Education - transfer major
Academic Advisers
AATC: Schedule appointment thru Navigate | 503-491-7315 | Room AC2253 | Advising.Questions@mhcc.edu | Students with last name A-Cg
Layne Morell: Schedule appointment thru Navigate | 503-491-7372 | Room AC2253 | Layne.Morell@mhcc.edu | Students with last name Cf-F
David Arguello: Schedule appointment thru Navigate | 503-491-7418 | Room AC2253 | David.Arguello@mhcc.edu | Students with last name G-J
Graham Phillips: Schedule appointment thru Navigate | 503-491-6071 | Room AC2253 | Graham.Phillips@mhcc.edu | Students with last name K-Mn
Jennifer Hare: Schedule appointment thru Navigate | 503-491-7494 | Room AC2253 | Jennifer.Hare@mhcc.edu | Students with last name Mo-P
Emma Zwaschka: Schedule appointment thru Navigate | 503-491-7227 | Room AC2253 | Emma.Zwaschka@mhcc.edu | Students with last name Q-S
Chelsea Roweder: Schedule appointment thru Navigate | 503-491-7644 | Room AC2253 | Chelsea.Roweder@mhcc.edu | Students with last name T-Z
If you want to be a teacher, you will be making a number of choices:
- What age group do you want to teach?
- What subject do you want to teach?
- Will you transfer to a school with an undergraduate (four-year / bachelor’s) or graduate (fifth year / master’s) teaching program?
- Which college do you want to transfer to?
The answer to these questions will help you figure out the right courses to take.
Students interested in teaching at the elementary level (Pre-K to eighth grade) will want to follow a course of study that is multidisciplinary since they will teach many subjects. There are a number of Elementary Teacher Education programs in the Portland area.
Students interested in teaching at the secondary (middle or high school) level will want to follow a course of study that reflects the major area they wish to teach (e.g., math, social science, science, health/PE, language arts, etc.)
All students should work with an adviser to make an education plan.
Transfer Outcomes
The primary objective of MHCC's transfer programs is to fulfill general education requirements and prepare students for transferring to bachelor's degree programs. MHCC identifies the following core institutional outcomes as program outcomes for its transfer programs:
- Communication
- Cultural competence
- Quantitative reasoning and analysis
- Information literacy
- Critical thinking and problem solving
- Skills to promote personal wellness
- Civic and social responsibility
Courses for Elementary Education Majors
Code | Title | Credits |
---|---|---|
ED200 | Introduction to Education (Course offered online) | 3 |
ED261 | Child Development Principles | 4 |
MTH211 | Fundamentals of Elementary Mathematics I | 4 |
MTH212 | Fundamentals of Elementary Mathematics II | 4 |
MTH213 | Fundamentals of Elementary Mathematics III | 4 |
EOU Elementary Teacher Education Program
On the MHCC campus you can earn from EOU:
- Bachelor of Science in elementary education
- English for Speakers of Other Languages (ESOL) endorsement
- Oregon teaching license
Transfer Schools
The following examples show how a student can complete an AAOT degree while also taking lower-division education courses. Students should work with their MHCC adviser, and their preferred transfer college, to pick the right classes. Not all courses are offered every term. Click on a course number to see what term(s) the course is typically offered. While students are welcome to start classes at MHCC in any term, many plans in the catalog are meant to start in fall term unless otherwise noted.
- Full time = 12 or more credits per term; takes 6 to 7 terms to complete.
- 3/4 time = 9 to 11 credits per term; takes about 8 to 10 terms to complete.
- Part time = 6 to 8 credits per term; takes about 11 to 13 terms to complete.
