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Economics |
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ECON 310 - Money and Banking
An examination of the institutional structure of the U.S. financial system, including the scope and effect of bank deregulation; the instruments and theoretical impact of Federal Reserve System monetary policy on the domestic and international economy.
Pre-req: ECON 200 and ECON 201
3 credits
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ECON 315 - History of Economic Thought
The evolution of economic ideas; concentration on major schools of thought, economists and their ideas since 1750.
Pre-req: ECON 200 and ECON 201
3 credits
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ECON 320 - Economics of Conflict
This course examines conflict and appropriation in an economic setting, where enforcement of property rights is costly. Topics include technologies of conflict, Tullock contests, wars, arms races, and the rise of the state.
Pre-req: ECON 301 and MATH 139A /MATH 139B or MATH 141A
3 credits
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ECON 325 - Economics of Politics
An analysis of topics in political science using the tools of economics. Topics include elections, voting, coalitions, power, taxation, optimal provision of public goods, and revelation of preferences.
Pre-req: and
3 credits
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ECON 330 - Game Theory
Strategic decision-making and the tools used to analyze competitive situations in a wide variety of disciplines. Topics include backward inductions, subgame perfect equilibria, imperfect information, normal and extensive form games, repeated games, and an introduction to evolutionary game theory.
Pre-req: and
3 credits
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ECON 340 - Experimental Economics
Laboratory testing of economic theory, decision theory, and behavioral economics. Experimental tests of game theory, auctions, market behavior, trust, altruism, asset pricing and bubbles, public goods, tragedy of the commons; and a study of the theory that gave rise to these experiments.
Pre-req: ECON 201
4 credits
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ECON 350 - Labor Economics
This course provides an introduction to the analysis of the demand, supply and equilibrium in the labor market. Examples of questions that will be discussed are: how do individuals choose to work or not to work, and how many hours do they choose to work. In addition, application of labor theory to issues of compensating wage differentials, human capital, labor unions, incentive pay, immigration labor, and labor market discrimination will be analyzed.
Pre-req: ECON 201
3 credits
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ECON 353 - Labor in America
Analysis of changes in labor markets and labor institutions in the past century. Topics include union history, collective bargaining, shifts in aggregate employment patterns, and current issues.
Pre-req: ECON 200
3 credits
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ECON 360 - Industrial Organization
Application of economic principles to study of structure, conduct, and performance of U.S. industry. Analysis of antitrust and regulation policy in terms of appropriate government response to industrial performance.
Pre-req: ECON 200 and ECON 201
3 credits
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ECON 361 - Environmental Economics
This course will investigate economic theory, concepts and tools pertaining to the environment and natural resources. We will unravel many of the assumptions underpinning microeconomics and cover in great detail the challenges of environmental policy. We will assess the role of government in providing public goods, including the necessary knowledge and institutions to help manage ecosystems. Last, we will explore decision making and markets for natural resources and grapple with the concept of sustainability. Pre-req: ECON 201.
Pre-req:
3 credits
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ECON 370 - Economic History
Factors behind European and U.S. economic development; concentration on the U.S.
Pre-req: ECON 200
3 credits
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ECON 381 - China and the World Economy
This course provides both an overview of China’s economy and its role in the world economy and direct exposure to China’s cultural and its history. We address topics including the economic interdependencies that characterize China’s external relationships; economic growth trade and capital flows; migration; global economic imbalances; the Asian Financial Crisis and monetary policy coordination in the region; income and wealth inequality; and demographic and environmental challenges facing China. In addition to classroom time, we explore the Beijing area (see the course calendar for specifics) and learn about China’s history and culture so that we may consider the relevance of historic and cultural factors to our study of economics.
Pre-req: ECON 200 or ECON 201
4 credits
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ECON 383 - Comparative Economic Systems
The evolution and performance of economic systems, including capitalism, market socialism, and centrally planned socialism.
Pre-req: ECON 200 and ECON 201
3 credits
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ECON 385 - International Trade and Finance
Basic principles of international trade and finance; their application to trade barriers, payment systems, and international organizations; a policy approach. Not open to those who have completed ECON 380
Pre-req: ECON 200 and ECON 201
3 credits
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ECON 386 - Growth & Development
Surveys the main economic models of growth and development. Topics include: Why are some countries rich and others poor? Can less developed countries catch up with the income level of the developed world? What are the determinants of economic growth and development? Can growth continue forever? The course addresses policy issues related to poverty, income distribution, structural change, savings, foreign trade.
