The master's degrees in the Graduate School of Education are designed for thoughtful and caring practitioners who have the knowledge, skills, and desire to examine critically educational practices while working to improve them in ways that are conceptually sound, ethically responsible, and culturally responsive.
Option I: Educational Leadership and Policy
The Department of Educational Leadership and Policy (ELP) offers a department-wide Master of Arts and Master of Science degree with specializations in: Postsecondary, Adult, and Continuing Education (PACE); Leadership in Sustainability Education (LSE); and Educational Administration (MS+IAL).
The purpose of these programs is to prepare educational leaders who are able to respond positively, creatively, and proactively to the increasing diversity characterizing our metropolitan communities and to view diversity as a foundation upon which to build excellent educational programs for all learners.
All students admitted to the 45-credit master’s program must complete four required courses from the Professional Studies Core. Within each specialization students may elect to develop, with their advisers, a general program or theme (special emphasis or focus). Themes in Postsecondary, Adult, and Continuing Education include: Adult Learning and Development; Higher Education and Organizational Change; Student Services; Training and Development; and Service-Learning.
Courses
| ELP 511 | Principles of Educational Research and Data Analysis I | 4 |
| ELP 520 | Developmental Perspectives on Adult Learning | 4 |
| ELP 568 | Educational Organization and Administration | 4 |
| | And Either | |
| ELP 551 | Social Foundations of Education | 4 |
| | Or | |
| ELP 554 | Philosophy of Education | 4 |
In consultation with the adviser, students must complete courses that support their area of specialization and select one of two options to complete the requirements for the master’s degree (a thesis or a comprehensive examination). The majority of students complete the comprehensive exam which involves a professionally grounded theory-to-practice project formally contextualized in the research literature. The thesis is likely to significantly extend a student’s time to completion. Courses numbered 808 do not count toward degree completion. Further information about each of these areas of specialization may be obtained from the Graduate School of Education. For more information please visit our web site at www.pdx.edu/elp/.
Information about specific specializations and licensure programs can also be found on our website.
MA/MS Postsecondary Adult and Continuing Education
http://www.pdx.edu/elp/postsecondary-adult-and-continuing-education-pace-specialization
MA/MS Leadership for Sustainability Education
http://www.pdx.edu/elp/leadership-for-sustainability-education-lse-specialization
Educational Administration:
http://www.pdx.edu/elp/education-administration-licensure-specialization
Graduate Certificates:
Option II: Curriculum and Instruction
The M.A./M.S. degree in curriculum and instruction emphasizes professional education. The purpose of the program is to prepare experienced teachers and others interested in education to be teacher leaders, create curricula, and respond positively to our increasingly diverse schools and society. Students can complete the electives in a variety of ways: working toward ESOL, Reading, or Library/Media endorsements, focusing on one of the department specializations, or choosing from an array of graduate level classes.
Requirements for the degree are:
- A program of study consisting of 45 graduate-level credits approved by the student’s graduate adviser and the department chair, to include:
- A minimum of 24 credits in curriculum and instruction.
- A core of studies encompassing preparation in the areas of teaching and learning, curriculum, research and evaluation, human relations, and multicultural education. The precise nature of this core of studies is specified by the department. Degree plans are written in cooperation with an assigned adviser.
- All courses must be 500 level or above.
- No more than 6 credits may be 800-level courses numbers, if approved by the adviser prior to being used for a master’s program. Courses numbered 808 are not allowed.
- With adviser and department chair approval, up to 15 credits may be transferred in from other institutions.
- With adviser and department chair approval, up to 15 credits from PSU taken prior to admission may be included in the program.
- The total credits of (e.) and (f.) cannot exceed 15.
- The student will select one of three options to complete the requirements for the master’s degree: (1) an independent action research project, (2) a thesis, or (3) a written comprehensive examination. The thesis requires an oral examination in addition to the written product.
