Below is a description of courses offered in the Department of Education.
70. Community Health Education Seminar addresses current health issues, reviews a variety of health education instructional materials, and includes group activities to enhance knowledge of health issues. Designed to clear multiple- and single-subject basic teaching credentials.
218a Classroom Ecology: Applied Behavior Analysis 218 b Classroom Ecology 218c Classroom Ecology Principles and procedures of applied behavior analysis with applications to the special, correctional, and regular classroom.Strategies for managing behavior problems in the center or in the classroom. Assessment, documentation, and intervention for disruptive,aggressive, social, academic, and self-injurious behaviors. Primary emphasis on managing students with mild to moderate learning and behavior problems. Required at the beginning of the internship programs.
221. Curriculum for the Inclusive Classroom Development and effective use of behavioral and instructional objectives derived from relevant frameworks and state standards in the areas of science, social studies, visual and performing arts, health and physical education. Mastery of adaptive instructional practices and the ability to plan and utilize a variety of instructional delivery systems that meet the needs of children and youth with learning and behavior problems will be explored and expected. Prerequisite: 241 or equivalent. (3 units)
234. Medical/Health Aspects of Early Intervention Materials relating to medical and health problems evolving from prenatal and perinatal developmental risk factors. Introduction to interpretation of medical histories and reports; health, safety, and nutritional needs specific to young children with disabilities;adaptive equipment and prosthetic devices; handling young children with physical disabilities; family reactions and coping strategies;community resources. Includes CPR and first aid. Core course.
235. Typical/Atypical Child Development Introduction to the rich variety of typical and atypical growth and development in infants and children (birth to 5 years). Concepts are presented from physiological systems and developmental domain perspectives to provide a greater breadth of understanding and conceptualization of growth and development. Participants compare and contrast developmental scales, assess a child using the physiological and domain perspectives, and integrate these two perspectives to gain a more holistic view of the growing and developing child. Core course.
236. Family Systems and Resources Provides students with the skills required to work effectively with the parents/caregivers of children with disabilities and with the network of service providers with which these families interact. Focuses on understanding cultural differences, family coping processes,development of communication and problem solving skills, parent interview techniques, and "best practices" for developing IFSP/IEPs. Emphasis is strongly placed on understanding family systems and life stages, respect for cultural diversity, transition planning,collaborative parent-professional relationships, parent advocacy, and development of collaborative intervention programs. Lecture,discussion, and field experience.
237. Assessment of Young Children with Special Needs Develops the skills necessary to assess and determine appropriate intervention for young children with special developmental needs from birth to five years of age. Provides participants with a knowledge of assessment and program evaluation measures appropriate for early childhood special education settings. Requires participants to demonstrate their knowledge of assessment techniques and their ability to assess young children by appropriately using and interpreting relevant assessment measures. Participants will become involved in a transdisciplinary team process that includes parents. A thorough program evaluation will be required of each student. Prerequisite: 235.
238. Intervention for Young Children with Special Needs Develops the skills necessary to provide quality intervention for young children with special developmental needs from birth to five years of age. Includes a review of philosophies of early intervention, curricula resources, and intervention models and strategies. Assignments promote opportunities to simulate a variety of intervention techniques and to think critically about how relationships, environments, and materials affect a child's experience of intervention. Class discussions and assignments will expand on information provided in assigned readings and acquired through field experience. Prerequisites: 235 and 237.
239. Working Within Language Diverse Communities For students in the Early Intervention Service Program and other professionals working with families of young children with special needs within the Latino community. Seminars provide opportunities to discuss learning-style theories, child-rearing practices, special concerns of immigrant and migrant families and to develop an awareness of Latino culture in the United States. Discussions with community-based guest speakers, reading assignments, and cross-cultural activities to develop concepts.
240. Introduction to Mild/Moderate Disabilities Investigation of the field of mild/moderate disabilities in terms of function and dysfunction of the information-processing systems for learning. Theories and practices that have influenced the field. Examination of observable characteristics and indicators of system dysfunction. Lectures and observation/participation.
241. Assessment and Planning for Mild/Moderate Disabilities Administration and interpretation of educational assessment instruments and how to synthesize results with existing clinical information to build a clear behavioral picture of learning function and dysfunction in children and youth with mild/moderate disabilities. Prerequisite:240; concurrent 305M required. ($20 materials fee)
242. Interventions and Planning for Mild/Moderate Disabilities Translation of relevant information into effective education programs for students with mild/moderate disabilities. Remedial methods and materials. Lectures and practical application. Prerequisite: 241 or equivalent.