Pre-req: ECON 200 and ECON 201
3 credits
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ECON 390 - Selected Topics
May be repeated for credit
1 to 4 credits
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ECON 395 - Independent Study
Credit and time arranged. May be repeated for credit.
1 to 4 credits
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ECON 400A - Senior Project I in Economics
Senior project for the major. Provides individual guidance by faculty in the selection of a topic, research methodology, and writing of a thesis. In-depth analysis of a self-selected topic, including synthesis of literature, gathering and analyzing data in support of a particular hypothesis.Requires students to complete a detailed outline and a literature review.
Pre-req: ECON 300 and or ECON 301
3 credits
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ECON 400B - Senior Project II in Economics
Senior project for the major. Provides individual guidance by faculty in the selection of a topic, research methodology, and writing of a thesis. In-depth analysis of a self-selected topic, including synthesis of literature, gathering and analyzing data in support of a particular hypothesis. Requires students to complete their senior project and to present their work to faculty and students at large.
Pre-req: ECON 400A
1 credits
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ECON 490 - Selected Topics
May be repeated for credit
1 to 4 credits
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ECON 495 - Independent Study
Credit and time arranged. May be repeated for credit.
1 to 4 credits
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Education |
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EDUC 010 - Research with Children
Students will learn research methods and participate in a research study with school age children. May be repeated for credit
0 to 3 credits
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EDUC 066 - Community-Based Teaching Practicum
Provides students interested in teaching or other education careers with a supervised teaching experience in the Fifth Dimension community-based learning program. Requires a minimum of 26 hours of service in the Fifth Dimension plus attendance at a class meeting every other week. May be repeated for credit
Pre-req: Instructor Permission
Cross-listed with EDUC 067
0 to 1 credits
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EDUC 067 - Experiences in Education
Provides students interested in teaching or other education careers with relevant experiences in classrooms or other field settings. Minimum of 26 hours of field experience required. May be repeated for credit
0 to 1 credits
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EDUC 068 - Tutoring in Reading
Learning to tutor elementary school aged children in reading and writing. Focuses on developing strategies for building oral language, reading to and with children, and helping children learn to write. Requires classes meetings and 10 hours of fieldwork.
2 credits
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EDUC 103 - Introduction to Sociological Perspectives on Education
This course examines the processes and outcomes of education, especially in the United States, from a sociological perspective. It defines education broadly, as it occurs both in and beyond school, exploring formal and informal learning and the process of socialization/enculturation, as well as education in relation to class, gender, and identity
Pre-req: Open to Freshman and Sophomores who have not taken another introductory Sociology course
Cross-listed with SOC 103
3 credits
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EDUC 190 - Selected Topics
May be repeated for credit
1 to 4 credits
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EDUC 250 - Urban Education
In this course students will learn about both historical and contemporary issues in public school education, which have led to the achievement gap between underrepresented groups. Students will compare the schooling experiences and underachievement of Latinos, African Americans, and English Language Learners (ELLs) in K-12 settings. Local school visits and educational documentaries will be utilized as experiential and pedagogical tools.
Pre-req: ANTH 211 , CHDV 105 , or SOC 200
3 credits
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EDUC 262 - Children’s Literature
Survey of literary genres and elements, including picture books, folklore, poetry, historical fiction, contemporary realism and nonfiction. Some attention to pedagogical issues for teacher credential candidates.
3 credits
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EDUC 281 - Culture, Communication and Learning
Explores culture and language in relation to social identity, inter-group relations, and learning, especially in context of diversity in the United States. Fieldwork in community settings required.
3 to 4 credits
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EDUC 282 - Progressive Teaching and Learning
This course enables students to understand the principles and practices of community-based education through both participation and academic study at two unique fifth dimension program sites. Students integrate their experience with (a) study of the psychological theories and philosophical perspectives that underlie the design of the Fifth Dimension and similar community-based learning programs and (b) an examination of how these design principles define and practice the role of teacher and learner.
4 credits
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EDUC 290 - Selected Topics
May be repeated for credit
1 to 4 credits
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EDUC 290L - Selected Topics Lab
Co-req: EDUC 290
0 credits
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-
EDUC 295 - Independent Study
Credit and time arranged. May be repeated for credit.
1 to 4 credits
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EDUC 300 - Sociological & Historical Perspectives on Education
Examines the socio-cultural and historical contexts in which learning and development occur. Topics include the social and cultural conditions of K-12 schools, the historical and cultural traditions of major cultural and ethnic groups in California society, and how the background experiences, languages, skills and abilities of members of these groups interact with conditions and practices of schools. Explores concepts, principles, and values necessary to create and sustain an equitable classroom community and a just, democratic society.