Core Classes
| CI 510 | Guidance for the Classroom Teacher | 3 |
| CI 561 | Advanced Educational Psychology | 3 |
| CI 565 | Theoretical Models of Curriculum | 3 |
| CI 567 | Curriculum and Culture | 3 |
| CI 580 | Theories of Instruction | 3 |
| CI 581 | Issues in Education | 3 |
| CI 590 | Action Research Proposal | 3 |
| CI 591 | Action Research Implementation | 3 |
Early Childhood Specialization
The Graduate School of Education offers graduate-level courses for professionals seeking to strengthen their understanding and skills in the area of early childhood education (ECE). This coursework focus is appropriate for those pursuing a master’s degree in curriculum and instruction with a specialization in ECE. For more information, please see our Web site at www.pdx.edu/ci/early-childhood-specialization.
Option III: Counseling
All students who are pursuing a master’s degree in counselor education must complete core courses with some additional work needed based on program requirements. This program satisfies University and Graduate School of Education requirements and is part of the requirements needed prior to taking the NCE examination of the National Board for Certified Counselors (NBCC) or of the Commission on Rehabilitation Counselor Certification (CRCC). This program is also approved by the Oregon Board of Licensed Professional Counselors and Therapists and the Teacher Standards and Practices Commission of Oregon. Students should work with their advisers in the process of understanding the licensure requirements of both of these credentialing groups.
The primary purpose of the counselor education department is to educate competent counselors for public and private schools, community behavioral health agencies and rehabilitation facilities. The program is designed to strengthen competencies in the behavioral sciences and to broaden the students’ background in human growth and development, counseling theories and interventions, interpersonal relations, individual and group processes, career and life-style planning, assessment, diagnosis and treatment planning, research and program evaluation, and multicultural aspects of counseling.
Students may pursue one of four areas of specialization within the counselor education department: clinical mental health counseling; clinical rehabilitation counseling; school counseling; marital, couple, and family counseling. This is primarily an evening program. The program takes three years to complete unless students choose to proceed more slowly.
Students can choose (a) written comprehensive exam, (b) thesis, or (c) professional portfolio (for school counseling students only). Thesis credits are in addition to the required credits for graduation. The thesis must be no less than 6 credits and no more than 9 credits.
Note: Students in all four specializations must complete Coun 541 Introduction to Counseling and one course in psychopathology prior to admission or before enrollment in the fall term of the first sequence of coursework. Additional prerequisites are specified for students in the school counseling specialization (see “Licensure”). Courses numbered 808 are not allowed.
Core courses
Clinical Mental Health Counseling Specialization
The clinical mental health counseling specialization prepares individuals to work as counselors in private and public clinical mental health agencies, community colleges, universities, employee assistance programs or private practice settings. Prior experience in a helping relationship is recommended for individuals pursuing this specialization. Depending upon one’s choice of setting, the counselor should prepare to offer diagnostic and intervention services to the populations seeking counseling. The program of study leading to an M.A./M.S. in education with a clinical mental health counseling specialization must include the following 90 credits:
Courses
| | Core coursework | 56 |
| Coun 552 | Theories and Interventions II | 3 |
| Coun 553 | Advanced Therapeutic Strategies | 3 |
| Coun 575 | Foundations of Couples, Marriage, and Family Counseling | 3 |
| Coun 586 | Psychopharmacology and Mental Illness | 3 |
| Coun 587 | Foundations of Mental Health Services | 3 |
| Coun 588 | Diagnosis and Treatment Planning II | 3 |
| Coun 544 | Consultation: Theory and Practice | 2 |
| Coun 546 | Grief and Loss | 2 |
| Coun 572 | Systemic Perspectives on Human Sexuality | 3 |
| | | |
| Coun 577 | Family Therapy | 3 |
| | Or | |
| Coun 578 | Couples Therapy | 3 |
| | | |
| Coun 593 | Case Management | 3 |
| | Electives | 3 |
| Total Credit Hours: | 90 |
Clinical Rehabilitation Counseling Specialization
