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Please see the section on Course Description Symbols and Terms in the University Catalog for an explanation of course description terminology and symbols, the course numbering system, and course credit units. All courses are lecture and discussion and employ letter grading unless otherwise stated. Some prerequisites may be waived with faculty permission. Many syllabi are available on the Chico Web.
Education Course Offerings
| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| BLMC 270 | Experiences with Migrant Children | 3.0 | FA | ||
|
See BLMC 370. 3 hours lecture. You may take this course more than once for a maximum of 15.0 units.
(001396)
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| BLMC 319 | Bilingual Teaching Competence: Language | 3.0 | FA | ||
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Prerequisites: SPAN 301 or equivalent, faculty permission.
This course is taught entirely in Spanish. It is designed to develop bilingual teacher competence in the area of language. The primary goals are to develop language skill in content areas such as mathematics, science, and social studies, and to enhance the language proficiency of bilingual teachers in communication with parents, faculty, and staff. This course will also focus on teaching methodology in each of the content areas. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units.
(001410)
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| BLMC 370 | Experiences with Migrant Children | 3.0 | SP | ||
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Prerequisites: Open to students enrolled in CSU, Chico Mini-Corps, bilingual or bicultural programs, or on recommendation by a faculty member in cases where a special need for familiarity with the problems of migrant children is thought to exist.
BLMC 270 - BLMC 370: Study of characteristics of migrant families, special methods and materials for teaching bilingual/bicultural children; problems of bilingual/bicultural students; problems of evaluating bilingual/bicultural education; and culture awareness. 3 hours lecture. You may take this course more than once for a maximum of 15.0 units.
(015975)
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| BLMC 399 | Independent Study | 1.0 -3.0 | FS | ||
|
Prerequisites: Faculty permission.
This course is an independent study of special problems offered for 1.0-3.0 units. You must register directly with a supervising faculty member. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(020917)
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| BLMC 518 | The Language and Communication Skills of English Learners | 3.0 | F2 | ||
|
Prerequisites: A Multiple or Single Subject Credential or faculty permission.
Study of special needs of language minority children related to communication skills, ESL/Bilingual, and language arts curriculum areas in elementary school. The value of language, with emphasis on English sounds, words, and sentences as they affect dialects and social standards, will be introduced. The interrelatedness of language processing as it incorporates children's literature will be discussed. 3 hours seminar.
(001409)
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| BLMC 536 | Introduction to Multicultural Education | 3.0 | S1 | ||
|
Examination of ways in which socio-cultural factors influence teaching/learning process for students in all classrooms. Emphasis on approaches and strategies for integrating cross-cultural concepts into content areas, evaluating instructional materials, and developing curriculum. 3 hours seminar.
(001411)
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| BLMC 672 | Methods and Strategies for Second Language Acquisition and Academic Development | 3.0 | S2 | ||
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Prerequisites: Possess a single or multiple subjects credential, or faculty permission.
A study of strategies and methodologies used for teaching in a classroom setting structured to meet the needs of English language learners, including specifically designed academic instruction delivered in English. Bilingual/Crosscultural models will be analyzed. The models provided will allow for implementation in varied teaching situations. 3 hours seminar.
(001412)
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| BLMC 689 | CLAD Practicum | 1.0 -9.0 | INQ | ||
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This course provides practicing professionals with the opportunity to place into practice newly developed understanding of diverse cultures and languages. The practicing professional will develop and implement newly acquired understanding of strategies, methodologies, and approaches to teaching a second language. Opportunities will be designed to allow the practicing professional to receive feedback and coaching to hone newly acquired skills and abilities through peer coaching models. 9 hours supervision. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
(001414)
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| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| EDAD 614 | The Law and Education | 3.0 | FS | ||
|
An examination of the effect of school law upon public school personnel. Special emphasis will be given to the areas of liability, contracts, tenure, and pupil-parent-teacher rights. 3 hours seminar.
(002756)
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| EDAD 631 | Educational Leadership: The Literature | 6.0 | SM | ||
|
This course focuses on the theory and foundations of transformational educational leadership and administration. Role expectations of the school principal as a change agent are explored including promotion of democratic education, development of professional relationships, instructional leadership, and assessment of student learning for continuous improvement. This is the first course in the Preliminary Administrative Services Credential Program and is applicable to the MA in Education. 6 hours seminar.
(021674)
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| EDAD 632 | Educational Leadership: Current Conditions | 6.0 | FA | ||
|
In this second course in the Preliminary Administrative Services Credential program candidates learn and apply analytical processes across six California Leadership domains to identify current school conditions and needed changes. Onsite administrative field experiences are incorporated. This course is applicable to the MA in Education. 6 hours seminar.
(021680)
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| EDAD 633 | Educational Leadership: What Schools Can Be | 6.0 | SP | ||
|
Continuous improvement requires school leaders to be agents of change. Candidates in the Preliminary Administrative Services Credential program (PASC) learn to design, analyze, prioritize, and support school change for the improvement of student learning across the six California Educational Leadership domains. Onsite administrative field experiences are incorporated. This third course in the PASC program is applicable to the MA in Education. 6 hours seminar.
(021679)
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| EDAD 634 | Educational Leadership: The First 100 Days | 6.0 | SM | ||
|
Effective school leaders integrate knowledge, interpersonal, and technical skills. This course focuses on planning the processes and steps for the first 100 days of a principalship that maximizes long term positive impact, especially on improved student learning. Onsite administrative field experiences are incorporated. This is the final course in the Preliminary Administrative Services Credential Program and is applicable to the MA in Education. 6 hours seminar.
(021678)
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| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| EDCI 110 | Field Experience with Youth | 1.0 -2.0 | FS | ||
|
Prerequisites: Faculty permission.
Selected experience related to educational and social interaction with youth. Offered for 1.0, 1.5, or 2.0 units. Thirty to 60 hours of interaction with designated youth. Field Experience with Youth may be taken for a maximum of 6.0 units. Sign up at the CAVE office. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(002762)
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| EDCI 299 | Special Problems | 1.0 -3.0 | INQ | ||
|
Prerequisites: Faculty permission.
This course is an independent study of special problems offered for 1.0-3.0 units. You must register directly with a supervising faculty member. 9 hours supervision. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(020334)
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| EDCI 398 | Special Topics | 1.0 -3.0 | INQ | ||
|
Prerequisites: Department permission.
This course is for special topics offered for 1.0-3.0 units. Typically the topic is offered on a one-time-only basis and may vary from term to term and be different for different sections. See the Class Schedule for the specific topic being offered. 3 hours lecture.
(020356)
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| EDCI 411 | Professional Strategies for Early Career Teachers | 3.0 | SP | ||
|
Prerequisites: Admission to the Beginning Teacher Support and Assessment Program (BTSA).
Professional development seminars for new teachers focusing on planning and designing instruction, delivering instruction to all students, organizing and managing the classroom, diagnosing and evaluating student learning and participating as a member of a learning community. 3 hours seminar. Credit/no credit grading.
(002781)
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| EDCI 415 | Beginning Teacher Support and Assessment Practicum | 3.0 | SP | ||
|
Prerequisites: Admission to the Beginning Teacher Support and Assessment Program (BTSA).
Professional development for teachers in their first and second years of teaching supported by a collegial coaching relationship. New teachers are guided in reflective practice and self-assessment. 3 hours seminar. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
(002782)
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| EDCI 448 | Methods and Materials for Environmental Education |
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3.0 | SP | |
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Prerequisite: GEOS 130 or SCED 343 or equivalent. This course is also offered as RHPM 448.
Experiential-oriented survey of methods and materials for teaching environmental concepts in schools, communities, nature centers, camps, and parks. Exposure to history, theory, philosophy, and goals of environmental education programs. 3 hours lecture.
(002778)
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| EDCI 557 | Literature for Children and Young Adults for a Multicultural World | 3.0 | SP | ||
|
Multicultural literature is central to helping students understand themselves and the world in which they live. This survey course will address how to identify, select, and evaluate appropriate literature. This course will include study of how to implement and use multicultural books with children who are native English speakers as well as those who are English language learners. Intended for those interested in teaching at elementary, middle, and high schools. 3 hours seminar.
(008755)
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| EDCI 601 | Curriculum Development and Instructional Design | 3.0 | SP | ||
|
Introduction to current processes and practices of curriculum development, instructional design, implementation, and assessment. Emphasis is on applications of processes to curriculum decision making in districts, schools, and classrooms. 3 hours seminar.
