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Education |
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EDUC 630 - International Baccalaureate Primary Years Program Studies and Preparation:From Theory to Practice Units: 3
The International Baccalaureate (IB) Teacher Studies and Preparation: From Theory to Practice develops theoretical and practical knowledge of the IB Primary Years program (PYP) philosophy including international mindedness, inquiry as a teaching approach, and curriculum development and design. The successful completion of this class and the sequential IB Teacher Studies and Preparation class qualifies the candidate to deliver instruction in a PYP world school. The target candidates for this class are newly credentialed teachers, experienced teachers, teacher leaders, and site administrators. Enrollment Restrictions: Enrollment restricted to students who have a teaching credential and obtained consent of instructor.
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EDUC 631 - International Baccalaureate Primary Years Program Studies and Preparation:From Instruction to Action Units: 3
The International Baccalaureate (IB) Teacher Studies and Preparation II develops theoretical and practical knowledge of the International Baccalaureate Primary Years program (PYP) authorization process, assessment, evaluation, and reflection. The successful completion of this class and the prerequisite IB Teacher Studies and Preparation EDUC 630 class qualifies the candidate to deliver instruction in a PYP world school. The target candidates for this class are newly credentialed teachers, experienced teachers, teacher leaders, and site administrators. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor.
Prerequisite(s): EDUC 630 .
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EDUC 632A - International Baccalaureate Field Study:From Theory to Practice Units: 2
This field study course is designed to give the participant the opportunity to explore and investigate the core concepts from the IB Teacher Studies and Preparation: From Theory to Practice class in an IB World School, under the supervision of a site administrator and the university instructor. Grading Basis: Graded Credit / No Credit. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor.
Prerequisite(s): EDUC 630 or EDUC 633 .
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EDUC 632B - International Baccalaureate Field Study: From Assessment to Action Units: 2
This field study course is designed to give the participant the opportunity to explore and investigate the core concepts from the IB Teacher Studies and Preparation: From Instruction to Action class in an IB World School, under the supervision of a site administrator and the university instructor. Grading Basis: Graded Credit / No Credit. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor.
Prerequisite(s): EDUC 630 or EDUC 633 .
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EDUC 633 - International Baccalaureate Middle Years Program Studies and Preparation:From Theory to Practice Units: 3
The International Baccalaureate (IB) Teacher Studies and Preparation: From Theory to Practice develops theoretical and practical knowledge of the IB Middle Years program (MYP) philosophy including international mindedness, inquiry as a teaching approach, and curriculum development and design. The successful completion of this class and the sequential IB Teacher Studies and Preparation class qualifies the candidate to deliver instruction in a MYP world school. The target candidates for this class are newly credentialed teachers, experienced teachers, teacher leaders, and site administrators. Enrollment Restrictions: Enrollment restricted to students who have a teaching credential and obtained consent of instructor.
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EDUC 634 - International Baccalaureate Middle Years Program Teacher Studies and Preparation:From Instruction to Action Units: 3
The International Baccalaureate (IB) Teacher Studies and Preparation II develops theoretical and practical knowledge of the International Baccalaureate Middle Years program (MYP) authorization process, assessment, evaluation, and reflection. The successful completion of this class and the prerequisite IB Teacher Studies and Preparation EDUC 633 class qualifies the candidate to deliver instruction in a MYP world school. The target candidates for this class are newly credentialed teachers, experienced teachers, teacher leaders, and site administrators. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor.
Prerequisite(s): EDUC 630 .
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EDUC 635 - International Baccalaureate Diploma Programme Teacher Studies and Preparation: From Theory to Practice Units: 3
Develops theoretical and practical knowledge of the International Baccalaureate (IB) Diploma Program (DP) philosophy and framework; international mindedness and responsible action; inquiry pedagogy that is supported by IB standards and practice; critical, coherent, and independent thinking; and curriculum design and environments through multiple perspectives. May not be taken for credit by students who have received credit for EDUC EDUC 696 -2.
Corequisite(s): EDUC 632A .
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EDUC 636 - International Baccalaureate Diploma Programme Teacher Studies and Preparation: From Instruction to Action Units: 3
Develops theoretical and practical knowledge of the International Baccalaureate (IB) Diploma (DP) authorization, assessment, evaluation, and reflection processes. May not be taken for credit by students who have received credit for EDUC 696 -3.
Prerequisite(s): EDUC 635 .
Corequisite(s): EDUC 632B .
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EDUC 641 - Sociocultural Contexts of Language and Learning Units: 3
Explores the theoretical, empirical, pedagogical, and sociocultural issues inherent in schooling contexts where multiple languages and cultures exist. Subjects include the examination of home, community, and school cultures; issues of bilingualism; and instructional contexts which relate to literacy and learning. Explores the relationships between the school context and the implicit and explicit theoretical foundations that support instruction for students who are first and second language learners, and the implications of such instruction.
