhance developmentally appropriate practice, assessment, curriculum/instruction, environment, and family/community collaboration. The role of the teachers and ethical considerations are considered to promote reflective thinking, cultural competency, and positive use of technology to meet the needs of young children. Course goals align with the Sate of Oregon program objectives for early childhood and elementary OAR 584-017-0100, ages 3 years to the 4th grade and to the National Association for the Education of Young Children (NYAEYC) initial license standards. Prerequisite: Declared undergraduate education major.

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EDUC 326 Integrated Educational Technology

2 credit hours

This course is designed to equip educators with the knowledge and skills necessary to effectively integrate technology into classroom instruction. Candidates will explore a variety of research-based strategies to enhance student learning through technology and will set individualized professional goals for implementing these strategies in real-world educational settings. Emphasis will be placed on understanding and applying national and state technology standards, evaluating current technological practices within schools, and identifying areas of strength and improvement. In addition, candidates will examine the critical role of digital citizenship and its impact on teaching and learning environments. Through analysis, reflection, and practical application, participants will develop a comprehensive understanding of how to use technology to foster engaging, ethical, and effective educational experiences.

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EDUC 343 Adventures in Math and Science I

4 credit hours

This first course is designed to provide you with a firm understanding of research-based, best practices for teaching mathematics and science at the elementary and middle school levels. Prospective teachers will engage in activities that enhance conceptual knowledge of selected mathematics and science topics, while also developing pedagogical content knowledge. The instruction in the course models the type of learning experiences that have been shown to make a difference in students’ thinking, understanding, and achievement. This course encourages prospective teachers to view school mathematics and science as a space for making sense of the world and promotes what it means to understand and do mathematics and science. Mathematics and science are disciplines where all students should be given opportunities to observe, investigate, explore, verify, explain, conjecture, discover, and generalize concepts and ideas using their own questions, curiosities, and interests in order to foster equity, access, and empowerment. Prerequisite: Declared undergraduate education major.

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EDUC 344 Adventures in Math and Science II

4 credit hours

This second course is designed to provide you with a firm understanding of research-based, best practices for teaching mathematics and science at the elementary and middle school levels. Prospective teachers will engage in planning and instruction tasks that enhance conceptual knowledge of selected mathematics and science topics, while also developing pedagogical content knowledge. Part of developing pedagogical content knowledge entails a specific focus on utilizing technology and integration of mathematics and science across disciplines. This course encourages prospective teachers to view school mathematics and science as a space for making sense of the world and promotes what it means to understand and do mathematics and science. Mathematics and science are disciplines where all students should be given opportunities to observe, investigate, explore, verify, explain, conjecture, discover, and generalize concepts and ideas using their own questions, curiosities, and interests in order to foster equity, access, and empowerment. Prerequisite: Completion of EDUC 343 Adventures in Math and Science I.

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EDUC 346 The Inclusive Classroom in a Diverse Society

4 credit hours

Effective educators recognize and embrace diversity as an asset in the classroom. This course will examine the diversity of cultures, languages, experiences, and knowledge that our students bring to our classrooms. Throughout our studies, we will consider how institutional and classroom practices help and hinder the academic achievement and well-being of all students. We will also analyze and critique how various instructional practices may or may not align with values of all represented groups. This course will introduce you to a multiplicity of students and their needs while also examining the tensions and barriers that exist within all classrooms. Prerequisite: Declared undergraduate education major.

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EDUC 347 The Arts Pedagogy

1 credit hour

This course is designed for teacher candidates preparing to teach the arts in early childhood and elementary education settings. Through active investigation of current research and best practices, candidates will explore effective strategies for creating inclusive, engaging, and developmentally appropriate arts classrooms that support all learners. Emphasis will be placed on the value and purpose of education in the visual arts, music, theater, and dance, with an understanding of how each contributes to the cognitive, social-emotional, and creative development of young children. Prerequisite: Declared undergraduate education major.

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EDUC 353 Trends and Issues in Middle-Level Education

4 credit hours

This course explores middle-level teaching as a profession in relation to its philosophical and educational foundations. Students will examine how these functions influence current thought and will be able to translate those theories into classroom practice. Included will be adolescent development and current teaching methods and strategies that are developmentally appropriate for creating a safe and positive learning environment. The role of teachers and ethical considerations are explored to promote reflective thinking, cultural competency, and effective use of technology to meet the needs of adolescents. Prerequisite: Declared undergraduate education major.

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EDUC 354 Pedagogy of Health, Human Performance and the Arts

2 credit hours

Students will examine how the connections between the Fine Arts and Health and Human Performance (HHP) and other elementary subjects provide a holistic approach into the development of the whole child. This course will offer opportunities to demonstrate how the national/state standards of the Fine Arts and HHP can be integrated into the EC/EL curriculum planning. Prerequisite: Declared undergraduate education major.

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EDUC 371 Curriculum Design with ESOL

4 credit hours

Working within the differentiation framework (background knowledge, language, academic and behavior) BLAB, this course will examine and apply the concepts and instructional strategies that are essential for the academic achievement of our students from cultural, diverse, language, behavioral and academic backgrounds. Specific emphasis will be devoted to the success of our exceptional students and our second language learners. Integration of Social Studies into the methodology of the work sample will be addressed. Requires up to 20 hours of practicum. Prerequisite: Declared undergraduate education major.

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EDUC 375 Practicum I

4 credit hours

The teacher candidate enters the classroom as a co-teacher who is collaborating with a cooperating teacher in developing and presenting instruction that is designed for the success of all students. Successful teaching and completion of observed lessons is required. Pass/No Pass. Additional course fee is required. Prerequisite: Successful admission into student teaching.