243. Delinquent, At-Risk, and Nonconventional Students Concepts and characteristics of child and adolescent delinquency,gangs, substance abuse, family violence and abuse, teenage parenthood, and dropout, antisocial, and nonconventional behavior. Introduction to the correctional education, special education, juvenile justice, and social welfare systems. Effective practices for teachers, counselors,and administrators, including crisis, safety, and weapons management.
244. Correctional Education Principles and procedures of correctional education and correctional special education, including current research on best practices.Discussion of prosocial development and skills, functional assessment and curriculum, correctional special education, criminal justice,vocational programs, aggression reduction, prejudice reduction, life skills training, comprehensive systems, and transitional planning. Examination of curriculum approaches and model programs.
245. Transitional and Vocational Planning Program planning, effective transitions, and vocational planning for special, alternative, and correctional education. Coordinating planning, existing processes (IEP, IFSP, ILP, ITP), and promoting future success. Functional assessment and intervention, program identification, placement, and support. Vocational education programs,training options, assessment, and instruments. Job development,recruiting, placement, and support. Impact of disability, criminality,lifestyle, and cognitive distortion. Thinking processes, distortions,and retraining.
247. Professional, Legal, and Ethical Aspects of Special Education Exploration of policy and procedure pertinent to the special education system in terms of standardized assessment, management, finance, laws,regulations, professional ethics, and other compliance requirements as they relate to children and youth with mild/moderate disabilities. Lectures and group discussions. ($15 materials fee)
248. Development of Language and Literacy Terminology, historical background, acquisition, etiology, and problems related to language development in children from birth to five years of age. Focuses on emergent literacy and how adults can interact with young children to facilitate literacy events. Assists participants in understanding cultural differences in children's early language and literacy experiences. Lecture, discussion, and field experiences.
250. Social Foundations in Education Examination of the philosophical and social bases of education and value questions that relate to psychology and curriculum. Designed to develop a carefully considered philosophy of teaching and learning. Required of all pre-service teacher education students.
251. Psychological Foundations of Education Examination based on the disciplines of developmental and educational psychology of theories and patterns of learning, development,instruction, and individual differences as they relate to teacher practices and educational programs. Required of all pre-service teacher education students.
252 Introduction to Teaching in the Secondary School Designed to bridge the gap between the academic content work and the demands of a secondary teacher. The focus is primarily instructional design, including techniques professionals have found useful as they work to develop programs of study that work well with secondary school students. An emphasis is placed on lesson planning, standards curriculum design and alignment, ELD, and E/LA standards. Required of all single-subject candidates. (3 units)
253. First- and Second-Language Acquisition Designed to provide prospective elementary and secondary teachers with working knowledge of the structure, semantic, and cultural aspects of the process of first- and second-language acquisition, and the cognitive development of bilinguals. Students develop an understanding of theory, principles, methods, and practice of teaching linguistically diverse learners. A process of a professional-inquiry model is used to emphasize an awareness of personal attitudes toward different cultural,linguistic, and socioeconomic groups of students in public schools.
254. Action Research and Teacher Development Survey of action research strategies. Examines practitioner research strategies that encourage active classroom teaching and curriculum construction while systematically inquiring, making generalizations,and then testing the generalizations to better understand teaching practice. Focuses on identification of inquiry strategies that allow practicing teachers to look closely at their teaching and develop and refine insights as to the nature of that practice. By examining and practicing action research, practicing teachers learn research strategies that encourage them not only to examine the theoretical assumptions that guide their practice but also to formulate diverse theoretical assumptions.
255. Special Topics Seminar This course is designed with a different focus every academic year. The purpose is to highlight contemporary issues in education. An instructor will emphasize his/her area of expertise (i.e., educational technology,policy, culture and language) in conjunction with the overall goal of the CLAD M.A. program focus of Language Development and Literacy.