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EDUC 643 - Critical Ethnography of Education Units: 3
Examines the nature of ethnography as a standard tool of investigation in describing, understanding, and explaining the behavior of individuals. Uses ethnography as a tool to examine and explore public school classrooms and teaching practice from a critical pedagogy perspective. Students will understand the complexity of human learning by making familiar the activities of “other” people and thus, make “strange” our own familiar teaching/learning practices when placed against the “eyes” of other people.
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EDUC 644 - Multicultural Students and Families in Public Schools Units: 3
Examines subjects which allow students to increase their level of awareness, knowledge, and skills that will render them effective teachers with culturally diverse students and families. Students will understand how families function and interact with schools. Students will consider how mainstream society defines/describes families and the ways families define and describe themselves. Finally, students will consider specific ethnic groups as well as interracial families, and inter-ethnic and intra-ethnic relations.
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EDUC 645 - Sociolinquistics The Crosscultural Study Units: 3
Examines the nature of crosscultural communication, interaction, and talk, as occurring in explicit and implicit ways. Communication, interaction, and talk will be investigated as they occur in community (macro) and classroom (micro) contexts (e.g., a lesson, an exchange between a teacher and a student, a student and a student). Focuses on the theory and approach to the collection of sociolinguistic data, transcribing, describing and critical analyses, across cultures. Students will explore the crosscultural study of interaction, communication, and talk in a variety of cultural and/or linguistic contexts, including African- American, Latino, American Indian, Anglo/Mainstream, working class Anglo, Hawaiian, to name a few. Prerequisite: Consent of Program Coordinator.
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EDUC 646 - Second Language Acquisition: Research and Practice Units: 3
Examines theoretical, developmental, social, and instructional issues related to second language acquisition in the context of a multicultural/multilingual society. Subjects include identity development of second language learners; parallels between first and second language development; second language acquisition theories; approaches in second language instruction; survey of program models and research outcomes; implications for effective instruction and assessment (including the role of the first and second language); and the home/school connection in fostering second language acquisition.
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EDUC 647 - Multicultural Curriculum and Application Units: 3
Examines issues relevant to multicultural curriculum and its application in creating equitable communities of learners in multilingual/multicultural settings. Students will review current theory as it relates to the design, implementation, and evaluation of multicultural curriculum given the sociocultural contexts which exist in classrooms, schools, and communities. Students will critically evaluate multicultural curriculum and application, with specific focus on promoting equal and effective instruction for students from culturally and linguistically diverse backgrounds.
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EDUC 649 - Practicum in Social Action Units: 3
Explores current research, theories, applications, issues, and perspectives in the fields of multicultural and multilingual education. Students will examine their commitment to social justice and educational equity in their classrooms and schools. Students will consider how they can engage themselves and their students in social action by designing, implementing, and reflecting upon social action projects and curriculum for themselves and/or their students in their classrooms, their schools, and their communities.
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EDUC 650 - Proposal Development Units: 3
Guides students through the planning, preparation, and completion of the research or project proposal. With the guidance of the instructor, students will work collaboratively to plan and prepare each component of their proposals; an introduction to the study, well-developed research questions, a review of the literature, and proposal methodology.
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EDUC 653 - Biliteracy Education I: Contexts for Learning Units: 3
Addresses the contexts for bilingual education and bilingualism in California public schools. The history, policies, programs, and research on effective bilingual education are examined. Explores bilingual sociolinguistic/sociocultural competence and implications for learning and instruction, as well as authentic parental participation in schools and the family as a cultural resource to student learning. Conducted in Spanish. May not be taken for credit by students who have received credit for EDML 553.
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EDUC 654 - Biliteracy Education II: Methodology and Cultural Contexts Units: 3
Addresses bilingual methodology and the cultural contexts for bilingual education and bilingualism in California public schools. The theories, pedagogy, and principles of second language acquisition are examined including inter- and intra-communication, transferability, and the interrelatedness of the domains of language. Explores the sociopolitical, historical, and economic role that Latinos and Latino culture play, including the implication of learning and instruction in public schools in California and the United States. Conducted in Spanish.
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EDUC 655 - Application of Bilingual and Second Language Acquisition Theories and Principles: Practicum of Instruction in Bilingual Settings Units: 2
An examination and application of the theoretical and methodological issues in designing instruction for English learners in bilingual classroom settings through reflective, critical analysis of practice. Aspects of second language development will be covered, including curriculum planning and development. Focuses on various curricular and instructional programs designed for English Learner students in bilingual settings, methods of language and content assessment, role and utilization of primary language in English Language Development content instruction, grouping configurations, and application to classroom.
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EDUC 656 - Principles of Dual Language and Multicultural Education: Theory, Research, and Practice Units: 3
This course, for new and practicing teachers, examines guiding principles for dual language and multilingual education. It analyzes the historical, theoretical, socio-political, instructional, cross-cultural, and community issues related to dual language and multilingual education in the context of a multicultural/multilingual local and global society.
