Portland-State-University 2017-2018 Bulletin

Education M.A./M.S.

The master's degrees in the Graduate School of Education are designed for thoughtful and caring practitioners who have the knowledge, skills, and desire to examine educational practices critically while working to improve them in ways that are conceptually sound, ethically responsible, and culturally responsive.

Option I: Educational Leadership and Policy

The Department of Educational Leadership and Policy (ELP) offers a department-wide Master of Arts and Master of Science degree with specializations in: Postsecondary, Adult, and Continuing Education (PACE);  Leadership in Sustainability Education (LSE); and Educational Administration, Initial Administrator License/ Preliminary Administrative License (MS+IAL).

The purpose of these programs is to inspire and guide educational leaders in creating a socially just world. Through teaching, research and advocacy, the ELP department inspires and guides educational leaders to create collaborative, sustainable practices that advance equity and social justice in our communities. 

All students admitted to the 45-credit master’s program must complete four required courses from the Professional Studies Core. Within each specialization students may elect to develop, with their advisers, a general program or theme (special emphasis or focus).

Core Courses (16 credits)

ELP 511Principles of Educational Research and Data Analysis I

4

ELP 520Developmental Perspectives on Adult Learning

4

ELP 568Educational Organization and Administration

4

And Either

ELP 551Social Foundations of Education

4

or

ELP 554Philosophy of Education

4

In consultation with the adviser, students must complete courses that support their area of specialization and select one of two options to complete the requirements for the master’s degree (a thesis or a comprehensive examination). The majority of students complete the comprehensive exam which involves a professionally grounded theory-to-practice project formally contextualized in the research literature. The thesis is likely to significantly extend a student’s time to completion. Courses numbered 808 do not count toward degree completion. Further information about each of these areas of specialization may be obtained from the Graduate School of Education. For more information please visit our web site at www.pdx.edu/elp/.

Information about specific specializations and licensure programs can also be found on our website.

MA/MS Postsecondary Adult and Continuing Education

 

MA/MS Leadership for Sustainability Education


Educational Administration:

  • Initial Administrative Licensure / Preliminary Administrative Licensure

  • MA/MS+Initial Administrative Licensure / Preliminary Administrative Licensure

  • Continuing Administrative Licensure / Professional Administrative Licensure

 

Graduate Certificates

Option II: Curriculum and Instruction

The M.A./M.S. degree in curriculum and instruction emphasizes professional education. The purpose of the program is to prepare experienced teachers and others interested in education to be teacher leaders, create curricula, and respond positively to our increasingly diverse schools and society. Students can complete the electives in a variety of ways: working toward ESOL, Reading, or Library/Media endorsements, focusing on one of the department specializations, or choosing from an array of graduate level classes.

Requirements for the degree are:

  1. A program of study consisting of 45 graduate-level credits approved by the student’s graduate adviser and the department chair, to include:
    1. A minimum of 24 credits in curriculum and instruction.
    2. A core of studies encompassing preparation in the areas of teaching and learning, curriculum, research and evaluation, human relations, and multicultural education. The precise nature of this core of studies is specified by the department. Degree plans are written in cooperation with an assigned adviser.
    3. All courses must be 500 level or above.
    4. No more than 6 credits may be 800-level courses numbers, if approved by the adviser prior to being used for a master’s program. Courses numbered 808 are not allowed.
    5. With adviser and department chair approval, up to 15 credits may be transferred in from other institutions.
    6. With adviser and department chair approval, up to 15 credits from PSU taken prior to admission may be included in the program.
    7. The total credits of (e.) and (f.) cannot exceed 15.
  2. The student will select one of three options to complete the requirements for the master’s degree: (1) an independent action research project, (2) a thesis, or (3) a written comprehensive examination. The thesis requires an oral examination in addition to the written product.

Early Childhood Specialization

The Graduate School of Education offers graduate-level courses for professionals seeking to strengthen their understanding and skills in the area of early childhood education (ECE). This coursework focus is appropriate for those pursuing a master’s degree in curriculum and instruction with a specialization in ECE. For more information, please see our Web site at www.pdx.edu/ci/early-childhood-specialization.