256. Content Specific Curriculum Methods (Math)(Language)(Science) Culminates the secondary methods sequence with an emphasis on specific methods for teaching in individual content areas. Designed to allow candidates to demonstrate proficiency in the academic content standards in their chosen discipline. A study of language arts teaching strategies and the integration of language arts across the curriculum with attention to children's and young adults literature. (3 units)
261 Mathematical Foundations and Methods Curriculum design, implementation, and evaluation in multiple subject (k-8) mathematics classrooms. Development of curriculum appropriate for fild experience and teaching sites that include individuals with a variety of needs, diverse backgrounds and interest, varying learning styles, language and cognitive abilities, and in a variety of settings. Required of all mutiple-subject candidates. (3 units)
262. Science Foundations and Methods An introduction to the basic concepts and generalizations in physical science, earth science, life science, and the solar system, and how these can be applied to the elementary and middle grades. Also includes an emphasis on scientific inquiry and the California academic content standards for science. (3 units)
263. Social Studies Foundations and Methods A study of the basic concepts and generalizations drawn from history, geography, economics, political science, anthropology, and sociology. Includes an emphasis on the California State History-Social Science Framework and the academic content standards. Students will develop a unit of instruction. Required of all multiple-subject candidates. (3 units)
270. Health Education for K-12 Teachers Explores education concepts and content topics that impact the lives of school aged children. Stresses the environmental, economic, political, and social factors influencing health in the schools, as well as the local, national, and global communities. Content includes, but is not limited to, the nine content areas of health instruction specified in the Health Frameworks. (3 units)
271. Instructional Technology for Teachers This course is required for individuals in the Teacher Credential Program. It includes developing knowledge and skills that will assist a teacher in using technology across the curriculum. (2 units)
275. Managing the Classroom Environment Designed to familiarize the pre-service teacher with some of the techniques, procedures, and discipline models that can help make the task of managing and disciplining much easier. An emphasis on both the management dimension and the correction dimension. (3 units)
276. Teaching Nonconventional Youth Concepts, characteristics, and interventions for adolescent delinquency; gang identification and involvement; substance abuse; family violence and abuse; school-age parenthood; and dropout, antisocial, and nonconventional behaviors and lifestyles. Strategies to reduce avoidance increase engagement and production, increase positive skills and habits, and increase content knowledge in students who are not currently successful in school. Required of all single-subject candidates. (3 units)
283. Literacy Development in the Secondary School An exploration of the theories, trends, and principles in the fields of reading and writing that render effective instruction for specific purposes. Attention will be given to what, why, when, and how specific components of reading and writing are taught to promote communicative reading and writing competence in linguistically diverse classrooms. Includes a reading tutorial with a middle, high school, or junior college student. Required of all M.A. Interdisciplinary Education - Reading Emphasis candidates. (3 units)
284. Reading and Literacy Development The many aspects of the teaching of reading, including an examination and critique of the more notable reading approaches, methods, and materials. Emphasis on diagnostic-prescriptive teaching of reading. (3 units)
285. Literature Across the Curriculum Exploration of literature written for children: history and development of literature for children, authors, illustrators, and various genres;investigation of strategies for teaching literature as part of the English program; use of varied media and methods of presentation. (2 units)
287. Reading in the Content Areas Exploration and understanding of language, reading, writing, and literature in the context of how children and adolescents learn, learn to read, and learn through language and reading. A survey of the approaches, methods, and materials used by single-subject teachers for reading instruction in the content areas and language facilitation throughout the curriculum. Emphasis on teaching and learning strategies. (2 units)
290. Issues in Assessment Designed to help pre-service teachers understand, integrate, and skillfully apply standards governing educational assessment. Emphasis will be placed on building quality into assessment and on successfully matching important learning outcomes with the items and tasks used to measure them. (3 units)
305A. Field Laboratory: General Supervised field work under direction of outside educational specialists. Focus on training and experience related to professional goals. Prerequisite: permission of faculty member prior to registration. (1-3 units)
305C. Field Laboratory: Special Education Specially designed to provide supervised practicum experience in administering and interpreting assessment instruments. Must be taken concurrently with 241. (2-3 units)
305E. Family/Agency Field Experience Early Childhood Special Education program. Supervised field work in the Family Resource Center and other agencies with which families of young children with disabilities interact. Students are expected to "support"a family through an early childhood transition experience and to participate in at least one IFSP and one IEP meeting. Prerequisite:permission of the field experience coordinator. (3 units)
