Online Master of Education (EdM) Program
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|Master of Education (EdM) Program Handbook 2012-2013 |
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College of Education
Teacher and Counselor Education Department
Online Master of Education (EdM) Program
Oregon State University
College of Education
104 Furman Hall
Corvallis, OR 97331-3502
541-737-4661
Welcome!
The faculty and staff in the College of Education would like to welcome you to the online Master of Education program hosted through Ecampus. Maintaining an advanced program that is challenging, rewarding, and meets the needs to teaching in the 21st century is of utmost importance. We appreciate your feedback for continuous program improvement and offering an extraordinary learning experience.
This handbook was designed to provide you with important department and program information, including graduate school policies and OSU governance. Although every effort is made to ensure the accuracy of this information, OSU and the Oregon State Board of Education have the right to make changes at any time without prior notice.
Students are responsible for informing themselves regarding individual Department and Graduate School Policies and Procedures. Refer to the specific department or school when necessary:
Oregon State University
OSU Graduate School
OSU Extended Campus
College of Education
Online Master of Education
Table of Contents
Oregon State University 1
OSU Graduate School 2
Graduate School Program Policies (Abbreviated) 2
REGISTRATION, CONTINOUS ENROLLMENT, & TRANSFER CREDITS 2
TIME LIMIT, GRADES, & STUDENT CONDUCT 5
GRADUATION REQUIREMENTS 6
GRADUATION PAPERWORK 7
OSU Extended Campus (Ecampus) 8
College of Education 9
Retention Policy 11
Master of Education (EdM) Program 12
Conceptual Framework 14
Program Outcomes 15
Frequently Asked Questions 16
Student Expectations 18
Coursework 20
Course Schedule 22
Course Descriptions 22
Elective Courses in Teacher and Counselor Education 24
Electives in Other Departments (Ecampus courses) 25
Program Schedule Example 27
Student Advising 28
Contact List 29
EdM Final Exam = Capstone Project & Comprehensive Portfolio 30
EdM Program Checklist 32
OSU Information and Resources 36
FINANCIAL AID & SCHOLARSHIPS 36
STUDENT ONLINE SERVICES 36
TUTORING SERVICES 37
IMPORTANT OFFICES ON CAMPUS 37
OSU RESOURCES 38
Oregon State University
Introduction
Oregon State University (OSU) is a comprehensive, major research university and a member of the Oregon University System. It is the state’s land-grant, sea-grant, and space-grant institution, as well as a Carnegie Doctoral/Research Extensive University. We measure our success by the caliber of entering students, the accomplishments of students and alumni, the quality of the faculty, the quality of instructional research facilities, the effectiveness and productivity of engagement with businesses and constituents, and the support for research and scholarship.
Oregon State University is regionally accredited by the Northwest Commission on Colleges and Universities (NWCCU). The Oregon State Board of Higher Education has authorized the University to offer undergraduate and graduate level certificates, baccalaureate, masters, doctorate, and first professional degrees.
Mission
Oregon State University, a land grant institution, promotes economic, social, cultural and environmental progress for people across Oregon, the nation and the world through our graduates, research, scholarship, outreach, and engagement.
Vision
To best serve the people of Oregon, Oregon State University will be among the Top 10 land grant institutions in America.
Goals
1. Provide outstanding academic programs that further strengthen our performance and pre-eminence in five thematic areas.
2. Provide an excellent teaching and learning environment and achieve student access, persistence, and success through graduation and beyond that matches the best land grant universities in the country.
3. Substantially increase revenues from private fundraising, partnerships, research grants, and technology transfers while strengthening our ability to more effectively invest and allocate resources.
Core Values
• Accountability. We are committed stewards of the loyalty and good will of our alumni and friends of the human, fiscal, and physical resources entrusted to us.
• Diversity. We recognize that diversity and excellence go hand-in-hand, enhancing our teaching, scholarship, and service as well as our ability to welcome, respect, and interact with other people.
• Integrity. We practice honesty, freedom, truth, and integrity in all that we do.
• Respect. We treat each other with civility, dignity, and respect.
• Social responsibility. We contribute to society's intellectual, cultural, spiritual, and economic progress and well-being to the maximum possible extent.
OSU Home Page:
OSU Virtual Tour:
OSU Graduate School
Introduction
The Graduate School contributes to OSU's goal of achieving top ten land grant status by providing leadership in all aspects of graduate education, through advocacy for the critical importance of the graduate enterprise to the university's mission, and by providing core centralized services to the graduate community. In partnership with the Graduate Faculty, the Graduate School plays a leadership and advocacy role to ensure that OSU attracts the best graduate students and delivers a compelling and high-quality graduate experience that prepares them to create new ideas and knowledge, to educate others, to make positive impacts on society, and to lead innovation.
Graduate work at Oregon State University is administered by the Graduate School. The regulations, policies, and procedures governing graduate education are implemented by the Dean of the Graduate School. The dean coordinates graduate programs, courses, admission standards, and certificate and degree requirements; enforces current regulations; recommends changes in graduate policy to the Graduate Council; acts on petitions to deviate from existing regulations; and is responsible for the efficient and effective operation of the Graduate School. It is the student's responsibility to refer to the OSU Graduate Catalog for information regarding official OSU graduate education policy and procedures.
OSU Graduate Catalog:
Graduate School Program Policies (Abbreviated)
As a graduate student, your are responsible for knowing the academic regulations and for observing Oregon State University procedures and Graduate School Policies that govern the Online Master of Education program. These regulations apply to not only graduate students, but any student enrolled in a master’s program with OSU Extended Campus.
This section is an abbreviated version of relevant graduate school policies in regard to the Online Master of Education program at OSU. Specific information regarding Graduate School policies should be addressed to: 300 Kerr Administration Building, 541-737-4881,
The Graduate School also has a useful document for graduate students that provide detailed information on all of the academic regulations. “Guide to Success” can be found at
Graduate School Policies for International Students
REGISTRATION, CONTINOUS ENROLLMENT, & TRANSFER CREDITS
ACADEMIC LOAD - REGISTRATION REQUIREMENTS
Full-time status as a graduate student is defined by the Oregon University System as enrollment in 9 credits per term. The maximum load for a full-time graduate student is 16 credits. A student may exceed this limit only with the approval of the Graduate School. Students receiving approval to exceed 16 credits will be assessed a per-credit overload fee.
Full-time status (i.e., a minimum of 9 credits per term) may be sufficient to qualify for purposes of veterans’ benefits, visa requirements, external fellowships, and federal financial aid.
Part-time status is at least 6 credits a term. This is required in order to receive financial aid.
To assure full compliance with visa regulations, international students should consult with the Office of International Student and Faculty Services for additional information about registration requirements.
Continuous Enrollment
Students must continuously register for a minimum of 3 credits each term (except summer) and pay fees if they will be using university resources (e.g. facilities, equipment, and computing and library services, or faculty or staff time), regardless of the student’s location. This includes students who are taking only preliminary comprehensive or final examinations or presenting terminal projects. If degree requirements are completed between terms, the student must have been registered during the preceding term.
Note: The Online Masters program is considered a “summers only” program. Students in this program are required to take at least 3 credits every summer throughout the course of their graduate study. See the Leave of Absence section for more information.
Leave of Absence
On-leave status is available to students who need to suspend their program of study for good cause. Students who desire a leave of absence will work with their major professor, program administrator, and the Graduate School to arrange authorized leave. Students understand that while on leave they will not use university resources.
A graduate student intending to resume active graduate student status following interruption of his or her study program for one or more terms, excluding summer session, must apply for Regular or Planned Leave of Absence to maintain graduate student standing in his or her degree program and to avoid registration for 3 graduate credits for each term of unauthorized break in registration. Leave of Absence/Intent to Resume Graduate Study Forms must be received by the Graduate School at least 15 working days prior to the first day of the term involved.
Failure to enroll for a minimum of 3 graduate credits during each summer term or to request a Regular or Planned Leave of Absence will result in an unauthorized break in registration. Extended Campus will relinquish his/her graduate standing in the university. Students who wish to have their graduate standing reinstated will be required to file an Application for Graduate Readmission, pay the readmission fee, and register for 3 graduate credits for each term of unauthorized break in registration.
Note: To be granted exemption from the continuous enrollment policy, students in the Online Masters program MUST request a “Regular Leave of Absence” (using a Leave of Absence form) within their first term indicating that they are in a “summers only” program. This allows a student to miss a term (fall, winter, or spring) without penalty. If students wish to take course work during the academic year, they must register for a minimum of 3 credits.
See Registration Requirements (Continuous Enrollment):
Transfer Credits
All graduate programs must include at least 30 graduate credits from Oregon State University. Therefore, a maximum of 15 transfer credits is allowed into a 45-credit program. Transfer credits will only apply toward elective courses in the Online Masters’ program and must meet the following requirements:
• All transfer coursework must be approved by the student’s advisor and should be submitted and approved early in the student’s Program of Study.