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EDUC 657 - Cross-Cultural Competency for Educational Leadership in Diverse Societies Units: 3
Equips experienced and beginning teachers in dual language and multiple language contexts on how to successfully navigate the socio-political contexts of school, society, and the home. Provides ideas on advocacy for dual language programs and ways to address cross-cultural competence in student-to student, parent-school, and staff interactions.
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EDUC 658 - Practices and Strategies for Bilingualism/Multilingualism and Biliteracy/Multiliteracy Development Units: 3
Designed for experienced and beginning teachers in dual language and multiple language contexts concerned with learning about the most effective classroom practices and teaching strategies to meet the needs of diverse learners in today’s diverse and multicultural classroom settings.
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EDUC 659 - Curriculum Development, Program Assessment, and Inclusion for Dual Language and Multilingual Education Units: 3
This course, for new and practicing teachers, examines the importance of curriculum and assessment in dual language and multilingual education, including the needs of struggling learners or students with exceptionalities in language and learning.
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EDUC 694 - Topics in Education Units: 1
Study of current issues and concepts in Education. May be repeated for credit as topics change for a total of six 6 units in any combination of units from EDUC 694, EDUC 695 , and EDUC 696 . Students should check the Class Schedule for listing of actual topics.
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EDUC 695 - Topics in Education Units: 2
Study of current issues and concepts in Education. May be repeated for credit as topics change for a total of six 6 units in any combination of units from EDUC 694 , 695, and EDUC 696 . Students should check the Class Schedule for listing of actual topics.
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EDUC 696 - Topics in Education Units: 3
Study of current issues and concepts in Education. May be repeated for credit as topics change for a total of six 6 units in any combination of units from EDUC 694 , EDUC 695 , and 696. Students should check the Class Schedule for listing of actual topics.
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EDUC 698 - Master’s Culminating Experience Seminar Units: 3
Students engage in the planning, preparation, and completion of their culminating experience, which may take the form of a research thesis, a curricular project within a schooling context — including the National Board Certification Teacher (NBCT) process, or a comprehensive examination. Note: Students must continually enroll in this course until successful completion of the culminating experience. Grading Basis: Graded Credit/No Credit. Enrollment Requirements: Successful completion of the master’s option coursework and advancement to candidacy.
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Education: Administration/Administrative Services |
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EDAD 610 - Leading School Communities in a Diverse Society Units: 3
Focuses on advocacy for the students, school, and community across multiple audiences by collaborating with others in achieving the school’s vision and goals. Develops skills in examining supports and barriers in the school to better provide effective instruction and equitable access for all students. Identify, analyze and minimize personal bias; how policies and historical practices affect institutional bias; and how leaders address and monitor institutional-level inequity.
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EDAD 612 - Development of Professional Leadership Perspectives Units: 2
Development of a professional leadership perspective through learning activities that promote leadership and interpersonal skills at both the macro and micro-organizational levels. Provides opportunities to apply skills of reasoned and objective inquiry to analyze complex problems and propose effective solutions considering the political, environmental, organizational, and behavioral contexts and implications. Builds leadership perspective to support the vision and mission of the school and district. May not be taken for credit by students who have received credit for EDAD 630.
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EDAD 614 - Leading Instruction Units: 3
Addresses California student academic content and curriculum standards; research-based instructional and assessment practices; and the candidate’s ability to assess classroom instruction and provide focused, constructive feedback to teachers. Develops candidates’ knowledge of how to integrate creativity, collaboration, communication and critical thinking skills with the content standards. Provides multiple opportunities for each candidate to learn, practice, and reflect on instructional leadership. May not be taken for credit by students who have received credit for EDAD 632.
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EDAD 616A - The Role of Schooling in a Democratic Society Units: 2
Explores how historical and philosophical influences, state and federal policy decisions, and prevailing educational practices impact schooling. Reviews federal and state laws, local policies, and contracts that impact school leaders, teachers, parents, community partners, and all students. May not be taken for credit by students who have received credit for EDAD 634A.
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EDAD 616B - School Finance and Resource Allocation Units: 2
Understanding, aligning, effectively managing, and integrating all the organizational structures, processes, and policies of school system that impact the school’s ability to achieve its vision and goals. Covers the regulatory and financial contexts involved with the management of human, fiscal, and material resources for equitable distribution in support of all students’ learning. May not be taken for credit by students who have received credit for EDAD 634B.
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EDAD 618A - Culture of Teaching and Learning: Leading for Assessment and Accountability Units: 2
Explores how school leaders identify, generate, and use data to make decisions about pedagogy and adjustment of instructional policies and procedures through the lenses of student success and equity. Addresses the effective use of assessment data from the classroom, as well as from system-wide sources, in establishing and using accountability systems. May not be taken for credit by students who have received credit for EDAD 618 and EDAD 636.
