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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. One semester, 1 credit. 68 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 class meetings and 10 hours of fieldwork. One
semester, 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. One semester or January, 3-4 credits. *281 Culture, Communication, and Learning Explores culture and language in relation to social identity, inter-group relations, and learning, especially in the context of diversity in the United States. Fieldwork in community settings is required. One semester or January, 3-4 credits. 300 Social and Anthropological 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 schools' conditions and practices. Explores concepts, principles, and values necessary to create and sustain an equitable classroom community and a just, democratic society. Requires 20 hours of fieldwork. One semester or January, 3 credits. 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.
Prerequisites: EDUC 300, CHDV 105, and permission. One semester,
402 Literacy Development in the 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 reading skills and comprehension strategies, literature-based instruction, on-going diagnostic strategies/interventions, content area literacy, and organizing for instruction. Requires 20 hours of fieldwork. Prerequisites: 401, 406, and permission. One semester, 3 credits. 403 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. Prerequisites: 401 and 406 for undergraduates.
One semester, 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.
Prerequisites: 401, 402 or 403, and 406. One semester, 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. Prerequisite: 401. One semester, 3 credits. *484 World Geography A survey including physical, cultural, and place-name geography appropriate for both undergraduate and post-baccalaureate (graduate) students, including prospective and practicing elementary and secondary teachers. Although not a pedagogy course, appropriate teaching strategies are incorporated. Fulfills the geography requirement for the California Single Subject Credential in social science. One semester, 3 credits.
295, 395, 495 Directed Studies
Graduate Courses The following courses are open to graduate students. Most require admission to the Teacher Credentialing Program. In general these courses are not open to undergraduates. Exceptions are made only through petition to the faculty of the department. For the Preliminary Multiple Subject Teaching Credential: Prerequisites: Introduction to Human Development, CHDV 105, 3 credits. Introduction to Sociological and Anthropological Perspectives on Education, EDUC 300/500, 3 credits.
Movement Education in the Elementary School,
KLS 320, Required professional preparation courses:
Teaching Diverse Learners,
Learning and Learners,
Literacy Development in the Elementary School,
Second Language Acquisition and Methodology,
Multiple Subject Curriculum and Pedagogy: Integrating Language
Arts, History-Social Science, and Visual-Performing Arts,
Multiple Subject Curriculum and Pedagogy: Math and Science,
Promoting Students’ Health & Safety,
KLS 509, 1 credit.
Student Teaching/Internship,
Professional Development Seminar, EDUC 521, 1-2 credits. (Must be taken concurrently with Student Teaching/ Internship.) For the Preliminary Single Subject Teaching Credential: Prerequisites:
Introduction to Human Development,
CHDV 105, 3 credits or Psychology of Adolescence, Introduction to Sociological and Anthropological Perspectives on Education, EDUC 300/500, 3 credits. Required professional preparation courses:
Teaching Diverse Learners,
Learning and Learners,
Teaching Content Area Literacy, EDUC 503, 3 credits. Second Language Acquisition and Methodology, EDUC 504, 3 credits. Single Subject Curriculum and Pedagogy I, EDUC 508, 3 credits. Single Subject Curriculum and Pedagogy II, EDUC 509, 3 credits. Promoting Students’ Health & Safety, KLS 509, 1 credit. Working with Special Populations I & II, EDUC 510 & 511, 1 credit each. Student Teaching/Internship, EDUC 520, 12 credits. (To qualify for student teaching or internship, students must have completed all prerequisites and subject matter requirements. Consult department materials for a complete list.) Professional Development Seminar, EDUC 521, 1-2 credits. (Must be taken concurrently with Student Teaching/Internship.) 500 Social and Anthropological Perspectives on Education (Same as EDUC 300.) Requires 20 hours of fieldwork. One semester or January, 3 credits. 501 Teaching Diverse Learners (Same as EDUC 401.) Requires 20 hours of fieldwork. Prerequisites: EDUC 500, CHDV 105, or approved equivalents, and permission. One semester, 3 credits. 502 Literacy Development in the Elementary School (Same as EDUC 402.) Requires 20 hours of fieldwork. Prerequisites: 501 or concurrent enrollment and permission. One semester, 3 credits. 503 Content Area Literacy (Same as EDUC 403.) Requires 20 hours of fieldwork. Prerequisites: 501 or concurrent enrollment in 501 and permission. One semester, 3 credits. |
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504 Second Language Acquisition & Methodology
(Same
as EDUC 404.) Requires 20 hours of fieldwork. Prerequisites: 501 and 502
or 503, or concurrent enrollment in 501 and 502 or 503. One semester, 3
credits.