• Courses to be transferred must be graduate level, taken after the completion of a four-year baccalaureate degree (or equivalent).
• Transfer courses must have grades of "B" (3.00) or better and have been taken in the last 7 years.
• Graduate courses to be transferred to an OSU master's degree must not have been used to satisfy the requirements for a master's degree (or equivalent) or a doctoral degree from another institution. Credits used to acquire a teaching endorsement are acceptable.
• Graduate courses taken at OSU while the student was a graduate non-degree seeking student are considered transfer courses.
• Any transfer credit used in a master’s degree program must be documented with an official sealed transcript from an accredited university.
• Courses delivered off-campus or by electronic means must satisfy the OSU guidelines for the electronic delivery of courses. It is the responsibility of the student wishing to transfer the course to provide the necessary documentation to satisfy the OSU guidelines. Traditional extension and correspondence courses with no live or real-time interaction with the instructor are not transferable.
Most graduate level courses (500 & above) are acceptable; HOWEVER, there are certain exceptions:
• No 700 or 800 courses, such as project, seminar, or workshop courses
• No slash courses, i.e., ED 412/512
• No Pass/No Pass courses
• Only 9 credits of “blanket” courses, i.e. courses with a zero in the middle (e.g. 508)
Students who wish to transfer graduate credits from other universities must provide official transcripts for courses already completed to the Graduate School prior to the submission of a program of study. If a student undertakes a transfer course after his or her study program has been approved, the student must provide the Graduate School with a transcript of this course prior to the final examination. The Graduate School does not assume responsibility for obtaining transcripts from other institutions.
If the transfer credit is from a foreign university, the student must provide copies of the original transcript and an English translation of the transcript, with the courses to be transferred clearly indicated. Grades and credits for the courses must be clearly identified. In some countries, the first university degree, which OSU considers to be equivalent to a baccalaureate degree, may take five years or more to complete. All of the course work toward such a degree is considered a requirement for the first university degree, and hence none of it can be transferred to a graduate certificate or graduate degree at OSU.
TIME LIMIT, GRADES, & STUDENT CONDUCT
TIME LIMIT
All work toward a master’s degree, including transferred credits, coursework, and the final exam (capstone project) must be completed within seven years.
Grade Requirement
A grade-point average of 3.00 (a "B" average) is required: 1) for all courses taken as a degree-seeking graduate student, and 2) for courses included in the graduate degree or graduate certificate program of study. Grades below "C" (2.00) cannot be used on a graduate program of study. A grade-point average of 3.00 is required before the final oral or written exam may be undertaken.
Incomplete Policy
A student may request that an incomplete (for a course that has not been completed) be granted by an instructor, if the reasons for the incomplete are acceptable to the instructor, and so long as the student is passing the course at the time the request was made. The incomplete that is filed by the instructor at the end of the term must include an alternate/default grade to which the incomplete grade defaults, if the student does not make an effort to resolve the incomplete coursework within one year of recording the incomplete. Examples of the new incomplete grades are (I/A, I/A-, I/B+, I/B, I/B-, I/C+, I/C, I/C-, I/D+, I/D, I/D-, I/F, I/P, and I/N). Satisfactory/Unsatisfactory (S/U) grade options are converted after the submission of the “I/Alternate Grade” is determined by the instructor. For example, if the student has requested an incomplete and has opted for an S/U grade, the instructor will submit an “I/Normal Grade” (e.g., I/B+) at the end of the term. The Office of the Registrar will subsequently convert the “I/Normal Grade” to an “I/S” or “I/U” in accordance with the grading option chosen by the student.
The calculation of the Alternate/Default Grade is determined by the work to be completed for the course over the entire term. For example, while a student may be passing at the time the incomplete request is granted, the Alternate/Default Grade is NOT what the student has earned up to the point of the incomplete request. The Alternate/Default Grade is what grade the student would have earned if the instructor includes what was completed and if the student did no more work from the point of the incomplete request to the end of the term.
Withdrawal from the University
Any student in good standing is entitled to withdraw without prejudice at any time prior to the beginning of finals week. This may be accomplished by the student obtaining from the Registrar’s Office the proper form and directions for completing the process.
• Withdrawal from the university prior to the beginning of finals week will result in the grade of W being recorded for each course for which the student is registered.
• When a student’s academic progress is interrupted by an emergency situation such as serious illness, accident, or death of a family member, within the last four weeks of the term, and the student submits evidence of such to the Registrar, he or she may withdraw from the university with I grades in all subjects.
To withdraw from the university, contact the Registrar’s office to receive instructions on faxing in a declaration of withdrawal from the university for the current term so that the request and signature on file. They will also accept email transmissions which have a scanned signed authorization attached.
Dismissal from Graduate School
Advanced-degree students (regularly, conditionally, and provisionally admitted) are expected to make satisfactory progress toward a specific academic degree. This includes maintaining a GPA of 3.00 or better for all courses taken as a graduate student and for courses included in the graduate program, meeting departmental or program requirements, and participating in a creative activity such as a thesis.
If a student is failing to make satisfactory progress toward an academic degree, as determined by the major department/program or the Graduate School, the student may be dismissed from the Graduate School.
Student Conduct Regulations
Graduate students enrolled at Oregon State University are expected to conform to basic regulations and policies developed to govern the behavior of students as members of the university community. The regulations have been formulated by the Student Conduct Committee, the Student Activities Committee, the university administration, and the State Board of Higher Education. Violations of the regulations subject a student to appropriate disciplinary or judicial action. The regulations and the procedures for disciplinary action and appeal are available via the Office of Student Conduct and Community Standards; .
GRADUATION REQUIREMENTS
PRIOR TO GRADUATION, YOU MUST REQUEST AN AUDIT FROM THE GRADUATE SCHOOL WHERE THEY WILL CHECK TO SEE IF YOU HAVE MET ALL OF THE GRADUATION REQUIREMENTS:
• Courses listed on the Program of Study match the courses and grades in the university transcripts.
• Official transcripts from other institutions where credits have been transferred into the program MUST be on file in the graduate office.
• The student’s accumulative GPA must be at least a 3.0.
• A student must be enrolled for at least 3 credits during the final term in which he or she graduates.
Final Exam - Capstone Project
The Online Master of Education is considered a “non-thesis” program, yet, as a master’s degree it still requires successful completion of a final written examination which is in the form of a capstone project. A capstone project is a practical application of the knowledge and skills acquired in coursework and allow a student to demonstrate their proficiency in meeting the program outcomes. A project should be selected on based on personal interests, and/or a specific need to help solve a real problem either in the classroom, school, or community. While a major paper in a Master's Degree program will tend to be informative, a capstone project addresses practical, real-world problems in education and is research based.
Students are required to take TCE 506 Projects TWICE for a total of 6 credits, once to research and design BEFORE the implementation and evaluation of the capstone project, and again to synthesize and analyze the project evaluation results.
Note: Students have access to the OSU Valley Library only when enrolled in a course. Therefore, if you are planning to conduct research for your capstone project be sure that you are enrolled in a course or TCE 506 Projects to get access to books and journals.
Oral Exams
The oral exam consists of the presentation of your capstone and reflection of how you met each of the program outcomes. During the first two weeks of the term in which you plan to graduate, you must select your examining committee and schedule your "final exam” (capstone project) presentation. The final oral exam should be scheduled for two hours, not more than half of the examination period should be devoted to the presentation of the project. The remaining time can be spent on questions relating to the student's knowledge of the program outcomes, etc. The major professor (advisor) is responsible for directing and assigning a final grade for the culminating capstone project.
The examining committee consists of three members of the graduate faculty including the major professor. All of the committee members will assess the student's defense of the project in the final oral examination, as well as the student's knowledge of his or her field, and vote to pass or fail the student.
Deadlines: Master's degree final oral examination. File the exam scheduling form with the Graduate School one week before the examination.
Check the deadlines for scheduling exams with the Graduate School
GRADUATION PAPERWORK
DIPLOMA APPLICATION
Diplomas are issued four times a year, at the end of each term. You must complete a diploma application form to receive your diploma. Diplomas are available from the Registrar's Office approximately six weeks after the end of the term.
Exit Survey
All advanced degree recipients are given the opportunity to complete an exit survey that gathers information about the graduate school experience. You will receive a copy of the survey when you schedule your final examination along with a small token of our appreciation for taking the time to complete the questionnaire. The results are completely confidential and are very important in helping us improve all aspects of graduate education at OSU.
Degree Certification
The Graduate School will notify the Registrar when you complete all requirements for your degree and will indicate the specific date you did so. This date will show up on your transcript. You may request a statement of degree from the Graduate School after the Graduate School has certified the degree. The Registrar's office confers degrees and distributes diplomas four times each year.
Commencement
OSU holds only one formal Commencement ceremony each year in June. If you complete all degree requirements by the specified deadline you may attend the Commencement ceremony. If you are eligible, the Registrar will mail you detailed information about Commencement.