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EDAD 618B - Leading School Improvement Units: 2
Builds skills and knowledge in selecting and using data to identify what is working, diagnosing needs, and identifying opportunities for school improvement. Provides multiple opportunities to learn, practice, and reflect on school improvement leadership. May not be taken for credit by students who have received credit for EDAD 636.
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EDAD 620 - Visionary Leadership Units: 3
Develops an actionable and sustainable vision of teaching and learning that is responsive to the changing context of a given school and local education agency. Includes the ability to lead others in collaboratively developing, implementing, and evaluating the vision. Involves reflecting upon and articulating knowledge, skills, and dispositions in leading diverse school communities in the 21st Century. May not be taken for credit by students who have received credit for EDAD 638.
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EDAD 622A - Research Methods in Education A Units: 1
Designed to introduce educational practitioners to research and evaluation in the context of classroom settings. Emphasis on writing a well-structured, soundly presented research question and a comprehensive literature review. May not be taken for credit by students who have received credit for EDUC 694-2.
Enrollment Restrictions: Restricted to Ed Admin students. The combined EDAD 622A, EDAD 622B , and EDAD 622C classes are equivalent to EDUC 622 . First in a 3-course sequence of master’s thesis methodology.
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EDAD 622B - Research Methods in Education B Units: 1
Explores quantitative, qualitative, and mixed methods of designing and conducting research in the context of classroom settings. Emphasis on collecting, analyzing, and presenting data. May not be taken for credit by students who have received credit for EDUC 694-3. Enrollment Restrictions: Restricted to Ed Admin students. The combined EDAD 622A , EDAD 622B, and EDAD 622C classes are equivalent to EDUC 622 . Second in a 3-course sequence of master’s thesis methodology.
Prerequisite(s): EDAD 622A .
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EDAD 622C - Research and Assessment Methods in Education C Units: 1
Understands and critically examines the total thesis components through the rubric, samples, and personal drafts. Is prepared to write a draft of the IRB application and supporting documents. May not be taken for credit by students who have received credit for EDUC 694-4. Enrollment Restrictions: Restricted to Ed Admin students. The combined EDAD 622A , EDAD 622B , and EDAD 622C classes are equivalent to EDUC 622 . Third in a 3-course sequence of master’s thesis methodology.
Prerequisite(s): EDAD 622B
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EDAD 624A - Professional Field Studies Beginning Units: 1
Provides the student with basic on-site experiences appropriate to an entry-level administrator. Students will work closely with an on-site administrator and University instructional supervisor in the development and implementation of a plan for field experiences including application of basic preliminary administrative services functions. Students will develop a paper, project, or other product, collaboratively agreed upon with the supervisory team, which integrates learning from the field work and which will be used by the cooperating site. May be repeated for credit, but only two units may be applied to the program of study. Grading Basis: Graded Credit/No Credit. May not be taken for credit by students who have received credit for EDAD 640A. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of Program Coordinator.
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EDAD 624B - Professional Field Studies Beginning Units: 1
Provides the student with basic on-site experiences appropriate to an entry-level administrator. Students will work closely with an on-site administrator and University instructional supervisor in the development and implementation of a plan for field experiences including application of basic preliminary administrative services functions. Students will develop a paper, project, or other product, collaboratively agreed upon with the supervisory team, which integrates learning from the fieldwork and which will be used by the cooperating site. May be repeated for credit, but only two units may be applied to the program of study. Grading Basis: Graded Credit/No Credit. May not be taken for credit by students who have received credit for EDAD 640B. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of Program Coordinator.
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EDAD 626A - Professional Field Studies Advanced Units: 2
Provides the student with basic on-site experiences appropriate to an entry-level administrator. Students will work closely with an on-site administrator and University instructional supervisor in the development and implementation of a plan for field experiences including application of basic preliminary administrative services functions. Students will develop a paper, project, or other product, collaboratively agreed upon with the supervisory team, which integrates learning from the fieldwork and which will be used by the cooperating site. May be repeated for credit, but only two units may be applied to the program of study. Grading Basis: Graded Credit/No Credit. May not be taken for credit by students who have received credit for EDAD 640B. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of Program Coordinator.
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EDAD 626B - Professional Field Studies Advanced Units: 1
Provides the student with basic on-site experiences appropriate to an entry-level administrator. Students will work closely with an on-site administrator and University instructional supervisor in the development and implementation of a plan for field experiences including application of basic preliminary administrative services functions. Students will develop a paper, project, or other product, collaboratively agreed upon with the supervisory team, which integrates learning from the fieldwork and which will be used by the cooperating site. May be repeated for credit, but only two units may be applied to the program of study. Grading Basis: Graded Credit/No Credit. May not be taken for credit by students who have received credit for EDAD 640B. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of Program Coordinator.
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EDAD 698A - Master’s Culminating Experience Seminar A Units: 1
Complete the initial phase of the culminating five-chapter thesis, understand and write a draft of the first three chapters, and submit all required documents to conduct research to the Institutional Review Board (IRB). May be repeated for credit up to two (2) times. Grading Basis: Graded Credit / No Credit. May not be taken for credit by students who have received credit for EDUC 694-5.
