Faculty
Joanna Goode, professor (computer science education, urban education, educational equity and inclusion). BS 1997, MEd, 1998, PhD, 2004, California, Los Angeles. (2005)
Jeanne Nagayama Hall, senior instructor (elementary education, educational psychology, freshman mentoring); undergraduate field experience coordinator; faculty director, freshman multicultural scholars academic residential community. BA, 1978, Azusa Pacific; MEd, 1984, Washington (Seattle). (2002)
Julie Heffernan, senior lecturer (sexuality and gender studies in education, social studies and language arts curriculum, educational equity and inclusion); graduate director, UO Teach. BA, 1990, MEd, 2004, PhD, 2010, Oregon (2013)
Jenefer Husman, associate professor (educational psychology). BS, 1992, Evergreen State College; MA, 1996, PhD, 1998, Texas, Austin. (2016)
Michelle Jacob, professor (Indigenous studies in education, health, gender and decolonization). BA, 1998, MA, 2001, California State, San Marcos; PhD, 2004, California, Santa Barbara. (2016)
Abby Lane, instructor (bilingual education, English language learners, migrant education). BA, 1983, California State, Northridge; MEd, 1992, Oregon. (2000)
Audrey Lucero, associate professor (literacy, bilingualism, dual-language schooling), BA, BS, 1996, Boston; MIT, 2002, Seattle; PhD, 2011, Washington (Seattle). (2011)
Lisa A. Mazzei, professor (qualitative research methodology, curriculum theory, whiteness studies). BA, 1983, Marshall; MA, 1984, PhD, 1996, Ohio State. (2012)
Edward M. Olivos, associate professor (bilingual education, Latinos and education, teacher preparation). BA, 1991, MA, 1997, PhD, 2003, San Diego State. (2007)
Robin Patterson, instructor (elementary education, high school special and alternate education, school administration); mid-high practicum placement coordinator. BA, 1982, Oregon College of Education; MEd, 1984, Western Oregon State. (2014)
Jerry L. Rosiek, professor (qualitative research methods, teacher education, critical race theory in education research). BA, 1987, BS, 1988, Texas A & M; PhD, 1997, Stanford. (2005)
Jennifer Ruef, assistant professor (mathematics education, equity, inclusion and social justice). BS, 1990, MS, 2005, Wisconsin, Madison; PhD, 2016, Stanford. (2016)
Leilani Sabzalian, assistant professor (indigenous studies in education, teacher education, elementary social studies). BA, 2001, MEd, 2002, PhD, 2015, Oregon. (2017)
Alison Schmitke, senior lecturer (social foundations of education, social studies curriculum, sports education); director, undergraduate degree program. BA, 1994, Willamette; MEd, 1996, Portland State; PhD, 2008, Alabama. (2006)
Sarah Stapleton, assistant professor (food and environmental justice, social contexts of science and environmental education). BA, 2001, Sweet Briar College; EdM, 2005, Harvard; PhD, 2015, Michigan State. (2015)
Kara Whipple, instructor (special education, social justice and conflict resolution in educational systems). BS, 2000, Delaware; MEd, 2006, MS, 2012, Oregon. (2013)
Emeriti
Juliet "Jill" A. Baxter, associate professor emerita. AB, 1975, MA, 1986, PhD, 1987, Stanford; MA, 1977, Minnesota. (2002)
Edna P. DeHaven, professor emerita. BS, 1951, Oregon College of Education; MEd, 1962, PhD, 1969, Oregon. (1969)
Gary W. Ferrington, senior instructor emeritus. BS, 1964, Portland State; MS, 1967, Southern California. (1967)
M. D. "Mark" Gall, professor emeritus. BA, 1963, MEd, 1963, Harvard; PhD, 1968, California, Berkeley. (1975)
Judith K. Grosenick, professor emerita. BS, 1964, Wisconsin, Oshkosh; MS, 1966, PhD, 1968 Kansas. (1984)
William H. Harris, associate professor emeritus. BA, 1949, Willamette; BS, 1951, MS, 1953, Eastern Oregon; DEd, 1967, Oregon. (1969)
Ray E. Hull, professor emeritus. BS, 1958, MS, 1962, Oregon State; DEd, 1969, Oregon. (1970)
William E. Lamon, associate professor emeritus. BS, 1964, San Francisco; MS, 1965, California State; PhD, 1968, California, Berkeley. (1972)
David G. Moursund, professor emeritus. BA, 1958, Oregon; MS, 1960, PhD, 1963, Wisconsin, Madison. (1967)
Ione F. Pierron, associate professor emerita of librarianship. BA, 1936, Puget Sound; MA, 1955, Minnesota; MS, 1960, Oregon. (1948)
Mildred C. Robeck, professor emerita. BA, 1951, MEd, 1954, PhD, 1958, Washington (Seattle). (1967)
John E. Suttle, professor emeritus. BS, 1948, Texas; MEd, 1952, Colorado; EdD, 1960, Texas. (1959)
The date in parentheses at the end of each entry is the first year on the University of Oregon faculty.