Sample Plan (full time)
First Quarter | Credits | |
---|---|---|
ED200 | Introduction to Education (Course offered online) | 3 |
MTH211 | Fundamentals of Elementary Mathematics I | 4 |
WR121Z | Composition I (Course offered online) | 4 |
Health & Physical Education | 3 | |
Credits | 14 | |
Second Quarter | ||
ED261 | Child Development Principles | 4 |
MTH212 | Fundamentals of Elementary Mathematics II | 4 |
WR122Z or WR227Z |
Composition II (Course offered online) or Technical Writing (Course offered online) |
4 |
Lab Science | 3-5 | |
Credits | 17 | |
Third Quarter | ||
MTH213 | Fundamentals of Elementary Mathematics III | 4 |
Oral Communication | 3-4 | |
Lab Science | 3-5 | |
Social Science | 4 | |
Credits | 17 | |
Fourth Quarter | ||
Arts & Letters | 3-4 | |
Social Science | 3-4 | |
Lab Science | 3-5 | |
Elective / university requirement | 4 | |
Credits | 16 | |
Fifth Quarter | ||
Arts & Letters | 3-4 | |
Social Science | 3-4 | |
Elective(s) / university requirements | 7-8 | |
Credits | 14 | |
Sixth Quarter | ||
Arts & Letters | 6-8 | |
Social Science | 3-4 | |
Electives, if needed to reach 90 credits | 3-4 | |
Credits | 12-16 | |
Total Credits | 90-94 |
Sample Plan (part time)
First Quarter | Credits | |
---|---|---|
ED200 | Introduction to Education (Course offered online) | 3 |
WR121Z | Composition I (Course offered online) | 4 |
Credits | 7 | |
Second Quarter | ||
ED261 | Child Development Principles | 4 |
WR122Z | Composition II (Course offered online) | 4 |
Credits | 8 | |
Third Quarter | ||
Lab Science | 3-5 | |
Oral Communication | 3-4 | |
Credits | 8 | |
Fourth Quarter | ||
Arts & Letters | 3-4 | |
Health / Physical Education | 3 | |
Credits | 7 | |
Fifth Quarter | ||
MTH211 | Fundamentals of Elementary Mathematics I | 4 |
Lab Science | 3-5 | |
Credits | 8 | |
Sixth Quarter | ||
MTH212 | Fundamentals of Elementary Mathematics II | 4 |
Elective / university requirement | 3-4 | |
Credits | 8 | |
Seventh Quarter | ||
MTH213 | Fundamentals of Elementary Mathematics III | 4 |
Social Science | 3-4 | |
Credits | 8 | |
Eighth Quarter | ||
Lab Science | 3-5 | |
Social Science | 3-4 | |
Credits | 7-8 | |
Ninth Quarter | ||
Arts & Letters | 3-4 | |
Elective / university requirement | 3-4 | |
Credits | 7-8 | |
Tenth Quarter | ||
Social Science | 3-4 | |
Elective / university requirement | 3-4 | |
Credits | 7-8 | |
Eleventh Quarter | ||
Arts & Letters | 4 | |
Elective / university requirement | 3-4 | |
Credits | 8 | |
Twelfth Quarter | ||
Social Science | 3-4 | |
Elective / university requirement | 3-4 | |
Credits | 7-8 | |
Total Credits | 90-94 |
ED120 Leadership Training I - Personal Philosophy of Leadership
Credit 1Fall
Registration Requirement: RD090 and WR090, or IECC201R and IECC201W, each with a grade of "C" or better; or placement above stated course levels.
This course is designed to provide emerging and existing leaders the opportunity to explore the exercise of leadership and to develop and improve their skills for the exercise of leadership. The course integrates readings from the humanities, experiential exercises, films, and contemporary readings on leadership. In Leadership Training I students develop a personal philosophy of leadership.
View Course Outcomes:
- Articulate his/her personal leadership values
- Develop a fundamental understanding of leadership and the skills manifest in effective leaders
- Discuss the complexities inherent in ethical leadership
- Engage in an ongoing self-analysis of leadership skills and abilities to enhance effectiveness as a leader
- Expand his/her awareness of leadership to include the concept of servant-leadership
- Identify and differentiate between various styles of leadership
- Identify his/her own personal leadership assumptions and philosophy
- Illustrate and articulate the importance of culture and diversity in leadership
- Improve his/her abilities to exercise leadership
ED121 Leadership Training II - Vision, Goals and Teams
Credit 1Winter
Registration Requirement: RD090 and WR090, or IECC201R and IECC201W, each with a grade of "C" or better; or placement above stated course levels.
This course is designed to provide emerging and existing leaders the opportunity to explore the exercise of leadership and to develop and improve their skills for the exercise of leadership. The course integrates readings from the humanities, experiential exercises, films, and contemporary readings on leadership. In Leadership Training II students learn to articulate a vision, set goals and build successful teams.