Enrollment Restrictions: The combined EDAD 698A, EDAD 698B , and EDAD 698C classes are equivalent to EDUC 698 . Restricted to Ed Admin students. First in a 3-course series of thesis writing.
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EDAD 698B - Master’s Culminating Experience Seminar B Units: 1
Emphasis to continue and refine the culminating thesis, understand research methodology, collect and analyze data based on the research question, and write the thesis with the applied formats. Grading Basis: Graded Credit / No Credit. May not be taken for credit by students who have received credit for EDUC 694-6. Enrollment Restrictions:
The combined EDAD 698A , EDAD 622B, and EDAD 698C classes are equivalent to EDUC 698 . Restricted to Ed Admin students. Second in a 3-course series of thesis writing.
Prerequisite(s): EDAD 698A
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EDAD 698C - Master’s Culminating Experience Seminar C Units: 1
Develops the skill and knowledge to complete and defend a five-chapter research thesis. May be repeated for credit up to two (2) times. Grading Basis: Graded Credit / No Credit. May not be taken for credit by students who have received credit for EDUC 694-7. Enrollment Restrictions: The combined EDAD 698A , EDAD 698B , and EDAD 698C classes are equivalent to EDUC 698 . Restricted to Ed Admin students. Third in a 3-course sequence of master’s thesis writing.
Prerequisite(s): EDAD 698B .
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Education: Exceptional Learners |
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EDEX 550 - San Diego Summer Leadership Institute in Special Education Units: 1
This intensive 3-day institute brings international, national, and local speakers together to address current educational issues related to the education of all students. It is designed to provide San Diego and other Southern California county school districts personnel, families, and human service with knowledge and skills to improve educational opportunities for students at risk. Students must attend all days, keynotes, and breakout sessions, and must produce a significant reflection paper. Appropriate as a professional development experience. Up to three (3) units may be applied toward the Master’s program with consent of advisor.
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EDEX 602 - Culturally Proficient Inclusive Schooling in a Pluralistic Society Units: 3
Focuses on the pluralistic nature of society and the application of the concepts and tenets of Cultural Proficiency and Inclusive Schooling in order to transform schools into inclusive learning communities that welcome, value, empower, and support the learning of all students and their families.
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EDEX 636 - Contemporary Professional Issues:Research and Best Practice Seminar Units: 1-3
Examines current issues, concepts, and emerging best practices and research findings related to the education of learners with disabilities and other language and learning difference. May be repeated for a total of nine (9) units.
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EDEX 637 - Technology and Communication for Special Populations: Autism Spectrum Disorder Emphasis Units: 3
Contemporary information and issues for education and agency personnel regarding the use of technologies inclusive of augmentative and alternative communication methods for students with disabilities and other communication challenges. Emphasis is on supporting individuals with Autism Spectrum Disorder. Requires Laboratory work.
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EDEX 638 - Shared Leadership in Educational Excellence for All Units: 3
Participants develop and demonstrate an understanding of organizational systems and systems change agency through an examination of current theory, research, and practice in general and special education school reform. They explore models of and develop skills in leadership and management; advanced interpersonal communication; collaborative teaming and consultation; creative problem-solving and conflict resolution; supervision, coaching, and training of others; resource procurement and provision; interagency coordination; and change agency. Participants apply skills to address curricular, instructional, assessment, and systems change challenges in school and community settings.
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EDEX 639 - Using Data-Based Instruction to Improve the Learning Outcomes of Students Who are Difficult to Teach Units: 3
Enables practicing general and special educators at all levels (preschool-grade 12) to apply principles of data-based decision-making to implement “best practices” to improve the performance of students with learning disabilities; cognitive, emotional, and behavioral challenges; gifts and talents; multiple disabilities; and language difference. Fulfills the Data-Based Decision Making and Current and Emerging Research and Practice Standards for the Level II Education Specialist Credential. Taught online.
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EDEX 640A - Beginning Process Communication: Reaching All Students Units: 3
Introduces the six personality types (i.e., reactor, workaholic, persister, dreamer, rebel, and promoter), the associated perceptions and communication preferences, and methods for communicating and motivating in classroom, work, and community situations. Designed for educators and others concerned with communicating with youth at risk and instructional teams wishing to improve team functioning. May be repeated once, but can only be applied as an elective in the Master’s or credential program with consent of advisor.
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EDEX 651 - Advanced Technology, Transition, and Inclusive Education Units: 3
Focuses upon acquisition of skills for advanced application of technologies supporting inclusion and practical applications in the classroom, grant writing, and professional presentations. Meets Professional Level II Education Specialist credential standards for supporting transition across the K-12 continuum and development of a specific area of emphasis in inclusive education, assistive technology, and reflective practice. Enrollment Restrictions: Enrollment Restriction: Completion of the Special Education Specialist in Mild-Moderate-Severe Disabilities Level I.