Educational Foundations
The purpose of the educational foundations major is to prepare future professionals in education and related fields: critical thinkers, well-informed about theory and practice, who possess the knowledge and skills to be agents of change in economically, racially, culturally, and linguistically diverse communities. The program focuses on content preparation and provides students with a sophisticated understanding of the intersections of multiple disciplines within larger historical and contemporary themes.
The two-year program, completed during the junior and senior years, prepares undergraduate students for admission into master’s-level teacher certification programs or other Graduate School programs such as social work or psychology. The educational foundations major does not result in a teaching license.
Major Requirements
Students planning to major in educational foundations enter the university as education premajors. Transfer students and university students from other majors may become premajors by submitting a Request for Addition or Deletion Major form, available online. Premajors are not eligible to take most 300- and 400-level education courses. Premajor status does not guarantee admission to the educational foundations major.
The major is designed as a two-year program completed during the undergraduate junior and senior year. The major requires core courses in five areas: learning, teaching, and assessment; curriculum theory; technology and education; literacy; and equality of opportunity. Additional courses are required in mathematics, science, and a variety of other subjects, including reading, art, music, and physical education.
Bachelor of Arts Degree Requirements
Course List | Code | Title | Credits |
| EDST 111 | Educational Issues and Problems | 4 |
| EDST 225 | School and Representation in Film | 4 |
| EDST 331 | Autobiography of Schooling | 4 |
| EDST 332 | Learning, Teaching, and Assessment I | 3 |
| EDST 333 | Learning, Teaching, and Assessment II | 3 |
| EDST 338 | Observation: Learning, Teaching, Assessment I | 1 |
| EDST 339 | Observation: Learning, Teaching, Assessment II | 1 |
| EDST 342 | Curriculum Studies I | 4 |
| EDST 343 | Curriculum Studies II | 4 |
| EDST 422 | Technology Education | 4 |
| EDST 463 | Foundations of Reading | 4 |
| EDST 464 | Multicultural Literacy | 4 |
| EDST 420 | Living in a Stratified Society | 4 |
| 8 |
| Equal Opportunity: Ecojustice and Education | |
| Equal Opportunity: Poverty | |
| Equal Opportunity: Racism | |
| Equal Opportunity: Patriarchy | |
| Equal Opportunity: Homophobia | |
| Equal Opportunity: Decolonization | |
| Equal Opportunity: Diaspora and Immigration | |
| Observation: Equal Opportunity I 1 | |
| EDST 440 | Physical Education for Diverse Learners | 3 |
| EDST 471 | Foundations of Algebra Learning | 4 |
| EDST 472 | Foundations of Geometry Learning | 4 |
| MUS 322 | Music Fundamentals | 3 |
| SPED 411 | Foundations of Disability I | 3 |
| Total Credits | 69 |
Bachelor of Science Degree Requirements
Course List | Code | Title | Credits |
| EDST 111 | Educational Issues and Problems | 4 |
| EDST 225 | School and Representation in Film | 4 |
| EDST 331 | Autobiography of Schooling | 4 |
| EDST 332 | Learning, Teaching, and Assessment I | 3 |
| EDST 333 | Learning, Teaching, and Assessment II | 3 |
| EDST 338 | Observation: Learning, Teaching, Assessment I | 1 |
| EDST 339 | Observation: Learning, Teaching, Assessment II | 1 |
| EDST 342 | Curriculum Studies I | 4 |
| EDST 343 | Curriculum Studies II | 4 |
| EDST 422 | Technology Education | 4 |
| EDST 463 | Foundations of Reading | 4 |
| EDST 464 | Multicultural Literacy | 4 |
| EDST 420 | Living in a Stratified Society | 4 |
| 8 |
| Equal Opportunity: Ecojustice and Education | |
| Equal Opportunity: Poverty | |
| Equal Opportunity: Racism | |
| Equal Opportunity: Patriarchy | |
| Equal Opportunity: Homophobia | |
| Equal Opportunity: Decolonization | |
| Equal Opportunity: Diaspora and Immigration | |
| Observation: Equal Opportunity I 1 | |
| EDST 440 | Physical Education for Diverse Learners | 3 |
| MATH 211 | Fundamentals of Elementary Mathematics I | 4 |
| MATH 212 | Fundamentals of Elementary Mathematics II | 4 |
| MATH 213 | Fundamentals of Elementary Mathematics III | 4 |
| MUS 322 | Music Fundamentals | 3 |
