Master's degree electives
A master’s degree is 45 credits. There are 24 credits in the core classes and 21 credits in electives. The 21 credits in electives allows you to tailor your degree more precisely to your needs and interests.
Requirements for electives:
- All courses used for electives must be at the 500 level.
- Students may use 6 credits of 810’s in their final program.
- Up to 15 credits in transfer or preadmission graduate courses may be accepted.
- All courses taken in the program must fit into a 7-year window of time.
To complete the 21 credits in electives, students can work toward an endorsement or graduate certificate, or may work with their advisor to plan a program unique to their interests.
- Endorsements are a set of courses in a particular TSPC- or university-approved program designed to develop expertise in that specialty area. These programs will qualify you for a TSPC endorsement on your teaching license.
- Graduate Certificates are a sequence of 3-6 courses in a certain focus area. These certificates will show up on your transcript as a certificated area of expertise. Certificates of Completion do not appear on your transcript.
- Choose Your Own Electives: This “potpourri” option allows you to select a variety of courses that meet your needs and interests. Elective courses may be chosen from an endorsement program, a graduate certificate series, or other courses offered within the Curriculum and Instruction Department or other departments on campus.
- Reading Endorsement:
- Special Education Endorsement (on-campus—43 credits)
- ESL/Bilingual Education (on-campus, some hybrid—22 credits)
- Library Media (hybrid or online—29 credits)
- Added Elementary (on-campus—32-37 credits)
- One authorization level: Early Childhood OR Elementary (29 cr. + 3 cr. practicum)
- Two authorization levels: Early Childhood AND Elementary (31 cr. + 6 cr. practicum)
- Children’s and Young Adult Literature (online or hybrid—16 credits)
Certificates of Completion
- Asperger’s and High Functioning Autism (online – 12 credits)
- Autism Spectrum Disorder (on campus—15 credits)
- Early Childhood Education (online—18 credits)
- Deepening Mathematical Understanding for Elementary Teachers (on-campus—24 credits)
- Literacy Education (online through ReadOregon—12 credits)
- Teacher Leadership (on-campus, some online, 15-17 credits)
CI 510/610 Ethnomathematics (3 Credits)
Spring | on campus
This seminar is designed for students who are interested in examining the conceptual intersection between mathematics, culture, and history. The focus in this class will be to examine knowledge construction and the complex role that culture plays in augmenting, supporting, or denying it. It is not intended to test our knowledge of mathematics. Rather, it will provide us with a framework to explore two fundamental questions: “What is mathematics for?” and “Whose mathematics counts?”
CI 510 LGBTQ Advocacy in K-12 Classrooms (1 Credit)
Spring | on campus
This course is designed to provide a forum to explore issues of gender and sexual diversity for professionals in (or preparing for) K-12 school settings. This course will provide students with knowledge and skills to facilitate increased understanding of others and of self around issues of identity, context, sexual orientation, and gender. Using constructivist approaches, participants will develop a personal framework for encountering and making sense of gender and sexual identity as they manifest in K-12 schools.
CI 510/610 TOP: Research and Resources in Curriculum & Instruction (4 Credits)
Spring | on campus
This course is designed to help educators see themselves as researchers through writing and submitting a book review as well as conducting interviews with experts. Participants will learn about and practice key strategies to improve their writing practice in academe. This course is appropriate for graduate students in any discipline.
CI 510 TOP: Teaching Bilingual and Bicultural Education (3 Credits)
Winter | on campus
This course introduces students to second language acquisition, bilingual and bicultural studies in the school classroom and community. The primary goal of this course will center upon the development of understanding, teaching, and practicing of bilingual education, second language acquisition, and other dimensions of linguistic development.