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EDEX 652 - Crisis Prevention and Management Units: 2
Students develop advanced crisis prevention management techniques and become proficient in positive behavior support planning and Behavior Intervention Plan development.
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EDEX 660 - Transition Plan Development Units: 2
Development of an Individualized Transition Development Plan for Preliminary Mild/Moderate and Moderate/Severe Education Specialist Intern candidates. Grading Basis: Graded Credit/No Credit.
Corequisite(s): EDMX 671 .
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EDEX 661 - Portfolio Review and Site Visitation Units: 2
Through a portfolio review process, candidates demonstrate performance of specialist or authorization standards. Grading Basis: Graded Credit/No Credit.
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Education: Mathematics/Science/Technology |
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EDST 450 - Undergraduate Mathematics and Science Teaching and Learning, Theory and Practice Units: 1
nology in education, and students’ conceptions of various topics in mathematics and science. Focuses on practical issues encountered in facilitating learning, managing the classroom, formative and summative assessment, curricula, and differentiating instruction in collaborative environment. May be repeated for a total of two 2 units. Grading Basis: Graded Credit/No Credit. May not be taken by students who received six 6 units of credit for EDUC 494 -1. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor.
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EDST 610 - Current Issues and Research in Science Education Units: 3
Selected studies of current issues and problems related to science instruction and curriculum development. Subjects include multicultural science education, science for students with disabilities, gender and ethnicity issues regarding science, the analysis of learning in the science classroom, technology to teach science, and a review of recent research in science education and science education reform efforts. Enrollment Restrictions: Enrollment Restriction: Enrollment in the Education Master’s Program and/or hold credential.
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EDST 611 - Advanced Methods in Science Teaching I: Life Science Emphasis Units: 3
Has a multidimensional purpose: includes an overview of the major subjects in the Life Sciences, as well as the examination and practice of a variety of instructional models which enhance learning of science concepts and processes. Rationales for the use of each model will be included. Emphases will be placed on both science content and inquiry instruction. The practice and use of authentic assessments for effective science teaching will also be examined. Enrollment Restrictions: Enrollment Restriction: Enrollment in the Education Master’s Program and/or hold credential.
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EDST 612 - Advanced Methods in Science Teaching II: Physical Science Emphasis Units: 3
Has a multidimensional purpose: includes an overview of the major topics related to the Physical Sciences by integrating the disciplines of Physics, Chemistry, and Earth Science. Also includes the examination and practice of a variety of instructional models that enhance learning of science concepts and processes. Rationales for the use of each model will be included. Emphases will be placed on both science content and inquiry instruction. Enrollment Restrictions: Enrollment Restriction: Enrollment in the Education Master’s Program and/or hold credential.
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EDST 613 - Topics in Science Education Units: 3
Includes field studies and/or laboratory investigations designed to increase teachers’ knowledge of various topics within the life, physical, and earth sciences. Includes strategies for developing and implementing interdisciplinary lessons, programs, and action projects in the school and community. Methods for teaching K-8 students about the natural world using effective educational methodology are emphasized. May be repeated for credit as topics change, but only three (3) units may be applied toward the Master’s in Education. Enrollment Restrictions: Enrollment Restriction: Enrollment in the Master’s in Education Program and/or hold credential.
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EDST 620 - Current Issues and Research in Mathematics Education Units: 3
Provides a general overview of mathematics education which will include discussions of the current trends both nationally as well as internationally, teaching for understanding, curricular issues, and developing instructional strategies for the success of all students. The information to be covered will be driven by current research in the field. Enrollment Restrictions: Enrollment Restriction: Enrollment in the Master’s in Education Program and/or hold credential.
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EDST 621 - Students’ Thinking in Mathematics Education Units: 3
Explores the implications of understanding K-8 students’ mathematical thinking for instruction. The development of students’ mathematical thinking in major content areas will be examined across grade levels. The information to be covered will be driven by current research in the field and students’ own investigations. Enrollment Restrictions: Enrollment Restriction: Enrollment in the Master’s in Education Program and/or hold credential.
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EDST 622 - Instructional Practices in Mathematics Education Units: 3
Helps students reflect on their own knowledge and beliefs about mathematics instruction while investigating current research on mathematics instruction, assessment, and curricular issues. Students will explore how to make use of this research to inform and improve mathematics instruction. Enrollment Restrictions: Enrollment Restriction: Enrollment in the Master’s in Education Program and/or hold credential.
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EDST 623 - Topics in Mathematics Education Units: 3
Critically examines one or more selected investigations in mathematics education related to such topics as international studies, ethnomathematics, professional development, and/or other current topics. The latest research issues in mathematics education will be highlighted. May be repeated for credit as topics change, but only three (3) units may be applied toward the Master’s in Education. Enrollment Restrictions: Enrollment Restriction: Enrollment in the Master’s in Education Program and/or hold credential.
