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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 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
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 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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential
Pre-req: EDUC 300 (also can be taken as co-req), Certificate of Clearance
Cross-listed with
Cross-listed with EDUC 536
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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential.
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 402L - Literacy Development in Elementary School Lab
Co-req: EDUC 402
0 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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential.
Pre-req:
Pre-req: EDUC 300 (also can be taken as co-req), Certificate of Clearance
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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential.
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
This course 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 and the role of students’ prior understandings and experiences. This course will provide experience in using research-based concepts and principles in designing, planning, and adapting instruction for K-12 students. Requires 15 hours of fieldwork (placement provided by Course Instructor). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential.
Pre-req:
Pre-req: EDUC 300 (also can be taken as co-req
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
This course is an introduction to designing elementary math and science lessons using inquiry. Three big ideas drive the instruction and activities for this course (based on How People Learn, 2000): 1) That young learners enter the classroom with prior knowledge of math and science that needs to be addressed during instruction; 2) Each lesson should be designed around a limited number of learning goals that deepen a learner’s conceptual framework about math and/or science; 3) In addition to providing opportunities for the teacher to assess student thinking, lessons must provide students opportunities to monitor and reflect upon their own learning. Course activities and discussions will focus on how lessons should provide learners with opportunities to learn how knowledge in math and science is constructed and communicated by practitioners of those fields (i.e. Mathematicians & Scientists). The work completed during this course will help candidates learn to evaluate existing elementary curriculum/resources and be able to modify them when needed. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential.
Pre-req:
EDUC 300 (also can be taken as co-req), Certificate of Clearance
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
This course is designed to introduce teacher candidates to curriculum planning and assessment. This course will engage candidates in thinking about the decision-making process surrounding what and how we teach, as well as how we monitor student learning. Topics include: California subject matter standards, formative and summative assessment strategies, and curriculum analysis. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential
Pre-req:
Pre-req: EDUC 300 (also can be taken as co-req), Certificate of Clearance
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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential.
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 420 - Student Teaching
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EDUC 421 - Professional Development Seminar: Education Specialist
This course provides on-going support and guidance to student teachers during their by focusing on supporting each candidate to successfully complete student teaching and to complete a pre-service teaching portfolio that demonstrates mastery of the Education Specialist Mild to Moderate or Moderate to Severe Program Standards and the Preliminary Teaching Standards. One semester,
1 credits
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EDUC 429 - Intro to Exceptional Learners
The course provides students with an understanding of the characteristics of children with disabilities such as Specific Learning Disabilities, Emotional Disturbance, Intellectual Disabilities, Traumatic Brain Injury, Other Health Impairment-Attention Deficit Hyper Activity Disorder, and Autism. Students will examine a variety of developmentally and ability-appropriate instructional strategies, resources, and programs used to create inclusive learning environments that enable all students to learn and succeed. Students will analyze Individualized Education Plans (IEPs), Individual Family Service Plans (IFSPs), and Individual Transition Plans (ITPs) for the purpose of making informed decisions aimed at supporting the needs of diverse learners. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 2 credits.
Pre-req:
EDUC 300 (also can be taken as co-req), Certificate of Clearance
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 mild to moderate and moderate to severe 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 wellbeing 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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential.
3 credits
Pre-req:
EDUC 300 (also can be taken as co-req), Certificate of Clearance
Cross-listed with EDUC 530
3 credits
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EDUC 431 - Assessment of Students with Exceptionalities
Candidates will examine formal and informal assessments that can be used to effectively evaluate the academic, functional, and behavioral needs of students with and without disabilities for the purpose of making informed instructional, intervention, and placement 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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 Credits
Pre-req:
EDUC 300 (also can be taken as co-req), Certificate of Clearance
Cross-listed with EDUC 531
3 credits
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EDUC 432 - Case Management and Assistive Technology
Candidates examine communication and collaboration skills necessary for effective case management 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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 2 Credits
Pre-req:
Pre-req: EDUC 300 (also can be taken as co-req), Certificate of Clearance
2 credits
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EDUC 433 - 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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 2 Credits
Pre-req:
Pre-req: EDUC 300 (also can be taken as co-req), Certificate of Clearance
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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. The objective of this course is to provide candidates with 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.
Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 credits.