Cross-listed with EDUC 500
3 credits
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EDUC 301 - Heritage, Identity, & Empowerment
This course provides pre-service teachers with the tools to promote cultural relevancy with not only their students of color, but all students. It will give them methods for teaching students about their heritage within the confines of the standard curriculum. Through the use of K-12 school based texts, course readings on multicultural education, discussions, classroom activities, including performance based activities, the students will be encouraged to think beyond Black History Month, Asian American Month, and Hispanic Heritage Month and find cultural connections on a daily basis.
Co-req: THEA 230
3 credits
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EDUC 320 - Movement & Elementary School Physical Education
The biological, psychological, and sociological interpretations of play and physical education. Fundamentals of teaching movement at the preschool and elementary level. Includes laboratory experience.
Cross-listed with KNS 320
3 credits
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EDUC 390 - Selected Topics
May be repeated for credit
1 to 4 credits
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-
EDUC 395 - Independent Study
Credit and time arranged. May be repeated for credit.
1 to 4 credits
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EDUC 401 - Teaching Diverse Learners
Provides theoretical and practical knowledge necessary for working with culturally diverse K-12 students, families, and communities. Includes analysis of alternative viewpoints on current educational goals, practices, and issues, as well as methods for building a just, democratic classroom culture. Requires 20 hours of fieldwork.
Pre-req: EDUC 300 and CHDV 105
Co-req: EDUC 401L
Cross-listed with EDUC 501
3 credits
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EDUC 401L - Teaching Diverse Learners Lab
Co-req: EDUC 401
0 credits
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EDUC 402 - Literacy Development in Elementary School
Research and methodology for delivering a balanced, comprehensive program of instruction in reading, writing, and related language arts areas in linguistically and/or culturally diverse elementary classrooms. Topics include: basic word identification skills and comprehension strategies, literature-based instruction, on-going diagnostic strategies/interventions, content area literacy, and organizing for instruction. Requires 20 hours of fieldwork.
Pre-req: EDUC 401 and EDUC 406
Co-req: EDUC 402L
Cross-listed with EDUC 502
3 credits
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EDUC 402L - Literacy Development in Elementary School Lab
Co-req: EDUC 402
0 credits
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EDUC 403 - Teaching Content Area Literacy
Research and methodology for preparing secondary teachers to teach content-based reading and writing skills to all students. Topics include: reading comprehension skills, vocabulary, strategies for promoting oral and written language, phonological/structure of the English language, and writing across the curriculum. Requires 20 hours of fieldwork.
Pre-req: EDUC 401 and EDUC 406
Co-req: EDUC 403L
Cross-listed with EDUC 503
3 credits
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EDUC 403L - Teaching Content Area Literacy Lab
Co-req: EDUC 403
0 credits
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EDUC 404 - Second Language Acquisition Methodology
Examines native and second language development in theory and as applied to multicultural/multilingual educational contexts, helping prospective teachers develop a sound understanding of first (L1) and second language (L2) processes. Focuses on the socio-cultural, historical, political nature of language learning in the classroom and how the educational system addresses the needs of English Language (EL) Learners. Requires 20 hours of fieldwork.
Pre-req: EDUC 402 or EDUC 403
Co-req: EDUC 404L
Cross-listed with EDUC 504
3 credits
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EDUC 404L - Second Language Acquisition Methodology Lab
Co-req: EDUC 404
0 credits
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EDUC 405 - Multiple Subject Curriculum & Pedagogy: Lang Arts w/Hist-Soc Sci & Visual & Perf Arts
Research and methodology for integrating language arts with social studies and the visual and performing arts in linguistically and/or culturally diverse elementary classrooms. Topics include: writing in the content areas, literature-based instruction, use of simulations, case studies, cultural artifacts, cooperative projects, and student research activities, assessing learning, and organizing for instruction. Fieldwork required.
Pre-req: EDUC 401 and EDUC 402
Co-req: EDUC 405L
Cross-listed with EDUC 505
3 credits
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EDUC 405L - Multiple Subject Curriculum & Pedagogy: Lang Arts w/Hist-Soc Sci & Visual & Perf Arts Lab
Co-req: EDUC 405
0 credits
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EDUC 406 - Learning and Learners
Examines major concepts, principles, and research associated with theories of human thinking, learning, and achievement, with special attention to the social-cultural nature of learning, the role of students’ prior understandings and experiences, and the importance of home-community funds of knowledge. Provides experience in using research-based concepts and principles in designing, planning, and adapting instruction for K-12 students. Requires 20 hours of fieldwork.