Note: See “Program Completion Checklist” on page 34 in this handbook to help you complete required tasks in the Online Master program from Getting Started to Graduation Requirements.
OSU Extended Campus (Ecampus)
Introduction
OSU Extended Campus online courses are developed exclusively for the virtual classroom by experts engaged in the latest distance education technologies. Student-instructor and student-student interactions are highly interactive and typically occur via online "discussion boards" where you can post comments viewed by all or a select group.
When you register for a class through OSU Extended Campus, you are also tapping into extensive University resources, including those designed exclusively for the off-campus student. These services include:
• Remote access to the OSU Libraries
• Our Extended Campus Student Services Center
• OSU Computer Helpdesk
• Career Services
• Writing Help
Online and distance courses offered through Extended Campus are taught by OSU faculty and carry requirements for reading, research, and examinations that are similar to on-campus courses. Online degree programs and courses appear the same on your OSU transcript as do on-campus degrees and courses. Professional certificate programs and non-credit programs do not appear on an official OSU transcript, but Continuing Education Units (CEUs) or certificates may be awarded.
Ecampus Home Page:
OSU Summer Session:
Ecampus FAQs:
Getting Started Guide:
Ecampus Course Demo:
Online Orientation for New Students:
Schedule of Classes:
Tutoring Services
OSU Extended Campus is happy to provide our distance students with online tutoring. Students registered for online courses will receive:
• 15 Hours free tutoring paid by OSU Extended Campus.
• 12 Papers (essays) - you submit your writing (for any subject) and receive detailed, personalized feedback within 24 hours.
• Tutoring from academic professionals - over 80% have their Masters or PhDs.
• Your own "Student Home Page" - with access to tutoring options and archives of your tutoring sessions
For more information, go to
College of Education
Introduction
The Professional Teacher and Counselor Education (PTCE) unit at Oregon State University prepares candidates in 24 initial and advanced endorsement areas housed in the College of Education and four other colleges, including one branch campus in Bend. There are about 90 faculty involved in the preparation of teachers and school counselors. The Licensure Faculty Coordinators serve as advisors and policymakers for the unit and report to the Director of Professional Education, Dean Larry Flick in the College of Education.
The College of Education has undergone an extensive redesign to respond to – and anticipate – changes in educational systems in the 21st century. We are collaborating with practitioners in the field to offer an online masters degree in education that is relevant, authentic, and timely. Through the coordinated efforts of the talented faculty of the College of Education and the cutting edge technology and support staff of Extended Campus, the courses in this master’s degree are now available to students all over the world. Serving students is our number one priority, and we are only a phone call or email away.
The College of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE) and the Oregon Teacher Standards and Practices Commission (TSPC) for the preparation of elementary and secondary teachers. The graduate program in Counseling is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
Mission
The mission of the College of Education is to inspire and support teachers, counselors, educational leaders, researchers, and volunteers to promote lifelong learning in schools, colleges, universities, communities, and workplaces. Embracing an innovative spirit in teaching, research, service, and knowledge dissemination, we are committed to the values of diversity and social justice in a global society.
Vision
The vision of the College of Education is to be one of the most exemplary education units in the world. We will
• Prepare professionals who excel as educational leaders.
• Produce culturally competent educators who embrace diversity and social justice.
• Conduct research and lead innovation that significantly impacts educational policy and practice.
• Collaborate as a valued partner within the University and throughout the world.
• Attract resources through leadership in distance education, research and development, and private giving.
The mission and vision of the College of Education is guided by the values of creativity, connection, culture, and caring.
Creativity is openness and curiosity to explore new and different ideas; willingness to share, learn, and experiment; the strength to persevere; and, sometimes, the courage to let go.
Connection brings people together, fosters internal and external collaboration, relationships, and networking, builds capacity, and adds to our understanding of complexity.
Culture is exemplified through developing competence related to diverse cultures, individuals, perspectives, and values that create an environment of acceptance, appreciation, and respect and justice for others.
Caring is ethics and integrity shown through empathy, compassion, and a commitment to celebrate others, which ultimately improves our collective social, educational, psychological, and physical well-being.
Core Values
The four core values of the College’s Conceptual Framework are:
1. Ethics and Professionalism
2. Reflective Practitioner
3. Lifelong Learners
4. Diversity and Equity
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Retention Policy
STUDENT RETENTION IN COLLEGE OF EDUCATION PROGRAMS IS BASED UPON THE ACADEMIC AND PROFESSIONAL JUDGMENT OF THE UNIVERSITY FACULTY RESPONSIBLE FOR THE EVALUATION OF THE STUDENT’S PERFORMANCE. THE FACULTY CONSIDERS BOTH ACADEMIC SUCCESS AND APPROPRIATE PROFESSIONAL CONDUCT WHEN MAKING RETENTION DECISIONS ABOUT STUDENTS.
1. Academic Standards
In order to continue studying in the Masters of Education (EdM) program, students must meet the academic standards of the program. These standards include:
• Maintaining a minimum GPA of 3.0.
• Earning a grade of “B” or better in every course.
• Exhibiting a graduate level writing standard in all submissions.
• Making continuous progress toward degree completion.
• Completing a Capstone that demonstrates successful acquisition of the learning outcomes of the program, with a written product and an oral exam.
• Completing the program within seven years.
In addition, students must comply with all policies and standards of the Graduate School. The Graduate Catalog: .
2. Professional/Ethical Standards
According to various accreditation organizations (NCATE, ACA, TSPC, Oregon OARs, Public Schools, NGOs, Non-Profits), all candidates graduating from the College of Education at Oregon State University must meet all professional standards of practice, evidence of proper dispositions within their chosen field, as well as complying with the University Student Conduct Regulations. Professional behavior includes respect, honor and integrity, altruism, responsibility and accountability, leadership, caring, compassion, and communication, and excellence of scholarship. Proper dispositions include:
• The values, commitments, and professional ethics are those which influence behaviors toward students, families, colleagues, communities, and technology use. They affect student or client learning, motivation, and development, as well as their own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice.
• In addition to high standards for academic achievement and to the profession, the College of Education at Oregon State University holds candidates accountable during their studies and in their work in the field in both academics and practice. It is not sufficient to perform well academically, yet behave in ways that decrease the quality of the professional work. The candidate must demonstrate acceptable professional behavior in five key areas:
I. Professional conduct toward students, clients, youth, and adult learners;
II. Professional practice;
III. Professional conduct toward professional colleagues, including university faculty, staff, and internship and field placement supervisors and administrators;
IV. Professional conduct toward the general community, including educators, parents, and other community members;
V. Technology use that includes “netiquette,” respect of copyright and original work of others, and appropriate use of the internet.
Master of Education (EdM) Program
Program Description
The Online Master of Education (EdM) is a 45-credit degree program offered entirely online for the convenience and accessibility of practicing teachers worldwide. It is a partnership between the College of Education and OSU Extended Campus (Ecampus). For additional program information, go to
Mission
The mission of the Online Master of Education (EdM) program is to support K-12 teachers early in their careers to nurture continuous learning and development among teachers that values scholarship, reflection, inquiry, openness, and social responsibility. The education master's program facilitates the online professional growth of teachers as:
• Informed Practitioners
• Reflective Researchers
• Professional Leaders and Advocates
Program Requirements - Total Credits = 45
• Professional education core courses (24 credits) -6 credits that are grade-level specific
• Final exam (6 credits) - Completion of a capstone project which is an opportunity to address a practical, real-world problem in the classroom, school or community using the skills and knowledge gained throughout the program of study.
• Focus/content area (15 credits) - Elective credits in your content area or obtain endorsement in English as a Second Language/Bilingual or Reading.
Program Benefits: Convenient, Flexible, and Personalized
• Entire program is online for your convenience; attend classes anywhere, anytime, 24/7
• Interact with K-12 teachers throughout Oregon, the United States, and in other countries
• Open enrollment; you can start any term: summer, fall, winter, or spring
• No continuous enrollment; take 2 to 7 years to complete the program
• Plan your courses to accommodate your schedule
• Committed faculty and instructors
• Focused curricula in the teacher’s specific grade level or subject area
• Ability to add an ESOL/Bilingual or Reading Endorsement to a current teaching license
• Meets standards outlined by the National Council for Accreditation of Teacher Education (NCATE) and by the Oregon Teacher Standards and Practices Commission (TSPC)
Masters Enrollment Requirements
In order to be accepted into the online Masters Degree in Education (EdM) program, a student must have all of the following:
• a baccalaureate degree
• completed a teacher preparation program or have a current teaching license
• a cumulative GPA of at least 3.0 in the last 90 hours of coursework
• at least one year of teaching experience or be a practicing K-12 teacher (0.5 time) while enrolled in the program
• completed application file that indicates student’s ability to succeed in a graduate program at OSU
Delivery for the Online Masters in Education Degree
We understand that today's students cannot always relocate or adjust their schedules to complete or advance their education. Whether you're at home, on the road, or traveling outside the U.S., OSU Extended Campus can open the door for you to pursue your educational goals. All the courses in the online Masters Degree in Education (EdM) program are delivered online and can be conveniently accessed anytime, from anyplace.
