Jun 28, 2022  
2016-2018 Catalog 
    
2016-2018 Catalog [ARCHIVED CATALOG]

Course Descriptions


Course Numbering System

The first digit in each course designation is intended to indicate the level of the course. In addition, the first digit also roughly indexes the student’s year of study at the University.

Courses numbered 001 to 099 are non-baccalaureate developmental courses.

Courses numbered 100 to 299 are lower-division.

Courses numbered 300 to 499 are upper-division.

Courses numbered 500 to 599 are graduate level, and may be taken by advanced upper-division, post-baccalaureate, or graduate students for undergraduate or graduate credit.

Courses numbered 600 to 699 are graduate level. These courses may be taken by undergraduate students only on an individual basis, and only with prior, case-by-case approval of the program director of the program offering the course (or his/her designee).

Courses numbered 700 to 799 are doctoral level.

Courses numbered 1000 and above not listed in this catalog because these are professional-level courses carrying University credit, which do not typically apply to credentials or degrees offered by the University. These courses are recorded on student transcripts.

Students should consult relevant sections of this catalog, as well as college and program advising staff, in order to determine which courses are appropriate for their level of study, and which courses satisfy degree requirements for various programs of study.

 

Education

  
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    EDUC 422 - Technology Tools for Teaching and Learning

    Units: 3
    Focuses on knowledge and skills necessary to apply education-oriented productivity tools, graphic organizers, database and spreadsheets, presentation tools, school-appropriate multimedia tools, and communication tools.

    Prerequisite(s): The course meets the technology prerequisite skill requirement for entering the credential program.
  
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    EDUC 422A - Technology Tools for Teaching and Learning - Part A

    Units: 1
    Equivalent to the first third of EDUC 422 . Includes the productivity and professional practice skills and concepts in using technology in the classroom. Topics include educational uses of word processing, databases, and spreadsheets. May not be taken for credit by students who have received credit for EDUC 422 .

  
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    EDUC 422B - Technology Tools for Teaching and Learning - Part B

    Units: 1
    Equivalent to the second third of EDUC 422 . Focuses on using technology in the classroom through examination of educational software and familiarization with specific software titles supported in the College of Education credential program. May not be taken for credit by students who have received credit for EDUC 422 .

  
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    EDUC 422C - Technology Tools for Teaching and Learning - Part C

    Units: 1
    Equivalent to the third third of EDUC 422 . Focuses on development of the electronic portfolio, the culminating requirement for the credential program. Students will begin the process of developing their portfolio, which is continued in the credential program. May be repeated for a total of three (3) units. Grading Basis: Graded Credit/No Credit.

    Prerequisite(s): EDUC 422A  and EDUC 422B  or EDUC 422 .
  
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    EDUC 494 - Topics in Education

    Units: 1
    Study of current issues in education. May be repeated for credit as topics change for a total of six 6 units in any combination of units from EDUC 494, EDUC 495 , and EDUC 496 . Students should check the Class Schedule for listing of actual topics.

  
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    EDUC 495 - Topics in Education

    Units: 2
    Study of current issues in education. May be repeated for credit as topics change for a total of six 6 units in any combination of units from EDUC 494 , 495, and EDUC 496 . Students should check the Class Schedule for listing of actual topics.

  
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    EDUC 496 - Topics in Education

    Units: 3
    Study of current issues in education. May be repeated for credit as topics change for a total of six 6 units in any combination of units from EDUC 494 , EDUC 495 , and 496. Students should check the Class Schedule for listing of actual topics.

  
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    EDUC 501 - Mainstream Instruction For Students With Special Learning Needs

    Units: 3
    Rationale, techniques, and strategies for successfully teaching students with special learning characteristics needs in the general education classroom. Issues in learning diversity and mainstreaming as they relate to the classroom teacher’s role in teaching all students.

  
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    EDUC 508 - Bilingual Books and Books in English about Latinos

    Units: 1-3
    An introduction to bilingual books, a genre of literature where two languages (specifically English and Spanish) are used in the same work, as well as to the principal works and figures of the literature in English about Latino children and adolescents in the United States and abroad. May be repeated for a total of six 6 units.

  
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    EDUC 509 - Books and Reading Strategies for English Language Learners

    Units: 1-3
    Focuses on reading, selecting, and using appropriate literature to teach reading strategies for English language learners in grades K-8. Activities in the course will include: selecting appropriate literature for language proficiency, cultural learning style and reading ability, using literature to teach reading strategies such as reciprocal teaching, SQ3R and the directed reading thinking activity, and designing other activities for the English language learner using quality literature. May be repeated for a total of six 6 units.