Co-req: EDUC 406L
Cross-listed with EDUC 506
3 credits
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EDUC 406L - Learning and Learners Lab
Co-req: EDUC 406
0 credits
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EDUC 407 - Multiple Subject Curriculum & Pedagogy: Mathematics & Science
Examines the components of a well-balanced program of mathematics and science instruction. Topics in math curriculum and pedagogy include computational and procedural skills, conceptual and logical understanding, and problem-solving skills. Topics in science curriculum and pedagogy include the major concepts, principles, and investigations in science (physical, life, earth); investigation skills; how to connect science across other subject areas. Fieldwork required.
Pre-req: EDUC 401 , EDUC 404 , and EDUC 406
Co-req: EDUC 407L
Cross-listed with EDUC 507
3 credits
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EDUC 407L - Multiple Subject Curriculum & Pedagogy: Mathematics & Science Lab
Co-req: EDUC 407
0 credits
|
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EDUC 408 - Single Subject Curriculum & Pedagogy I
Introduction to secondary teaching in cultural and linguistically diverse secondary schools and classrooms for Single Subject candidates in core academic subjects. Topics include: knowing and understanding state-adopted academic content standards for students; standards-based unit and lesson planning strategies for assessing students’ entry-level knowledge and skills, progress monitoring and summative assessment; using technology in the classroom; developmentally appropriate instruction; laws, student and family rights, professional ethics and responsibilities. Fieldwork required.
Pre-req: EDUC 401 and EDUC 406
Co-req: EDUC 408L
Cross-listed with EDUC 508
3 credits
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-
EDUC 408L - Single Subject Curriculum & Pedagogy I Lab
Co-req: EDUC 408
0 credits
|
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-
EDUC 409 - Single Subject Curriculum & Pedagogy II
Advanced instructional planning and teaching methods for Single Subject candidates in core academic subject areas, with separate course sections for candidates in the areas of (1) English or history-social sciences and (2) mathematics or science. Focuses on appropriate subject-matter-specific methods for planning and teaching a comprehensive program that enables students to achieve state-adopted academic content standards. Topics for candidates in all subject areas include supporting English language learners, responding to student diversity, developing a wide repertoire of teaching methods, and effectively using instructional resources including technology. Fieldwork required.
Pre-req: EDUC 401 , EDUC 403 , EDUC 404 , EDUC 406 , and EDUC 408
Co-req: EDUC 409L
Cross-listed with EDUC 509
3 credits
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-
EDUC 409L - Single Subject Curriculum & Pedagogy II Lab
Co-req: EDUC 409
0 credits
|
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EDUC 429 - Intro to Exceptional Learners
This course consists of an examination of typical and atypical human development from the prenatal stage through adulthood. Developmental stages and their implications for learning are explored along with developmental abnormalities associated with various disabilities and risk factors. Instructional planning that is appropriate to individual student needs will be discussed and candidates will learn how to create an educational environment that is conducive to learning and development. Content will include cultural and environmental factors which impact development. Candidates will also learn how to communicate and collaborate with families regarding the implications of disability for developmental progression. Fieldwork required.
Pre-req: Junior standing or above
Cross-listed with EDUC 529
3 credits
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EDUC 430 - Foundations of Special Education
In this course, students are presented with theory, program concepts and teaching practices related to the implementation of special education services for students with disabilities and their families. Foundational knowledge on the identification of disabilities, service delivery models and the legislative framework that mandates key special education practices is provided. Additional emphasis is placed on the communication, consultation and collaboration skills useful in forming productive partnerships with families, school personnel and community service providers. Factors impacting student well-being and the importance of universal precautions are also explored Class readings and course assignments are integrated within this class to establish the connection from special education theory to practice, culminating in the development of a personal philosophy of special education. Elements of this course require Internet use. Fieldwork required.
Pre-req: Senior Standing
Cross-listed with EDUC 530
3 credits
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EDUC 431 - Assessment of Students with Exceptionalities
Examines formal and informal assessments designed to effectively evaluate the needs and strengths of students with disabilities for the purpose of making informed instructional decisions. Emphasis is placed on cultural and linguistic considerations for appropriate assessment administration and the use of different approaches to assess developmental, academic, behavioral, social, communication, and life skills of students while engaging in progress monitoring. Fieldwork required.