305F. Infant/Toddler Field Experience Early Childhood Special Education program. Supervised participation in Early Start programs serving infants/toddlers with special needs. These experiences must include participation in both home-based and center-based programs. Any student who cannot document substantial experience in general infant/toddler programs will also need to participate in at least one program that is considered to be a natural environment for infants and toddlers. Prerequisite: permission of the field experience coordinator. (3 units)
305G. Preschool Field Experience Early Childhood Special Education program. Supervised student teaching in a public school preschool program that includes children with disabilities. Prerequisite: permission of the field experience coordinator. (3 units)
305H. Fieldwork: Induction Plan Early Childhood Special Education program. Development and coordination of induction plan, which includes approved non-University activities involving advanced applications of Level I content, special interest topics, management and leadership activities, and parent/staff development. Must enroll concurrently in 440. (1 unit)
305I. Fieldwork: Management and Leadership Early Childhood Special Education program. Involvement in supervising,evaluating, and providing for ongoing training of staff including team building, working with paraprofessionals, and community collaborative activities. Approved non-University activities may fulfill this course requirement. Must enroll concurrently in 441. (1 unit)
305J. Fieldwork: Parent and Staff Development Early Childhood Special Education program. May include involvement in such non-University activities as formal presentations, inter-agency meetings, community committees, parent support groups, and other parent and staff development and education events. Must enroll concurrently in 443. (1 unit)
305M. Assessment Laboratory for Mild/Moderate Disabilities Specially designed to provide supervised practicum experiences in administering and interpreting assessment instruments. Must enroll concurrently in 241. (2 units)
305Q. Fieldwork: Induction Plan Preparation of Level II Induction Plan for the Education Specialist: Mild/Moderate Disabilities. This plan will guide a series of workshops, activities,and experiences to increase competencies needed in special education.Non-University activity option. Must enroll concurrently in 446. (1 unit)
305R. Fieldwork: Behavior Analysis Guided by Level II Induction Plan for the Education Specialist: Mild/Moderate Disabilities, a series of workshops, activities, and experiences to increase competencies needed for special education in behavior analysis. Non-University activity option. Must enroll concurrently in 443. (1 unit)
305S. Fieldwork: Assessment and Intervention Induction Plan for the Education Specialist: Mild/Moderate Disabilities, a series of workshops, activities, and experiences to increase competencies needed for special education in assessment,curriculum, and intervention. Non-University activity option. Must enroll concurrently in 444. (1 unit)
305T. Fieldwork: Functional Curriculum and Transitional Planning Guided by Level II Induction Plan for the Education Specialist: Mild/Moderate Disabilities, a series of workshops, activities, and experiences to increase competencies needed for special education in functional curriculum and transitional planning. Non-University activity option.Must enroll concurrently in 445. (1 unit)
306A. Immersion Experience: Human Service in Diverse Settings A supervised immersion and service experience in urban, culturally diverse community agencies with daily, guided, dynamic reflection.Focus on personal and professional development of students and on the integration of the academic and practical aspects of education as a human services profession. A two-day intensive orientation course and intermittent activities scheduled throughout the academic year.Required of all pre-service teaching students.
309A, 309B Field Experience For those who wish to augment their graduate studies with specialized training and/or experience outside the University in their own field of study. The field experience project must have significant bearing on the professional goals of the student and must be in addition to the student's regular commitment. As a general rule, 20 hours of instruction or 40 hours of qualified experience are equivalent to 1quarter unit of credit. Adviser's permission is required prior to registration. (1-6 units)
310. Independent Study Supervised research initiated by the student. Negotiation with a faculty adviser is necessary prior to registration. The proposal must be in writing and have the signature of the approving faculty adviser. Full-time faculty are preferred advisers. With program director's written approval, an adjunct faculty member may serve as adviser; approval forms available in 243 Bannan. Prerequisite: A proposal must be submitted and approved by a faculty adviser prior to registration.(1-6 units)
320, 321, 322. Directed Teaching Sequence provides for ongoing assumption of teaching responsibility in community and classroom settings. Required proficiency and mastery checkpoints attesting to the demonstrated capability of the candidate in the directed-teaching sequence must be met at each stage in the sequence, which includes observation-participation (320), half-day(321), then full-day (322) student teaching. A passing grade equivalent to a B is required. As part of the directed-teaching sequence, candidates also participate in a year long, in-depth immersion experience and regularly scheduled seminars. During winter quarter,students have classes concurrently with the half-day student-teaching assignment. Spring quarter is similar but requires a full-day student-teaching assignment. (3, 3, 12 units)
323. Inclusive Educational Practices Designed to give prospective teachers in elementary and secondary schools training in the theory and practice of teaching students with special needs. Focus on effective inclusive practices. (3 units)
325. ESL Methods and Assessment: Teaching Linguistically Diverse Students Preparation in the theory and practice of teaching linguistically diverse students for prospective teachers in elementary and secondary schools. Focus on English as a second language. (4 units)