(002796)
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| EDCI 602 | Assessment and Evaluation of Learning | 3.0 | SP | ||
|
Develops an understanding of assessment of learning, focusing on assessment instruments, design of multidimensional assessments, and appropriate use of assessment techniques and the data derived from them. 3 hours seminar.
(002795)
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| EDCI 611 | Analysis of Instruction | 3.0 | FA | ||
|
Applications of principles, practices, systems, and models for observation and analysis of classroom instruction for self-improvement and the improvement of instruction by other educators. 3 hours seminar.
(002813)
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| EDCI 620 | Creativity Trends in Education | 3.0 | SP | ||
|
Prerequisites: Faculty permission.
Historical attitudes and associated theories of creativity provide a basis for reviewing current educational models of creativity. Personal creative abilities and techniques for planning, organizing, and implementing K-12 lessons are addressed. The course is cross-curricular in design and provides opportuities for the student to make educational comparisons and discoveries on an academic and personal level. 3 hours seminar.
(002785)
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| EDCI 622 | Curriculum Development and Instruction - Arts | 3.0 | INQ | ||
|
This graduate course features teaching strategies and curriculum development in the arts that support lesson integration with other subject areas. Participants are engaged in educational investigations, discourse, writing, and reflection that address the many aspects of arts in our world, as well as how these aspects become powerful learning tools for teachers and their students. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units.
(002783)
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| EDCI 630 | Community College and Adult Ed | 3.0 | INQ | ||
|
History, purpose, infrastructure, successes, and problems of the community college and adult education in the United States. Relationships to the larger context of higher education and profiles of diverse students are explored. 3 hours seminar.
(002789)
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| EDCI 631 | Facilitating Adult Learning | 3.0 | INQ | ||
|
Teaching is an intellectual challenge that involves planning, facilitating, assessing, and reflecting on the process of student learning. Prospective educators learn research-based instructional methods for community college and work place settings, related to their areas of expertise. 3 hours seminar.
(002790)
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| EDCI 640 | MA in Education Research Writing Development | 1.0 | INQ | ||
|
This academic course is five face-to-face sessions with some additional online work, created to equip the participant with the organization and revision skills necessary to produce good quality graduate-level writing for the MA in Education. Content will cover academic writing focus, expected research and knowledge skills, and experiences necessary for graduate thesis, graduate project, and the academic or professional journal. Expectations include communicating complex and difficult material clearly to a wide variety of expert and non-expert readers, including the readers in the educational academic community. The course may be repeated or recommended. 1 hour lecture. Credit/no credit grading.
(020943)
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| EDCI 656 | Rural and Small School Education | 3.0 | INQ | ||
|
This course investigates the issues and problems that are confronted by educators who work in rural and samll schools, specifically in California. Learners review current theories and models for rural and small school organization and operation. Topics include small school and community relationships, curriculum design and implementation, options for operation and governance, community focus, partnerships and opportunities, implications of Federal policy, technology plans, diversity, and contemporary resources. 3 hours seminar.
(020332)
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| EDCI 657 | Seminar in Literature for Children and Young Adults for a Multicultural World | 3.0 | SP | ||
|
Multicultural literature is central to helping students understand themselves and the world in which they live. This survey course addresses how to identify, select, and evaluate appropriate literature and includes study of how to implement and use multicultural books with children who are native English speakers as well as those who are English language learners. 3 hours seminar.
(003121)
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| EDCI 674 | Computer Graphics and Presentation in the K-12 Curriculum | 3.0 | INQ | ||
|
This course addresses the creation of graphics and ways of including graphics in a range of presentation formats used in the K-12 curriculum. Participants will use paint and graphic programs, digitize and convert images and formats for the Web, scan, make computer slide presentations, develop hypermedia, and do basic Web page construction for online displays. 3 hours seminar.
(002810)
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| EDCI 675 | Digital Media & Online Learning | 3.0 | FA | ||
|
Examination of theoretical foundations and practical applications of digital instructional media for educators teaching face-to-face and/or online. This course addresses pedagogical considerations and best practices for using emerging technologies for professional development in teaching and instructing students. 3 hours discussion.
(002811)
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| EDCI 689 | Professional Field Experience | 3.0 | FS | ||
|
Specially designed and supervised field experience activities through coaching or mentoring, appropriate to the level of expertise and profession. Participants enhance competencies related to instruction, curriculum, assessment, and management. 9 hours supervision. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
(002815)
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| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| EDMA 600 | Critical Perspectives in Education | 3.0 | FA | ||
|
This foundation course examines current and historical issues related to supporting the important connection between social justice and democracy in public education and society. Students explore, research, and discuss past and current socio-political issues and trends in education, with particular focus on diverse student populations in our schools and the democratic professional practices that best serve our educational communities. 3 hours lecture.
(021329)
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| EDMA 610 | Introduction to Inquiry in Education | 3.0 | FA | ||
|
Prerequisites: Experience using computers, faculty permission.
This course develops the knowledge and skills educators need as consumers and producers of educational research. Introduction to skills for accessing, comprehending, planning, and conducting educational research and basic statistics. This course should be taken early in the MA degree program. 3 hours seminar.
(002875)
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| EDMA 611 | Research Seminar in Education | 3.0 | FS | ||
|
Prerequisites: EDMA 610, faculty permission.
Assists in the development of research proposals and the communication of research. Master's candidates gain insight into the conduct of educational research, develop the proposal for their thesis or project, and draft a summary of related previous research. This course should be taken just before beginning a master's thesis or project. 9 hours independent study.
(002876)
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| EDMA 696 | Synthesizing Experience in Education | 3.0 | FS | ||
|
Prerequisites: Advancement to candidacy in the MA in Education degree or permission of instructor.
A study of the major themes of the MA in Education program. This course is open to all MA students; however, it is a preparation course for the MA in Education comprehensive exam. Students taking the comprehensive exam must register for this course in the final semester of their program. The exam is given as part of the course. 9 hours independent study. Credit/no credit grading.
(002872)
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| EDMA 696P | Professional Paper with Comprehensive Exam | 3.0 | FS | ||
|
Prerequisites: Advance to candidacy, faculty permission.
A culminating study of major educational issues and trends occurring in the field of Education. It is a preparation course for the MA in Education professional paper with comprehensive exam. Students completing the professional paper with comprehensive exam must take this course in the final semester of their program. The written professional paper that aligns with the Guide to Graduate Studies and comprehensive exam are given as part of this course. 9 hours independent study. Credit/no credit grading.
(021333)
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| EDMA 697 | Independent Study | 1.0 -3.0 | INQ | ||
|
This course is a graduate-level independent study offered for 1.0-3.0 units. You may take this course more than once for a maximum of 6.0 units.
(002878)
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| EDMA 698 | Special Topics in Education | 1.0 -6.0 | INQ | ||
|
This course is for special topics offered for 1.0-3.0 units. Typically the topic is offered on a one-time-only basis and may vary from term to term and be different for different sections. See The Class Schedule for the specific topic being offered. 1 hour discussion. You may take this course more than once for a maximum of 9.0 units.
(002877)
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| EDMA 699P | Master's Project | 1.0 -6.0 | FS | ||
|
This course is offered for 1.0-6.0 units. You must register directly with a supervising faculty member. A Master's Project is an alternative terminal project as partial fulfillment of the requirements for a master's degree. In some cases the format of an MA study is most appropriately handled under the designation of project. The project is the creation of a product that has a purpose beyond the study; e.g., handbook, curriculum guide, video tape, video slide presentation, etc. A project requires a bound companion document which explains the project's creation and development. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(002881)
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| EDMA 699T | Master's Thesis | 1.0 -6.0 | FS | ||
|
This course is offered for 1.0-6.0 units. You must register directly with a supervising faculty member. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(002879)
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| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| EDTE 150 | Introduction to the K-12 School Experience | 2.0 | FS | ||
|
This is an early field experience course for University students exploring a career in public schools. It affords students the opportunity to view the school community with hands-on, field-based learning. Through this kind of learning, students explore characteristics of diversity and also consider some important questions that pertain to their specific personal and professional goals. Guidance is provided to help students make important connections between academic studies, personal, social and emotional growth, and life in the K-12 school 2 hours lecture. Credit/no credit grading.