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EDT 630 - Current Issues and Research in Education Technology Units: 3
Critically examines the relationship between teaching, learning, and technology. Explores current issues and research in the field of educational technology. May not be taken for credit by students who received credit for EDST 630.
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EDT 633 - Topics in Educational Technology Units: 1-3
Critically examines one or more selected topics that are emerging and trending in the field of educational technology. May be repeated for credit as topics change, but only three (3) units may be applied toward the Master’s in Education. May not be taken for credit by students who received credit for EDST 633.
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EDT 635 - Coding for Educators Units: 3
Covers computational thinking and programming to support 21st-century teaching and learning. May not be taken for credit by students who received credit for EDST 635.
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EDT 636 - Technology, Assessment, and Evaluation Units: 3
Examines the relationship between technology, assessment, and evaluation in educational settings. May not be taken for credit by students who received credit for EDST 636.
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EDT 637 - Instructional Technology Planning and Management Units: 3
Covers the utilization, implementation, and management of technology in educational settings. May not be taken for credit by students who received credit for EDST 637.
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EDT 639 - Digital Storytelling to Inspire Learning Units: 3
Covers digital storytelling to support the development of media literacy skills, content learning, and audio and video production skills. May not be taken for credit by students who received credit for EDST 639.
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EDT 643 - Using Mobile Technologies for Teaching and Learning Units: 1
Covers use of emerging mobile applications in educational settings to support individual and group learning. May not be taken for credit by students who received credit for EDST 643.
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EDT 644 - Social Media in Education Units: 1
Explores the utilization of social media to support teaching and learning in educational settings, and for building online personal learning networks. May not be taken for credit by students who received credit for EDST 644.
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Education: Middle Level Enrollment restriction for all EDMI courses is admission to Middle Level Program.
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EDMI 511 - Middle Level Teaching and Learning I Units: 3
Focuses on developing a preliminary understanding of learning theory and instructional practice in self-contained or departmentalized settings.
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EDMI 512 - Middle Level Teaching and Learning II Units: 3
Focuses on developing an advanced understanding of learning theory and instructional practice in self-contained or departmentalized settings.
Prerequisite(s): EDMI 511 .
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EDMI 521 - Middle Level Literacy I Units: 3
Focuses on developing a preliminary understanding of theory, methodology, and assessment of English Language Arts and second language Learning in self-contained or departmentalized settings.
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EDMI 522 - Middle Level Literacy II Units: 3
Focuses on developing an understanding of theory, methodology, and assessment of English Language Arts and second-language learning in departmentalized settings.
Prerequisite(s): EDMI 521 .
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EDMI 543 - Middle Level Mathematics Education Units: 3
Focuses on developing an understanding of theory, methodology, and assessment of mathematics in departmentalized settings.
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EDMI 544 - Middle Level Social Studies Education Units: 3
Focuses on developing an understanding of theory, methodology, and assessment of social studies in departmentalized settings. This course is aligned with California’s SB 2042 Standards.
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EDMI 545 - Middle Level Science Education Units: 3
Focuses on developing an understanding of theory, methodology, and assessment of Science Education in departmentalized settings. This course is aligned with California’s SB 2042 standards.
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EDMI 555 - Middle Level Multilingual Education Units: 3
Focuses on developing an understanding of culturally responsive theory, methodology, and assessment of second language acquisition in self-contained or departmentalized settings. May not be taken for credit by students who have received credit for EDML 552.
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EDMI 571 - Clinical Practice in Middle Schools I Units: 7
Observation and teaching in selected middle schools in grades 6-8 under the supervision of a classroom teacher, on-site liaison, and university supervisor, with clinical practice seminars. Grading Basis: Graded Credit / No Credit. May not be taken for credit by students who have received credit for EDMI 561.
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EDMI 572 - Clinical Practice in Middle Schools II Units: 7
Observation and teaching in selected middle schools in grades 6-8 under the supervision of a classroom teacher, on-site liaison, and university supervisor, with clinical practice seminars. Grading Basis: Graded Credit/No Credit. May not be taken for credit by students who have received credit for EDMI 562.
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EDMI 573 - Clinical Practice II in Middle Level Bilingual/ELD Settings Units: 7
A clinical practice experience designed to prepare teacher candidates to obtain Bilingual Authorization certification. Bilingual teacher candidates will demonstrate the skills, knowledge, and attitudes to effectively teach in a bilingual/ELD classroom setting. Grading Basis: Graded Credit/No Credit. Enrollment Restrictions: Enrollment is restricted to students who have obtained consent of instructor. Enrollment Requirements: Admission to the Middle Level Teacher Education Program.
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EDMI 661 - The Young Adolescent Learning Units: 3
Considers the social, cultural, cognitive, emotional, linguistic, and behavioral development of young adolescents from multidisciplinary, multicultural, and applied perspectives. Students will explore how to create learning environments and social contexts that support cognitive and developmental processes. Through a critical inquiry process, students will learn theoretical perspectives and empirical research on young adolescent development as they create an understanding of the factors that influence the social contexts in which practitioners and young adolescents exist.