326. Teacher Performance Assessment Preparation, Tasks 1, 2, 3, 4 This course is designed to support private school credential candidates seeking to complete and pass the Commission on Teacher Credentialing Teacher Performance Assessment (TPA) requirement. The course will meet the first Saturday of each month for two hours in a lab format. Students will be provided with individual support to successfully complete the TPA on which they are currently working. This optional course is the only mechanism available to private school candidates who need individualized attention in order to pass Tasks 1-4 of the TPA’s. (2 units at the lab rate)
327. Teaching Nonconventional Students Skills and strategies for teaching nonconventional, delinquent,at-risk, addicted, and troubling students. School safety and violence,management of disruptive, aggressive, noncompliant, defiant, and assaultive behavior. (2 units)
328. Language Development and Literacy Designed for students who have completed their preliminary credential and are pursuing the MA. Students will explore different research issues in language development and literacy. Major part of this course focuses on social dimensions of literacy, principles of knowledge transformation, and the development of cultural and linguistic identity and democracy. (3 units)
332N. Mild/Moderate Disabilities Field Experience I: General Education and Induction Plan Supervised field experience in teaching with increasing teaching responsibility in community and classroom settings. Required proficiencies must be met in each stage. Candidate must participate in all program activities, including scheduled day long seminars.Experience teaching the core curriculum to general education students in at least two general education settings. Observations in several age ranges of pupils. Preparation of an Induction Plan for the Level I program. (1 unit)
332O. Mild/Moderate Disabilities Field Experience II: Special Education Supervised field experience in teaching for special education with increasing teaching responsibility in community and classroom settings.Required proficiencies must be met in each stage. Candidate must participate in all program activities, including scheduled day long seminars. Experience teaching special education students in special education settings including referral, assessment, IEP process,instruction, intervention, and materials modification. Observations in various special education settings. (2 units)
332P. Mild/Moderate Disabilities Field Experience III: Education Specialist Supervised field experience in teaching for special education with increased teaching responsibility in community and classroom settings.Required proficiencies must be met in each stage. Candidate must participate in all program activities, including scheduled day long seminars. Experience teaching special education students in general education, special education, and community settings including referral, assessment, IEP/ITP/BIP processes, instruction, intervention,program and instructional modification, consultation and collaboration,co-teaching, teacher in service, behavioral planning and intervention.Observations of various special education service delivery models. (3units)
340. Adapting Early Education for Children with Special Needs Examination of the developmental, learning, and behavioral characteristics of young children with special needs. Focus on techniques for adapting early childhood curricula to facilitate optimal development within the least restrictive environment. Specific attention given to parent-professional collaboration, analysis of existing instructional models, and classroom organization. (3 units)
343. Computer Competencies for Educators A general overview of microcomputers and applications programs. Topics include general operations, word processing, spreadsheets, data base management, personal filing system, graphic and computer programming,evaluation of software, and direct applications to the classroom. Attendance is essential; opportunities for laboratory practice provided. (3 units)
350 A Language Development, Reading, and Language Arts Part 1: Terminology, historical background, acquisition, etiology, and problems related to language development. Special attention to language assessment and intervention for children with mild/ moderate disabilities. Assists participants in understanding cultural differences in children's early language and literacy experiences. (3units)
350B. Language Development, Reading, and Language Arts The many aspects of the teaching of reading, including an examination and critique of the more notable reading approaches, methods, and materials. Emphasis on diagnostic-prescriptive teaching of reading. (3 units)
355. Introduction to Gifted and Talented Education From a review of the history to research on best practices, this course provides students with the basics of gifted education. The class will examine the identification process and the characteristics of the gifted. They will focus on students’ social and emotional needs and the conflicts experienced from the nature of giftedness and the environment in which they function. The special needs of underachievement, motivation, and twice exceptional students will also be addressed with a focus on intervention strategies. The elements of legislation that support gifted education and the standards that guide its planning and implementation within a school district or school site will be reviewed. Issues surrounding funding and assessment will be discussed. Finally, the teacher participants will develop a physical plan and activities that support the academic, social, and emotional needs of gifted students based on program standards for gifted. (3 units)
356. Differentiated Instruction Provides the fundamental elements of differentiating the curricular content, learning process and products created to express learning based on student learning profile, readiness level and interests. Class will focus on how to develop standards based lessons for gifted students that also provide the necessary scaffolding strategies for struggling/underachieving learners. Assessments of student learning and management strategies for differentiated classrooms will also be discussed. Specific strategies address students learning profile, develop higher-level thinking skills, and incorporate the following: tiered assignments, curriculum compacting and extension activities. (3 units)