The clinical rehabilitation counseling specialization is currently accredited by CORE and is pursuing CACREP/CORE accreditation for clinical rehabilitation/clinical mental health counseling. The clinical rehabilitation counseling specialization prepares individuals to work with people with chronic illness and disabilities in a variety of settings such as the public and private rehabilitation systems, in-patient and out-patient rehabilitation facilities, clinical mental health settings, employment providers, and educational environments. Emphasis is on the development of effective interpersonal counseling skills, career development and vocational services, and psychosocial adjustment counseling to assist clients and their families to improve the quality of their lives via self-sufficiency and economic independence. The program of study leading to an M.A./M.S. in education with a clinical rehabilitation counseling specialization must include the following 90 credits:
Courses
| | Core coursework | 56 |
| Coun 552 | Theories and Interventions II | 3 |
| Coun 575 | Foundations of Couples, Marriage, and Family Counseling | 3 |
| Coun 586 | Psychopharmacology and Mental Illness | 3 |
| Coun 587 | Foundations of Mental Health Services | 3 |
| Coun 588 | Diagnosis and Treatment Planning II | 3 |
| Coun 590 | Foundation of Rehabilitation Counseling | 3 |
| Coun 591 | Medical Aspects of Disability | 3 |
| Coun 592 | Psychosocial Aspects of Disability | 3 |
| Coun 593 | Case Management | 3 |
| Coun 594 | Occupational Analysis/Vocational Evaluation | 3 |
| Coun 595 | Contemporary Issues and Applications in Rehabilitation Counseling | 3 |
| | Elective | 1 |
| Total Credit Hours: | 90 |
Marital, Couple, and Family Counseling Specialization
The marital, couple, and family counseling specialization prepares individuals to work in mental health centers, community agencies, and other settings in which counselors are expected to assist clients presenting with couples, family, or relationship issues. Emphasis is placed on teaching counselors systemic assessment and intervention in the counseling process. The program of study leading to an M.A. or M.S. in education with the marital, couple, and family specialization requires the completion of the following 90 credits:
Courses
| | Core coursework | 56 |
| Coun 552 | Theories and Interventions II | 3 |
| Coun 572 | Systemic Perspectives on Human Sexuality | 3 |
| Coun 573 | Contemporary Couples, Marriage, and Family Systems | 3 |
| Coun 574 | Family Life Cycle and Transitions | 3 |
| Coun 575 | Foundations of Couples, Marriage, and Family Counseling | 3 |
| Coun 577 | Family Therapy | 3 |
| Coun 578 | Couples Therapy | 3 |
| Coun 579 | Advanced Systemic Interventions: Couples and Families | 3 |
| Coun 555 | Counseling Children and Youth | 3 |
| Coun 588 | Diagnosis and Treatment Planning II | 3 |
| Coun 544 | Consultation: Theory and Practice | 2 |
| Coun 546 | Grief and Loss | 2 |
| Total Credit Hours: | 90 |
School Counseling Specialization
The school counseling specialization prepares individuals to work as counselors in school settings. Emphasis is placed on preparing school counselors to work with students to support them in the process of achieving academic, career, and personal/social success. The 77 credit program is for individuals who enter the program with two years of teaching experience. Students who cannot document two years of teaching experience must complete a 6-credit, 200- hour effective teaching sequence to obtain licensure as a school counselor (see “
Licensure").
Courses
| | Core coursework | 56 |
| Coun 527 | Counseling Individuals with Diverse Needs | 3 |
| Coun 545 | Youth at Risk | 3 |
| Coun 547 | Legal & Ethical Issues in School Counseling | 1 |
| Coun 555 | Counseling Children and Youth | 3 |
| Coun 576 | Parents, Families, and Communities in Schools | 3 |
| Coun 589 | Action Research in Counseling | 1-2 |
| Coun 596 | Foundations of School Counseling | 3 |
| Total Credit Hours: | 75 |
Coun 589 is taken three terms: 2 credits fall, 1 credit winter, 2 credits spring for a total of 5 credits.
Option IV: Special Education
The Graduate School of Education offers comprehensive programs for the professional preparation of students in special education. A master’s degree in special education may be completed in conjunction with state licensure in special education or may be completed independently. For licensing information see “Programs Leading to Licensure: Special Education” on Special Education Licensure Programs.
Students completing a master’s degree must complete the special education master’s degree core program. The master’s core must total at least 9 credits. The remaining credits are drawn from the special education licensure program or other courses approved by the advisor. No more than 6 credits of 800-level courses may be used, and courses numbered 808 are not allowed. The master’s degree without Oregon licensure must total at least 45 credits (which includes the master’s core).