| SPED 411 | Foundations of Disability I | 3 |
| Total Credits | 73 |
Application and Admission
Students must submit a formal application for admission to the major. Application to the major is made before beginning the junior year of study and may be made only during winter term of each academic year. Seniors who transfer from another university or change their major may be admitted but are not guaranteed graduation within one year. Application materials and directions are available on the College of Education website.
Certificate in Educational Foundations—Secondary
UO undergraduates who are preparing for careers as middle or high school teachers major in the subject area they will teach. The certificate in educational foundations—secondary is designed to complement the subject area preparation of undergraduates planning to be middle or high school teachers. The certificate gives future secondary teachers an advantage by giving them the opportunity to develop the knowledge and skills necessary for teaching in the classroom before they enroll in Graduate School. This preprofessional certificate prepares highly competitive students for admission into graduate teacher education programs or other graduate programs in Oregon and around the country.
Master of Education in Curriculum and Teaching
Students pursuing a master of education degree (MEd) are admitted to the curriculum and teaching major through the K–12 licensure program, UO Teach, which emphasizes the sociocultural context of teaching and learning, culturally sustaining pedagogy, and supportive learning communities. Completion of the program leads to a teaching license and a master of education degree (MEd) in curriculum and teaching.
The UO Teach program offers general-education specializations in elementary multiple subjects and middle-high school education in the following content endorsement areas:
- English language arts
- Social science
- Science education (biology, chemistry, physics, or integrated general science)
- Mathematics (advanced and foundational)
- World languages (French, German, Japanese, Mandarin Chinese, and Spanish)
To ensure all graduates are trained to teach culturally and linguistically diverse youth, both specializations include embedded preparation for the English for Speakers of Other Languages (ESOL) endorsement.
UO Teach is a four-term, full-time program, though students may be accepted for a two-year, part-time program. The graduate program begins in June, preparing students for 34 weeks of progressive field experience in local schools, starting in the fall. It is a cohort-based program (students are taught as a community rather than as individuals) in which students explore approaches to teaching and learning that advance equity and access, value individual student’s strengths, facilitate critical thinking, and reflect culturally responsive methods and practices that serve all learners. Study plans are based on endorsement area sequential courses.
Upon successful completion of related course work, field placement, and licensure requirements, candidates are eligible to apply for a Teacher Standards and Practices Commission Oregon teaching license. The preliminary teaching licenses and subsequent renewals and out-of-state transfers require a College of Education recommendation.
More information on the program is available at the website.
Application and Admission
The program is competitive, with limited enrollment. Admission criteria include a bachelor’s degree with required content preparation, a 3.00 grade point average (GPA), demonstrated working experience with school-age youth, passing subject-area test scores for Oregon Educator Licensure Assessments (ORELA), a commitment to working with diverse populations, and strong communication skills. See the website for application details.
Master of Science in Curriculum and Teacher Education
Course List | Code | Title | Credits |
| 8 |
| 8 |
| 8 |
| 16 |
| 16 |
| Total Credits | 56 |
This program is designed for those who already hold a teaching license but want to build on their knowledge by adding a master's degree. Study plans are individualized based on an applicant’s educational pursuits. The program accepts applicants on an annual basis. Interested applicants may access the application from October through January 30; the program begins summer session, in June.