357. Gifted Education in a Mixed Ability Classroom: Focus on Multicultural Awareness and Creativity Designing and implementing curriculum for special programs aimed at gifted students within a mixed ability classroom will be addressed. An overview and discussion of the fundamentals of differentiation in a heterogeneous classroom along several dimensions through curricular content, learning process and products created to express learning based on student learning profile, readiness level and interests will be the focus. Development of standards based lessons for gifted students in specific academic content areas will be developed. Multicultural gifted education and giftedness in poverty will be an area of emphasis. An in-depth look at creativity, divergent thinking and the gifted learner will be studied. Assessments of student learning and management strategies for differentiated classrooms will also be targeted. (3 units)
360. Foundations in Educational Leadership Basic and future concepts of leadership and the skills necessary to become an effective leader including team building, school climate,change, decision making, ethics, values, and attitudes that characterize effective leadership, including the assessment of a student's individual leadership qualities. (5 units)
361. Foundations in Instructional Program Improvement Acquisition of knowledge of current and future movements in curriculum and instruction, child growth and development, and issues related to supervision, program evaluation, program development and implementation, and staff development and support services.
362. Foundations in Organizational and School Management Skills necessary for planning, task analysis, and goal setting in the management of the school plant, issues involving strategic planning, implementation of policies, effects of policy on school services and the organization of the school, and roles of individuals.
363. Law, Governance, Policy, and Politics Concepts of law, credentialing laws, assignment authorizations, schools as a political system, social issues, collective bargaining and negotiations; district administration and governance; pupil and staff conflicts.
364. Interpersonal Communication Theories, processes of interpersonal communication and collaboration; effective listening, sending and confrontation; problem solving and conflict resolution.Theories related to communication such as cybernetics and information theory. Resources to include linguistics, nonverbal communication, written communication, gender and cross-cultural differences. Exercise of authority, power and influence through interpersonal communication. (3 units)
365. Human Resources and Fiscal Services Various organizational, educational and personnel decisions that have a direct impact on the quality of instruction in the schools. From employment to teacher evaluation to due process; implications for the quality of instruction. Issues involving salaries, demographic characteristics, negotiations and collective bargaining. The essentials of educational financing and budgeting at every level. Significant codes, regulations and decisions affecting school finance and legislation, and the financial implications of personnel contracts and obligations. (3 units)
368. Principles of Assessment Gathering of comparative information and results through program evaluation. Placement of results within the context for judgment, size and worth. Ways in which evaluation results can be made more credible through careful choice of the design including research and theories associated with a program. Creating a systematic evaluation of a program and developing pragmatic steps to establish improvements. Ability to read and interpret test scores. (3 units)
370 Cultural Diversity and Equality Examination and critical analysis of the educational system to determine the conditions that create and maintain social stratification and disproportional. Understanding how inequality is constructed in society and how it functions in social institutions. Student diversity and equal outcomes in education. Evolving quest for equal educational opportunities, language and levels of English language instruction, and attitudes and understandings in a culturally diverse society. Strengths and sensitivity in teaching and learning as a culturally based process. (3 units)
380 Higher Education Administration and Leadership Managerial leadership processes and activities; decision making, communicating, motivation, leadership/management. Coordinating and managing differences and conflict; interpersonal communication; practical aspects of program initiation and planning; emerging problems and issues; future trend in higher education (3 units)
381 Governance in Higher Education Analysis of the exercise of authority, power, and influence in post-secondary and higher education; governance and management; relationship of education to other segments of the economy; board of governors; board of regents; organizational structures and patterns; influences affecting higher education and post-secondary education; public/private sector relationships;policies and procedures. (3 units)
382 Student Development in Higher Education An understanding of the organization and the mission of student development and student services in post-secondary education campuses; an understanding of student development theory and how the curriculum and campus experiences promote learning. The role of research and evaluation in student development and student services. (3 units)
383. Law in Higher Education Concepts of laws affecting higher education;authority, power, and influences; postsecondary and higher education governance; affirmative action and issues of diversity; influences of professional organizations, student organizations, and the law. Case studies and differing points of view as it relates to the law. (3 units.)