506 Learning and Learners
(Same
as EDUC 406.) Requires 20 hours of fieldwork. Prerequisite: 501 or
concurrent enrollment in 501. One semester,
3 credits.
505 Multiple Subject Curriculum & Pedagogy: Integrating Language Arts with History-Social Science and the Visual & Performing 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. Prerequisites: graduate standing, 401/501, 402/502, 404/504, and 406/506. One semester, 3 credits.
507 Multiple Subject Curriculum & Pedagogy: Mathematics and 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. Prerequisites: graduate standing, 401/501, 403/503, 404/504, and 406/506. (Concurrent enrollment in 502, 504, and/or 506 is possible with departmental permission.) One semester, 3 credits.
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 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.
Prerequisites: graduate standing, 401/501, 403/503, 404/504, and 406/506.
(Concurrent enrollment in 503, 504, and/or 506 is possible with departmental
permission.) One semester,
3 credits.
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. Prerequisites: graduate standing, 401/501, 403/503, 404/504, 406/506, and 508. One semester, 3 credits.
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; and issues of social integration of students with special needs. Fieldwork required. Prerequisites: graduate standing, completion of or concurrent enrollment in 505 or 507 for Multiple Subject candidates or 508 for Single Subject Candidates. One semester, 1 credit.
511 Working with Special Populations II
For elementary and secondary preliminary credential candidates, this course builds upon EDUC 510. 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. Prerequisites: graduate standing, 510. January, 1 credit.
520 Student Teaching/Internship
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. Hours arranged. Concurrent enrollment in EDUC 521 required. Prerequisites: Acceptance to Credential Candidate Status and others indicated in Department materials. Please consult the Department. One semester, variable credits. May be repeated for credit.
521 Professional Development Seminar
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 classroom and school procedures. Topics include: establishing a positive climate for learning; using developmentally appropriate teaching practices; using instructional time effectively; communicating effectively with families and promoting family involvement in students' learning; working collegially with all staff; and exercising the professional, legal, and ethical responsibilities of teachers. Co-requisite: Concurrent enrollment in 520. One semester, 1credit. May be repeated for credit.
*562 Curriculum and Procedures for Teaching Social Science (K-8)
Advanced workshop in curriculum development, teaching strategies, and
learning materials in contemporary history-social science education as
described in the State of California Framework and academic content
standards for students. Prerequisite: 505. One semester,
3 credits.
*564 Curriculum and Procedures for Teaching Science (K-8)
Advanced workshop in curriculum development, teaching strategies, and learning materials in contemporary science education as described in the State of California Framework and academic content standards for students. Prerequisite: 507. One semester, 3 credits.
*568 Curriculum and Procedures for Teaching Mathematics (K-8)
Advanced workshop in curriculum development, teaching methods, and learning materials to foster learners’ understanding of numbers, numeration, relations, operations, measurement, geometry, and problem solving in accordance with the State of California Framework and academic content standards for students. Emphasizes active learning through manipulation of objects and integration of the mathematics curriculum with other content areas. Prerequisite: 507
*570 Curriculum and Procedures for Teaching Art (K-8)
Advanced workshop in a variety of media and methods for teaching, displaying, and evaluating K-8 students’ artwork in accord with State of California Framework and academic content standards for students. Prerequisite: 505 or permission. One semester, 3 credits.
580 Instructional Development and 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. One semester,
3 credits.
590 Special Topics
Open only to students in Education. Time and credit arranged. May be repeated for credit.
600 Introduction to Educational Inquiry
An overview of various approaches to educational research. Includes the development and refinement of a question or set of questions for subsequent research and completion of a literature review. Required for Master of Arts In Education degree. Prerequisites: Advancement to Full Graduate Standing, grade point average of 3.5 or above in previous graduate courses, and Departmental permission. One semester, 3 credits.
602 Research Techniques
The study of educational research methods and their implications, especially methods appropriate for pursuing research question(s) that the student has developed in EDUC 600. Includes completion of a proposal for master’s thesis research and, with approval, initial research steps. Required for the Master of Arts in Education. Prerequisites: 600 with a grade of B- or above and permission. One semester, 3 credits. May be repeated for credit.
604 Thesis I
Building upon the thesis proposal completed in EDUC 602, the student in this course completes research and writes the concluding thesis chapters reporting and discussing results. Includes guided study of research methods and direction in social-science writing. Required for the Master of Arts in Education. Prerequisites: 602 with a grade of B- or above and permission. One semester, 3 credits.
606 Thesis II
This course provides an opportunity, as needed, to continue EDUC 604 work toward completion of the Master’s thesis. May be required for the Master of Arts in Education. Prerequisites: 604 and permission. One semester, 1-3 credits.
607 SPSS Workshop
