College of Education

Choose a pathway of one or two years

The program’s cohort-based model spans four terms, beginning in summer. Select between the full-time, one-year cohort or the part-time, two-year cohort. The two-year cohort features the program’s core courses in year one and the specialized courses and internships in year two. The MS program consists of 53 graduate-level credits including 18 credits of core courses in education, 20 credits of practicum/internship in schools, and 17 credits from a content specialty option.

Graduate Subject Matter Courses: As part of the required coursework for the MS in Science or Mathematics Education, all candidates are required to take at least 9 credits of graduate subject matter courses. Although it is possible to take these courses during the licensure program, students may take some or all of these courses before entering the MS program. Read more below.

Accelerated Master's Platform: Apply for the AMP in order for classes to count towards an undergraduate and graduate degree. Read more below.

One-Year Timeline

Summer Term

• ED 520, Classroom Management (3) Build knowledge and learn techniques for cultivating a positive learning environment and for managing classrooms. Learn through examining the literature and observing relevant learning environments and classrooms. Explore factors that influence student behavior, including those associated with social and/or multicultural student populations.
• SED 509, Practicum– September Experience (3) (student teaching hours=at least 60)
• Graduate Subject Matter Course*
  • Recommended for Science Education: SOIL 560 (3)
  • Math Education graduate course TBD (3)
• ED 572, Foundations of ESOL/Bilingual Education (3) Examines characteristics of English language learners (ELLs), key theories in language acquisition, the role of culture in language development, and instructional program models for ELLs, while considering implications for classroom instruction. Students who have already taken ED 472 do not need to take ED 572.
• SED 516, Inquiry in Science and Mathematics Education (3) Investigation of inquiry and the nature of inquiry in mathematics and science as it relates to education. Students will examine issues relating to integrating mathematical and scientific understandings and practices into K-12 education. Students who have already taken SED 414 or SED 413 do not need to take SED 516.

Fall Term

• SED 510, Student Teaching Internship, Seminar 1 (3) (student teaching hours=at least 125)

• SED 511, Analysis of Classroom I (3) Observation and analysis of the complex science/ mathematics classroom and school culture and their impact on student learning.
• SED 574, Math Pedagogy and Technology I (4)  Development of pedagogical content knowledge in grades 6-12 mathematics instruction: learning theory, nature of mathematics, technology integration, and reform recommendations. Hybrid – meets two Saturdays face to face during the term.
• Or SED 573, Science Pedagogy and Technology I (4)  Development of pedagogical content knowledge in grades 6-12 science instruction: learning theory, nature of science, technology integration, and reform recommendations. Lec/lab/rec. Hybrid – meets two Saturdays face to face  during the term.
• Graduate subject matter course*

Winter Term

• SED 510, Student Teaching Internship Seminar II (3) (student teaching hours=at least 175)

• ED 521, Funds of Knowledge (3) An introduction to multicultural education and developing cultural competence by using a funds of knowledge approach. This approach helps educators combine fieldwork and ethnographic research methods to gain cultural competence about the students they serve. Educators explore their own funds of knowledge as well as the children’s through exploring their community and developing activities centered on children’s own connections and resources.

• SED 576, Math Pedagogy and Technology I (4)  Development of additional pedagogical content knowledge in grades 6-12; stress on dominant themes of the school mathematics curriculum including problem-solving, reasoning, communication, and connections as well as the integration of technology into the mathematics classroom. Hybrid – meets two Saturdays face to face during the term.

• Or SED 577, Science Pedagogy and Technology II (4)  Development of pedagogical content knowledge in grades 6-12 science instruction: learning theory, nature of science, technology integration, and reform recommendations. Lec/lab/rec.  Hybrid – meets two Saturdays face to face during the term.
• Graduate Subject Matter Course*

Spring Term

• SED 510, Professional Student Teaching Internship (9) (student teaching hours=all day, fulltime placement, not less than 400 hours)

• SED 506, Professional Development and Practicum (3)

Two-Year Timeline 

(Part-time students must contact Thomas Shelly, [email protected] to declare their intentions.)

Year 1

Summer Term 1

• ED 520, Classroom Management (3) Build knowledge and learn techniques for cultivating a positive learning environment and for managing classrooms. Learn through examining the literature and observing relevant learning environments and classrooms. Explore factors that influence student behavior, including those associated with social and/or multicultural student populations.
• Graduate Subject Matter Course* (or take fall term)
  • Recommended for Science Education: SOIL 560 (3)
  • Math Education graduate course TBD (3)
• SED 516, Inquiry in Science and Mathematics Education (3) Investigation of inquiry and the nature of inquiry in mathematics and science as it relates to education. Students will examine issues relating to integrating mathematical and scientific understandings and practices into K-12 education. Students who have already taken SED 414 or SED 413 do not need to take SED 516.