Pre-req: EDUC 430
Cross-listed with EDUC 531
3 credits
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EDUC 434 - Characteristics and Instructional Practices for Students with Mild/Moderate Disabilities
Begins with an overview of the characteristics of students with mild/moderate disabilities and the implications of these characteristics for effective service delivery. Candidates will gain knowledge of evidence based practices in the areas of mathematics, reading, speaking, written language, and listening which are designed to ensure access to the general curriculum across settings. Emphasis will be placed on the importance of differentiated instruction and appropriate use of accommodations and modifications. Fieldwork required.
3 credits
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EDUC 490 - Selected Topics
May be repeated for credit
1 to 4 credits
|
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-
EDUC 495 - Independent Study
Credit and time arranged. May be repeated for credit.
1 to 4 credits
|
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-
EDUC 500 - Social/Anthropological Perspective on Education
Examines the socio-cultural and historical contexts in which learning and development occur. Topics include the social and cultural conditions of K-12 schools, the historical and cultural traditions of major cultural and ethnic groups in California society, and how the background experiences, languages, skills and abilities of members of these groups interact with conditions and practices of schools. Explores concepts, principles, and values necessary to create and sustain an equitable classroom community and a just, democratic society. Requires 20 hours of fieldwork.
Pre-req: Graduate standing only
Cross-listed with EDUC 300
3 credits
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EDUC 501 - Teaching Diverse Learners
Provides theoretical and practical knowledge necessary for working with culturally diverse K-12 students, families, and communities. Includes analysis of alternative viewpoints on current educational goals, practices, and issues, as well as methods for building a just, democratic classroom culture. Requires 20 hours of fieldwork.
Pre-req: EDUC 500 and CHDV 105 ; Graduate standing only
Cross-listed with EDUC 401
3 credits
|
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EDUC 502 - Literacy Development in Elementary School
Research and methodology for delivering a balanced, comprehensive program of instruction in reading, writing, and related language arts areas in linguistically and/or culturally diverse elementary classrooms. Topics include: basic word identification skills and comprehension strategies, literature-based instruction, on-going diagnostic strategies/interventions, content area literacy, and organizing for instruction. Requires 20 hours of fieldwork.
Pre-req: EDUC 501 ; Graduate standing only
Cross-listed with EDUC 402
3 credits
|
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-
EDUC 503 - Teaching Content Area Literacy
Research and methodology for preparing secondary teachers to teach content-based reading and writing skills to all students. Topics include: reading comprehension skills, vocabulary, strategies for promoting oral and written language, phonological/structure of the English language, and writing across the curriculum. Requires 20 hours of fieldwork.
Pre-req: EDUC 501 ; Graduate standing only
Cross-listed with EDUC 403
3 credits
|
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EDUC 504 - Second Language Acquisition Methodology
Note: Graduate standing only. Explores native and second language development in theory and applied to multicultural/multilingual educational contexts. Also addresses language socioculturally by addressing issues like the nature of multilingualism, speech community, language variation, and language politics and policy. Required for graduate CLAD credential or certificate.
Pre-req: EDUC 501 , EDUC 502 , or EDUC 503
Cross-listed with EDUC 404
3 credits
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EDUC 505 - Multiple Subject Curriculum & Pedagogy: Language Arts with Social Studies, Visual & Performing Arts
Integrating Language Arts with History-Social Science and the Visual & Performing Arts Research and methodology for integrating language arts with social studies and the language arts with social studies and the visual and performing arts in linguistically and/or culturally diverse elementary classrooms. Topics include: writing in the content areas, literature-based instruction, use of simulations, case studies, cultural artifacts, cooperative projects, and student research activities, assessing learning, and organizing instruction. Fieldwork required.
Pre-req: EDUC 401 or EDUC 501
Cross-listed with EDUC 405
3 credits
|
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-
EDUC 506 - Learning and Learners
Examines major concepts, principles, and research associated with theories of human thinking, learning, and achievement, with special attention to the social-cultural nature of learning, the role of students’ prior understandings and experiences, and the importance of home-community funds of knowledge. Provides experience in using research-based concepts and principles in designing, planning, and adapting instruction for K-12 students. Requires 20 hours of fieldwork.
Pre-req: EDUC 501 ; Graduate standing only
Cross-listed with EDUC 406
3 credits
|
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EDUC 507 - Multiple Subject Curriculum & Pedagogy: Mathematics & Science
Examine the components of a well-balanced program of mathematics and science instruction. Topics in math curriculum and pedagogy include computational and procedural skills, conceptual and logical understanding, and problem-solving skills. Topics in science curriculum and pedagogy include the major concepts, principles, and investigations in science (physical, life, earth); investigation skills; how to connect science across other subject areas. Fieldwork required.