(002897)
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| EDTE 255 | Introduction to Democratic Perspectives in K-12 Teaching | 3.0 | FS | ||
|
Prospective teachers acquire planned, structured observations and experiences in K-12 classrooms. Placements are made in selected schools and classrooms that demonstrate exemplary practice as described in the California Standards for the Teaching Profession and represent California's diverse student population. Dialog/discussion sessions assist prospective teachers in making connections between subject matter courses, personal, social and emotional growth, and life in the K-12 schools. Prospective teachers are encouraged to begin introductory school experiences as early as possible in the subject matter program. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units.
(015812)
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| EDTE 302 | Access and Equity in Education | 3.0 | FS | ||
|
Prospective teachers examine socio-political issues of education relative to current demographics of California schools, integration of multicultural education, and promotion of social justice. Candidates identify, analyze, and minimize personal and institutional bias and explore the complexities of living and teaching in a pluralistic, multicultural society. Candidates identify barriers English Learners experience in becoming full participants in the school program and strategies for assisting students in overcoming these barriers. 3 hours lecture.
(002977)
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| EDTE 450 | Health Education for Elementary School Teachers | 3.0 | FS | ||
|
Addresses major health issues affecting the child, including, but not limited to, health promotion and disease prevention, nutrition, substance use and abuse, and sexuality. Overview of health instruction framework for California public schools. Fulfills the state health education requirement for a preliminary teaching credential. Formerly HCSV 450. 3 hours discussion. Formerly HCSV 450.
(004393)
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| EDTE 451 | Health Education for Secondary School Teachers | 3.0 | FS | ||
|
Addresses major health issues affecting the adolescent, including, but not limited to, health promotion and disease prevention, nutrition, substance use and abuse, and sexuality. Fulfills the state health education requirement for a preliminary teaching credential. 3 hours discussion. Formerly HCSV 451.
(004394)
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| EDTE 498 | Special Topics | 1.0 -6.0 | INQ | ||
|
This course is for special topics offered for 1.0-6.0 units. Typically the topic is offered on a one-time-only basis and may vary from term to term and be different for different sections. See the Class Schedule for the specific topic being offered. 6 hours seminar.
(020971)
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| EDTE 520 | Fundamentals of Teaching Practice for Elementary Teachers | 3.0 | FS | ||
|
Teaching is an intellectual challenge that involves planning, facilitating, and reflecting on the process of student learning. Teacher candidates develop strategies necessary to create safe and structured learning environments and explore relationships among curriculum, instruction, assessment, and classroom climate to meet the needs of a diverse student population within a democratic society. This is a Multiple Subject Program course and is not applicable to a master's degree. 3 hours seminar. ABC/no credit grading.
(002904)
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| EDTE 521 | Early Reading and Literacy Development in a Multi-Lingual/Cross-Cultural Setting | 3.0 | FS | ||
|
At the center of a working democracy is a literate population. This course provides a substantive, research-based approach to deliver and assess a comprehensive program of early (grades K-3) reading, literacy development, and related language arts instruction that is aligned with the California English Language Arts Academic Content Standards and the Reading/Language Arts Framework. Teacher candidates are introduced to the best practices associated with developing diverse students' concepts about print, phoneme awareness, phonics knowledge, writing, spelling, reading fluency, and comprehension. Teacher candidates learn to use assessment tools to inform their instructional planning, text selection, and instructional approach. 3 hours seminar. ABC/no credit grading.
(002917)
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| EDTE 522 | Reading Comprehension and Content Area Literacy in the Multi-Lingual/Cross-Cultural Setting | 3.0 | FS | ||
|
This course provides a substantive, research-based approach to deliver and assess a comprehensive program of systematic reading, writing, and related language arts instruction (grades 4-8) that is aligned with the state adopted English Language Arts Academic Content Standards for Students and the Reading/Language Arts Framework. Teacher candidates study reading and language arts methods in the context of democratic practices that include reading comprehension strategies instruction, a strong literature component; strategies that promote and guide pupil independent reading; and instructional approaches that incorporate listening, speaking, reading, and writing for children in multilingual, cross-cultural classrooms. 3 hours seminar. ABC/no credit grading.
(002918)
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| EDTE 523A | Curriculum Theory and Practice: Math | 3.0 | FS | ||
|
This course examines the principles and practices for elementary school instruction in mathematics within the context of democratic classroom practice. It includes application of national and state standards to planning curriculum and assessment, as well as selection and implementation of appropriate instructional strategies, resources, materials, and electronic teaching technologies to meet the educational needs of diverse student populations. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units. ABC/no credit grading.
(002921)
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| EDTE 523B | Curriculum Theory and Practice: Science | 2.0 | FS | ||
|
This course examines the principles and practices of elementary school instruction in science within in the context of democratic classroom practice. It includes application of national and state standards to planning curriculum and assessment, as well as selection and implementation of appropriate instructional strategies, resources, materials, and electronic teaching technologies to meet the educational needs of diverse student populations. 2 hours lecture. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading.
(020714)
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| EDTE 524A | Curriculum Theory and Practice: Social Studies | 2.0 | FS | ||
|
This course examines the principles and practices for elementary school instruction in social studies within the context of democratic classroom practice. It includes application of national and state standards to planning curriculum and assessment, as well as selection and implementation of appropriate instructional strategies, resources, materials, and electronic teaching technologies to meet the educational needs of diverse student populations. 2 hours seminar. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading.
(002922)
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| EDTE 524B | Curriculum Theory and Practice: Arts | 2.0 | FS | ||
|
This course examines the principles and practices of elementary school instruction in the arts (dance, music, visual art, and theatre) within the context of democratic classroom practice. It includes application of national and state standards to planning curriculum and assessment, as well as selection and implementation of appropriate instructional strategies, resources, materials, and electronic teaching technologies to meet the educational needs of diverse student populations. 2 hours lecture. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading.
(020715)
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| EDTE 525 | Teaching Practicum I | 6.0 | FS | ||
|
Prerequisites: Admission to the Department of Education Multiple Subject Program and completion of Block One courses.
This first of two teaching practica provides a developmental sequence of carefully planned substantive, supervised field experiences in the K-8 classroom, including opportunities to observe and apply democratic practices. Teacher candidate placements are determined through a collaborative effort of the University and colleagues in cooperating K-8 schools. This is a Multiple Subject Program course and is not applicable to a master's degree. 18 hours supervision. Credit/no credit grading.
(020010)
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| EDTE 527 | Teaching Special Populations | 2.0 | FS | ||
|
This course focuses on legal mandates and practical instructional strategies for general education instructors working with the exceptional student. Content includes the general education teacher's obligations under IDEA and ADA, the nature and range of exceptional students, models within schools for supporting special populations and selection of appropriate instructional materials and teaching strategies. The course addresses teachers' attitudes toward inclusion and emphasizes the development of a positive climate of instruction for all special populations in the general classroom. This is a Multiple Subject Program course and is not applicable to a master's degree. 2 hours lecture. ABC/no credit grading.
(002919)
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| EDTE 528 | Synthesis of Teaching Theory and Practice | 3.0 | FS | ||
|
Prerequisites: Capstone course to be taken in the final semester of the program.
To meet the needs of students in a democratic society, teachers must be change agents in their schools and communities. This capstone course deepens candidates' knowledge and application of theories and practices necessary to execute the Plan-Teach-Assess-Reflect cycle of teaching in diverse classrooms. Candidates analyze research-based teaching practices as applied in classroom contexts, examine student learning outcomes, document their growth as teachers and set goals for their development as professional educators. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units. ABC/no credit grading.
(002923)
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| EDTE 529 | Teaching Practicum II | 9.0 | FS | ||
|
Prerequisites: Successful completion of Practicum I (EDTE 525).
This second course in teaching practica continues the sequence of carefully planned substantive, supervised field experiences in the K-8 classroom. Teacher candidate placements are determined through a collaborative effort of the University and colleagues in cooperating K-8 schools. This is a Multiple Subject Program course and is not applicable to a master's degree. 27 hours supervision. Credit/no credit grading.
(002924)
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| EDTE 530 | Fundamentals of Teaching Practice for Secondary Teachers | 3.0 | FS | ||
|
Teaching is an intellectual challenge that involves planning, facilitating, and reflecting on the process of student learning. Teacher candidates develop strategies necessary to create safe and structured learning environments and explore relationships among curriculum, instruction, assessment, and classroom climate to meet the needs of a diverse student population within a democratic society. This is a Single Subject Program course and is not applicable to a master's degree. 3 hours seminar. ABC/no credit grading.
