EPFA 429/529
Principles of Training and Development (3)
Examination of the principles of training and development with emphasis on applying adult learning theory to the training function. Essential principles include those related to developing training objectives, selecting training methods and resources, sequencing the learning experiences, and evaluating the training. Designed for trainers from a variety of work settings with a strong background in a content area who have little background in adult learning theory and its application to training and development practices.

EPFA 430/530
Course Design and Evaluation (4)
Examination of the field of instructional program design for adult learners within the training and development field, in educational and non-educational organizational settings. Focus on learning to design and manage instructional activities in response to training needs and skills analyses. Students are required to select and use an appropriate design model, design a preliminary needs assessment, develop program goals and learning objectives, develop an instructional plan, develop a plan to assess student learning and evaluate the program, and critically review the design document. Major emphasis given to developing the instructional design document that demonstrates a student’s ability to align and integrate effectively all aspects of the design process and to incorporate adult learning theory. Recommended prerequisite: EPFA 429/529.

EPFA 431U
Gandhi, Zapata and Topics in New Agrarianism (4)
What is the role of food, land and agriculture in the imagination of an ecologically sustainable, socially just, and bio-culturally diverse future? This course examines the legacies Mahatma Gandhi and Emiliano Zapata might have for the emergent local food economy in North America and in individual student’s bioregion. While firmly grounded in the farms and gardens in the Portland Metro area, students review local, bioregional and global trends in production, distribution and marketing of food, and develop comparative perspectives.

EPFA 431/531
Contemporary Issues in Training and Development (3)
Building on competencies developed during previous courses in the training and development series, provides a culminating experience to the series. Provides an opportunity for students to examine national and local trends in training and organizational development and to prepare for ongoing professional growth in the context of contemporary issues in the field. Recommended prerequisites: EPFA 429/529 plus two other courses in the series.

EPFA 432/532
Training Methods (3)
Focuses on instructional strategies and effective delivery of training programs necessary for enhancing adult learning and professional development. Students will examine individual learning preferences and multiple types of active pedagogy for increasing transfer of learning. In addition, various techniques and tools for linking learning outcomes with organizational goals will be addressed. Prerequisite: EPFA 429/529.

EPFA 434/534
Leadership of the Training Function (3)
Focuses upon research-based, practical approaches for leading, managing, and evaluating the training and development function in organizations. It explores the role of training and development in achieving individual and organizational goals, as well as strategies and resources used in effective personnel development. Students analyze how to: develop, manage and evaluate the training function; identify strategies and resources for effective training management; and diagnose how the organization's culture and needs affect the selection and success of training management efforts. Prerequisite: EFPA 429/529.

EPFA 435/535
Organization Transformation through Training and Development (3)
Designed for managers of the training and development function in organizations, this course focuses on the role of training and development in organization transformation, improvement, and change. The course provides opportunities to bring real workplace examples into the classroom and to apply organization development and systems theory in the development strategies for organization improvement through the training and development function. Prerequisite: EFPA 429/529.

EPFA 446/556
Early Childhood Education: Relationships with Home and Society (3)
Considers the sociology of families and communities in the development of cooperative relationships with programs for young children.

EPFA 447/547
Administration of Early Childhood Programs (3)
Examines theory and practice informing the administration/leadership of early childhood programs to include: 1) organizational configurations, 2) leadership and the dynamics of the work group, 3) developmentally appropriate curriculum, 4) interaction with families of young children, and 5) significance of poverty, race, and gender for such programs.

EPFA 448U
Introduction to Global Political Ecology (4)
This course surveys a broad range of topics at the convergence of thinking about ecology and globalization. Students examine how the emergence of a global economy along with its technological, financial, and institutional developments has impacted life for both human and non-human communities. To apply these concepts and personalize the historical material, the focus is on various “commodities” with which we interact, such as salmon, tomatoes, and oil. As a foil to the global aspect, this course emphasizes the relocalization approach and examine ways in which local communities are generating alternatives to those aspects of globalization that are seen to be unjust, disempowering, and even eco-cidal.