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EDUC 376 Student Teaching I for Middle-Level Authorization

1 credit hour

A laboratory experience consisting of general and specific tasks, managing and instructing pupils and assisting teaching in the classroom. Prerequisites: EDUC 353 Trends and Issues in Middle-Level Education and EDUC 375 Practicum I.

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EDUC 381 Classroom Management

2 credit hours

Clearly, individual classroom teachers can have a major impact on student achievement. Of the three major roles of the classroom teacher – making choices about instructional strategies, designing classroom curriculum, and employing classroom management techniques – classroom management is arguably the foundation. Research on classroom management is integrated into the course. This course introduces the teacher candidate to research-based effective classroom management strategies. Prerequisite: Declared undergraduate education major.

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EDUC 382 Classroom Culture and Management II

2 credit hours

This course (second in a series of two) will continue to explore and apply research-based effective classroom management practices that promote positive and productive learning environments. Teacher candidates will develop and analyze response plans for a variety of classroom situations, focusing on prevention and intervention practices that support the academic and social-emotional development of each student. Strategies for collaboration and communication with district and school specialists and families will be explored and applied as teacher candidates consider multiple layers of student support. Prerequisite: Declared undergraduate education major. Corequisite: EDUC 375

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EDUC 412 Literacy for Children and Adolescents

2 credit hours

This course provides an overview of the content of children's and adolescent literature and its use in culturally responsive teaching. Children's and adolescent literature will be explored with an overview of the genre of literature, the work of authors and illustrators, and the use of children's and adolescent literature in the teaching of all students. Prerequisite: Declared undergraduate education major.

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EDUC 413 Reading and Writing Methods I

4 credit hours

This course creates a foundation for teaching listening, speaking, reading, and writing in all grades, with a focus on beginning readers and writers from Pre-School to Grade 2. Literacy theory, literacy learner development, assessment, planning, teaching, and reflection will be modeled and applied. Using current standards, best practice, content on the language learning and development for English Language Learners (ELL) students, the course will introduce and reinforce learning from English for Speakers of Other Languages (ESOL) courses with a focus on teaching all students well. Prerequisite: Declared undergraduate education major.

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EDUC 414 Reading and Writing Methods with the Common Core Subjects

4 credit hours

This course builds on the foundation gained in Reading and Writing I and focuses on grade 3-8 readers and writers. Theory, learner development, diversity, and content knowledge will be applied in lesson and unit planning and in teaching children in the placement. Assessment, planning, teaching, and reflection will be modeled and experienced in classroom settings using the CCSS, best practices, and attention to the needs of all learners. Prerequisite: Declared undergraduate education major.

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EDUC 461 Applied English Linguistics

4 credit hours

In this course, we will examine the nature of language, as well as research and examine language teaching strategies specific to the English Language Development classroom. Students will investigate and identify the underlying structure of language and its component systems through interactive, semester-long projects with second-language learners. The course 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, 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. Additionally, students will develop a repertoire of best practices and scaffolds that support language development through the Language Development Specialist lens. Prerequisite: Declared undergraduate education major.

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EDUC 462 How Languages are Learned

2 credit hours

Communication is the basis for all human interaction. In this course, we will explore key language theories of first- and second-language acquisition, since multiple fields intersect in their quest to explain language. Students will deepen their understanding of how languages are learned, including the factors that impact language learners, and the historical perspectives that influence English language teaching. Topics include language learning, language acquisition, interlanguage, translanguaging, language progressions, language loss, language shift, and language attrition. English is the primary focus of the course, with reference to other languages commonly spoken by students in Oregon classrooms. Prerequisite: Declared undergraduate elementary education major.

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EDUC 475 Practicum II

10 credit hours

The teacher candidate enters the classroom as a co-teacher who is collaborating with a cooperating teacher in developing and presenting instruction that is designed for the success of all students. Successful teaching and completion of observed lessons is required. The practicum is scheduled 5 days a week. Pass/No Pass.Prerequisite: Declared undergraduate education major.

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EDUC 480 Classroom Assessment: Assessing and Planning for All Learners

4 credit hours

Building on the conceptual ideas of Assessment for Learning, this course focuses on the idea that assessment is a collaborative process that involves the student, teacher, and other stakeholders in a collaborative experience that is designed to empower student success. The four dimensions of background knowledge, language abilities, academics, and behavior assessments will provide the impetus for a course which investigates, develops, and plans assessments for all students, specifically including English language learners, special education students, talented and gifted students, and mainstream students. A wide diversity of classroom assessments will be explored. Additionally, the use and interpretation of standardized assessments will be examined. Through direct practice, teacher candidates will gain insights into identification, placement, monitoring, and exiting criteria for ELL students according to federal and state policies; and will be prepared to implement fair and realistic accommodations/assessments in the mainstream classroom. Prerequisite: Declared undergraduate education major.

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EDUC 485 Selected Topics

1-3 credit hour

A seminar dealing with various topics as announced that represent current faculty interests and competencies.

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EDUC 490 Senior Seminar

2 credit hours

This course assists teacher candidates to synthesize their foundation, methods, and content background during the full-time clinical experience, including content to prepare the teacher candidates as they transition into the teaching profession. The course content is presented in a professional development workshop while encouraging an understanding of the need for continued growth as teaching professionals, as well as additional information on classroom management and differentiation. Prerequisite: Declared undergraduate education major.

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EDUC 495 Individualized Study

1-3 credit hour

Individualized study or supervised research in an area of special interest to the student which is outside the regular offerings of the major. Additional course fee (per credit) is required.

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