(002935)
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| EDTE 532 | Literacy Development | 3.0 | FS | ||
|
This course examines issues of language and literacy development for first and second language learners with an emphasis on the adolescent learner. Theory and research on the effects of prior knowledge, motivation, and culture on reading and writing are addressed. Specific reading, writing, speaking, and listening strategies to support comprehension of academic content by diverse student populations are emphasized. Assessment techniques specific to literacy development are explored. The central theme of the course is helping students (grades 7-12) become strategic readers and critical consumers of information in a democratic society. 3 hours seminar.
(002902)
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| EDTE 533 | Subject Area Pedagogy I | 3.0 | FS | ||
|
This course assists teacher candidates in applying democratic practices to subject matter content as they develop their skills in planning, facilitating, and assessing student learning in their selected disciplines. Teacher candidates design short-term and long-term curricula to deliver content-specific instruction that is consistent with the state-adopted academic content standards and the basic principles and primary values of the underlying disciplines. They consider various instructional designs, create engaging experiences for all learners, and develop content-appropriate methods of assessing student learning. 3 hours seminar.
(002937)
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| EDTE 534 | Teaching Special Populations | 2.0 | FS | ||
|
This course focuses on legal mandates and practical instructional strategies for general education instructors working with the exceptional student. Content includes the general education teachers' obligations under IDEA and ADA, the nature and range of exceptional students, models within schools for supporting special populations and selection of appropriate instructional materials and teaching strategies. The course addresses teachers' attitudes toward inclusion and emphasizes the development of a positive climate of instruction for all special populations in the general classroom. This is a Single Subject Program course and is not applicable to a master's degree. 2 hours lecture. ABC/no credit grading.
(002938)
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| EDTE 535 | Teaching Practicum I | 6.0 | FS | ||
|
Prerequisites: Admission to the Department of Education Single Subject Program and completion of Block One courses.
This first of two teaching practica provides a developmental sequence of carefully planned substantive, supervised field experiences in the 7-12 grade classroom, including opportunities to observe and apply democratic practices. Teacher candidate placements are determined through a collaborative effort of the University and colleagues in cooperating 7-12 grade schools. This course is a Single Subject Program course and is not applicable to a master's degree. 18 hours supervision. Credit/no credit grading.
(002939)
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| EDTE 535A | Teaching Practicum I for Blended Mathematics Candidates | 3.0 | FS | ||
|
This is the first of two teaching practica designed for mathematics teachers. It provides a developmental sequence of carefully planned substantive, supervised field experiences in the 7-12 classroom, including opportunities to observe and apply mathematics-specific pedagogy and democratic practices. This course is a Single Subject Program course and is not applicable to a master's degree program. 9 hours supervision. Credit/no credit grading.
(020985)
| |||||
| EDTE 536 | Subject Area Pedagogy II | 3.0 | FS | ||
|
This course increases the candidates' awareness and understanding of issues, trends, challenges, and democratic practices of their selected areas of specialization. Teacher candidates advance their knowledge and skills in teaching academic content standards-based curriculum in the subject area guided by multiple measures of assessing student learning. They make and reflect on instructional decisions informed by educational theories and research, state-adopted materials and frameworks, and consultations with other professionals. 3 hours lecture. You may take this course more than once for a maximum of 12.0 units.
(002940)
| |||||
| EDTE 537 | Applications for Democratic Education | 3.0 | FS | ||
|
Prerequisites: Capstone course to be taken in the final semester of the program.
To meet the needs of students in a democratic and diverse society, teachers must be change agents in their school and community. This capstone course advances candidates' knowledge and skills in developing applications for authentic democratic classroom and school practice. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units.
(002941)
| |||||
| EDTE 538 | Teaching Practicum II | 9.0 | FS | ||
|
Prerequisites: Successful completion of Practicum I (EDTE 535).
This second course in teaching practica continues the sequence of carefully planned substantive, supervised field experiences in the 7-12 grade classroom. Teacher candidate placements are determined through a collaborative effort of the University and colleagues in cooperating 7-12 grade schools. This is a Single Subject Program course and is not appplicable to a master's degree. 27 hours supervision. Credit/no credit grading.
(002942)
| |||||
| EDTE 570 | Establishing a Supportive Learning Environment in Bilingual and/or General Education Classrooms | 4.0 | SP | ||
|
Prerequisites: Admission to a Professional Education Program.
This course facilitates observation of and engagement in multiple teaching tasks under the apprenticeship of a classroom teacher. A framework for lesson and unit design is developed. The relationship between curriculum, instruction, and assessment is explored. Candidates ascertain factors that affect instructional and classroom management strategies when two languages are used for instruction. California's current recommendations for educational reform and their affect on culturally and linguistically diverse populations are examines. In the Bilingual/Crosscultural Program, all or portions of this course may be conducted in Spanish. Candidates are assigned to a classroom for 20 hours of early field experience. This course is not applicable to a master's degree. 4 hours lecture. ABC/no credit grading.
(020893)
| |||||
| EDTE 575 | Field Experience in Bilingual and/or General Education Classrooms | 6.0 | FS | ||
|
Prerequisites: Admission to a Professional Education Program.
This course is the first in a two course series. It provides a developmental sequence of substantive, carefully planned experiences in a self-contained classroom. Candidates observe and reflect on instructional practices, organizational structures, and curriculum implementation. All candidates have significant experiences delivering comprehensive instruction to English Learners in at least one of the two field-based courses; bilingual candidates have at least one field-based experience in a bilingual classroom setting. The increase of instructional responsibilities is guided and determined by the University supervisor and cooperating teacher. This course is not applicable to a master's degree. 18 hours supervision. Credit/no credit grading.
(002932)
| |||||
| EDTE 577 | Student Teaching in Bilingual and/or General Education Classrooms | 9.0 | FS | ||
|
Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 570, EDTE 672, EDTE 673, and EDTE 575.
This second field-based course continues the developmental sequence of substantive, carefully planned experiences in a self-contained bilingual and/or general education classroom. Candidates assume daily teaching responsibility for whole-class instruction and management for at least two weeks. All candidates have significant experiences delivering comprehensive instruction to English Learners in at least one of the two field-based courses. Bilingual candidates have at least one field-based experience in a bilingual classroom setting. This course is not applicable to a masters degree. 27 hours supervision. Credit/no credit grading.
(002934)
| |||||
| EDTE 580 | Educational Psychology | 3.0 | FS | ||
|
Prerequisites: Conditional admission to a Professional Education Program.
This course is designed to help candidates understand how students' cognitive, personal-social, and physical development, and cultural and linguistic backgrounds are related to effective teaching and interpersonal relations in secondary schools. Major segments of instruction include the study of how students learn, remember, and make use of the knowledge they have acquired and how students' educational growth is assessed in schools. Each candidate begins to use this knowledge to organize and manage a learning environment that supports student development, motivation, and learning. 3 hours seminar.
(015899)
| |||||
| EDTE 585 | Field Experience in Subject-Specific and English Language Development Secondary Settings | 6.0 | FS | ||
|
Prerequisites: Admission to a Professional Education Program.
This course is the first in a two-course series. It provides a developmental sequence of substantive, carefully planned experiences in a secondary setting. Candidates observe and reflect on instructional practices, organizational structures and curriculum implementation. The increase of instructional responsibilities is guided and determined by the University supervisor and cooperating teacher. Candidates have significant experiences delivering comprehensive instruction to English Learners in content specific and English Language Development classrooms. This course is not applicable to a master's degree. 18 hours supervision. Credit/no credit grading.
(002954)
| |||||
| EDTE 587 | Student Teaching in Subject-Specific and English Language Development Secondary Settings | 9.0 | FS | ||
|
Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 580, EDTE 585.
This second field-based course continues the developmental sequence of substantive, carefully planned experiences in a secondary setting. Candidates assume daily teaching responsibility for whole-class instruction and management for two or more teaching assignments. Candidates have significant experiences delivering comprehensive instruction to English Learners in content specific and English Language Development classrooms. This course is not applicable to a master's degree. 27 hours supervision. Credit/no credit grading.
(002957)
| |||||
| EDTE 597 | Independent Study | 1.0 -6.0 | INQ | ||
|
You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(020472)
| |||||
| EDTE 650A | Multiple Subject as a Second Credential | 6.0 | SM | ||
|
This course is designed to provide a credentialed secondary teacher with the knowledge, skills, and experiences necessary to successfully teach in an elementary school classroom (Multiple Subject). Coursework includes early literacy/language arts, a variety of methods and democratic practices targeted for elementary learners, and child development psychology. Supervised fieldwork includes placement in an elementary classroom setting. With subject matter competency, this course package meets the requirements for a Single Subject credentialed teacher to add a Multiple Subject Credential. 6 hours lecture.