Pre-req: EDUC 501 ; Graduate standing only
Cross-listed with EDUC 407
3 credits
|
| |
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EDUC 508 - Single Subject Curriculum & Pedagogy I
Introduction to secondary teaching in cultural and linguistically diverse secondary schools and classrooms for Single Subject candidates in core academic subjects. Topics include: knowing and understanding state-adopted academic content standards for students; standards-based unit and lesson planning strategies focused on learning outcomes; alternative methods and strategies for assessing student’s entry-level knowledge and skills, progress monitoring and summative assessment; using technology in the classroom; developmentally appropriate instruction; laws, student and family rights, professional ethics and responsibilities. Fieldwork required.
Pre-req: EDUC 501 ; Graduate standing only
Cross-listed with EDUC 408
3 credits
|
| |
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EDUC 509 - Single Subject Curriculum & Pedagogy II
Advanced instructional planning and teaching methods for Single Subject candidates in core academic subject areas, with separate course sections for candidates in the areas of (1) English or history-social sciences and (2) mathematics or science. Focuses on appropriate subject-matter-specific methods for planning and teaching a comprehensive, program that enables students to achieve state-adopted academic content standards. Topics for candidates in all subject areas include supporting English language learners, responding to student diversity, developing a wide repertoire of teaching methods, and effectively using instructional resources including technology. Fieldwork required.
Pre-req: EDUC 401 /EDUC 501 , EDUC 403 /EDUC 503 , EDUC 404 /EDUC 504 , EDUC 406 /EDUC 506 , and EDUC 508 ; Graduate standing only
Cross-listed with EDUC 409
409 credits
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EDUC 510 - Working with Special Populations I
For elementary and secondary preliminary credential candidates, this course provides an introduction to working with special needs students in the general education classroom. Topics include State and Federal laws pertaining to exceptional populations; referral and Individualized Educational Program (IEP) processes; assessment of the learning and language abilities of special population students with special needs. Topics include the major categories of disabilities, differentiated teaching strategies, and appropriate instructional materials and technologies for working with special-needs students in general education classrooms. Fieldwork required.
Pre-req: EDUC 501 ; Graduate standing only
Cross-listed with EDUC 410
2 credits
|
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EDUC 520 - Student Teaching
Carefully planned and supervised teaching experiences in school programs and grade levels selected by the department to meet requirements for either the California Preliminary Multiple Subject or California Preliminary Single Subject Teaching Credential. Credit and time arranged. May be repeated for credit.
Pre-req: Credential Standing
Co-req: EDUC 521
6 or 12 credits
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EDUC 521 - Professional Development Seminar: Education Specialist
A professional development seminar for traditional and intern student teachers, this course emphasizes (1) continued professional growth through reflection on one’s teaching practices and (2) developing understanding of EDUC 520 . May be repeated for credit
Co-req: EDUC 520
1 credits
|
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EDUC 526 - Movement & Elementary School Physical Education
The biological, psychological, and sociological interpretations of play and physical education. Fundamentals of teaching movement at the preschool and elementary level. Includes laboratory experience.
3 credits
|
| |
-
EDUC 529 - Introduction to Exceptional Learners
This course consists of an examination of typical and atypical human development from the prenatal stage through adulthood. Developmental stages and their implications for learning are explored along with developmental abnormalities associated with various disabilities and risk factors. Instructional planning that is appropriate to individual student needs will be discussed and candidates will learn how to create an educational environment that is conducive to learning and development. Content will include cultural and environmental factors which impact development. Candidates will also learn how to communicate and collaborate with families regarding the implications od disability for developmental progression.
3 credits
|
| |
-
EDUC 530 - Foundations in Special Education
In this course, students are presented with theory, program concepts and teaching practices related to the implementation of special education services for students with disabilities and their families. Foundational knowledge on the identification of disabilities, service delivery models and the legislative framework that mandates key special education practices is provided. Additional emphasis is placed on the communication, consultation and collaboration skills useful in forming productive partnerships with families, school, personnel and community service providers. Factors impacting student well-being and the importance of universal precautions are also explored class readings and course assignments are integrated within this class to establish the connection from special education theory to practice culminating in the development of a personal philosophy of special education. Elements of this course require internet use.