Fall Term 1

• SED 511, Analysis of Classroom I (3) Observation and analysis of the complex science/ mathematics classroom and school culture and their impact on student learning.
• Students need to be able to work in a classroom if they choose to take this class during Year 1. If they don’t have a classroom, they can take the class year 2 with their student teaching placement.
• ED 572, Foundations of ESOL/Bilingual Education (3) Examines characteristics of English language learners (ELLs), key theories in language acquisition, the role of culture in language development, and instructional program models for ELLs, while considering implications for classroom instruction. Students who have already taken ED 472 do not need to take ED 572.

Winter Term 1

• ED 521, Funds of Knowledge (3) An introduction to multicultural education and developing cultural competence by using a funds of knowledge approach. This approach helps educators combine fieldwork and ethnographic research methods to gain cultural competence about the students they serve. Educators explore their own funds of knowledge as well as the children’s through exploring their community and developing activities centered on children’s own connections and resources.
• Graduate Subject Matter Course*

Spring Term 1

• Graduate Subject Matter Course*
  Students are required to maintain continuous enrollment, fall, winter, and spring.

Year 2
 

Summer Term 2

• SED 509, Practicum– September Experience (3) (student teaching hours=at least 60)

Fall Term 2

• SED 510, Student Teaching Internship, Seminar 1 (3) (student teaching hours=125)
• (SED511 if not taken during Year 1)

• SED 574, Math Pedagogy and Technology I (4)  Development of pedagogical content knowledge in grades 6-12 mathematics instruction: learning theory, nature of mathematics, technology integration, and reform recommendations. Hybrid – meets two Saturdays face to face during the term.
• Or SED 573, Science Pedagogy and Technology I (4)  Development of pedagogical content knowledge in grades 6-12 science instruction: learning theory, nature of science, technology integration, and reform recommendations. Lec/lab/rec. Hybrid – meets two Saturdays face to face during the term.

Winter Term 2

• SED 510, Student Teaching Internship Seminar II (3) (student teaching hours=at least 175)

• SED 576, Math Pedagogy and Technology I (4)  Development of additional pedagogical content knowledge in grades 6-12; stress on dominant themes of the school mathematics curriculum including problem-solving, reasoning, communication, and connections as well as the integration of technology into the mathematics classroom. Hybrid – meets two Saturdays face to face during the term.
• Or SED 577, Science Pedagogy and Technology II (4)  Development of pedagogical content knowledge in grades 6-12 science instruction: learning theory, nature of science, technology integration, and reform recommendations. Lec/lab/rec. Hybrid – meets two Saturdays face to face during the term.

Spring Term 2

• SED 510, Professional Student Teaching Internship (9) (student teaching hours=required all day, fulltime placement, not less that 400 hours)

• SED 506, Professional Development and Practicum (3)

Graduate subject matter courses

As part of the required coursework for the MS in Science or Mathematics Education, all candidates are required to take at least 9 credits of graduate subject matter courses. Although it is possible to take these courses during the licensure program, students may take some or all of these courses before entering the MS program. Please note that university regulations stipulate that courses may not be used for multiple degrees. A graduate course used to fulfill requirements for another program cannot be added to your program of study for the MS program. An exception to this university regulation are graduate courses taken as part of the Accelerated Master’s Platform (AMP). 

NOTE: Students who have taken an undergraduate slash course may not use the course for the MS. For example, students who took BB 450 as an undergrad cannot take BB 550, or students who took MTH 491 cannot take MTH 591 during the MS.

Below is a list of graduate subject courses approved by the faculty. If a course you want to take is not on the list, or if you have a question about graduate subject matter courses, please contact Thomas Shelly at [email protected].

Master of Science in Education - Accelerated Master's Platform

Get a jump-start on your M.S. in Education while finishing your undergraduate math or science degree program. Earn graduate-level credits and apply those credits to both degrees as a part of Oregon State’s Accelerated Master’s Platform. Note: Undergraduate students enrolled in Ecampus graduate courses will pay the graduate tuition and fees rate. 

The MS in Education for teacher licensure requires 9 credits of graduate subject classes in math or science, depending on the subject you want to teach in middle or high school. The Accelerated Master's Platform (AMP) will allow you to take some or all of these graduate subject classes during your undergraduate math or science program and apply those credits to your undergraduate degree and also use them in the MS in Education. Here’s the Graduate School website for an explanation.

• You can take graduate courses in Biology, Chemistry, Environmental Science, Math, and Physics.
• You can apply for AMP after you completed 105 credits in your undergraduate program and have a GPA of 3.25 or above. You will take the graduate courses during your last year of your bachelor’s program.
• AMP is the only way a class can be used for both an undergraduate and graduate degree.

How to begin the Accelerated Master's Platform

Before taking any course to be used with AMP, you need to first submit a special, free application with the Graduate School. For information about the Accelerated Master’s Platform for the MS in Education, please contact Thomas Shelly, Academic Advisor and Recruiter, [email protected].