384. Budget and Finance in Higher Education Institutions of higher education are complex organizations of great diversity and scope. The combination of instruction, research and public service depends upon their mission. The purpose of this course is to provide the student with an overview of the financial and budget elements that are essential to an institution’s existence; to bring to the student an intelligent and sympathetic awareness of college and university financial resources; to identify the components of business and fiscal management in higher education and to provide the student with some practical demonstrations of higher education finance and budget. (3 units)
385 Human Resources in Higher Education This course explores various aspects of Human Resources for professionals.It stresses expectations in the technical and leadership aspects of human resources, and how they apply to administrative success.Topics covered include:recruitment and selection of personnel, performance, evaluation, discrimination, collective bargaining, and dismissal.This class demonstrates why, how, and where leadership, ethics, and law relate to human resources.(3 units)
386 History and Philosophy of Higher Education A review of the historical and philosophical foundations of higher education from its European foundations to the current day, including the many contemporary changes in higher education delivery systems based on new technology. (3 units)
387 Organization and Administration of Student Services
An understanding of the organization and administration of student services in post-secondary education, including the roles and functions of programs and leaders, management issues, and the skills and competencies necessary to be an effective administration in student services. (3 units)
388 Contemporary Issues and Internships in Administration/Student Affairs
Current issues and new directions for administration or student affairs in postsecondary institutions.Topics and internships will be based on the specific needs of administrative or student affairs professionals at the college or university level; arranged fieldwork in current employment or new higher education setting.(3 units)
391 Educational Ethics In what ways are professionals in education moral stewards and political agents? Educational ethics invites educators to think about what role they play in achieving and maintaining a more democratic and ethical society through education. Investigations into controversial ethical issues and dilemmas prepare educators to critically think through potential situations that may arise with students, parents, administrators, and peers. (3 units)
393 Curriculum/Program Development Focus is on the theoretical and practical elements of developing a curriculum or a program. it will include a discussion of the foundations of curriculum planning and design, the development of curriculum documents, research on the curriculum, and the implementation of the curriculum or program. (3 units)
395 The American Community College
The AmericanCommunity College is a survey course that explores the roots and traditions of the community college from its junior college status of the early 1900s, to the explosion of training in the post-WWII period, and the establishment of the contemporary community college.The multiple missions of the community college (transfer, career/vocational, remedial education, community education/service, and adult basic education) will be explored as well as current issues with accreditation, articulation, and student demographics.The differences among community colleges in various states will be explored in contrast to California.(3 units)
396 Educational Policy and the Legislature
This focus of this seminar course is on public policy making and the legislature for both schools and school districts in public education as well as universities to community colleges in public higher education; the legislative process and the relationship of the legislature to various boards of education are explored.Visit to the legislature and discussions with education committee chairs offers in-depth understanding of state political environments and relationships to major educational issues.Prerequisites are in higher education EDUC 380 and 381; in educational administration EDUC 360 and 362. (3 units)
397 Academic Ethics in Higher Education
Basic ethical theories and principles are used to develop a method for making ethical decisions within the context of administration, faculty, and student life moral problems.Students use the Chronicle of Higher Education to develop a national context for understanding higher education ethical problems and relate them to the development of their own institutional cases.Prerequisites are EDUC 380 and 381.(3 units)
Individualized thesis project in support of a master's degree in higher education. Professional paper and /or fieldwork activities in support of systemic change; inquiry and research; organizational theory; learning theories and learning goals; program incentives administration; management and leadership; public policy. (1 - 6 units)
442 Seminar: Parent and Staff Development Education Promotes understanding of the fundamentals of adult learning, effective development and utilization of needs assessment activities, and how to create a climate conducive to staff and parent development. Concurrent enrollment in 305J required. (3 units)
446 Seminar: Education Specialist Roles and Responsibilities Advanced seminar in special education considering the roles and responsibilities of the education specialist in communication, collaboration, consultation, and coordination with disabled students, as well as teachers, parents, and medical and mental heath professionals. Concurrent enrollment in 305Q required. (3 units)
450. Integrating Technology to Enhance Teaching and Learning Review research and literature on experiences in the U.S. and selected other countries on technology planning, integration, and evaluation. Learn about Constructivist theory and how it translates into student centered classroom practices including Project-Based Learning and other pedagogical strategies. Explore subject-matter specific software applications and Web based resources. Develop classroom management strategies according to the types and number of technologies available to generate and sustain student motivation, engagement, and high academic achievement. (3 units)