Your online classroom looks very different from the classroom of your old school days! Extended Campus online courses are designed exclusively for the virtual classroom by experts engaged in the latest distance education technologies. Student-instructor and student-student communication is highly interactive and typically occurs via online "discussion boards" where you can post comments viewed by all or a select group.
Note: The Master of Education degree is a summer’s only program. Therefore, students in this program must enroll at Oregon State University for a minimum of 3 graduate credits each summer term during their degree program. Summer leave of absences are available upon request.
Tuition and Fees
Financial Aid and Scholarships (on pages 17 & 36 of Handbook)
Student Demographics
Most of the students in the Online Masters program are from Oregon, while about 15% are from out-of-state, and the remaining 5% live outside the U.S. Students from Arizona, California, Hawaii, Illinois, Tennessee, New York, Wyoming, Austria, China, South Korea, Syria, Taiwan, and Turkey have been enrolled in the program.
Status of teachers who are active in program (as of 1/1/09):
80% female, 20% male
96% domestic, 3% international
71% residents; 25% non-residents; 4% international
73% white; 3% Hispanic; 1% American Indian/Alaskan Native; 1% Asian/Pacific Islander; 20% declined to respond
Status of teachers who have completed the program:
Average years to complete program = 2.5 years.
63% teach elementary grade level
37% teach secondary grade level
Elementary teachers who earned endorsements in program:
2 ESOL
2 ESOL/Bilingual
1 Reading
Secondary teachers who earned endorsements in program:
2 ESOL
Conceptual Framework
THE EDUCATION MASTERS IS DEVELOPED FROM A CONCEPTUAL FRAMEWORK THAT IS DRAWN PRIMARILY FROM A SOCIAL CONSTRUCTIVIST PHILOSOPHY. IN PARTICULAR, THE PROGRAM RECOGNIZES THAT INDIVIDUALS (STUDENTS AND TEACHERS) CONSTRUCT THEIR OWN SENSE AND MEANING OF REALITY IN COLLABORATION WITH PEERS AND MORE KNOWLEDGEABLE OTHERS IN THE CONTEXT OF AUTHENTIC ACTIVITY.
The masters program stresses the development of those intellectual skills that provide the teacher with the ability to make informed, rational decisions when confronted with the multitude of instructional situations that comprise the daily reality of a teacher. The Online Masters program acknowledges that there are important distinctions between beginning teachers and expert teachers in the degree of sophistication teachers’ exhibit in the construction and application of knowledge. Expert teachers will have developed their abilities to deal simultaneously with more of the complex facets of the teaching context, with greater flexibility and adaptability, and with a more highly developed capacity to integrate their understandings and performance on behalf of students’ individual needs. This program aims to help teachers early in their careers to become expert teachers and to help them develop their abilities to interpret and respond effectively to the complex facets of teaching and learning.
In addition, a goal of the Online Masters is to develop teachers as leaders who can successfully advocate for and influence educational local, state, and national policies and programs in a democratic society. Graduates are not only confident and competent in their own practice but are able to articulate, defend, and justify their point of view about educational policies, programs, and instruction based on the best available syntheses of educational research. The Online Master of Education degree also values teachers as theory builders and aims to help teachers become more reflective thinkers.
The Online Masters program expects teachers to conduct research on their own practice, to reflect on the data they gather, to integrate these findings with the broader syntheses of educational research to develop their own theories of education, and to use this to improve teaching and learning.
The Online Master of Education also supports the premise that cognitive, social, cultural, and moral development empowers and emancipates individuals evidenced by the knowledge base produced by the research on teaching and learning in a diverse world. Graduates of the program embrace diversity and are able to navigate and thrive in diverse settings and cultures (e.g., social, economic, political, religious, geographical, generational, linguistic, ethnic, racial, gender). We are committed to providing teachers with learning experiences that help them to develop knowledge, skills, and dispositions within a framework of moral and ethical societal norms including a commitment to equity and diversity.
Finally, the Education Masters acknowledges that the professional development of teachers is the responsibility of the entire profession, the teacher himself/herself, school-based personnel, and those in higher education. By providing collaborative professional development activities, both institutions benefit and teachers are better able to provide an improved learning environment for their students. By working together, teachers are better able to facilitate high levels of learning by all children, to promote a better environment for preparing teachers, and to create a more supportive site for renewal and inquiry by experienced teachers, administrators, and university faculty.
Program Outcomes
THE ONLINE MASTERS OF EDUCATION (EDM) ENCOMPASSES A RIGOROUS ACADEMIC PROGRAM, POWERFUL NETWORKING EXPERIENCES, AND CREATIVE SCHOLARSHIP TOWARD EXPERTISE FOR PRACTICING K-12 TEACHERS IN THE FOLLOWING THREE DOMAINS. STUDENTS DEMONSTRATE THAT THEY HAVE MET THE PROGRAM OUTCOMES THROUGH A FINAL "CAPSTONE PROJECT" UPON THE COMPLETION OF THE PROGRAM.
Informed Practitioner
1. Constructs and implements curricula and teaching that reflect understanding of the learning process.
2. Interprets the ideas and conceptual schemes within specific subject matter areas(s) taught.
3. Actualizes subject matter to make it comprehensible to all students.
4. Assesses educational contexts (e.g., family, school, community, cultures) and their potential impact on teaching and learning.
5. Differentiates instruction to meet the learning styles and needs of all students with consideration for their intellectual, social, and emotional development.
6. Assesses student progress in learning, refines plans for instruction and establishes alternative learning options, when necessary, to support high levels of student performance.
Reflective Researcher
7. Assesses his or her own professional practice and school improvement.
8. Interprets the professional literature (research and theory) and integrates "best practices" within particular teaching situations.
9. Constructs theory about teaching and learning and synthesizes this with educational research to improve instruction and engage in school improvement.
Professional Leader and Advocate
10. Engages in curricular and professional leadership in the pursuit of excellence in schools, districts, and states.
11. Acts as a change agent, at either the school level or beyond, for excellence in his or her own teaching and learning and that of colleagues and students.
12. Develops professional networks and collaborates with colleagues to enhance excellence in job performance and advance teaching as a profession.
13. Develops professional networks and collaborates with parents, colleagues, and members of the community in order to bring a broader perspective to the education of students in a democratic society.
Frequently Asked Questions
HOW ARE ONLINE COURSES STRUCTURED?
Online courses provide considerably more freedom than face-to-face courses, allowing students to choose when and where they participate in class activities. However, students have the same kinds of deadlines and structured responsibilities of a face-to-face class - assignments must be completed by due dates and regular participation in online discussions is necessary to fully engage in the learning process.
Online learning is not easier than face-to-face courses, but it is more flexible and can be very powerful because of the interaction and creativity of the students. If you are a self-directed and independent learner, you are willing and able to communicate ideas and projects in written format, and you can navigate in the web environment, online learning may be for you!
How much time does it take to complete the degree, and how many credits can I take each term?
The Online Master’s degree is typically completed in at least 11 terms (1 term = 11 weeks) which is equivalent to 2- 2½ years based on a minimum enrollment of 3 credits every term (Fall, Winter, Spring) and 6-9 credits during two summer sessions. The degree could be completed in less time if graduate credits are transferred into the program or you take a “full load” which is 9 credits for graduate students. However, this is NOT recommended while teaching full time.
What is meant by a “summers only” program?
Students enrolled in a “summers only” program are exempt from the continuous enrollment policy which mandates that graduate students are enrolled in courses fall, winter, and spring. Since the Online Masters is a “summers only” program, students must enroll at Oregon State University for a minimum of 3 graduate credits each summer term during their degree program.
When do courses start?
Oregon State University follows a quarter system which is based on a 11-week/term session. See the Academic Calendar for starting dates:
What is the cost per credit and overall tuition?
Tuition and fees through Ecampus for graduate courses are currently $478 per credit. (This is subject to change.) It is the same for resident and non-resident students. You should also consider books, materials, program fees, and miscellaneous expenses in your budget.
Is financial aid available?
Yes. Students who are formally admitted to OSU and are enrolled at least half-time (5-8 credits for graduate students) can receive partial aid. Full-time students are eligible for full financial aid consideration. For more information, visit the following sites:
Can I transfer credits into the program?
Yes, you can transfer up to 15 credits from other universities taken within the last 7 years. Ask an advisor for details about what specific courses you may apply toward the degree.
What kind of technology is necessary to take online courses at OSU?
You will need Internet access, at least a 4.0 browser, and an email account.
Can students receive instruction on the use of Blackboard? Will there be online help support for Blackboard?