EPFA 449U
Spiritual Leadership (4)
This course focuses on traditional and modern perspectives of “religiousness” and what is often called the “spiritual.” Students discuss how such notions are integrated with the “whole of living” including what it means “to be fully human.” Students also probe into whether secular leadership of something spiritual is different from spiritual leadership of something secular, and if so, how. All projects and readings are designed to create an open inquiry into the question of “What is spiritual leadership?”

EPFA 450U
Introduction to Leadership for Sustainability
This multi-media seminar course reviews, analyzes and critiques the history, politics and rhetoric of sustainability. Students are exposed to a variety of whole systems design in sustainability as well as examples from the grassroots including the growing conservation economy in the Pacific Northwest, and the issue of indigenous cultures and sustainability. Students apply these concepts in real life by developing a wildest dream project in sustainability and outlining social, natural and economic capital needed to implement it.

EPFA 451/551
Social Foundations of Education (4)
Study of sociological theories that illuminate the effects of education on individuals and society. Problem areas in race, class, and gender are explored in the process of examining theories of socialization, certification, allocation, and legitimation and their application to historical and current educational situations.

EPFA 452/552
History of Education (3)
A general review of the growth and development of education in relation to the civilization of the times; emphasis is placed upon the development of educational theories at various points in history.

EPFA 453/553
History of American Education (4)
The historical development of the American educational system, from European backgrounds and colonial beginnings to the present time.

EPFA 454/554
Philosophy of Education (4)
Study and comparison of the philosophical bases of educational ideas and of the educational implications of philosophical thought. Course includes an additional, concurrent 30 hour minimum field project requirement.

EPFA 455/555
Gender and Education (4)
Explores the significance of gender in educational work. The focus will be on the history of gender arrangements in educational organizations and the formation of gender roles in contemporary American society, particularly in the family, schools, and the economy. Students will examine differential socialization of males and females, ongoing practices in educational organizations that are gender-related and/or gender biased and the convergence of gender, race, and class in educational organizations. This course is cross-listed as WS 455, may only be taken once for credit. Course includes an additional, concurrent 30 hour minimum field project requirement.

EPFA 456/556
The Urban School and “at Risk” Status (4)
Draws upon theory, research, and practice for the examination of the conditions of being “at-risk” in urban schools. Explores the family, community, and school environments and their relationships in the hindrance of development of children and youth leading to their “at-risk” status. This course is cross-listed with Urban Studies. Course includes an additional, concurrent 30 hour minimum field project requirement.

EPFA 457/557
Cultural Pluralism and Urban Education (4)
This course is designed to explore the process of education policy development and implementation in culturally diverse, urban environments. The course is organized around several cultural pluralism perspectives; among the topics to be explored are the issues of socialization of the child, governmental operations, educational administration, teacher preparation and curriculum design. Course includes an additional, concurrent 30 hour minimum field project requirement.

EPFA 465/565
ELL School Community Relations (3)
Learn how to work with families to overcome barriers to setting-up support systems in and out of school. Access appropriate community resources that can be critical for ensuring classroom success with ELL students. Gain understanding about other culture’s orientation to education and school. Learn strategies to build bridges between home, school, and the community.

EPFA 466/566
Impact of Language and Culture in the Classroom (3)
Learn the importance of intercultural communication in working with children from a wide range of cultures in today’s classroom. Survey the cultural, linguistic, educational, and ethical issues present in all classrooms today. Study the sociological and language issues and immigration history. Learn how to identify and appreciate cultural factors that affect social adjustment and learning.

EPFA 467/567
ESL/Bilingual Program Design and Model (3)
Exemplary schools provide second language learners with a rich intellectual diet, not a remedial or basic skills curriculum. They expect all students to achieve high standards in literacy and other academic areas. Learn how these schools combine their understandings and apply the knowledge of local, state, and federal laws and policies along with pedagogical considerations to create effective programs. Participants will examine a variety of local, regional, and national program models for ESL and Bilingual instruction. This will create opportunities to develop expertise in assessing the critical components of programs serving pre-school through adults.

EPFA 501
Theory and Practice of Sustainability (1-4)
This course offers a great addition to LECL core curriculum content by showing the application of theories and models in sustainability design, social justice, and bio-cultural diversity. Through lectures and hands-on workshops with and from about 3-5 visiting scholars each term, we explore real life examples of how these individuals and institutions have developed the vision and implemented that vision in various areas of sustainability. Invited visiting scholars are selected keeping in view the learning needs of LECL students as well as the diversity of fields and approaches, they represent.