451 Teaching with Technology Analysis of teaching philosophies and practices and how they relate to the presence and availability of a variety of technology resources in learning environments. Review of literature and research on the evolution of teaching practices, supports for student learning, teachers' professional development and available hardware, software, and online resources (3 units)
465. Advanced Theory and Practice of Science Teaching and Learning This course will examine past and current theoretical frameworks used to understand how students learn science. These theoretical frameworks will then be discussed in terms of how they can best be utilized to inform the practice of science teaching. It will also focus on research that supports the various theories and practices of science teaching and learning. Students will utilize a particular theoretical framework to conduct a small study that investigates the connection between teaching and students’ learning in a classroom setting. (3 units)
466. Advanced Theory and Practice of Mathematics Teaching and Learning This course will examine past and current theoretical frameworks that have been used to understand how students learn mathematics. These theoretical frameworks will then be discussed in terms of how they have been and can be utilized to inform the practice of mathematics teaching. A particular focus will be on how research supports or refutes the so-called “math wars” and class will discuss the emphasis on standardized testing to demonstrate mathematical competence. (3 units)
467. Advanced Teaching of Science and Math for English Language Learners This course focuses on strategies and challenges for supporting English Language Learners (ELL) in science and math classrooms. Teachers will examine their adopted instructional programs for effective teaching and support for these students and learn about additional methods and strategies for integrating English language development into science and math instruction. Attention will be given to all the academic modalities of reading, writing, speaking, and listening. (3 units)
470. Advanced Theory and Practice of Environmental Education This course examines the basic tenets of environmental education in connection to science and math education and other related school curriculum areas. It emphasizes transformative thinking related to environmental literacy and is designed to develop practicing teachers’ habits of mind to empower individuals to relate to their environments in a positive fashion, and to take day-to-day and long-term actions to maintain or restore sustainable relationships with other people and the environment. Participating teachers will be expected to become environmental educators and to be aware of the processes by which students gain knowledge of their environment. Environmental literacy is perceived as a developmental process rather than an end state; it is a continuum of understandings, skills, and attitudes. This course sets the basis for generating personal and professional ethics related to environmental education. (3 units)
473. Connecting Science and Math to the Real World Students in this course will explore a range of educational theories that support the need to situate the teaching of science and mathematics concepts within authentic contexts. They will also explore what the research literature has to say about the impact of educational programs that have been designed to connect science and math learning to the real world. Students will be then be asked to apply what they have learned from their explorations and design a learning experience that uses a real world problem as a vehicle for the teaching of science, technology, environmental, and/or mathematical concepts. As an example, one relevant real world problem that could be used in the design of learning experiences relates to the challenges involved in creating sustainable societies that can foster thriving human populations as well as natural ecological systems. (3 units)
483 Clinical Diagnosis of Reading Difficulties Students will engage in ongoing assessment of test, texts, and materials; of their own instructional decisions; and of the interest, attitudes, strengths and literacy needs of a child. Students will explore reader, text and contextual factors of literacy development, including mutiple means of both formal and informal assessment and diagnosis. Assessment will be linked to instruction through the tutorial component EDUC 384. Students will study the influences of motivation and prior knowledge, and will learn and adapt reading and writing strategies-phonological awareness, phonics, word recognition, vocabulary, comprehension, fluency, metacongition, writing, spelling, and reading and writing to learn. This course is intended to weave seamlessly into the tutorial components of 484. Concurrent enrollment in 484 required.
490 Research Methods Introduction to education research design. Survey of quantitative and qualitative research methods and emphasis on the relationship between a research problem and the exploration of that problem. Students critique research on teacher education, special education, educational administration, Catholic education and instructional technology topics using general design principles. Writing for academic audiences is a course outcome. (3 units)
499 Independent Research Supervised research initiated by the student. Negotiation with a faculty advisor is necessary prior to registration. The proposal must be in writing and have the signature of the approving faculty advisor. Full-time faculty members are preferred advisors. With program director's written approval, an adjunct faculty member may serve as advisor. The advisor provides support, assistance, and feedback on the initial drafts of the research project. Prerequisite: A proposal must be submitted and approved by a faculty advisor prior to registration. (1-6 units)
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