Yes, there is an online tutorial for using Blackboard for all users. Yes, Blackboard offers technical assistance to all students.
Are tutoring services available?
Yes, OSU Extended Campus is happy to provide our distance students with online tutoring. For more information, go to:
How do I use the library from a distance?
You will have online access to more than 100 electronic journal indexes, full text articles from 1,000 journals, and a gateway to other library catalogs through offered at the Oregon State Valley Library.
Student Expectations
ONLINE COURSES PROVIDE CONSIDERABLY MORE FREEDOM THAN FACE-TO-FACE COURSES, ALLOWING YOU TO CHOOSE WHEN AND WHERE YOU PARTICIPATE IN CLASS ACTIVITIES. HOWEVER, YOU WILL HAVE THE SAME KINDS OF DEADLINES AND STRUCTURED RESPONSIBILITIES OF A FACE-TO-FACE CLASS - ASSIGNMENTS MUST BE COMPLETED BY DUE DATES AND REGULAR PARTICIPATION IN ONLINE DISCUSSIONS IS NECESSARY TO FULLY ENGAGE IN THE LEARNING PROCESS.
You will find that online learning can be very powerful because of the interaction and creativity of the students. If you are a self-directed and independent learner, you are willing and able to communicate ideas and projects in written format and you can navigate in the web environment, you will succeed in this learning environment. It is highly recommended that you read the Scoring Guides for the different assignments so that you are familiar with the details of the expectations for each.
Academic Regulations
Every student is responsible for knowing the academic regulations and for observing the procedures that govern his or her relations with Oregon State University. Unless otherwise specified, these regulations apply to both undergraduate and graduate students. Any question regarding these regulations that cannot be answered by a student’s academic advisor should be referred directly to the Office of the Registrar. Additional information regarding Graduate School policies should be addressed to the Office of the Graduate Dean.
Participation Requirements
Plan to spend 10-12 hours per week on each course - reading, conceptualizing, preparing assignments, posting your ideas and research on the Discussion Board, and responding to the postings of other students. The course content is organized by the week, but you should login to the course site on Blackboard each day to keep up with the ongoing discussions. Most students who drop out of online courses do so because they fall behind and become lost and disconnected. Don't let this happen to you - check in daily!
Instructor Assistance
Your instructor will also login to the course site on Blackboard daily (unless otherwise noted) to monitor the activities and respond to discussion items. You can expect your instructor to respond to your specific emails within 24-48 hours.
Netiquette
Remember that your fellow students will read everything you post, so please be accurate, appropriate, and courteous. Your readers cannot see your emotions or tone, so be careful to clarify humor, irony, and sarcasm so you won't be misunderstood. Also remember that the course is a professional academic setting, so your postings should reflect your graduate level standing. Use complete sentences and proper grammar, cite your sources, and offer your best thinking. On the other hand, please be forgiving of typos or incompletely developed ideas. We all make mistakes, we are all learning, and we all deserve more than one chance to express evolving positions and opinions. Be kind with criticism - and your classmates will be kind with theirs. And finally, concise and focused is better than long and rambling. You will read dozens, if not hundreds, of posted comments during this course, and it takes time to download them - let alone read them all.
Plagiarism
You are expected to submit your own work in all your assignments, postings to the discussion board, and other communications, and to clearly give credit to the work of others when you use it. Academic dishonesty will result in a grade of "F".
Incompletes
There is no effective way to make up an online class. Once the class is over, potential for discussion, which is an integral part of the grade, is gone. Please do not expect or request an "incomplete" grade unless there are extenuating circumstances, and note that any request may be denied.
Withdrawals
Students may withdraw from a course with a W grade after the tenth day of classes and through the end of the seventh week of classes. After the seventh week of classes, students are expected to complete the program attempted and will receive letter grades (A, B, C, D, F, I, S, U, P, N) for all courses in which enrolled unless they officially withdraw from the university. Procedures for withdrawal from individual courses are outlined in the term Schedule of Classes.
Blackboard Assistance
The different sections of the course are accessible through the navigation buttons. Please explore! You must learn how to post messages, cut and paste text from your word processor, save and print Blackboard pages, and access and send emails. If you have questions about how to access the course content or submit assignments, contact your instructor. If you are having difficulty with OSU Helpdesk, don't have an ONID or Exchange email account, or require immediate assistance, please call OSU Computer Helpdesk, during work hours, at (541) 737-3474 or go to Technology Support Services at
"Ask Ecampus"
For a variety of general questions, go to “Ask Ecampus”. Type in a question and get an immediate response from the online Knowledge Base.
Student Services
You should also be aware of the student services that are available to you through Ecampus. For more information, contact Ecampus Student Services Center at Phone: 541-737-9204, Toll Free: 800-667-1465 or email: ecampus@oregonstate.edu
Student Conduct & Community Standards
Disabilities
If you have a documented disability and need accommodations, please consult with your instructor at the beginning of the term. Course content will be made available to you in an accessible format upon your request.
Course Evaluation
We encourage you to engage in the course evaluation process each term - online, of course. The evaluation form will be available toward the end of each term, and you will be sent instructions by Ecampus. You will login to Student Online Services to respond to the online questionnaire. The results on the form are anonymous and are not tabulated until after grades are posted.
Coursework
Note: TCE = Teacher and Counselor Education (in the College of Education at OSU)
|Course # |Course Title |Credits |
|CORE COURSES FOR ALL STUDENTS (18 credits) |
|TCE 528 |Using Assessment to Improve Instruction |3 |
|TCE 542 |Teacher Leadership |3 |
|TCE 543 |Politics, Policy, and Advocacy in Education |3 |
|TCE 549 |Teaching in a Differentiated and Diverse Classroom |3 |
|TCE 561 |Action Research (pre-requisite: TCE 562) |3 |
|TCE 562 |Intro to Research Methods in Education |3 |
|ELEMENTARY CORE (6 credits) |
|TCE 544 |Literacy and Reading Curriculum Design |3 |
|TCE 553 |Critical Issues in the Teaching and Learning of Mathematics |3 |
|SECONDARY (Middle & High School) CORE (6 credits) |
|TCE 545 |Planning Curriculum Aligned to Standards |3 |
|TCE 564 |Advanced Instructional Strategies |3 |
| |FINAL EXAM – CAPSTONE PROJECT (6 credits) | |
|TCE 506 |Projects |3 |
|TCE 506 |Projects |3 |
|FOCUS AREA OF STUDY – COURSE ELECTIVES (15 credits) |
|Examples |Content area specific courses, e.g., mathematics, language arts, music, social studies, etc. |15 |
| |ESOL or ESOL/Bilingual endorsement |18 |
| |Reading endorsement (Read Oregon) |24 |
| |Mid-level Authorization |12 |
Focused Area(s) of Study Course Electives - 15 Credits
Students complete 15 credits of elective courses in one or more focused areas of study. Students work with an advisor to design a customized program, or choose to add an endorsement to a current teaching license. Some possibilities are listed below - contact the Program Lead for additional information.
• Content Specializations – select courses in your content area
• ESOL/Bilingual Endorsement (18 credits): We offer endorsements in English for Speakers of Other Languages (ESOL) and Bilingual Education through OSU’s Extended Campus (Ecampus). This is an 18-credit-hour program for anyone interested in teaching English as a Second Language (ESL), as well as ESOL teachers and specialists. The site-based internship (TCE 510) can be done from anywhere in the world. However, to get an official Oregon state TSPC ESOL endorsement, the internship and work sample must be done in an Oregon classroom. For more information, go to:
• Reading Endorsement (18 or 24 credits): The Read Oregon program is a collaborative effort of five universities in the Oregon University System — Oregon State University, Eastern Oregon University, Portland State University, Southern Oregon University, and Western Oregon University — in cooperation with OUS Departments of Distance and Continuing Education. Read Oregon consists of two new collaborative distance education programs available to teachers statewide.
Read Oregon:
• Literacy Education Course of Study — graduate-level, distance-delivered, 12-credit literacy education certificate of completion for general classroom teachers.
• Reading Specialist Program — graduate-level, distance-delivered 24-credit reading specialist endorsement program.