(020984)
| |||||
| EDTE 650B | Single Subject as a Second Credential | 6.0 | SM | ||
|
This course is designed to provide a credentialed elementary school teacher with the knowledge, skills, and experiences necessary to successfully teach in a secondary school classroom (Single Subject). Coursework includes subject-specific methods and democratic practices for the targeted content area and adolescent development psychology. Supervised fieldwork includes placement in a secondary classroom setting. With subject matter competency, this course package meets the requirements for Multiple Subject credentialed teacher to add a Single Subject Credential. 6 hours lecture.
(020983)
| |||||
| EDTE 660A | Teaching English Learners I | 1.0 | FS | ||
|
Prerequisite: Conditional admission to Professional Preparation Program. This course is also offered as SPED 660A.
This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a diverse classroom setting. The candidates develop a conceptual framework for the learning and teaching of English Learners. Prospective K-12 teachers study pedagogical theories, principles, and practices for English Language acquisition and development. The effects of prior knowledge and culture on reading and writing are explored. Reading and writing strategies to promote students¿ access to and achievement in the academic content standards are addressed. Candidates utilize assessment information to diagnose students¿ language abilities and to design lessons that foster receptive and productive language processes. This course embeds the latest education research with practical application in a school setting. 1 hour lecture.
(021099)
| |||||
| EDTE 660B | Teaching English Learners II | 1.0 | FS | ||
|
Prerequisite: EDTE 660A or SPED 660A. This course is also offered as SPED 660B.
This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a diverse classroom setting. The candidates develop a conceptual framework for the learning and teaching of English Learners. Prospective K-12 teachers study pedagogical theories, principles, and practices for English Language acquisition and development. The effects of prior knowledge and culture on reading and writing are explored. Reading and writing strategies to promote students¿ access to and achievement in the academic content standards are addressed. Candidates will utilize assessment information to diagnose students¿ language abilities and to design lessons that foster receptive and productive language processes. This course embeds the latest education research with practical application in a school setting. This course builds on concepts learned in EDTE 660A. 1 hour lecture.
(021098)
| |||||
| EDTE 661A | Collaborative Practices in Public Schools | 2.0 | SM | ||
|
Prerequisites: Conditional admission to Professional Preparation Program. This course is also offered as SPED 661A.
This
course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving diverse populations. The candidates develop a conceptual framework for implementing various instructional and classroom management strategies to support the educational, social, and emotional needs of English speakers, English Learners, and Special Populations. Candidates learn techniques and strategies to motivate students, foster self-esteem, and develop positive attitudes that promote learning and achievement, responsibility, and equity. Candidates learn to establish procedures for managing instructional time, routines, and tasks to maximize learning opportunities for all students. 2 hours lecture.
(021102)
| |||||
| EDTE 662 | Teaching Residency I | 6.0 | FA | ||
|
Prerequisite: Admission to RTR program. This course is also offered as SPED 662.
This first of two teaching residency semesters combines intensive co-teaching and collaboration with a developmental sequence of carefully planned, substantive, supervised field experiences in TK-12 inclusive general education classrooms or special education settings. The residency provides opportunities to observe and apply democratic practices and to develop the skills and dispositions necessary to teach a diverse student population. Teacher candidate placements are determined through a collaborative effort of the university and colleagues in cooperating TK-12 schools. 18 hours supervision. Credit/no credit grading.
(021006)
| |||||
| EDTE 663 | Literacy Development and Assessment | 4.0 | FA | ||
|
Prerequisite: Admission to RTR program. This course is also offered as SPED 663.
This course provides substantive, research-based instruction that builds the theoretical and practical knowledge base. This course enables candidates to deliver a comprehensive program of systematic instruction in reading, writing, and related language arts that is aligned with the California English Language Arts Academic Content Standards, the California Reading/Language Arts Framework, and the English Language Development Standards. Candidates learn to explicitly teach basic decoding, vocabulary, comprehension, and fluency skills and strategies to all students, including those with varied reading and language levels and background experiences and knowledge. Candidates work closely with classroom teachers, supervisors, and instructors to study and apply basic principles and practices of reading language arts instruction in carefully selected field experience sites. Candidates develop knowledge about factors influencing reading development, instructional strategies, beginning reading skills, content area reading, organizational practices, in-depth assessment practices, and materials. Candidates learn about teaching the language arts in rural educational settings, with an emphasis on incorporating strategies, approaches, and materials to support ¿at-risk¿ learners, English Learners, and special populations. Technology is used throughout the course as a tool of instruction and in candidate assignments. 4 hours lecture.
(021007)
| |||||
| EDTE 664A | Pedagogy and Assessment I | 1.0 | SM | ||
|
Prerequisites: Conditional admission to Professional Preparation Program.
This course provides an introduction to planning and delivering instruction based on state and national content standards in mathematics, science, social science, arts, physical education and health. It includes the application of research and theories of learning and development in selecting and implementing instructional strategies, curricular materials, technologies and assessments to meet the educational needs of diverse student populations. 1 hour lecture.
(021101)
| |||||
| EDTE 664B | Pedagogy and Assessment II | 1.0 | FA | ||
|
Prerequisite: EDTE 664A.
This course provides an introduction to planning and delivering instruction based on state and national content standards in mathematics, science, social science, arts, physical education and health. It includes the application of research and theories of learning and development in selecting and implementing instructional strategies, curricular materials, technologies and assessments to meet the educational needs of diverse student populations. 1 hour lecture.
(021110)
| |||||
| EDTE 664C | Pedagogy and Assessment III | 1.0 | SP | ||
|
Prerequisites: EDTE 664A, EDTE 664B.
This course provides an introduction to planning and delivering instruction based on state and national content standards in mathematics, science, social science, arts, physical education, and health. It includes the application of research and theories of learning and development in selecting and implementing instructional strategies, curricular materials, technologies, and assessments to meet the educational needs of diverse student populations. 1 hour lecture.
(021112)
| |||||
| EDTE 665 | Teaching Residency II | 6.0 | SP | ||
|
Prerequisite: EDTE/SPED 662 and permission of program. This course is also offered as SPED 665.
This second of two teaching residency semesters combines intensive co-teaching and collaboration with a developmental sequence of carefully planned, substantive, supervised field experiences in TK-12 inclusive general education classrooms or special education settings. The residency provides opportunities to observe and apply democratic practices and to develop the skills and dispositions necessary to teach a diverse student population. Teacher candidate placements are determined through a collaborative effort of the university and colleagues in cooperating TK-12 schools. 18 hours supervision.
(021058)
| |||||
| EDTE 672 | Teaching Reading in Bilingual and/or General Education Classrooms | 4.0 | FA | ||
|
Prerequisites: Admission to a Professional Education Program.
This course provides substantive, research-based instruction that builds the theoretical and practical knowledge base of K - 12 literacy development. This enables candidates to deliver an effective and comprehensive program of instruction in reading/language arts in English and the students primary language which is aligned with the California English Language Arts and English Language Development Framework. Candidates examine the relationship among language development, literacy level in the primary (L1) and target language (L2), as well as the transfer of skills between L1 and L2. Selection and/or adaptation of appropriate strategies and materials for Emergent Bilinguals are modeled to facilitate candidates' ability to apply them in their classrooms. Bilingual candidates review appropriate materials and resources available in English and in the students' primary language. In the Bilingual/Cross-cultural Program, all or portions of this course may be conducted in Spanish. This course may be applicable to a master's degree. 4 hours lecture.
(020895)
| |||||
| EDTE 673 | Teaching English Learners: Literacy and Academic Access | 3.0 | FA | ||
|
Prerequisites: Admission to a Professional Education Program.
Prospective K-12 teachers study pedagogical theories, principles, and practices for English Language acquisition and development. The effects of prior knowledge, literacy in the primary language, culture and the transferability of language skills on reading and writing are explored. Candidates utilize assessment information to diagnose students' language abilities and to design lessons that foster receptive and productive language processes. Bilingual instructional models are compared to examine the extent to which models best support instruction that is linguistically and culturally responsive and provide opportunities for parental involvement. In the Bilingual/Crosscultural program, all or portions of this course may be conducted in Spanish. This course may be applicable to a master's degree. 3 hours lecture.
(020896)
| |||||
| EDTE 676A | Interdisciplinary Instruction in Bilingual and/or General Education Self-Contained Classrooms | 2.0 | SP | ||
|
Prerequisites: Admission to a Professional Education Program, EDTE 575.