EPFA 503 LECL Thesis/EPFA 506 LECL Culminating Project (2)
These courses are designed to help students define, develop and present a project or paper that demonstrates a satisfactory level of knowledge and skill related to their chosen LECL area of concentration. Students who have completed substantial amount of core courses take this course in three consecutive terms, usually fall, winter and spring quarters. Students need instructor's permission before enrolling in the course.

EPFA 510
Ecological Education in K-8 School (4)
Designed for the purpose of professional development for practicing K-12 principals and educators, this course researches principles of ecological education in K-8 schools through readings, class discussions, field study/observations, and curriculum development. In collaborative teams, participants revise, and revisit existing curriculum modules as well as develop curriculum to be used in K-12 classrooms.

EPFA 510
Urban Education Farm: Food Policy, Curriculum Design, and Action! (1-4)
This course offers a facilitated learning experience in the theory and practice of developing and implementing theoretically-based, behaviorally driven curriculum for garden-based learning experiences that are tied to the Oregon state benchmarks. This course also develops standardized menu of garden-based learning curriculum that has been pilot tested for teachers and garden coordinators to choose from the Learning Gardens Project and the needs of individual students.

EPFA 511, 512
Principles of Educational Research and Data Analysis I, II (4, 4)
Research paradigm; measurement and test characteristics; planning and evaluation; library resources; identifying research problems; planning research; types of research; research designs, central tendency, variability and relationships; sampling, sampling error, and hypothesis testing; crossbreaks; one, two, and multiple group, and multiple independent variable designs; computer applications; information systems. Prerequisite: graduate standing.

EPFA 513
Advanced Research Designs and Data Analysis in Education (4)
Designs for multiple independent variables; equating designs for multigroups; designs for multiple dependent variables; follow-up procedures for multiple dependent variable designs; selected data collection methods, including questionnaires, interviews, observation, sociometry, and objective tests and scales; computer application in the use of selected designs. Prerequisite: EPFA 512.

EPFA 514
Educational Measurement and Assessment (4)
Minimum competency, norm-referenced, and criterion-referenced tests; classroom student assessment; characteristics and levels of measurement; reliability; validity; interpreting test scores; standardized tests; using performance standards; planning and constructing classroom selection; supply and performance tests; portfolio assessment; evaluating test items. Prerequisite: graduate standing.

EPFA 515
Program Evaluation (4)
An examination of evaluation theory and approaches and their applications in educational settings. Emphasis is given to program evaluation and to understanding how the usefulness of evaluation results may be increased. Prerequisite: graduate standing.

EPFA 516/616
Collaborative Ethnographic Research Methods (4)
Are there research methods that help us to gain knowledge, skills and worldviews that in turn help create a world that is livable, ecologically sustainable, socially just and bio-culturally diverse? Can research promote knowledge democracy, and give ownership to those whose knowledge it is and should own it. Methodologies covered are: different genres of qualitative methods, community-based planning and research, participatory action-research, Gaian participatory science, classical ethnography, auto-ethnography, ethnographic performance, life histories, feminist methodologies, and “dialogue circles.”

EPFA 517/617
Ecological and Cultural Foundations of Learning (4)
This course explores how we teach and learn ecologically and what constitutes ecological and cultural ways of knowing in environmental education, nature education, outdoors education, food and garden based education, place-based education and other such genres. This course is beyond simply justifying or advocating that our education should be grounded in ecological principles but explores the intersection of what Dr. Parajuli calls the “earthshed,” “humanshed,” and “learningshed.” Building on works of David Abram, Jeannette Armstrong, Zenobia Barlow, Wendell Berry, Fritjof Capra, David Orr, Dilafruz Williams, Madhu Prakash, Greg Smith, David Sobel and others, this course engages in multi-sensory and interdisciplinary pedagogical inquiry.

EPFA 519
Sustainability Education (4)
In order to build a robust theory and practice of sustainability education, this course covers local, national and global innovations in light of the UN decade for Education for Sustainability (2005-15). While critically assessing earlier traditions such as nature education, environmental education, outdoor education, place-based education, and ecological literacy; students are involved in developing curriculum and teacher preparation modules for K-12, higher education and or community organizations.