Pre-req: Credential Standing
3 credits
|
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-
EDUC 531 - Assessment of Students with Exceptionalities
Examines formal and informal assessments designed to effectively evaluate the needs and strengths of students with disabilities for the purpose of making informed instructional decisions. Emphasis is placed on cultural and linguistic considerations for appropriate assessment administration and the use of different approaches to assess developmental, academic, behavioral, social, communication, and life skills of students while engaging in progress monitoring. Fieldwork required.
Pre-req: EDUC 530 may be taken concurrently
3 credits
|
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EDUC 532 - Case Management and Assistive Tech
In this course, candidates will examine the communication and collaboration skills necessary for effective case managements and transition planning for individuals with exceptionalities. Topics include self-determination and the planning, implementation, and assessment of transitional experiences across the life-span. The legalities associated with the IFSP/IEP/Transitional planning process are explored and candidates learn how to design instruction that is aligned with IEP goals and objectives and supports students’ ability to access the core curriculum. Assistive technology is explored as a tool to facilitate communication, curriculum access, and skill development of students with exceptionalities. Fieldwork required.
Pre-req: EDUC 530 may be taken concurrently
2 credits
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EDUC 533 - Creating Positive Classroom Management and Behavior Systems
Provides Education Specialist candidates with the knowledge necessary to design and implement classroom management systems, as well as academic and social skills instruction, which are proactive and support positive behavior in all students, including those with exceptionalities. Topics include the development of positive behavior support plans based on results obtained from functional behavior assessments, laws and regulations associated with the promotion of positive and self-regulatory behavior. Fieldwork required.
Pre-req: EDUC 530 may be taken concurrently
3 credits
|
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EDUC 534 - Characteristics and Instructional Practices for Students with Mild/Moderate Disabilities
Begins with an overview of the characteristics of students with mild/moderate disabilities and the implications of these characteristics for effective service delivery. Candidates will gain knowledge of evidence based practices in the areas of mathematics, reading, speaking, written language, and listening which are designed to ensure access to the general curriculum across settings. Emphasis will be placed on the importance of differentiated instruction and appropriate use of accommodations and modifications. Fieldwork required.
Pre-req: EDUC 530 may be taken concurrently
3 credits
|
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EDUC 535A - Educating Students with Autism Spectrum Disorders
This course intends to provide class participants with an overview of characteristics, etiology, and prevalence of autism spectrum disorders. An additional aim of this course is to supply participants with the knowledge and skills necessary to support the learning of children with autism spectrum disorders including instructional strategies, classroom organization, and teaming with families and professionals.
Pre-req: EDUC 530 may be taken concurrently
3 credits
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EDUC 535B - Practicum in Autism Spectrum Disorders
This practicum and attached seminar will provide candidates with the opportunity to implement evidence-based practices with students diagnosed with the autism spectrum. Candidates will also engage in progress monitoring and the selection and administration of appropriate assessment measures. The seminar will extend candidate understanding of the service delivery options available to students with Autism Spectrum Disorders.
Pre-req: EDUC 535A may be taken concurrently
2 credits
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EDUC 536 - Characteristics and Instructional Practices for Moderate to Severe Disabilities
This course will provide a knowledge base and opportunities for Candidates to develop and prepare to implement instruction strategies and programs to meet the needs of students with moderate/severe disabilities. Emphasis will be placed on the importance of assessing and developing student profiles of unique strengths and needs, learning characteristics and styles, and behavioral needs for the development of effective programs aligned with evidenced based strategies for intervention and support. Fieldwork required.
Pre-req: EDUC 530 may be taken concurrently
3 credits
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EDUC 540 - Broadoaks Graduate Teaching Internship
Pre-req: Graduate standing required
0 or 3 credits
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EDUC 541 - Advanced Broadoaks Teaching Internship
Pre-req: Graduate standing required
0 or 3 credits
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EDUC 545 - Advanced Internship: Community-Based Education
This course enables students to understand the principles and practices of community-based education through both participation and academic study. A supervised teaching internship at the Fifth Dimension community-based education program is required. Students integrate their internship experience with (a) study of the psychological theories and research and philosophical perspectives that underlie the design of the Fifth Dimension and similar community-based learning programs and (b) examination of how these design principles are instantiated in the organization, curriculum, and pedagogy of community-based educational programs. Issues that arise in creating and sustaining such programs will also be considered. Visits to observe alternative community-based educational programs are often included. May be repeated for up to 8 credits
Pre-req: Instructor Permission
0 to 2 credits
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EDUC 562 - Curriculum & Procedures for Teaching Social Science K-8
3 credits
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EDUC 564 - Conflict Management & Problem Solving
Methods of identifying problems and issues; developing positive strategies to resolve conflicts and grievances while maintaining good employer-employee relations.
