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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 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 255 - Perspectives on Science Education
Science education in the United States is poised for another major shift with the widespread adoption of the Common Core State Standards and the Next Generation Science Standards. These new standards will directly impact how science is taught in K-12 classrooms, which will in turn influence instruction at the post-secondary level. However, the ideas embedded within these standards are not new as they have been discussed and debated for over a century. For example, two competing goals for science curriculum - to produce more scientists or a scientifically literate society - have driven curricular reform for decades; both are referenced in the NGSS.
This is an introductory course that explores past and present idea within science education including how science is portrayed as a human endeavor, the various goals/purposes of a science curriculum, and what it means to teach science to others. The course is interactive and experiential. To complement course readings and assignments students will participate in a variety of activities such comparing science textbooks from the 1960s (i.e. those published in response to the launching of Sputnik) to modern materials and investigating the diverse experiences and ideas individuals hold regarding science as a discipline and “way of knowing”.
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 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 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
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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
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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 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 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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EDUC 595 - Independent Study
Credit and time arranged. May be repeated for credit.
1 to 4 credits
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EDUC 599 - Induction: Advanced Study in Pedagogy
May be repeated up to 12 credits
Pre-req: Instructor permission
1 to 12 credits
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EDUC 605 - Introduction Education Inquiry
Overview of quantitative, qualitative, and applied research approaches to educational inquiry, with a focus on critiquing research, writing a literature review, and designing a research plan.
Pre-req: Instructor permission
4 credits
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EDUC 606 - Educational Inquiry Practicum
Continuation of EDUC 605 with implementation of research plan. Includes collecting and analyzing data, and formal presentation of results at a Graduate Research Symposium.
Pre-req: EDUC 605 ; Instructor permission
4 credits
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EDUC 615 - 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 2 credits
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EDUC 690 - Selected Topics
May be repeated for credit
1 to 4 credits
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EDUC 695 - Independent Study
Credit and time arranged. May be repeated for credit.
1 to 4 credits
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English |
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ENGL 110 - Exploring Literature
An introductory course in the study of literature (topic to be determined by the individual instructor). This course is designed to prepare students for advanced study of literature at the college level, is offered only in the Fall semester, and is open to first-year students and transfers only. It does not fulfill the COM2 writing intensive requirement, but it does count as the gateway/prerequisite for more advanced ENGL courses.
Pre-req: Open only to Freshman
3 credits
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ENGL 120 - Why Read?
This course offers the opportunity to explore the nature and value of literature and to think about how literature can matter in our lives and the world at large. It gives students a chance to use literature to contemplate some of the great questions of life: “Who am I?”, “What is my place in the world?”, “What is the good life?”, and “What does it mean to be human?”
Pre-req: Not open to students that have taken ENGL 110
3 credits
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ENGL 190 - Selected Topics
May be repeated for credit
1 to 4 credits
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ENGL 201 - Introduction to Journalism
The fundamentals of writing for a newspaper; introduction to the profession of journalism; problems of reporting, editing and publishing.
3 credits
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ENGL 202 - Writing Short Fiction
By writing short stories and critiquing those of peers and published writers, students learn in workshops and conferences to analyze the problems of writing of short fiction. Service Learning Course.
Pre-req: ENGL 110 , ENGL 120 , ENGL 220 , or ENGL 221
3 credits
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ENGL 203 - Writing Poetry
An introduction to poetry writing, focusing on form and technique. Workshops, outside readings, visits by established poets. Service Learning Course.
Pre-req: ENGL 110 , ENGL 120 , ENGL 220 , or ENGL 221
3 credits
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ENGL 204 - Playwriting Workshop
The Playwriting Workshop is meant to sharpen student’s creative writing skills and to teach them the elements of playwriting and character development. Through the reading of one-act plays and writing exercises, students will learn the craft of playwriting. They will write scenes, learn how to thoughtfully critique each other’s work, and create their own one-act plays.
3 credits
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ENGL 220 - Major British Writers to 1785
A team-taught introduction to major writers in British literature to 1785, with particular emphasis on their historical and thematic contexts.
Pre-req: ENGL 120
3 credits
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ENGL 221 - Major British & American Writers from 1660
A team-taught introduction to major writers in British and American literature from 1660, with particular emphasis on their historical and thematic contexts.
Pre-req: ENGL 220
3 credits
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ENGL 222 - Literature of the Bible
A study of the Hebrew Bible and New Testament, with an emphasis on biblical texts both as literature in their own right and as sources for other literature, art, and music.