EPFA 520
Developmental Perspectives on Adult Learning (4)
Explores professional applications of adult development theory and research to facilitating adult learning in a wide variety of contexts, including formal educational and training programs as well as general environments such as learning organizations. Course includes an additional, concurrent 30 hour minimum field project requirement. Prerequisite: admission to a graduate program.

EPFA 521
Adult Learning (4)
An examination of challenges facing those who plan, implement, and evaluate learning opportunities for adults; alternative approaches and designs. Issues reviewed from perspectives of educational program providers and adult learners. Relevant theory and research will be reviewed. Course includes an additional, concurrent 30 hour minimum field project requirement. Prerequisite: graduate standing.

EPFA 522
Motivating Adult Learners (4)
An examination of the complex relationships between adult development, motivation, and learning. Attention is given to the intra- and interpersonal dynamics that motivate human behavior in general and adult learning and behavior within organizational contexts specifically. Prerequisite: graduate standing.

EPFA 523
Assessing Adult Learning (4)
Introduction to the approaches, processes, and tools that can be used to assess adult learning. Emphasis is given to applications at the classroom and program levels and to practices that themselves contribute to adult learning. Course includes an additional, concurrent 30 hour minimum field project requirement. Prerequisite: graduate standing.

EPFA 525
Student Services in Higher Education (4)
Provides an introduction to the professional field of student affairs within the context of colleges and universities, including its historical, philosophical, ethical, and theoretical foundations. Current and future issues for the profession are also critically examined. Course includes an additional concurrent 30-hour minimum field project requirement. Prerequisite: graduate standing.

EPFA 526
Facilitating Student Success in Postsecondary Education (4)
Provides an introduction to theory and research related to factors and conditions that affect student success in postsecondary education and to assessment approaches and techniques in student services. Informed by theory, research, and practice, students develop an intervention proposal related to facilitating student success and a plan for assessing that intervention. Prerequisite: graduate standing.

EPFA 527
Legal Issues in Higher Education (4)
Provides a general introduction to the law related to higher education and professional practice in colleges and universities. In addition to the substance of related law, the course explores how the law is applied to rules and policy and how ethical standards and principles impact that application. Course includes an additional concurrent 30-hour minimum field project requirement. Prerequisite: graduate standing.

EPFA 528
Leadership in Postsecondary Education (4)
Examines emerging conceptualizations and forms of leadership and leadership development in postsecondary education. Ethical and value bases of leadership inform a focus on the creation of organizational and social change within postsecondary settings. Course emphasizes nonhierarchical models of leadership that value diversity and involve collaborative relationships and collective action. Application of leadership development issues within a variety of educational and social service organizations are explored. Course includes an additional, concurrent 30 hour minimum field project requirement.

EPFA 533
Planning and Budgeting in Postsecondary Education (4)
Provides an introduction to the planning and budgeting processes used in colleges and universities. Major emphasis is placed on key concepts, planning models, and applications to institutional cases. Strategies for linking planning and budgeting function will be explored. Students will examine and use various planning and budgeting tools and techniques. Budget reduction and the connection between planning and assessment will be examined. Prerequisite: graduate standing.

EPFA 536
Postsecondary Curriculum (4)
Provides an introduction to the field of curriculum or program design for adult learners and introduces students to a process of program planning and development. Curriculum development or design is viewed as both a technical and political process. It also provides a historical and philosophical perspective on postsecondary curriculum, with attention given to review and analysis of current practices and issues, including life-long and collaborative learning. A comprehensive program planning model will be examined. Prerequisite: graduate standing.

EPFA 537
Policy and Governance in Postsecondary Education (4)
An examination of theory and research that relates to how policy is formulated and implemented in postsecondary environments. The course focuses on the policy and governance role of faculty, administrators, and trustees at the single college or university level, and state and federal roles in postsecondary policy and governance. Prerequisite: graduate standing.

EPFA 538
Contemporary Issues in Postsecondary Education (4)
The course is designed to provide students with an introduction to the study of postsecondary education using as the vehicle a focus on some of the more pressing issues currently facing postsecondary education. The course is designed to increase the capacity for the identification and analyses of issues and the development of positions relative to the issue. Prerequisite: graduate standing.