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EDMI 662 - Middle Level Curriculum, Instruction, and Assessment Units: 3
t in light of middle-level philosophy and young adolescent development. Students will expand their practical repertoire of teaching and assessment strategies for meeting young adolescents’ intellectual, social, and emotional needs. Students will engage in field experiences and consider organizational structures that shape middle-level students’ learning and development.
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EDMI 663 - Middle Level Teacher Leadership Units: 3
Presents a theoretical framework for critical reflection on the characteristics of effective middle level school and leadership. Promotes an understanding of how to implement, and advocate for, effective strategies for meeting young adolescents’ intellectual, social, and emotional needs. Introduces and applies action research that impacts practices in schools in light of middle level philosophy and young adolescent development. Addresses deeper leadership skills and strategies as a teacher leader in order to shape middle level students’ learning and development. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of Program Coordinator.
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Education: Multilingual/Multicultural |
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EDML 550 - First and Second Language Acquisition Theory and Methods Units: 3
Language structure and use, language acquisition theories, the structure of English, the role of primary language literacy in second language acquisition, second language instruction in bilingual and multilingual settings and methods for teaching English as a Second Language (ESL), and content area instruction through English Language Development (ELD) techniques.
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EDML 552B - Theories and Methods of Bilingual/Multicultural Education Units: 3
Focuses on bilingual and multicultural education to include: sociolinguistics, sociocultural context, models of bilingual education, and multilingual instructional techniques, with consideration of the needs of exceptional learners. Enrollment Restrictions: Enrollment Restriction: Semesters 1-5 of Integrated Bachelor of Arts and Multiple Subject Credential Program. Enrollment restricted to students who have obtained consent of Program Coordinator.
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Education: Multiple Subject Enrollment restriction for all EDMS courses is admission to the Multiple Subject Teacher Credential Program.
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EDMS 511 - Elementary Teaching and Learning I Units: 3
Focuses on developing a preliminary understanding of learning theory and instructional practice in technology-integrated and inclusive elementary classrooms.
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EDMS 511B - Elementary Teaching and Learning I Units: 3
Focuses on developing a preliminary understanding of learning theory and instructional practice in technology-integrated and inclusive elementary classrooms. Enrollment Restrictions: Enrollment restricted to students in the ICP.
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EDMS 512 - Elementary Teaching and Learning II Units: 3
Focuses on developing an advanced understanding of learning theory and instructional practice in technology-integrated and inclusive elementary classrooms. Enrollment Restrictions: Enrollment restricted to students in the ICP.
Prerequisite(s): EDMS 511 .
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EDMS 512B - Elementary Teaching and Learning II Units: 3
Focuses on developing an advanced understanding of learning theory and instructional practice in technology-integrated and inclusive elementary classrooms. Enrollment Restrictions: Enrollment restricted to students in the ICP.
Prerequisite(s): EDMS 511B .
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EDMS 521 - Elementary Literacy I Units: 3
Focuses on developing a preliminary understanding of theory, methodology, and assessment of English Language Arts and second language learning in integrated and inclusive elementary classrooms.
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EDMS 521B - Elementary Literacy I Units: 3
Focuses on developing a preliminary understanding of theory, methodology, and assessment of English Language Arts and second language learning in integrated and inclusive elementary classrooms. Enrollment Restrictions: Enrollment restricted to students in the ICP.
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EDMS 522 - Elementary Literacy II Units: 3
Focuses on developing an advanced understanding of theory, methodology, and assessment of English Language Arts and second language learning in integrated and inclusive elementary classrooms.
Prerequisite(s): EDMS 521 .
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EDMS 522B - Elementary Literacy II Units: 3
Focuses on developing an advanced understanding of theory, methodology, and assessment of English Language Arts and second language learning in integrated and inclusive elementary classrooms. Enrollment Restrictions: Enrollment restricted to students in the ICP.
Prerequisite(s): EDMS 521B .
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EDMS 543 - Elementary Mathematics Education Units: 3
Focuses on curriculum development, methods, techniques, materials, planning, organization, and assessment in various elementary school curricula, and curriculum integration in mathematics. Methods of cross-cultural language and academic development will be integrated into the course. Requires participation/observation in the public schools.
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EDMS 543B - Mathematics Education in Elementary Schools Units: 3
Focuses on how children develop mathematical understanding; children’s mathematical thinking; curriculum development; methods, materials, planning, organization, and assessment in various elementary school curricula; and curriculum integration. Methods of cross-cultural language and academic development are integrated into the course. Enrollment Restrictions: Enrollment restricted to students in the ICP.
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EDMS 544 - Social Studies Education in Elementary Schools Units: 3
Focuses on curriculum development, methods, techniques, materials, planning, organization, and assessment in social studies. The integration of curricular areas is addressed. Methods of cross-cultural language and academic development will be integrated into the course. Requires participation/observation in the public schools.
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