Core Classes (24 credits)

CI 510Guidance for the Classroom Teacher

3

CI 561Advanced Educational Psychology

3

CI 565Theoretical Models of Curriculum

3

CI 567Curriculum and Culture

3

CI 580Theories of Instruction

3

CI 581Issues in Education

3

CI 590Action Research Proposal

3

CI 591Action Research Implementation

3


Option III: Counseling

All students who are pursuing a master’s degree in counselor education must complete core courses with some additional work needed based on program requirements. This program satisfies University and Graduate School of Education requirements and is part of the requirements needed prior to taking the NCE examination of the National Board for Certified Counselors (NBCC) or the CRC examination of the Commission on Rehabilitation Counselor Certification (CRCC). This program is also approved by the Oregon Board of Licensed Professional Counselors and Therapists and the Teacher Standards and Practices Commission of Oregon. Students should work with their advisers in the process of understanding the licensure requirements of both of these credentialing groups.

The primary purpose of the counselor education department is to educate competent counselors for public and private schools, community behavioral health agencies and rehabilitation settings. The program is designed to strengthen competencies in the behavioral sciences and to broaden the students’ background in human growth and development, counseling theories and interventions, interpersonal relations, individual and group processes, career counseling, assessment, diagnosis and treatment planning, research and program evaluation, and multicultural aspects of counseling.

Students may pursue one of four areas of specialization within the counselor education department: clinical mental health counseling; clinical rehabilitation counseling; school counseling; marital, couple, and family counseling. This is primarily an evening program. The program takes three years to complete.

Students can choose (a) written comprehensive exam, (b) thesis, or (c) professional portfolio (for school counseling students only). Thesis credits are in addition to the required credits for graduation. The thesis must be no less than 6 credits and no more than 9 credits.

Note: Students in all four specializations must complete Coun 541 Introduction to Counseling and one course in psychopathology prior to admission or before enrollment in the fall term of the first sequence of coursework. Additional prerequisites are specified for students in the school counseling specialization (see “Licensure”). Courses numbered 808 are not allowed.

Core courses (56 credits)

Coun 504Internship

12

Coun 509Practicum: Group Counseling

1

Coun 509Practicum: Counseling

6

Coun 509Practicum: Peer Supervision

2

Coun 531Foundations of Addictions Counseling

3

Coun 543Interpersonal Relations II

3

Coun 551Theories and Interventions I

3

Coun 566Appraisal Instruments

1

Coun 567Using Tests in Counseling

3

Coun 568Career and Lifestyle Planning

3

Coun 569Developmental Foundations of Counseling

3

Coun 570Ethical and Legal Issues in Counseling

3

Coun 571Group Counseling

3

Coun 580Supervision

1

Coun 581Multicultural Perspectives in Counseling

3

Coun 582Research and Program Evaluation in Counseling

3

Coun 585Diagnosis and Treatment Planning I

3

Clinical Mental Health Counseling Specialization

The clinical mental health counseling specialization prepares individuals to work as counselors in private and public clinical mental health agencies, community colleges, universities, employee assistance programs or private practice settings. Prior experience in a helping relationship is recommended for individuals pursuing this specialization. Depending upon one’s choice of setting, the counselor should prepare to offer diagnostic and intervention services to the populations seeking counseling. The program of study leading to an M.A./M.S. in education with a clinical mental health counseling specialization must include the following 90 credits:

Courses

Core coursework

56

Coun 552Theories and Interventions II

3

Coun 553Advanced Therapeutic Strategies

3

Coun 575Foundations of Couples, Marriage, and Family Counseling

3

Coun 586Psychopharmacology and Mental Illness

3

Coun 587Foundations of Mental Health Services

3

Coun 588Diagnosis and Treatment Planning II

3

Coun 544Consultation: Theory and Practice

2

Coun 546Grief and Loss

2

Coun 572Systemic Perspectives on Human Sexuality

3

 

Coun 577Family Therapy

3

or

Coun 578Couples Therapy

3

  

Coun 593Case Management

3

Electives

3

Total Credit Hours:90

Clinical Rehabilitation Counseling Specialization

The clinical rehabilitation counseling specialization is currently accredited by CORE and is pursuing CACREP/CORE accreditation for clinical rehabilitation/clinical mental health counseling. The clinical rehabilitation counseling specialization prepares individuals to work with people with chronic illness and disabilities in a variety of settings such as the public and private rehabilitation systems, in-patient and out-patient rehabilitation facilities, clinical mental health settings, employment providers, and educational environments. Emphasis is on the development of effective interpersonal counseling skills, career development and vocational services, and psychosocial adjustment counseling to assist clients and their families to improve the quality of their lives via self-sufficiency and economic independence. The program of study leading to an M.A./M.S. in education with a clinical rehabilitation counseling specialization must include the following 90 credits:

Courses

Core coursework

56

Coun 552Theories and Interventions II

3

Coun 575Foundations of Couples, Marriage, and Family Counseling

3

Coun 586Psychopharmacology and Mental Illness

3

Coun 587Foundations of Mental Health Services

3

Coun 588Diagnosis and Treatment Planning II

3

Coun 590Foundation of Rehabilitation Counseling

3

Coun 591Medical Aspects of Disability

3

Coun 592Psychosocial Aspects of Disability

3

Coun 593Case Management

3

Coun 594Occupational Analysis/Vocational Evaluation

3

Coun 595Contemporary Issues and Applications in Rehabilitation Counseling

3

Elective

1

Total Credit Hours:90

Marital, Couple, and Family Counseling Specialization

The marital, couple, and family counseling specialization prepares individuals to work in mental health centers, community agencies, and other settings in which counselors are expected to assist clients presenting with couples, family, or relationship issues. Emphasis is placed on teaching counselors systemic assessment and intervention in the counseling process. The program of study leading to an M.A. or M.S. in education with the marital, couple, and family specialization requires the completion of the following 90 credits:

Courses

Core coursework

56

Coun 552Theories and Interventions II

3

Coun 572Systemic Perspectives on Human Sexuality

3

Coun 573Contemporary Couples, Marriage, and Family Systems

3

Coun 574Family Life Cycle and Transitions

3

Coun 575Foundations of Couples, Marriage, and Family Counseling

3

Coun 577Family Therapy

3

Coun 578Couples Therapy

3

Coun 579Advanced Systemic Interventions: Couples and Families

3

Coun 555Counseling Children and Youth

3

Coun 588Diagnosis and Treatment Planning II

3

Coun 544Consultation: Theory and Practice

2

Coun 546Grief and Loss

2

Total Credit Hours:90

School Counseling Specialization

The school counseling specialization prepares individuals to work as counselors in school settings. Emphasis is placed on preparing school counselors to work with students to support them in the process of achieving academic, career, and personal/social success. Students who have a teaching license and two years teaching experience take 6 additional elective credits (Track I). Students who cannot document a teaching license and two years of teaching experience must complete a 6-credit, 200- hour Effective Teaching sequence to obtain licensure as a school counselor (see “Licensure") (Track II).

Courses

Core coursework

56

Coun 526Effective Teaching (Track I, 0 cr.; Track II, 6 cr.)

0 or 6

Coun 527Counseling Individuals with Diverse Needs

3

Coun 545Youth at Risk

3

Coun 546Grief and Loss

2

Coun 547Legal & Ethical Issues in School Counseling

1

Coun 555Counseling Children and Youth

3

Coun 575Foundations of Couples, Marriage, and Family Counseling

3

Coun 576Parents, Families, and Communities in Schools

3

Coun 589Action Research in Counseling

5

Coun 596Foundations of School Counseling

3

COUN ElectivesElectives (Track I, 8 cr.; Track II, 2 cr.)

2 or 8

Total Credit Hours:90

Option IV: Special Education

The Graduate School of Education offers comprehensive programs for the professional preparation of students in special education. A master’s degree in special education may be completed in conjunction with state licensure in special education or may be completed independently. For licensing information see “Programs Leading to Licensure: Special Education” on Special Education Licensure Programs.

Students completing a master’s degree must complete the special education master’s degree core program. The master’s core must total at least 9 credits. The remaining credits are drawn from the special education licensure program or other courses approved by the advisor. No more than 6 credits of 800-level courses may be used, and courses numbered 808 are not allowed. The master’s degree without Oregon licensure must total at least 45 credits (which includes the master’s core).

Core Courses

Students must complete SpEd 596 Topcis in Special Education Research before SpEd 597 Topics in Special Education Issues and Practices. Topics such as Literacy, English Language Learners, Positive Behavior Intervention Supports, and Students with Significant Disabilities are offered. Students must fulfill a capstone experience by choosing either to complete a special project (SpEd 506) or a master’s thesis (SpEd 503) under the direction of a faculty advisor. The special project (SpEd 506) must include a written product and presentation and align with the topic area chosen for SpED 597. With advisor approval students may take up to 9 credits of SpEd 596 and 9 credits of SpEd in three topic areas. Students opting to complete a thesis will follow Portland State University theses guidelines. Students are required to enroll in 3-6 credits of Special Project (SpEd 506) or 6-9 credits of Thesis (SpEd 503).