EPFA 541
The Community College (4)
An introduction to the two-year college in the United States, with an emphasis on the public community college with a comprehensive educational program. Topics include: transfer studies; career education; general education; community services; basic skills education; and student development services. The purpose of the course is to provide students with theoretical and practical knowledge relative to the history, philosophy, students, staff, services, and patterns of organization of the public community college.

EPFA 548
Global Political Ecology (4)
In order to grasp the emerging discipline of political ecology, we discuss the following: the impact of a globalized economy on human and non-human communities; the relationship between poverty, global inequity and environmental degradation, the distribution of resource use and conflicts between the global North and global South, the ecological processes, earth democracy and the relationship of these issues in our personal lives. Students apply these concepts in real life through a multi-media study and presentation of a chosen commodity in terms of its production, distribution and consumption.

EPFA 550
Leadership for Sustainability (4)
This multi-media seminar course reviews, analyzes and critiques the history, politics and rhetoric of sustainability. Four key themes are covered within the rubric of leadership for sustainability: whole systems design in sustainability, the issue of “fairness in a fragile earth” surrounding the Johannesburg summit of 2002, the growing conservation economy in the Pacific Northwest, and the issue of indigenous cultures and sustainability. Students apply these concepts in real life by developing a wildest dream project in sustainability and outlining social, natural and economic capital needed to implement it.

EPFA 558
Educational Leadership (4)
Analysis of leadership theories, skills, and techniques as applied to the organization and administration of public education. Prerequisite: graduate standing.

EPFA 559
The Principalship (4)
Designed to develop complementary theoretical and practical understanding of the principalship; to acquire knowledge and to learn practices and skills needed to become a successful first-year principal. Prerequisite: EPFA 569.

EPFA 560
Supervision and Evaluation of Instruction (4)
The role of the supervisor in keeping education geared to the changing demands of society; theories of leadership; group processes and individual conference techniques; action research and related approaches to curriculum change; analysis of concrete supervisory problems.

EPFA 561
Staff Development: Planning, Implementation, and Evaluation (4)
Staff development goals; characteristics of staff development programs; establishing a staff development organization; policy and decision-making; identifying and responding to the concerns of participants; assessing needs; planning and implementation of specific programs; networking; formal and informal methods of evaluation; models for staff development; program evaluation; management information systems; evaluating instructional effectiveness. Prerequisite: graduate standing.

EPFA 562
School and Community Relations (4)
An intensive examination of the school and its environment. Major emphasis is on the linking mechanisms utilized by the school in interacting with parents, citizens, and special interest groups. Course includes an additional, concurrent 30 hour minimum field project requirement. Prerequisite: graduate standing.

EPFA 563
Human Relations in Educational Organizations (4)
Issues and perspectives in group processes; models for studying groups; principles of group dynamics; human relations within educational organizations; strategies for group problem-solving and conflict management; application of group dynamics to leadership, communication, and decision-making within educational organizations; evaluating processes and production of educational groups. Prerequisite: graduate standing.

EPFA 564
Administration of Curriculum (4)
Provides a broad and critical understanding of curricular matters that are relevant and important to administrators: 1) decision making about the choice of content; 2) politics of curriculum development; 3) implementation and monitoring of curriculum at building site; 4) testing and alignment of curriculum; and 5) evaluation of curriculum implementation. Prerequisite: graduate standing.

EPFA 568
Educational Organization and Administration (4)
Examination of the role, functions, and responsibilities of the educational leaders and administrators; study of administrative and organizational theory and its application to the operation of educational programs and organizations in various settings, including school districts, higher education and educational divisions in private sector organizations. Course includes an additional, concurrent 30 hour minimum field project requirement. Prerequisite: graduate standing.

EPFA 569
Introduction to Educational Administration (4)
Introductory course required of applicants to the Initial Administrator certificate program. Considers educational, social, political, economic, organizational, and cultural forces shaping U.S. public schools and their administration. Course includes an additional, concurrent 30 hour minimum field project requirement.