This course prepares candidates to plan and deliver content-specific instruction for all students based on the student academic content standards and curriculum frameworks in history-social science. Bilingual candidates address the effects of instruction in two languages while planning standards-based instruction. The role of parents in the teaching/learning process is examined and strategies for promoting authentic parental participation are discussed. All or portions of this course may be conducted in Spanish. This course may be applicable to a master's degree. 2 hours lecture.
(021055)
| |||||
| EDTE 676B | Assessment in Bilingual and/or General Education K-12 Classrooms | 3.0 | SP | ||
|
Prerequisites: Admission to a Professional Education Program, EDTE 570, EDTE 575, EDTE 671, EDTE 672, EDTE 673.
Candidates examine the relationship between instruction and assessment. They utilize assessment information to diagnose English learners' language abilities in Spanish and English and to design lessons in both languages. Topics include examination, use and interpretation of standardized test results, principles of curriculum-based assessment and considerations of cultural and linguistic diversity in assessment. Candidates are asked to analyze school and classroom assessment data; design and implement an intervention; examine outcomes; reflect on the teaching/learning process; and make recommendations for future instruction. In the Bilingual/Crosscultural program, all or portions of the course may be conducted in Spanish. This course may be applicable to a master's degree. 3 hours lecture.
(021056)
| |||||
| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| EDUC 189 | Education Field Experience | 1.0 -3.0 | INQ | ||
|
9 hours supervision. You may take this course more than once for a maximum of 15.0 units.
(002973)
| |||||
| EDUC 198 | Special Topics | 1.0 -3.0 | INQ | ||
|
Prerequisites: Department permission.
This course is for special topics offered for 1.0-3.0 units. Typically the topic is offered on a one-time-only basis and may vary from term to term and be different for different sections. See the Class Schedule for the specific topic being offered. 3 hours lecture.
(002974)
| |||||
| EDUC 398 | Special Topics | 1.0 -3.0 | INQ | ||
|
This course is for special topics offered for 1.0-3.0 units. Typically the topic is offered on a one-time-only basis and may vary from term to term and be different for different sections. See the Class Schedule for the specific topic being offered.
(003039)
| |||||
| EDUC 399 | Special Problems | 1.0 -3.0 | INQ | ||
|
This course is an independent study of special problems offered for 1.0-3.0 units. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(003040)
| |||||
| EDUC 498 | Special Topics | 1.0 -6.0 | INQ | ||
|
This course is for special topics offered for 1.0-3.0 units. Typically the topic is offered on a one-time-only basis and may vary from term to term and be different for different sections. See the Class Schedule for the specific topic being offered. 3 hours lecture.
(003130)
| |||||
| EDUC 499 | Special Problems | 1.0 -3.0 | INQ | ||
|
Prerequisites: Faculty permission.
This course is an independent study of special problems offered for 1.0-3.0 units. You must register directly with a supervising faculty member. 1 hour lecture. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(003137)
| |||||
| EDUC 501 | Assessment of Teaching Performance: Technical Aspects | 1.0 | FS | ||
|
This course addresses technical aspects of electronic evaluation systems. Candidates learn how teaching performance assessments are evaluated. Scoring tools such as rubrics are explored. Technological topics include formatting and uploading responses, scanning documents for submission, and understanding online evaluations systems. 1 hour lecture. You may take this course more than once for a maximum of 2.0 units. Credit/no credit grading.
(020382)
| |||||
| EDUC 502 | Assessment of Teaching Performance: Introduction | 2.0 | FS | ||
|
This course prepares candidates to reflect on their Teaching Practicum I experience and demonstrate their teaching knowledge, skills, and
abilities in relation to the California Teaching Performance Expectations ( TPEs) on a performance-based assessment. Candidates are provided with an overview of the Teaching Performance Assessment through preparation sessions, materials, and ongoing support from faculty and peers. Topics include task orientation, designing and implementing standards-based instruction, distinguishing between analysis and reflection, videotaping teaching, protecting anonymity, and using technology to present data. 2 hours lecture. You may take this course more than once for a maximum of 12.0 units. Credit/no credit grading.
(020383)
| |||||
| EDUC 503 | Assessment of Teaching Performance: Application | 3.0 | FS | ||
|
This course prepares candidates to reflect on their Teaching Practicum II experience and demonstrate their teaching knowledge, skills, and abilities in relation to the California Teaching Performance Expectations (TPEs) on a performance-based assessment. Candidates are provided with an overview of the Teaching Performance Assessment through preparation sessions, materials, and ongoing support from faculty and peers. Topcis include task orientation, modifying and adapting instruction, analyzing student work, using results to inform instruction, and using technology to present data. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(020384)
| |||||
| EDUC 506 | Level I: Introduction to Tutoring | 1.0 | FS | ||
|
An introduction to the concepts, terminology, and issues encountered in tutoring, including exploration of various learning theories. This course also provides students with the practice, training, and support necessary to become effective tutors. 1 hour seminar.
(020459)
| |||||
| EDUC 507 | Level II: Advanced Tutoring | 1.0 | FS | ||
|
Prerequisites: EDUC 506 or faculty permission.
An advanced review of the concepts, terminology, and issues encountered in tutoring, including exploration of varius learning theories. This course also provides students an opportunity to develop certainty, expertise, and increased confidence in the dynamics required in the role of tutoring by reviewing and highlighting specific skills, characteristics, and referral sources as well as by providing a detailed examination of the tutor cycle and its role in facilitating positive tutorial sessions. Students participate in projects related to Level I: Beginning Tutoring. 1 hour seminar.
(020460)
| |||||
| EDUC 508 | Level III: Master Tutoring | 1.0 | FS | ||
|
Prerequisites: EDUC 507 or faculty permission.
An advanced review of the concepts, terminology, and issues encountered in tutoring, including exploration of various learning theories. This course also provides students with the practice, training, and support necessary to become effective tutors and to develop professional presentation skills by taking an active role in planning and facilitating components of Level I: Beginning Tutoring and Level II: Advanced Tutoring. 1 hour seminar.
(020461)
| |||||
| EDUC 509 | Managing Residential Program | 2.0 | SP | ||
|
This course prepares Resident Advisor interns for the Upward Bound six-week summer program. The class is highly interactive; a combination of lecture and group discussion is used to assimilate dorm scenarios and possible solutions. Topics range from motivating teens toward higher education to dealing with teen life issues. 2 hours seminar. You may take this course more than once for a maximum of 6.0 units.
(020462)
| |||||
| EDUC 510 | Managing Career Exploration | 1.0 -3.0 | SP | ||
|
This course prepares students to supervise a career exploration program. Students are responsible for attending eight evening class meetings during the semester as well as meeting with the academic coordinator on an individual basis. The class is highly interactive; a combination of lecture and group discussion are utilized in preparation for managing youth in various career exploration projects and employment safety scenarios. Topics covered range from helping teens be responsible employees and motivating teens towards higher education to dealing with teen life issues. Interns develop abilities to work in team settings and receive an orientation on Upward Bound, Upward Bound ESL, Upward Bound Math/Science policies, safety training, and child labor laws. You may take this course more than once for a maximum of 6.0 units.
(020482)
| |||||
| EDUC 589A | Residential Program Practicum | 4.0 | SP | ||
|
Prerequisites: EDUC 509.
This course provides hands-on residential experience for Resident Advisor interns through the Upward Bound project's six-week summer program. 4 hours seminar. You may take this course more than once for a maximum of 12.0 units.
(020463)
| |||||
| EDUC 589B | Career Exploration Practicum | 4.0 | SP | ||
|
Prerequisites: EDUC 510.
This course provides ongoing empirical experience in a career exploration program. Student interns are responsible for supervising and instructing a team of high school students. Scenarios and topics from the Managing Career Exploration course (EDUC 510) are utilized and evaluated. 4 hours supervision. You may take this course more than once for a maximum of 12.0 units.
(020481)
| |||||
| EDUC 598 | Special Topics | 1.0 -3.0 | INQ | ||
|
Prerequisites: Department permission.
This course is for special topics offered for 1.0-3.0 units. Typically the topic is offered on a one-time-only basis and may vary from term to term and be different for different sections. See the Class Schedule for the specific topic being offered. 3 hours seminar.
(020904)
| |||||
| EDUC 697 | Independent Study | 1.0 -4.0 | INQ | ||
|
9 hours supervision. You may take this course more than once for a maximum of 6.0 units.