The master’s degree program includes:

Advisor approved courses (from licensure program or electives)

30-36

SpEd 596Topics in Special Education Research

3

SpEd 597Topics in Special Education Issues and Practices

3

A combination of the following:

SpEd 503Thesis

6-9

or

SpEd 506Special Project

3-6

Visually Impaired Learners Focus

Students completing the Master’s program with a focus on Visually Impaired Learners have the option of completing the Master’s core program as described above or to complete SpEd 596, SpEd 597, an additional 6 elective hours in special education AND complete a proctored, written master's comprehensive examination.

For students with a focus on Visually Impaired Learners completing the master’s degree program includes:

Advisor approved courses (from licensure program or electives)

30-36

Option 1:

SpEd 596Topics in Special Education Research

3

SpEd 597Topics in Special Education Issues and Practices

3

A combination of the following:
SpEd 503Thesis

6-9

or

SpEd 506Special Project

3-6

Option 2:

Electives with advisor approval

6

Complete proctored master's comprehensive examination

Inclusive Elementary Educator Program

Students completing the Master’s program as part of the Inclusive Elementary Educator Program must satisfy the special education Master’s core program requirements by completing the required courses as follows:

Ed 530Introduction to Inclusion and Special Education

2

Ed 536Educational Research and Inclusive Education

3

SpEd 506Special Project

6

or

SpEd 503Thesis

6

Option V: Early Childhood Education

This innovative early childhood education program emphasizes educating professionals to welcome multiple perspectives, engage all members of the community, experiment and build theories, make learning and listening visible, and think deeply together for all children. In the field of early childhood today, educators are working with children with differing abilities and strengths. Knowledge of inclusive early childhood education and accompanying practices are necessary to foster education for all children. Students who complete the program will have a choice of four specialty areas.

The four specialty areas include: Constructivism in Early Childhood, Early Childhood Special Education, Infant Toddler Mental Health, and a Distributed Focus that draws from the other three specializations. Students will participate in three courses that were jointly developed by CI and SPED faculty and have a distinct focus on inclusive education.

General requirements

Core Courses

Ed 550Foundations in Early Childhood and Inclusive Education

4

Ed 551Child Development in Early Childhood and Inclusive Education

4

Ed 552Issues in Early Childhood and Inclusive Education

4

CI 590Action Research Proposal

3

CI 591Action Research Implementation

3

Electives

Adviser approved electives taken within the Graduate School of Education

9

Total Credit Hours:27

Constructivism

Courses

CI 571Play: Curriculum in Early Childhood Education

3

CI 573Assessment and Technology in Early Childhood Education

3

CI 576Equity and Cultural Diversity in Early Childhood Education

3

CI 577Learning Designs: Early Childhood Environments

3

CI 578Constructivist Curriculum: Big Ideas in Early Childhood Education

3

 

CI 579Young Child as Scientist

3

or

CI 572Language and Literacy in Early Childhood Education

3

Total Credit Hours:18

Early Childhood Special Ed

Courses

SpEd 510Inclusive Early Childhood Models

3

SpEd 520Collaboration I: Families and Community - EL and EI/SE

3

SpEd 580Introduction to Early Intervention/Early Childhood Special Education

3

SpEd 582Specialized Techniques: Early Intervention/Early Childhood Special Education

3

SpEd 583Communication and Language Development: EI/SE (Early Intervention/Early Childhood Special Education)

3

SpEd 586Instructional Strategies II: EI/SE

3

Total Credit Hours:18

Infant Toddler Mental Health

Courses

SpEd 510Introduction to Infant Toddler Mental Health

3

or

Another course with advisor approval

3

 

Coun 520Collaborative Partnerships to Support Infants and Toddlers

1-3

CI 592Dynamic Models of Infant/Toddler Development

3

SpEd 594Assessment Methods and Classification in Infant Mental Health

3

SpEd 595Prevention and Intervention in Infant Mental Health

3

Coun 597Strengths, Risk Factors, and Disturbance in Infants, Toddlers, and Their Families

3

Total Credit Hours:18

Distributed Focus

Take a minimum of two courses from each strand with approval of adviser.
Total Credit Hours:18