EPFA 570
Human Relations and Educational Foundations (4)
Explores the historical, social, philosophical, and organizational foundations of public education. Examines the dynamics of human relationships, leadership, and community building in schools and educational settings. Analyzes public education goals and decision-making processes for achieving these goals. Prerequisites: admission to Initial Administrator program; EPFA 569.

EPFA 571
Teaching, Learning, and Curriculum (4)
Examines the complex relationships between staff evaluation, individual professional development, staff development, and effective teaching, learning, and curriculum. Students will examine those factors which make supervision and evaluation really work, i.e., contribute to the larger purpose of building an environment where teachers can deliver their best and children can learn most. Prerequisite: EPFA 570.

EPFA 572
Human Resource Development and Organizational Change (4)
Examines how the relationships between people and organizational structures, policies, and processes influence school culture and change efforts. Studies how school leaders secure and manage resources to improve teaching and learning for all within the school community. Prerequisite: EPFA 571.

EPFA 576
Education, Community, and Society (4)
A review of sociological theories and research that illuminates the social and economic functions of education in modern society, with special emphasis placed on application of the role of the practicing school administrator as instructional leader and manager. Race, class, gender, and differing ability levels are explored in the process of examining theories of socialization, certification, allocation, and legitimation and their application to historical and current educational situations, particularly in schools and school districts. 30-hours of field-based experiences are used to connect the theories and research covered in class to the practice of schooling and the work of a school administrator. Prerequisite: admission to Continuing Administrator licensure program or permission of instructor.

EPFA 577
District and School Staff Supervision and Evaluation (4)
Advanced course in alternative approaches to district and school staff supervision and evaluation in an era of school reform, heightened accountability, and emerging state and national standards. Topics to be covered are dealing with the at-risk and incompetent staff and new directions in teacher evaluation. 30-hours of field-based experiences are used to connect the theories and research covered in class to the practice of schooling and the work of a school administrator. Prerequisite: admission to Continuing Administrator licensure program or permission of instructor.

EPFA 578
Communication & Conflict Management in Educational Organizations (4)
Issues of communication within educational organizations and between educational organizations and various audiences. Definitions of conflict and models for peaceful resolution/management of conflict within educational organizations and with various other individuals and organizations. Attention to world view, cultural styles, positions, underlying needs, bargaining, reforming, and finding common ground. Strategies for group problem-solving, conflict management including collective bargaining and contract management, and community-building. 30 hours of field-based experiences are used to connect the theories and research covered in class to the practice of schooling and the work of a school administrator. Prerequisite: admission to Continuing Administrator licensure program or permission of instructor.

EPFA 579
Curriculum, Instruction, and Assessment Leadership (4)
An examination of standards-based reform, curriculum and instructional models, assessment models, school improvement strategies, and educational change theories. Emphasis is given to understanding how assessment information can be used to improve student learning and overall school performance within the context of Oregon’s state reform framework. 30 hours of field based experiences are used to connect the theories and research covered in class to the practice of schooling and the work of a school administrator. Prerequisite: admission to Continuing Administrator licensure program or permission of instructor.

EPFA 580
District Policy, Operations, Facilities, and Finance (4)
The role of the district superintendent and local school boards in planning, management, evaluation, and improvement of policies and programs related to school operations, personnel, facilities, and finance to meet school district needs. Examines state and federal laws, regulations, and the roles of ODE and the legislature in governing Oregon school finance, school budgeting, and school facilities. 30 hours of field-based experiences are used to connect the theories and research covered in class to the practice of schooling and the work of a school administrator. Prerequisite: admission to Continuing Administrator licensure program or permission of instructor.

EPFA 581
U.S. and Oregon School Law and Policy (4)
Examines federal and Oregon school law governing educational practice and policy at the school and district levels; the relationships among these factors and their implications for effective communication with educational stakeholders, instruction and student learning, and effective organizational management of schools. 30 hours of field-based experiences are used to connect the theories and research covered in class to the practice of schooling and the work of a school administrator. Prerequisite: admission to Continuing Administrator licensure program or permission of instructor.

EPFA 594
School Law (4)
Critical analysis of the legal framework governing school law in the United States, with emphasis on contemporary legal problems of education. Implications of landmark and current court decisions. Prerequisite: graduate standing.