2 credits
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EDUC 568 - Curriculum & Procedures for Teaching Mathematics K-8
Advanced workshop in curriculum development, teaching methods, and learning materials to foster learners’ understanding of numbers, numeration, relations, operations, measurement, geometry, and problem solving in accordance with the State of California Framework and academic content standards for students. Emphasizes active learning through manipulation of objects and integration of the mathematics curriculum with other content areas.
Pre-req: EDUC 507
3 credits
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EDUC 570 - Assessment of Administration Induction Plan
The culminating course in the Professional Administrative Services Credential program includes evaluation by college staff and district mentor regarding the degree of success of meeting the individual goals established in EDUC 548, Administrator Induction.
2 credits
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EDUC 575 - Computers in Education
Introduction to the role of computers in education. Considers curriculum implications and instruction uses. Review of educational software. Considers classroom and laboratory procedures. Required for all Professional Clear Credential.
Pre-req: EDUC 402 or EDUC 403
3 credits
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EDUC 580 - Instructional Development & Technology
For those pursuing the California Professional Multiple Subject or Professional Single Subject Teaching Credential (Level II), this course is taught through both (1) face-to-face sessions in a computer-equipped classroom and (2) online interaction using a variety of computer-based collaborative tools (enriched “chat room” environment, threaded discussion groups, web postings, and others). Includes a self-study to identify areas for instructional improvement that both the candidate and the school site share and development of plan to improve the use of computer-based technology in the area(s) identified in self-study.
3 credits
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EDUC 590 - Selected Topics
May be repeated for credit
1 to 4 credits
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EDUC 591 - Support Teacher Training
The purpose of this professional development course is to prepare experienced teachers to serve as support teachers to assist junior colleagues working toward a California Professional Clear Credential and a Master of Arts degree through Whittier’s Fifth-year of Study Program. Participants must hold a valid California Clear Teaching Credential, a Master of Arts degree, and be currently employed in an elementary or secondary school setting.
Pre-req: Instructor permission
1 credits
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EDUC 592 - Advanced Study of Teaching English Learners
This advanced course will cover the skills and abilities included in Standard 4 of the Standards of Quality and Effectiveness for Advanced Course Work for the Multiple Subject and Single Subject Professional Clear Teaching Credential (September 25, 2003). The central feature of the course will be the application of these skills and abilities in your own classroom. The course will also include contemporary theory and research on effective teaching practices for English Learners, including subject/content-specific pedagogy (Standard 15) and equal access to the core curriculum (Standard 17). The course fulfills a requirement for the Clear Professional Credential and counts toward the Master of Arts degree. Students must hold a valid California Preliminary Teaching Credential, hold or be working toward a Master of Arts degree, and be currently teaching in an elementary or secondary-school classroom.
Pre-req: Instructor permission
1 to 3 credits
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EDUC 593 - Advanced Study of Teaching Special Populations
This advanced course is designed to (1) cover Standard 2 of the Standards of Quality and Effectiveness for Advanced Course Work for the Multiple Subject and Single Subject Professional Clear Teaching Credential (September 25, 2003); (2) create opportunities to apply skills and abilities in the Required Elements for Standard 2 in real-world settings; and (3) examine contemporary theories and research that inform pedagogical practices for working with students with a variety of social and educational needs in general education classrooms. The course also incorporates key concepts and skills from Standards 1 (health), 3 (technology), 15 (academic content and subject-specific pedagogy), and 17 (supporting equity, diversity, and access to the core curriculum). The course fulfills a requirement for the Clear Professional Credential and counts toward the Master of Arts degree. Students must hold a valid California Preliminary Teaching Credential, hold or be working toward a Master of Arts degree, and be currently teaching in an elementary or secondary-school classroom.
Pre-req: Instructor permission
1 to 3 credits
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EDUC 594 - Advanced Study of Teaching & Learning
This year-long course is designed for teachers in schools with a Cooperation Agreements with Whittier College who wish to earn a Clear Credential. Each student will collaborate with a Whittier College-approved Support Teacher and also be supervised by course instructor(s) from Whittier College. The course includes a series of six modules, with one module devoted to each of the CTC standards for a S.B. 2042 Fifth Year of Study Program. The primary purpose of the course is to help students demonstrate and document their ability to satisfy Required Elements for all six standards within the context their daily teaching assignment. May be repeated until all Required Elements have been met up to a maximum of 12 credits
Pre-req: Instructor permission
1 to 12 credits
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