• Authorization
1. Middle School (12 credits):
• TCE 512: Psychology of the Adolescent (3 cr) AND select one of the courses:
• TCE 545 Planning Curriculum Aligned to Standards (3 cr)
• TCE 564 Advanced Instructional Strategies (3 cr)
2. *TCE 507: Work Sample Seminar (2-3 credits; 2 credits if OSU Work Sample previously completed)
3. *TCE 509: Practicum (3 credits)
4. Take Middle School PRAXIS II (in content area)
*Courses must be taken simultaneously
Course Schedule
|REQUIRED COURSES |ACADEMIC YEAR |
| |SUMMER |FALL |WINTER |SPRING |
|TCE 506 PROJECTS (3 CR) |X |X |X |X |
|TCE 517 ACADEMIC WRITING FOR MASTERS STUDENTS (1 CR)* |X |X |X |X |
|TCE 528 USING ASSESSMENT TO IMPROVE INSTRUCTION (3 CR) | | |X |X |
|TCE 542 TEACHER LEADERSHIP (3 CR) |X | | |X |
|TCE 543 POLITICS, POLICY AND ADVOCACY IN EDUCATION (3 CR) |X |X | | |
|TCE 544 LITERACY AND READING CURRICULUM DESIGN (ELEMENTARY CORE) (3 CR) |X |X | | |
|TCE 545 PLANNING CURRICULUM ALIGNED TO STANDARDS (SECONDARY CORE) (3 CR) |X | | | |
|TCE 549 TEACHING IN A DIFFERENTIATED AND DIVERSE CLASSROOM | | |X |X |
|TCE 553 CRITICAL ISSUES IN THE TEACHING AND LEARNING OF MATH (ELEMENTARY CORE) (3 CR) |X |X | | |
|TCE 561 ACTION RESEARCH (3 CR) | | |X |X |
|TCE 562 INTRODUCTION TO RESEARCH METHODS IN EDUCATION (RECOMMENDED PRE-REQUISITE FOR TCE|X |X | | |
|561) (3 CR) | | | | |
|TCE 564 ADVANCED INSTRUCTIONAL STRATEGIES (SECONDARY CORE) (3 CR) |X | | | |
*THIS COURSE IS REQUIRED IF ADMITTED ON “PROVISIONAL STATUS”.
Course Descriptions
TCE 506 PROJECTS (3 CREDITS)
This is an independent study course and requires an independent study contract be submitted before registration. Students may use this course when working on the Capstone project.
TCE 517 Academic Writing for Masters Students (1 credit)
A writing refresher that addresses academic voice, style, tone, construction, conventions, and writing style appropriate for master's-level research papers and capstones.
TCE 528 Using Assessment to Improve Instruction (3 credits)
This course engages the student in exploring ways in which teachers in a standards-based system effectively use individual and group student assessment data to design, refine, and revise their curriculum, instruction, and assessment so that all students have an opportunity to make progress towards meeting standards.
TCE 542 Teacher Leadership (3 credits)
This course examines current conceptions, research, and philosophies of leadership in the classroom, school, and district contexts. The goal of this course is to provide teachers with the knowledge and skills to be leaders in their classrooms and schools, make teaching and learning more effective throughout their school and district, and to successfully advocate for and influence local educational policies and programs.
TCE 543 Politics, Policy, and Advocacy in Education (3 credits)
This course examines the relationships among politics, education policy development, and policy implementation at the local, state, and national levels. Issues such as policy formulation; the nature of interest groups, political goals and strategies; external advocacy groups and organizations; the role of the local school board, the state board of education, and the state legislature; and the implementation of policy will be examined. Recent major educational reform efforts will be critiqued and potential future trends will be examined.
TCE 544 Literacy and Reading Curriculum Design (Elementary core) (3 credits)
The course examines the theory and practice of curriculum development and related pedagogy in reading, including its integration in the content areas. Included are the study of literacy foundations, culture, development, planning and organization, teaching heuristics, special needs and assessment.
TCE 545 Planning Curriculum Aligned to Standards (Secondary core) (3 credits)
This course requires the student to study and develop a year-long curriculum that reflects national, state, and local standards and provides level appropriate instruction for all students. Students will explore the alignment of units of instruction within the curriculum to curriculum frameworks, standards systems and assessments, and theory about the best strategies for teaching students in their content area.
TCE 549 Teaching in a Differentiated and Diverse Classroom (3 credits)
This course addresses the identification of students with exceptionalities - TAG, Special Education, and at-risk – and strategies to effectively teach all students by differentiating the environment, materials, curriculum, instruction, assessment, and other factors. Particular attention will be paid to early intervention and collaboration protocol with specialists, services, and agencies outside the classroom will be emphasized.
TCE 553 Critical Issues in the Teaching and Learning of Mathematics (Elementary core) (3 credits)
Addresses current issues, including a close examination of NCTM's principles of equity, curriculum teaching, learning, assessment, and technology. Views curriculum in a way that reflects the needs of the subject, the child, and society. Special emphasis will include how to implement curriculum and instruction strategies to help ensure that all students meet the benchmarks and standards.
TCE 561 Action Research (3 credits)
The course examines action research as a vehicle for teacher and administrator professional development. Specific topics of study include problem posing, data collection and analysis, theory building, and writing the report.
TCE 562 Introduction to Research Methods (3 credits) – pre-requisite: TCE 562
Explains quantitative and qualitative research methods in education; classroom action research and understanding of the fundamental statistical procedures used in the interpretation and use of research studies.
TCE 564 Advanced Instructional Strategies (Secondary core) (3 credits)
This is a three-credit course designed for the professional teacher educator that involves the learner in studying the role of researched-based teaching strategies and working with colleagues to improve instruction for all students. The learner explores current research and thinking on conditions necessary for effective practice in the standards-based classroom.
Elective Courses in Teacher and Counselor Education
CHECK ECAMPUS SCHEDULE OF CLASSES FOR COURSE OFFERINGS EACH TERM:
TCE Electives
• TCE 512 Psychology of the Adolescent (3) – summer
• TCE 596 Technology for Educators (3) – fall, spring
ESOL/Bilingual Courses (courses are available to everyone; an endorsement is not required)
• TCE 522 Racial and Cultural Harmony in the K-12 Classroom (3)
• TCE 572 Theoretical Foundations of Language Acquisition for P-12 Educators (3)
• TCE 573 Instructional Approaches for P-12 English Language Learners (3)
• TCE 576 Language Policy and Issues in Bilingual/ELL Education (3)
• TCE 599 Linguistics for ELL/Bilingual Teachers (3)
• TCE 510 ESOL Internship (3)
Note: These endorsements are sanctioned by Oregon’s Teacher Standards and Practices Commission and are only available to teachers with an active Oregon license.
ESOL/Bilingual Endorsement
For Program Information, Course Descriptions and Schedules, go to
Read Oregon Endorsement
To find out about the Read Oregon Schedule and Course Descriptions, go to
Electives in Other Departments (Ecampus courses)
Check Ecampus course catalogue for term offerings
ART
• ART 515 Art for Teachers I (4)
Science and Mathematics Education
School-Based – open to all K-12 educators
• SED 520 Integrating Technology and Literacy in Learning Math and Science (3)
• SED 521 Teaching Math/Science with Videos (3)
• SED 522 Dynamic Spreadsheets as Learning Tools in Science and Math (3) (for teachers in grades 3-12)
• SED 565 Inquiring into Science and Mathematics Learning and Teaching (3)
• SED 566 Fostering Reflective Discourse in Science and Math Contexts (3)
• SED 568 Enhancing Literacy Learning in Science and Math Contexts (3)
• SED 588 Mathematics Curriculum (3)
• SED 598 Science Curriculum (3)
Free Choice Learning – open to all K-12 educators
• SED 582 Personal Dimensions of Free-choice Learning (3)
• SED 583 Socio-cultural Dimensions of Free-choice Learning (3)
• SED 584 Physical Dimensions of Free-choice Learning (3)
SOCIAL STUDIES
Ethnic Studies
• ES 544 Native American Law: Tribes, Treaties, and the U.S. (3)
History
• HST 525 The Holocaust in its History (4)
• HST 568 History of the American West (4) (Prereqs: HST 201, HST 202 & HST 203 or graduate standing)
History of Science
• HSTS 540 History of Psychotherapy (4)
• HSTS 570 Ecology and History: Landscapes of the Columbia Basin (3) (Prereqs: HST 201, HST 202 and HST 203 or BI 370)
Philosophy
• PHL 543 World Views and Environmental Values (3) (Other Prereqs: One introductory-level science course and sophomore standing)
Political Science
• PS 515 Politics and the Media (4) (Other Prereqs: PS 201)
• PS 577 International Environmental Politics and Policy (4)
• PS 575 Environmental Politics and Policy (4) (Prereqs: PS 201 or instructor approval)
Psychology
• PSY 556 Social Development – (3) (Pre-requisite: PSY 350 and graduate standing
• PSY 585 Behavior Modification – (3) (Pre-requisite: PSY 350 or equivalent work in family life or education)
• PSY 598 Health Psychology – (3) (Pre-requisite: 300-level course in psychology)
Sociology
• SOC 538 US Immigration Issues in the 21st Century (4)
• SOC 572 Giving and Voluntarism (4) (Other Prereqs: SOC 204 or instructor approval)
• SOC 550 Sociology of Education (4) Other Prereqs: SOC 204 or instructor approval)
• SOC 526 Social Inequality (4) (Prereqs: SOC 204)
• SOC 541 Criminology and Penology )(4) (Prereqs: SOC 204)
• SOC 554 Leisure and Culture (4) (Prereqs: SOC 204)
• SOC 580 Environmental Sociology (4) (Prereqs: SOC 204)
STUDENT ADVISING
Advising is an important profession responsibility of the faculty in Teacher and Counselor Education. In the Online Master of Education degree, students work with an advisor at two different stages within the program.