Enrollment is limited. Program admission is based on grade point average, recommendations, need in the field, and the results of an interview. See the website for application details.
Application and Admissions
Enrollment is limited. Program admission is based on grade point average, recommendations, need in the field, and the interview. See the website for application details.
English for Speakers of Other Languages (ESOL) Endorsement
English learners and emerging bilinguals face linguistic and cultural barriers when acquiring context knowledge in a mainstream classroom. The add-on endorsements in ESOL and ESOL–bilingual education prepare educators to serve students who enter the public school system with a native language other than English. In addition, this endorsement equips teachers with an awareness of the challenges students face in developing English language proficiency and content simultaneously, and how effective use of culturally relevant materials and teaching strategies can help to counteract this challenge.
Licensed teachers who complete the ESOL program demonstrate the following:
- proficiency in planning, delivery, and assessment of English language development instruction
- knowledge of effective inclusive language development program models
- ability to serve as a resource to classroom teachers to ensure a student's successful transition from an English language development program to mainstream classrooms
- ability to serve as an advocate for emerging bilinguals who supports equity and access in educational settings
ESOL Endorsement Requirements
Course List | Code | Title | Credits |
| 16 |
| 3 |
| Total Credits | 19 |
The program for the ESOL endorsement requires satisfactory completion of 19 credits, including four courses and a practicum. This endorsement allows licensed teachers to become ESOL specialists.
Students who have completed an ESOL endorsement and are proficient in another language may add the bilingual endorsement by passing the appropriate Oregon Educator Licensure Assessments–National Evaluation Series language test. No course work is necessary for the bilingual endorsement.
Reading Endorsement Requirements
Course List | Code | Title | Credits |
| 16 |
| 3 |
| Total Credits | 19 |
The reading endorsement is an option available to those who already hold an Oregon teaching license and want to become reading interventionists. The program has a multilingual-multicultural emphasis that offers a linguistically and culturally inclusive approach to literacy education, including attention to the needs of speakers of other languages and nonstandard English. Students complete six courses and a practicum for a total of 27 credits.
The program is designed to provide educators with the fundamental skills and knowledge they need to
- provide intensive, research-based reading intervention to individuals and small groups of children in a classroom setting
- understand student literacy learning and assessment from a variety of disciplinary perspectives, including behavioral, cognitive, linguistic, social-psychological, and cultural
- develop, administer, and interpret a variety of reading-skill assessments
- understand the politics, policies, and practical realities associated with language and literacy in education settings and how these issues affect students
Students complete five courses and a practicum for a total of 19 credits.
Application and Admissions
Applicants must hold a teaching license. Students are admitted on a rolling basis but typically begin the program in summer or fall. For application information and deadlines, visit the website.
Licensure
Licensure programs of the Department of Education Studies meet the requirements for the Oregon Teacher Standards and Practices Commission for a preliminary teacher license in elementary multiple subjects and middle or high school education content areas. Endorsements are available in ESOL and ESOL-bilingual specialization and reading.
Doctor of Philosophy in Critical and Sociocultural Studies in Education
The University of Oregon doctor of philosophy degree (PhD) in critical and sociocultural studies in education is designed to prepare scholars who intend to be active in the professional research association in their field, publish research in peer-reviewed journals and academic presses, secure positions as faculty members at research universities or research centers, or work at state and federal agencies.
The program provides a comprehensive approach to educational research that considers the consequences of contemporary schooling systems while developing alternatives to current practices that result in systemic change. To provide concentrated faculty support and mentorship for each student, only a small cohort of seven to ten students are accepted every other year, with admission in the fall of odd-numbered years.
The course of study includes a strong foundation in both qualitative and quantitative research methodologies. Students also choose a set of courses from two of the following areas to focus their studies:
- cultural and linguistic context of schools
- psychological studies in education
- social context of education
- teacher education
In addition, students complete a supervised research apprenticeship in the second year of study and devise a set of cognate courses in consultation with an advisor.
Admission
The program is small—fewer than 10 students are typically admitted every two years. Applications are accepted from early fall through mid-January for admission in odd-numbered years. The next cohort will be admitted for fall 2019. Application details are available online.