Core Courses
Students must complete SpEd 596 Topcis in Special Education Research before SpEd 597 Topics in Special Education Issues and Practices. Topics such as Literacy, English Language Learners, Positive Behavior Intervention Supports, and Students with Significant Disabilities are offered. Students must fulfill a capstone experience by choosing either to complete a special project (SpEd 506) or a master’s thesis (SpEd 503) under the direction of a faculty advisor. The special project (SpEd 506) must include a written product and presentation and align with the topic area chosen for SpED 597. With advisor approval students may take up to 9 credits of SpEd 596 and 9 credits of SpEd in three topic areas. Students opting to complete a thesis will follow Portland State University theses guidelines. Students are required to enroll in 3-6 credits of Special Project (SpEd 506) or 6-9 credits of Thesis (SpEd 503).
The master’s degree program includes:
| | Advisor approved courses (from licensure program or electives) | 30-36 |
| SpEd 596 | Topics in Special Education Research | 3 |
| SpEd 597 | Topics in Special Education Issues and Practices | 3 |
A combination of the following:
Visually Impaired Learners Focus
Students completing the Master’s program with a focus on Visually Impaired Learners have the option of completing the Master’s core program as described above or to complete SpEd 596, SpEd 597, an additional 6 elective hours in special education AND complete a proctored, written master's comprehensive examination.
For students with a focus on Visually Impaired Learners completing the master’s degree program includes:
| | Advisor approved courses (from licensure program or electives) | 30-36 |
Option 1:
| SpEd 596 | Topics in Special Education Research | 3 |
| SpEd 597 | Topics in Special Education Issues and Practices | 3 |
A combination of the following:
Option 2:
| | Electives with advisor approval | 6 |
| | Complete proctored master's comprehensive examination | |
Inclusive Elementary Educator Program
Students completing the Master’s program as part of the Inclusive Elementary Educator Program must satisfy the special education Master’s core program requirements by completing the required courses as follows:
| Ed 530 | Introduction to Inclusion and Special Education | 2 |
| Ed 536 | Educational Research and Inclusive Education | 3 |
| SpEd 506 | Special Project | 6 |
| | Or | |
| SpEd 503 | Thesis | 6 |
Option V: Media/Library
Not accepting applications or students at this time.
The PSU program in library media focuses on the preparation of the school library media specialist for professional positions in K-12 school libraries. The program incorporates all of the coursework that is part of the school library endorsement plus a 16-credit core of studies representing research and evaluation, human relations, and other current topics that apply to the school library field. Students work closely with an adviser to plan a sequence of courses that meet program requirements and draw on their own specific areas of interest.
The program of study leading to an M.A. or M.S. in library media requires the completion of the following credits:
Courses
| Lib 509 | Initial Practicum | 3 |
| Lib 530 | Literature Promotion Programs, K-12 | 3 |
| Lib 534 | Administration of the School Library Media Center | 3 |
| Lib 536 | Design and Production of Instructional Media | 3 |
| Lib 541 | Reference and Information Systems and Services | 3 |
| Lib 542 | Collection Development and Evaluation | 3 |
| Lib 547 | Library Media Instructional Programs, K-12 | 3 |
| Lib 548 | Organization of Library Media Collections | 3 |
| | | |
| Lib 561 | Practicum Elementary Library Media Center | 3 |
| Lib 562 | Practicum Middle or Junior High Library Media Center | 3 |
| | Or | |
| Lib 563 | Practicum High School Library Media Center | 3 |
| | | |
| Lib 573 | Advanced Methods and Procedures in School Library/Media Centers | 3 |
| Lib 574 | Research Strategies for Library Media Specialists | 3 |
| Lib 575 | Directed Field Experience | 3 |
| Lib 576 | Planning and Evaluation of Library Media Programs | 3 |
| | Elective | 4 |
In consultation with the adviser, students must complete the course requirements to complete the requirements for the master's degree, and take a comprehensive examination. The thesis requires an oral examination in addition to the written product. Courses numbered 808 are not allowed. For additional information, see www.pdx.edu/education/library-media-masters-degree.