(003210)
| |||||
| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| RDGL 540 | Reading Competence Practicum | 3.0 | FS | ||
|
Multiple Subject Credential candidates review reading education and prepare for the California Reading Instruction Competence Assessment (RICA) exam. Course curriculum focuses on the California Reading Standards and RICA domains. 9 hours independent study. You may take this course more than once for a maximum of 9.0 units. Credit/no credit grading.
(015813)
| |||||
| RDGL 689 | Internship in Teaching of Reading | 3.0 | INQ | ||
|
Prerequisites: Faculty permission.
Supervised internship in selected aspects of reading development, including diagnostic practices, administration, supervision, and design of reading curriculum in schools; evaluation, in-service leadership, and treatment of reading problems. 9 hours supervision.
(003205)
| |||||
| RDGL 697 | Independent Study | 1.0 -4.0 | INQ | ||
|
9 hours supervision. You may take this course more than once for a maximum of 6.0 units.
(020819)
| |||||
| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| SPED 343 | Overview of Special Education | 3.0 | FS | ||
|
This is a survey course recommended for students interested in all types of exceptional learners and a prerequisite to professional preparation programs in the Department of Professional Studies in Education. Content includes (1) an overview of the characteristics, identification, and educational needs of special populations, (2) social, familial, biological, historical, cultural, economic, political, and legal contexts in which special education occurs, and (3) characteristics of effective programs. Includes a service learning experience. 3 hours lecture.
(003010)
| |||||
| SPED 499 | Special Problems | 1.0 -3.0 | INQ | ||
|
Prerequisites: Faculty permission.
This course is an independent study of special problems offered for 1.0-3.0 units. You must register directly with a supervising faculty member. 9 hours discussion. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(020922)
| |||||
| SPED 501 | Seminar for Field Experience | 1.0 | FS | ||
|
Prerequisites: Admission to Education Specialist Credential Program.
Field practicum in general education cross-cultural setting. Development of awareness of the general education curriculum, instruction and management teaching skills and knowledge, assessing diverse student needs and academic progress, adapting classroom maangement techniques, and participating in collaborative activities. 1 hour seminar. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(020480)
| |||||
| SPED 514 | Supervised/Student Teaching - Mild/Moderate Disabilities | 3.0 | FS | ||
|
Prerequisites: Admission to Education Specialist Credential Program.
Enrollees participate in, and assume full responsibility for, instruction of students with mild/moderate disabilities. 9 hours supervision. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
(020478)
| |||||
| SPED 515 | Supervised/Student Teaching - Moderate/Severe Disabilities | 3.0 | FS | ||
|
Prerequisites: Admission to Education Specialist Credential Program.
Enrollees participate in, and assume full responsibility for, instruction of students with moderate/severe disabilities. 9 hours supervision. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
(020479)
| |||||
| SPED 520 | Assessment and Evaluation in General and Special Education | 3.0 | SP | ||
|
Prerequisites: SPED 343 or equivalent.
Study techniques used in assessing skills and needs of general and exceptional learners. Topics include examination of standardized tests in general and special education; use and interpretation of standardized test results; development and use of teacher-made techniques for assessment; principles of curriculum-based assessment; and consideration of cultural and linguistic diversity factors in assessment. Activities focus on construction of teacher-made instruments and on administration and scoring of selected standardized tests. This course is part of the Level I preparation program for education specialists in mild/moderate/severe disabilities. Enrollment is normally limited to Special Education Credential candidates. Other students may enroll with faculty permission. 3 hours seminar. Formerly PSYC 516.
(007958)
| |||||
| SPED 525 | Teaching Practicum I: Education Specialist | 6.0 | FS | ||
|
Prerequisite: Admission to the School of Education Special Education Program.
This first of two teaching practica provides a developmental sequence of carefully planned substantive, supervised field experiences in the K-12 special education classroom, including opportunities to observe and apply democratic practices. Teacher candidate placements are determined through a collaborative effort of the University and colleagues in cooperating schools. This is an Education Specialist course and is not applicable to a master's degree. 18 hours supervision. You may take this course more than once for a maximum of 18.0 units. Credit/no credit grading.
(021465)
| |||||
| SPED 529 | Teaching Practicum II: Education Specialists | 9.0 | FS | ||
|
Prerequisite: Admission to the School of Education Special Education Program.
This second course in teaching practica continues the sequence of carefully planned substantive, supervised field experiences in the K-12 special education classroom. Teacher candidate placements are determined through a collaborative effort of the University and colleagues in cooperating schools. This is an Education Specialist Program course and is not applicable to a master's degree. 27 hours supervision. You may take this course more than once for a maximum of 27.0 units. Credit/no credit grading.
(021466)
| |||||
| SPED 560 | General and Special Education Methods for Teaching Mathematics | 2.0 | FA | ||
|
Prerequisites: Admission to Special Education professional preparation program or faculty permission.
This course focuses on strategies and methodologies of elementary school instruction in mathematics for general and special education. Prospective teachers examine relevant learning theory, practices, current research, recommendations, and state and national standards and framework documents pertaining to mathematics instruction. Included are strategies integrating modern technologies, problem solving, and manipulations. Practice in writing, delivering, and evaluating mathematics lessons and utilizing appropriate assessment practices. 2 hours seminar.
(009294)
| |||||
| SPED 561 | Curriculum and Instruction: Emphases for Inclusive Settings | 3.0 | FS | ||
|
Prerequisites: SPED 343. Recommended: senior standing.
This course focuses on the principles and practices of elementary school instruction in language arts, fine arts, mathematics, science, and social studies and national and state curriculum and subject matter standards. It includes selecting appropriate instructional strategies, lesson planning, assessment, service learning, writing goals and objectives, and methods for enhancing critical thinking and content area reading skills to meet the educational needs of culturally and linguistically diverse students. 3 hours lecture.
(009295)
| |||||
| SPED 562 | Methods for Teaching Science/Social Science/Arts: General and Special Education | 3.0 | FA | ||
|
Prerequisites: Admission to Special Education teacher preparation program or faculty permission.
This course addresses the major themes and basic fields of study underlying science, social science, and fine arts, K-6, and includes the instructional strategies, materials, and assessment formats that allow students to investigate areas of study. Fields of science history/social science and fine arts include the content standards for California public schools, current research, and national curriculum documents. 3 hours lecture. ABC/no credit grading.
(009296)
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| SPED 564 | Management of Learning Environments | 3.0 | FS | ||
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Prerequisites: SPED 343, SPED 569. Recommended: senior standing.
This course focuses on instructional design and the management of safe and effective learning environments that facilitate positive self-efficacy and self-advocacy for all learners. Candidates learn about factors that impact success for all behavior learners in a standards-based classroom context, including behavior management models, varying communication styles and strategies for promoting positive, self-regulatory behavior, and instructional strategies to meet the needs of a diverse student population. 3 hours seminar.
(009298)
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| SPED 569 | Field Experience - General and Special Education | 2.0 | FS | ||
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Prerequisites: Concurrent enrollment in or prior completion of SPED 343.
Students enrolled in this course will participate in introductory field experiences in general and special education classroom settings. The course will include guided observations and exposure to varied educational environments and practices in teaching to diversity, and participating in special education and integrated regular education settings, preschool to adult levels. Settings include programs in schools and agencies that provide services to students of six categories of exceptionalities, including those from culturally and linguistically diverse populations. 2 hours discussion. You may take this course more than once for a maximum of 15.0 units.
(015978)
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| SPED 580 | Introduction to Autism Spectrum Disorders | 3.0 | FS | ||
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This is a survey course recommended for students interested in autism spectrum disorders. Content includes: characteristics and educational needs of students within autism spectrum, including social, familial, biological, cultural and legal contexts; characteristics of effective programs including evidence-based practices and effective communication with support services. Includes a service-learning experience. 3 hours seminar.
(021050)
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| SPED 590 | Introduction to Teaching Practice, Education Specialist Internship | 2.0 | FS | ||
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Preservice for special education interns. Orientation to on-the-job training program, philosophy and goals. Introduction to special education legislation, structures, content. Practice in planning and managing a special education classroom and in maintaining student files. 2 hours seminar. Credit/no credit grading.
(009301)
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| SPED 598 | Special Topics | 1.0 -3.0 | INQ | ||
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Prerequisites: Department permission.
This course is for special topics offered for 1.0-3.0 units. Typically the topic is offered on a one-time-only basis and may vary from term to term and be different for different sections. See the Class Schedule for the specific topic being offered. 3 hours seminar.