View Course Outcomes:
- Demonstrate effective techniques and strategies for articulating a vision
- Demonstrate team-based strategies that are inclusive, productive and conflict resolution-oriented
- Engage in an ongoing self-analysis of leadership skills and abilities to enhance effectiveness as a leader
- Improve his/her abilities to exercise leadership
- Learn team-building strategies and engage in team-building activities
- Refine his/her understanding of leadership and the skills manifest in effective leaders
- Understand the steps involved in setting goals
ED122 Leadership Training III - Practical application
Credit 1Spring
Registration Requirement: RD090 and WR090, or IECC201R and IECC201W, each with a grade of "C" or better; or placement above stated course levels.
This course is designed to provide emerging and existing leaders the opportunity to explore the exercise of leadership and to develop and improve their skills for the exercise of leadership. The course integrates readings from the humanities, experiential exercises, films, and contemporary readings on leadership. In Leadership Training III students address practical concerns including making decisions, guiding through conflict and initiating and/or navigating change.
View Course Outcomes:
- Employ the processes involved in effective decision-making
- Engage in an ongoing self-analysis of leadership skills and abilities to enhance effectiveness as a leader
- Express the methods leaders can use to initiate change and help others adjust to change
- Identify areas of potential leadership growth
- Illustrate and articulate the importance of culture and diversity in leadership
- Improve his/her abilities to exercise leadership
- Recognize the different types on conflict and appreciate the role a leader can play in managing conflict
- Refine his/her understanding of leadership and the skills manifest in effective leaders
ED125 Tutoring and Instructional Issues
Credit 1
Registration Requirement: Employment in the MHCC Learning Success Center (LSC) or instructor consent is required.
This course introduces professional tutors and peer academic mentors to effective tutoring and academic coaching strategies for community college learners. The course covers tutor and mentor roles and responsibilities, adult learning theories, techniques for conducting productive tutoring or mentoring sessions, questioning and active listening techniques, study skills and learning strategies, learning differences, ethics and appropriate referral processes.
View Course Outcomes:
- Apply college policies and procedures
- Employ effective study skills and learning strategies into tutoring and mentoring
- Identify and assess need for referral to another campus resource
- Identify the diverse needs of individual learners
- Provide learning assistance to students that support course content and instructional method
- Use productive tutoring and mentoring techniques that foster active learning and student independence
ED200 Introduction to Education (Course offered online)
Credits 3Fall/Winter/Spring
Registration Requirement: RD090 and WR090,or IECC201R and IECC201W, each with a grade of "C" or better; or placement above stated course levels.
This course examines teaching as a profession and considers the roles and ethical obligations of professional educators. The course investigates issues prominent in education today including historical, legal and philosophical foundations. The governance of local schools and districts, student diversity, characteristics of effective schools and teachers are discussed. This course is recommended for anyone considering a career in teaching.
View Course Outcomes:
- Describe diversity of today's students, e.g.. culture, race, ability, gender, language, community and economic class
- Describe how major social, cultural, economic, and political forces have impacted and continue to impact education
- Describe necessary qualities and characteristics of a professional and effective educator
- Describe the purposes of schooling in America
- Describe the relationship of diversity to educational access and societal equity
- Develop one's personal philosophy of education through examination of different schools of thought
- Identify roles and responsibilities of teachers in today's schools
- Identify the ethical expectations of teachers in today's schools
ED261 Child Development Principles
Credits 4Winter
Registration Requirement: RD090 and WR090, or IECC201R and IECC201W, with a "C" or better; or placement above stated levels.
Surveys basic theories and principles of development from the prenatal stage to adolescence. Examines various influences on development. The focus includes age-appropriate expectations and the significance of research findings for each stage. Students cannot get credit for both ED261 and ECE261.
View Course Outcomes:
- Describe the basic principles of growth and development from the prenatal period to adolescence
- Explain the major theories of child development
- Identify physical, social, emotional and cognitive domains of development
- Utilize knowledge of variables that influence development for professional and personal decision making
Online option regularly offered
Cultural Literacy course