1. The Online Masters Program Lead is responsible for advising students when they are accepted into the program until they complete their program of study. The Program Lead serves as an advisor for all students in the first stage to:
• Orientate students to Oregon State University, the College of Education, the Teacher and Counselor Education Department, and the Online Masters program.
• Ensure that department, college, and graduate school policies are presented and followed.
• Assist students in course selection.
• Process required forms: Leave of Absence and Program of Study
• Monitor student’s progress toward degree completion.
• Assign a major professor to serve as an advisor on the capstone project.
2. A faculty member takes on the role of “major professor” which involves advising students on the final examination (capstone project). After completing the Program of Study (18 credits), students in the Online Masters program are assigned a “major professor” (advisor) that shares similar experiences: content area or grade level teaching experience. Students will work with this new advisor to complete their capstone project and oral exam. The major professor serves as an advisor for assigned students during the second stage to:
• Review the capstone project proposal.
• Guide and advise on development of capstone project.
• Edit capstone portfolio and provide continuous feedback.
• Process required forms for graduation: Exam Scheduling and Petition for Change.
• Serve as committee member on the oral exam.
• Organize graduation logistics: inviting graduate committee members, scheduling rooms, etc.
Faculty and Staff Profiles:
EdM Final Exam = Capstone Project & Comprehensive Portfolio
The final step in completing your master’s degree is to develop and present a capstone project which serves as a final exam requirement and is a synthesis of your learning. Along with a comprehensive portfolio, the capstone project is a performance demonstration of your achievement and mastery of the program outcomes that are exemplified in the three program domains: Informed Practitioner, Reflective Researcher, and Professional Leader and Advocate.
EdM Capstone Project
The EdM capstone project is an opportunity to address a practical, real-world problem through the development, implementation, and evaluation of a needs-based project. As an Informed Practitioner, you will identify a need or problem in your classroom, school, or community. This may mean conducting a needs survey or an advocacy plan. Next, as a Reflective Researcher you will investigate solutions based on current educational research and best practices. This research will guide the project design. Lastly, as a Professional Leader and Advocate, you will implement the project to a target audience and evaluate any effects.
After completing at least 15 credits of core courses in the EdM program, you will need to complete a written proposal which needs to be turned in conjunction with your program of study. Subsequent coursework will guide the development of the capstone project.
• TCE 543 Politics, Policy, and Advocacy in Education - develop a capstone proposal and advocacy plan
• TCE 561 Action Research – conduct preliminary research and project design
• TCE 506 Projects – complete context statement and literature review; formalize project design and create implementation timeline; collaborate with major professor
The final product culminates in a 30-50 page portfolio which includes four major sections:
1. background information about the student and their teaching context;
2. a literature review section to guide the capstone project;
3. the capstone project methodology including design, implementation, evaluation; and
4. a comprehensive portfolio that demonstrates mastery of program outcomes, and includes evidence and reflections.
Once the Capstone is finished, we will schedule an "exam" time. You will meet with three committee members- either in person or virtually - to present your capstone and answer any additional questions about the project or your coursework. The committee will be responsible for approving your Capstone and recommending you for graduation.
Capstone Project Criteria
• The scope of the project must go beyond assignments or curriculum developed in the master’s program coursework.
• The project must show originality and advanced development of a plan to the actual implementation phase.
• The project should have an impact on student learning, improving educational opportunities, and provide educational and/or professional development opportunities in the school, district, or community
• The project should demonstrate leadership skills.
Capstone Project Ideas
• A research-based innovative course to teach Shakespeare to low-achieving high school students to improve reading scores.
• A format to develop storybook-based curriculum for use in an inclusive early childhood special education class.
• An 8-week program designed for parents to learn what is expected of kindergarten students and how they can support their children’s learning at home.
• Research-based literacy practices in teaching math to middle school students.
• Integrating technology math curriculum to increase understanding and enhance performance in student learning in first grade.
• A research-based advocacy and school improvement plan to increase boy’s achievement and behavior in school.
Comprehensive Portfolio
Your capstone project will be combined with a comprehensive portfolio which demonstrates your mastery of the EdM program outcomes. This portfolio is a self-reflection and synthesis of your learning throughout the program, and an opportunity to display your work with thoughtful reflective writing which provides insight into your mastery of the program outcomes and insight into your growth as a teacher. It is important to acknowledge the context of a capstone portfolio:
1. Purpose – The capstone serves as a final examination to demonstrate knowledge, skills, abilities, and dispositions reflected in the EdM program outcomes.
2. Audience – The capstone will be reviewed by three reviewers or committee members: your major professor and two other faculty members.
3. Evidence – The capstone includes your project with supporting evidence (artifacts) which confirms your mastery of the program outcomes.
4. Reflections – For each program outcome that applies to your project, include in-depth, reflective thoughts to support your evidence, e.g., “How does this part of the project demonstrate your mastery of the outcomes?”
Note: Your portfolio should be formatted in APA style. (See “APA Format Guidelines” on page 9)
Terminology
Capstone Project – The capstone project is the equivalent of a master's non-thesis, final exam. It is a research-based project that demonstrates your ability to solve a problem or need in your class, school, or community. You will research, develop, implement, and evaluate your capstone project.
Comprehensive Portfolio – The comprehensive portfolio is a compilation of evidence (artifacts, e.g., assignments, papers, projects, etc.) of your mastery of the EdM program outcomes.
EdM Program Checklist
Everyone at Oregon State University is dedicating to assisting you toward success, but you must initiate the contact when it is time to complete each step. Here is a checklist of procedures that may be useful to you throughout completion of the Online Master of Education degree.
1. Sign up for an ONID (OSU Network ID) account
An ONID account provides:
• Email (username@onid.orst.edu, 200MB per user)
• File storage (1GB per user)
• Personal web pages (including MySQL database access)
• UNIX shell access
• Access to other services (wireless network, Blackboard, ResNet, IS computer labs, Interlibrary Loan, plus more)
ONID:
Note: We recommended that you forward your ONID email to your school email address since other email accounts (gmail, hotmail, yahoo, etc.) will consider email from OSU spam.
To activate your account:
1. Go the OSU Network Identification Web site:
2. Click on “Sign up for ONID”
3. Type in your OSU ID Number and General Access Pin (GAP) number
4. Set your password
For help:
Call OSU Computer Helpdesk, Valley Library, 541-737-3474, between the hours of 8 a.m. and 7 p.m., Monday through Thursday, and 8 a.m. to 5 p.m. on Friday. You can also e-mail osucomputerhelpdesk@oregonstate.edu, or visit our Web site: for more information.
2. Register for Courses
You must enroll for at least 3 credits each term through OSU Extended Campus (Ecampus). All Ecampus courses have a section number that starts with a 400.
Go to “Register Online Now Step-by-Step Guide:
Ecampus Schedule of Classes – All Terms:
3. Learn more about OSU Extended Campus (Ecampus) and Blackboard
Online Orientation for New Students:
Ecampus Course Demo
4. Review the Graduate School Policies
Even though you are taking online courses through Ecampus, all graduate school policies apply since you are seeking a master’s degree. Refer to OSU Graduate School Policies (Abbreviated) on page 2 in the handbook or go to
Graduate Student Information:
5. Complete a “Leave of Absence” form during your first term
All graduate students at OSU must register continuously for a minimum of 3 graduate credits/term unless on approved leave of absence. Because the Online Masters program is considered a “summers only” program, you are exempt from this requirement, but you must fill out a “Leave of Absence” indicating “summers only” program. Then you do not have to maintain continuous enrollment; you can miss a term without penalty.
Leave of Absence form:
Fill out your personal information at the top and sign your name at the bottom. DO NOT check any boxes.
Mail the signed form to Sue Helback, Oregon State University, 460 Waldo Hall, Corvallis, OR 97331-3502. Contact Sue Helback if you have questions.
6. File a “Program of Study” after your first year (or 15 credits)
The Graduate School requires all graduate students to complete a Program of Study which lists all of the core (required) and elective courses you will take to earn your degree. This form must be completed in conjunction with the EdM program lead and advisor.
7. Final Exam (Capstone Project)
In conjunction with your Program of Study, you will need to propose a capstone project that will serve as the culminating demonstration of your competence in the program outcomes. (Refer to pages 31-32 for more information.
Contact Sue Helback and request an electronic version of a “Program of Study” form and the Capstone Proposal document.
8. Register for TCE 506: Projects for 3 credits at least FOUR terms before you plan to graduate and after completing TCE 543
This gives you at least four terms in which to complete the project, and an opportunity to consult with your major professor and get feedback on your capstone project report before the final presentation (oral exam).