Pre-req: EDUC 300 (also can be taken as co-req), Certificate of Clearance
Cross-listed with EDUC 534
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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 Credits
Pre-req: Graduate standing only; Certificate of Clearance
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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 Credits
Pre-req:
EDUC 300/500, EDUC 500 may be taken as co-req; Graduate standing only; Certificate of Clearance
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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 Credits
Pre-req:
EDUC 300/500 or EDUC 401/501, EDUC 500 or EDUC 501 may be taken as co-req; Graduate standing only; Certificate of Clearance
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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 Credits
Pre-req:
EDUC 300/500 or EDUC 401/501, EDUC 500 or EDUC 501 may be taken as co-req; Graduate standing only; Certificate of Clearance
Cross-listed with EDUC 403
3 credits
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EDUC 504 - 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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 Credits
Pre-req:
EDUC 300/500 or EDUC 401/501, EDUC 500 or EDUC 501 may be taken as co-req;
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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 Credits
Pre-req: EDUC 300/500 or EDUC 401/501, EDUC 500 or EDUC 501 may be taken as co-req; Graduate standing only; Certificate of Clearance
Cross-listed with EDUC 405
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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 Credits
Pre-req: EDUC 300/500 or EDUC 401/501, EDUC 500 or EDUC 501 may be taken as co-req; Graduate standing only; Certificate of Clearance
3 credits
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EDUC 507 - Multiple Subject Curriculum & Pedagogy: Mathematics & Science
This course is an introduction to designing elementary math and science lessons using inquiry. Three big ideas drive the instruction and activities for this course (based on How People Learn, 2000): 1) That young learners enter the classroom with prior knowledge of math and science that needs to be addressed during instruction; 2) Each lesson should be designed around a limited number of learning goals that deepen a learner’s conceptual framework about math and/or science; 3) In addition to providing opportunities for the teacher to assess student thinking, lessons must provide students opportunities to monitor and reflect upon their own learning. Course activities and discussions will focus on how lessons should provide learners with opportunities to learn how knowledge in math and science is constructed and communicated by practitioners of those fields (i.e. Mathematicians & Scientists). The work completed during this course will help candidates learn to evaluate existing elementary curriculum/resources and be able to modify them when needed. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 Credits
Pre-req: EDUC 300/500 or EDUC 401/501, EDUC 500 or EDUC 501 may be taken as co-req; Graduate standing only; Certificate of Clearance
Cross-listed with EDUC 407
3 credits
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EDUC 508 - Single Subject Curriculum & Pedagogy I
This course is designed to introduce teacher candidates to curriculum planning and assessment. This course will engage candidates in thinking about the decision-making process surrounding what and how we teach, as well as how we monitor student learning. Topics include: California subject matter standards, formative and summative assessment strategies, and curriculum analysis. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 Credits
Pre-req: EDUC 300/500 or EDUC 401/501, EDUC 500 or EDUC 501 may be taken as co-req; Graduate standing only; Certificate of Clearance.
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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential.
Pre-req: EDUC 300/500 or EDUC 401/501, EDUC 500 or EDUC 501 may be taken as co-req; Graduate standing only; Certificate of Clearance
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
This course provides on-going support and guidance to student teachers during their by focusing on supporting each candidate to successfully complete student teaching and to complete a pre-service teaching portfolio that demonstrates mastery of the Education Specialist Mild to Moderate or Moderate to Severe Program Standards and the Preliminary Teaching Standards. One semester, 1 credit May be repeated for credit
Cross-listed with EDUC 421
1 credits
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EDUC 526 - Movement & Elementary School Physical Education
This course will provide a knowledge base and opportunities for candidates to develop and implement systematic instructional 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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 Credits
Pre-req: EDUC 300/500 or EDUC 401/501, EDUC 500 or EDUC 501 may be taken as co-req; Graduate standing only; Certificate of Clearance
Cross-listed with EDUC 320
3 credits
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EDUC 529 - Introduction to Exceptional Learners
The course provides students with an understanding of the characteristics of children with disabilities such as Specific Learning Disabilities, Emotional Disturbance, Intellectual Disabilities, Traumatic Brain Injury, Other Health Impairment-Attention Deficit Hyper Activity Disorder, and Autism. Students will examine a variety of developmentally and ability-appropriate instructional strategies, resources, and programs used to create inclusive learning environments that enable all students to learn and succeed. Students will analyze Individualized Education Plans (IEPs), Individual Family Service Plans (IFSPs), and Individual Transition Plans (ITPs) for the purpose of making informed decisions aimed at supporting the needs of diverse learners. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 2 credits
Cross-listed with EDUC 429
2 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 mild to moderate and moderate to severe 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 wellbeing 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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 Credits
Cross-listed with EDUC 430
3 credits
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EDUC 531 - Assessment of Students with Exceptionalities
Candidates will examine formal and informal assessments that can be used to effectively evaluate the academic, functional, and behavioral needs of students with and without disabilities for the purpose of making informed instructional, intervention, and placement 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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential.
3 credits
Cross-listed with EDUC 432
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 management 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. Prerequisite/Co-requisite: 530. One semester, 2 credits
Pre-req: EDUC 530
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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential.2 Credits
Cross-listed with EDUC 433
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. The objective of this course is to provide candidates with 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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential.
3 credits
Cross-listed with EDUC 434
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 implement systematic instructional 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. Certificate of Clearance required in order to complete 15 hours of fieldwork (placement provided by Director of Student Teaching). Individuals taking this course must earn at least a B- in order for the course to count towards preliminary credential. 3 Credits
Cross-listed with EDUC 436
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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