Pre-req: ENGL 110 , ENGL 120 , ENGL 220 , or ENGL 221
Cross-listed with REL 216
3 credits
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ENGL 270 - Transcultural Literature
An examination of fiction, poetry, or drama in an increasingly interconnected world, where geographic and national boundaries have become inadequate to categorize literary movements. Topics may include globalization, mobility, cosmopolitanism, and flexible citizenship in the works of authors such as Salman Rushdie, Jumpa Lahiri, Orhan Pamuk, Chimamanda Adichie and Frank Chin.
3 credits
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ENGL 290 - Selected Topics
May be repeated for credit
1 to 4 credits
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ENGL 295 - Independent Study
Credit and time arranged. May be repeated for credit.
1 to 4 credits
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ENGL 304 - Literary Translation Workshop
A class in the art and craft of literary translation. Students will read about critical, theoretical, and practical approaches to the translation of literature, develop and define their own ethics and esthetics of the interesting and troubled act of translation, and finally express their esthetic theories in the form first of a manifesto and later of a translator’s preface or afterward to their final project. All students should come to the first class with a reading knowledge of a foreign language, and with a tentative final project in mind, but it will not be expected that all will share the same languages. Students may translate prose or poetry. A prior creative writing workshop is recommended.
Pre-req: ENGL 110 , ENGL 120 , ENGL 220 , or ENGL 221
3 credits
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ENGL 305 - Screenwriting
An introduction to writing aspects for films, including artistic and professional aspects of the trade. Workshops, readings, and writing exercises will lead toward a full-length screenplay.
Pre-req: ENGL 110 , ENGL 120 , ENGL 220 , or ENGL 221
3 credits
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ENGL 306 - Creative Nonfiction
Some of America’s most storied writers work in a genre called, somewhat paradoxically, creative nonfiction. Ever since Truman Capote published the first ‘nonfiction novel’ about the murders of the Clutter family in 1965, the art of presenting facts has cut a major swath across American letters. After Capote and Normal Mailer, a group of writers in the ‘60s and ‘70s found that writing about America’s riotous transformations demanded something other than newspapers’ conventionally dispassionate tone. Joan Didion, Hunter S. Thompson, Gay Talese, Michael Herr and Tom Wolfe wrote about hippies, rock and roll and the Vietnam War and changed the way the culture understood journalism. A variety of contemporary writers like John McPhee, Jon Krakauer, Dave Eggers, Anne Fadiman and Katherine Boo have continued to explore the power and boundaries of nonfiction, covering everything from extremist religious cults to poverty in India to the natural history of oranges. Using the format tools of the best literary fiction - structure, point of view - literary nonfiction brings the full force and grace of the language to bear on narratives carved from observed truth. This class will cover a discussion of journalistic standards and ethics, an introduction to the practice of literary journalism and a survey of some of the important writers in the field.
Pre-req: ENGL 110 , ENGL 120 , ENGL 220 , or ENGL 221
3 credits
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ENGL 310 - Linguistics
A study of the sounds, forms, structure, and meanings of human language, alongside the biological and social forces that shape its use and control its evolution over time.
Pre-req: ENGL 110 , ENGL 120 , ENGL 220 , or ENGL 221
3 credits
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ENGL 311 - History of the English Language
A study of the origins of English and its dialects, and of the historical, social, and linguistic forces that shaped its evolution from Prehistoric Germanic through Old English, Middle English, and Modern English.
Pre-req: ENGL 110 , ENGL 120 , ENGL 220 , or ENGL 221
3 credits
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ENGL 319 - Early Modern Drama
An examination of sixteenth- and seventeenth-century drama in the context of early modern culture and the emergence of the professional theater as a site for social critique. Featured playwrights may include Thomas Kyd, Christopher Marlowe, Ben Johnson, Thomas Middleton, Philip Massinger, Elizabeth Cary, Thomas Dekker, John Webster, Francis Beaumont and John Fletcher.
Pre-req: ENGL 110 , ENGL 120 , ENGL 220 , or ENGL 221
3 credits
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ENGL 320 - Literature of Medieval Europe
A survey of the main trends and genres of literature in Europe from the Fall of Rome (c. 500) to the Protestant Reformation (c. 1500). Most texts (coming from Italy, France and Germany, as well as from England) will be read in translation.
Pre-req: ENGL 110 , ENGL 120 , ENGL 220 , or ENGL 221
3 credits
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ENGL 321 - British Literature 700-1500
A survey of major genres and works of the British Isles to the close of the Middle Ages. Readings include Beowulf, The Canterbury Tales, Sir Gawain and the Green Knight, The Second Shepherd’s Play, and the Morte d’Arthur. Except for Middle English texts, work will be read in translation.
Pre-req: ENGL 110 , ENGL 120 , ENGL 220 , or ENGL 221
3 credits
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