(009310)
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| SPED 599 | Independent Study | 1.0 -3.0 | INQ | ||
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Prerequisites: Faculty permission.
This course is an independent study of special problems offered for 1.0-3.0 units. You must register directly with a supervising faculty member. 3 hours supervision. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(009311)
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| SPED 637 | Curriculum and Instruction -- Moderate/Severe Disabilities | 3.0 | FA | ||
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Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.
Curricula, instructional models, methods, and materials for students with moderate/severe disabilities. Study of techniques for developing programs that are critical, functional, and comprehensive across life skills, community, vocational, social, and cognitive domains. Emphases on individualized learning styles, use of adaptations and instruction in integrated natural environments. 3 hours discussion.
(003101)
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| SPED 639 | Advanced Curriculum Content: Moderate/Severe Disabilities | 3.0 | SP | ||
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Prerequisites: Admission to Special Education Level II program or faculty permission.
Advanced curricula, instructional models, methods, and materials for students with moderate/severe disabilities. Databased decision making; advanced behavioral, emotional, environmental supports; and development of specific emphasis in moderate/severe disabilities. 3 hours seminar.
(009316)
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| SPED 660A | Teaching English Learners I | 1.0 | FS | ||
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Prerequisite: Conditional admission to Professional Preparation Program. This course is also offered as EDTE 660A.
This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a diverse classroom setting. The candidates develop a conceptual framework for the learning and teaching of English Learners. Prospective K-12 teachers study pedagogical theories, principles, and practices for English Language acquisition and development. The effects of prior knowledge and culture on reading and writing are explored. Reading and writing strategies to promote students¿ access to and achievement in the academic content standards are addressed. Candidates utilize assessment information to diagnose students¿ language abilities and to design lessons that foster receptive and productive language processes. This course embeds the latest education research with practical application in a school setting. 1 hour lecture.
(021099)
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| SPED 660B | Teaching English Learners II | 1.0 | SP | ||
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Prerequisite: EDTE 660A or SPED 660A. This course is also offered as EDTE 660B.
This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a diverse classroom setting. The candidates develop a conceptual framework for the learning and teaching of English Learners. Prospective K-12 teachers study pedagogical theories, principles, and practices for English Language acquisition and development. The effects of prior knowledge and culture on reading and writing are explored. Reading and writing strategies to promote students¿ access to and achievement in the academic content standards are addressed. Candidates will utilize assessment information to diagnose students¿ language abilities and to design lessons that foster receptive and productive language processes. This course embeds the latest education research with practical application in a school setting. This course builds on concepts learned in EDTE 660A. 1 hour lecture.
(021098)
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| SPED 661A | Collaborative Practices in Public Schools | 2.0 | SM | ||
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Prerequisites: Conditional admission to Professional Preparation Program. This course is also offered as EDTE 661A.
This
course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving diverse populations. The candidates develop a conceptual framework for implementing various instructional and classroom management strategies to support the educational, social, and emotional needs of English speakers, English Learners, and Special Populations. Candidates learn techniques and strategies to motivate students, foster self-esteem, and develop positive attitudes that promote learning and achievement, responsibility, and equity. Candidates learn to establish procedures for managing instructional time, routines, and tasks to maximize learning opportunities for all students. 2 hours lecture.
(021102)
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| SPED 662 | Teaching Residency I | 6.0 | FA | ||
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Prerequisite: Admission to RTR program. This course is also offered as EDTE 662.
This first of two teaching residency semesters combines intensive co-teaching and collaboration with a developmental sequence of carefully planned, substantive, supervised field experiences in TK-12 inclusive general education classrooms or special education settings. The residency provides opportunities to observe and apply democratic practices and to develop the skills and dispositions necessary to teach a diverse student population. Teacher candidate placements are determined through a collaborative effort of the university and colleagues in cooperating TK-12 schools. 18 hours supervision. Credit/no credit grading.
(021006)
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| SPED 663 | Literacy Development and Assessment | 4.0 | FA | ||
|
Prerequisite: Admission to RTR program. This course is also offered as EDTE 663.
This course provides substantive, research-based instruction that builds the theoretical and practical knowledge base. This course enables candidates to deliver a comprehensive program of systematic instruction in reading, writing, and related language arts that is aligned with the California English Language Arts Academic Content Standards, the California Reading/Language Arts Framework, and the English Language Development Standards. Candidates learn to explicitly teach basic decoding, vocabulary, comprehension, and fluency skills and strategies to all students, including those with varied reading and language levels and background experiences and knowledge. Candidates work closely with classroom teachers, supervisors, and instructors to study and apply basic principles and practices of reading language arts instruction in carefully selected field experience sites. Candidates develop knowledge about factors influencing reading development, instructional strategies, beginning reading skills, content area reading, organizational practices, in-depth assessment practices, and materials. Candidates learn about teaching the language arts in rural educational settings, with an emphasis on incorporating strategies, approaches, and materials to support ¿at-risk¿ learners, English Learners, and special populations. Technology is used throughout the course as a tool of instruction and in candidate assignments. 4 hours lecture.
(021007)
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| SPED 664 | Academic Literacy and Assistive Technology | 3.0 | SP | ||
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Prerequisite: Admission to Education Specialist Credential Program.
This course addresses organization and management of differentiated reading and social communication instruction and interventions to meet the needs of the full range of learners. In this course, students demonstrate competence in administering, interpreting and utilizing the results of formal and informal assessments of the literacy and communication skills of students with disabilities for the purposes of developing and implementing academic literacy. Students conduct assessments, provide instruction, and special education services to individuals with academic language and/or communication needs in the areas of language and literacy development, including specific literacy's required to meet state-adopted content standards and student IEP goals. Students learn how to apply these literacy assessments and interventions in the context of Response-to-Intervention and other pre-referral intervention models. Students learn how to use assistive technology for purposes of enhancing literacy and communication and increase access to the general education curriculum. 3 hours seminar.
(021048)
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| SPED 665 | Teaching Residency II | 6.0 | SP | ||
|
Prerequisite: EDTE/SPED 662 and permission of program. This course is also offered as EDTE 665.
This second of two teaching residency semesters combines intensive co-teaching and collaboration with a developmental sequence of carefully planned, substantive, supervised field experiences in TK-12 inclusive general education classrooms or special education settings. The residency provides opportunities to observe and apply democratic practices and to develop the skills and dispositions necessary to teach a diverse student population. Teacher candidate placements are determined through a collaborative effort of the university and colleagues in cooperating TK-12 schools. 18 hours supervision.
(021058)
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| SPED 672 | Curriculum and Instruction -- Mild/Moderate Disabilities | 3.0 | FS | ||
|
Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.
Curriculum, instructional models, methods, and materials for students with mild/moderate disabilities. Modifications of core curriculum and instructional approaches used in specialized or generalized settings. 3 hours discussion.
(003100)
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| SPED 680 | Advanced Methods and Curriculum for Students with Autism Spectrum Disorders | 3.0 | FS | ||
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Prerequisites: Admission to Education Specialist Credential Program, SPED 580.
The purpose of this course is to provide education specialist candidates and interns with in depth knowledge of educational services for students who have an Autism Spectrum Disorder (ASD). Students evaluate and apply evidence based practices in language curricula, core curricula and behavioral programs and strategies designed specifically for K-12 students with ASD. Students in this course learn and apply appropriate accommodations, modifications and other academic supports for students with ASD in general education environments. 3 hours seminar.
(021049)
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| SPED 691 | Collaboration and Laws in Special Education | 3.0 | SP | ||
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Prerequisites: Admission to Special Education Professional Preparation program or faculty permission.
Roles and relationships of families and professionals involved in the special education service delivery process. Emphasis on developing professional communication with administrators, general education personnel, specialists, paraprofessionals, district personnel. Pre-referral services and interactions, student study/student success teams, IEP/ITP teams and co-teaching models. Development of conferencing, guidance and referral skills for use with students with disabilities and their families. Includes understanding and application of laws and regulations which relate to Federal, state and Local Master Plan compliance requirements in Special Education. Development of sensitivity to multicultural, community-based, and socio-economic factors involved in serving the individual and family. 3 hours lecture.
(009312)
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| SPED 692 | Classroom Management for Individuals with Exceptional Needs | 3.0 | FA | ||
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Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.
This course is designed to provide participants with an in-depth examination of basic behavioral theory and principles of learning as they apply to classroom management of exceptional students. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units.
(003094)
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