9. Contact OSU Graduate School
At least 3-4 weeks prior to the final exam, clear any incompletes, business account "holds," or other hindrances to your degree completion with the Graduate School.
Preparing to Complete Your Degree:
• Program Deficiencies: Remove or make arrangements to remove all program deficiencies (e.g., courses with incomplete grades, missing transcripts for recent transfer courses) before taking the final oral or written examination. All Incomplete grades on your Program of Study (with the exception of research/project credit in lieu of thesis) must be removed prior to your final exam.
• Petition for Change: Review your Program of Study to ensure that the courses are identical to the courses on your transcript. If you find it necessary to make any changes in your Program of Study, complete a “Petition to Change Program” form.
Petition to Change Program form:
• GPA requirements: Review your transcript to ensure that you have a minimum grade point average (GPA) of 3.00 is required for all courses taken at OSU as a graduate student and for courses included in the graduate program. Grades on transfer courses will be included in the calculation of the program GPA, but will not affect the GPA of courses taken at OSU. You must meet the minimum GPA requirement before scheduling final oral or written exams.
10. Schedule the Oral Exam
Consult with your Major Professor to schedule an exam date, time, and room location at least two weeks prior to your oral exam. Complete the “Exam Scheduling” form to select your exam committee and schedule your "final exam." The exam consists of the presentation of your Capstone and an oral examination of the program outcomes
You are responsible for:
• Informing the Graduate School of the date, time, and place of each exam
• Confirming the committee membership
• Notifying and reminding the committee of the exam date, time, and place
Exam Scheduling Form:
11. Capstone Project Portfolio
At least two weeks prior to your oral exam, provide a copy of your Capstone project portfolio to each of the committee members to review. Ask if they want to receive an electronic or paper copy. When in doubt, mail or deliver three bound hard copies to the College of Education, one for each committee member.
12. Diploma Application
Diplomas are issued four times a year, at the end of each term. You must complete a diploma application form to receive your diploma. Diplomas are available from the Registrar's Office approximately six weeks after the end of the term. Diplomas earned during spring term are available at Commencement. Your diploma will reflect the degree awarded. Your transcript will reflect the academic major and degree awarded. File a Diploma Application with the Graduate School via Word, Adobe, or the web.
Diploma Application:
After You Have Finished…
13. Exit Survey
All advanced degree recipients are given the opportunity to complete an exit survey that gathers information about the graduate school experience. You will receive a copy of the survey when you schedule your final examination along with a small token of our appreciation for taking the time to complete the questionnaire. The results are completely confidential and are very important in helping us improve all aspects of graduate education at OSU. Thank you for completing this important questionnaire.
14. Degree Certification
The Graduate School will notify the Registrar when you complete all requirements for your degree and will indicate the specific date you did so. This date will show on your transcript.
OSU Information and Resources
FINANCIAL AID & SCHOLARSHIPS
FINANCIAL AID - OSU
Degree seeking students admitted to OSU may be eligible for federal and state financial aid if enrolled for 6 or more credits per term. To apply for financial aid, complete the Free Application for Federal Student Aid (FAFSA) form and list Oregon State University as your school choice. Please direct your questions to the OSU Financial Aid Office, 541-737-2241 or call Ecampus at 1-800-235-6559to be transferred. The FAFSA can be completed online:
Financial Aid - Ecampus
A need-based grant is now available to help further the career of deserving Oregon State University students who are admitted and enrolled in a part-time or full-time program of study offered through Extended Campus.
Eligibility Criteria - Recipients will be undergraduate or graduate level students who:
• Demonstrate financial need per Free Application for Federal Student Aid (FAFSA) guidelines. (Complete the FAFSA online; remember to list Oregon State University as your school choice)
• Seeking a distance degree or academic certificate.
• Enroll in a minimum of 3 credits per term through Ecampus.
• Make satisfactory academic progress and complete at least 9 credits per year.
Scholarships
Information about OSU scholarship opportunities is available through the College of Education. Scholarships are offered once a year in March.
Two scholarships for students with physical disabilities are offered through Disability Access Services.
STUDENT ONLINE SERVICES
STUDENTS CAN ELECTRONICALLY ACCESS THEIR OWN STUDENT INFORMATION VIA THE OSU WEB SITE. THESE SERVICES ARE EXPLAINED BELOW AND ARE AVAILABLE 24 HOURS PER DAY, EXCEPT: 11:55 P.M. FRIDAY TO 7:00 A.M. SATURDAY. TO ACCESS YOUR OWN STUDENT INFORMATION, YOU NEED YOUR:
• Student Identification Number
• General Access Pin (GAP). The GAP is your birth date (MMDDYY), until you establish a new GAP. Notice: In November 1999, OSU changed its method for establishing GAPs (General Access PIN Numbers). Students accessing the Web for the first time since that date will be asked online to replace their birthdates GAPs to a more secure number of their choice. This will then remain the student’s GAP until such time as she or he chooses to change it. Students who forget their new GAPs may access the Web online systems to re-obtain a new GAP.
Email Access
Update Your Current Mailing Address
This is the only address the university will use if it needs to send you information. The university no longer maintains separate local and home student addresses. Students are responsible for making sure their current address listing is correct and for updating it at the end of each term if necessary. Students may change their current mailing address listing at the Registrar’s Office or by Student Online Services Quick Login.
You will be asked to verify your address at the beginning of each term. The first time you access your student information on the Web through Student Online Services, you will see a message asking you to change or confirm your address. Please update your address information at that time.
ECAMPUS LIBRARY
THE OREGON STATE UNIVERSITY LIBRARIES PROVIDES ACCESS, DELIVERY AND REFERENCE SERVICES THAT SUPPORT THE RESEARCH OF NEEDS OF OUR OFF-CAMPUS USERS. USING OUR LIBRARY CATALOG, DATABASES AND E-JOURNALS, YOU CAN SEARCH FOR AND ORDER BOOKS, JOURNAL ARTICLES, AND OTHER LIBRARY MATERIALS FROM THE OSU LIBRARIES, OTHER PACIFIC NORTHWEST ACADEMIC LIBRARIES, AND BEYOND. IF YOU REQUIRE ANY ASSISTANCE IN SEARCHING FOR OR OBTAINING LIBRARY MATERIALS, WE INVITE YOU TO CONTACT US, USING THE CHATBOX OR THE ASK US LINK AT THE TOP OF THE PAGE.
Webinars for Ecampus and remote students and instructors who want to learn more about the OSU Libraries and doing library research at a distance.
TUTORING SERVICES
NETTUTOR PROVIDES A WIDER RANGE OF TUTORING SUBJECTS, WITH NO LIMIT ON THE NUMBER OF TOTAL HOURS A STUDENT MAY ACCESS THEIR SERVICES. HERE IS A LINK TO THEIR WEBSITE SHOULD YOU WISH TO LEARN MORE ABOUT THEIR SERVICES: .
IMPORTANT OFFICES ON CAMPUS
ADMISSIONS
Office of Admissions, Oregon State University, 104 Kerr Administration Building, Corvallis, OR 97331-2106
Phone: 541-737-4411, toll-free: 800-291-4192
Web site:
Disability Access Services
A200 Kerr Administration Building, Corvallis, OR 97331
Phone: 541-737-4098
E-mail: Disability.services@oregonstate.edu
Web site:
The Disability Access Services office (DAS) offers an array of services to students with documented disabilities and assists faculty, staff and other members of the OSU community with access consultation and accommodation requests. Services include, but are not limited to note taking, sign language interpreting, real-time transcribing, alternative testing, transcribing and captioning media for accessibility, and conversion of text into Braille, digital text and tactile images. Assistance with registration, disability-related housing needs, and access to OSU community events is also available.
The Graduate School
Graduate School, Oregon State University, 300 Kerr Administration Building, Corvallis, OR 97331
Phone: 541-737-4881 Fax: 541-737-3313
E-mail: graduate.school@oregonstate.edu
Web site:
Office of the Registrar
Registrar's Office, Oregon State University, 102 Kerr Administration Building, Corvallis OR 97331
Phone: 541-737-4331
E-mail: registrars@oregonstate.edu
Web site:
Registration Information:
OSU Extended Campus
OSU Extended Campus, 4943 The Valley Library, Corvallis, OR 97331-4504
Phone: 541-737-2676, Toll Free: 800-235-6559
Email: ecampus@oregonstate.edu
Website:
OSU RESOURCES
ACADEMIC REGULATIONS:
Academic Calendars:
Blackboard Portal:
Campus Map:
Commencement:
Distance Education:
Driving Directions to Campus:
Hotels (near OSU):
International Students:
General Catalog and Schedule of Classes:
ONID (OSU Network ID):
Parking (for visitors):
Policies:
Priority Registration:
Registration Information:
Student Online Services:
Technology Support Services:
Textbooks – OSU Bookstore:
University General Catalog & Schedule of Classes:
The Valley Library – Online Search:
Verification of Enrollment:
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