  
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    EDUC 517 - Current Issues: Books in Spanish for Young Readers

    Units: 1-6
    Introduction to and analysis of current practices and problems in selecting and using books in Spanish for children and adolescents. May be repeated.

  
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    EDUC 591 - Topics in Education

    Units: 1
    Study of current issues in education. May be repeated for credit as topics change for a total of six 6 units in any combination from EDUC 591, EDUC 592 , and EDUC 593 . Students should check the Class Schedule for listing of actual topics.

  
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    EDUC 592 - Topics in Education

    Units: 2
    Study of current issues in education. May be repeated for credit as topics change for a total of six 6 units in any combination from EDUC 591 , 592, and EDUC 593 . Students should check the Class Schedule for listing of actual topics.

  
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    EDUC 593 - Topics in Education

    Units: 3
    Study of current issues in education. May be repeated for credit as topics change for a total of six 6 units in any combination from EDUC 591 , EDUC 592 , and 593. Students should check the Class Schedule for listing of actual topics.

  
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    EDUC 599A - Independent Study

    Units: 1
    Individual library study or research under direction of a faculty member. Study plan must be approved by the fourth week of classes. May be repeated, but no more than three (3) units of credit may be counted toward the major. Enrollment restricted to students who have obtained consent of instructor. Enrollment Requirements: Enrollment Requirement: Completion of at least three (3) upper-division courses in Education.

  
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    EDUC 599B - Independent Study

    Units: 2
    Individual library study or research under direction of a faculty member. Study plan must be approved by the fourth week of classes. May be repeated, but no more than three (3) units of credit may be counted toward the major. Enrollment restricted to students who have obtained consent of instructor. Enrollment Requirements: Enrollment Requirement: Completion of at least three (3) upper-division courses in Education.

  
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    EDUC 599C - Independent Study

    Units: 3
    Individual library study or research under direction of a faculty member. Study plan must be approved by the fourth week of classes. May be repeated, but no more than three (3) units of credit may be counted toward the major. Enrollment restricted to students who have obtained consent of instructor. Enrollment Requirements: Enrollment Requirement: Completion of at least three (3) upper-division courses in Education.

  
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    EDUC 602 - Schooling in a Multicultural Society

    Units: 3
    An introduction to issues of schooling in a multicultural society. Includes an overview of multicultural education and address areas of study such as: culture and cognition, diversity and exceptionality, intercultural communication, cross-cultural competence, the psychology of personal prejudice, and curriculum and teaching in multicultural contexts.

  
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    EDUC 604 - Knowledge Construction and Accomplished Teaching

    Units: 3
    Provides an overview of a selection of educational philosophies, leads teachers through an examination of their personal philosophy of teaching and learning, and considers how it/they shape educational practice.

  
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    EDUC 606 - Foundations of Literacy and Literacy Instruction

    Units: 3
    Overview of theories and practices that affect literacy development and literacy instruction for English speakers and English language learners. Develops teachers’ understanding of how to create cultures of literacy as well as literacy skills necessary in the 21st century for Pre-K through adolescent learners.

  
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    EDUC 607 - Writing instruction and Technology

    Units: 3
    Teachers who participate in the San Marcos Writing Project summer institute spend five weeks sharing best practice in the teaching of writing, reading, and discussing relevant literature and becoming more competent writers themselves. They also write daily on the computer, learn how to present using software like PowerPoint, establish web sites, and use additional technologies that assist them in the teaching of writing. Enrollment restricted to students who have obtained consent of instructor.

  
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    EDUC 608 - Essential Elements of Adult Learning Theory in Hybrid Online Environments

    Units: 3
    Prepares instructors to apply adult learning theory as they design lessons, plan content, and assess student outcomes. Introduces the student to theories of adult learning and motivation, use of evidence based assessment, and characteristics of effective instruction in hybrid or online learning environments. May not be taken for credit by students who have received credit for EDUC 592 N and EDUC 592 -1.

  
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    EDUC 609 - Essential Elements of Adult Learning Theory

    Units: 2
    Prepares instructors to design lessons, deliver content, and assess student outcomes for adult learners. Introduces the student to theories of adult learning and motivation, use of evidence based assessment, and characteristics of effective instruction. May not be taken for credit by students who have received credit for EDUC 592 N and EDUC 592 -1.

  
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    EDUC 610 - Creating Conditions for Engagement and Independence in Literacy Classrooms

    Units: 3
    Examination of theories and practices that create the conditions for engagement and independence, which in turn affect literacy development in Pre-K through adolescent learners. Designed to develop understanding of how to create cultures of literacy and to develop literacy skills necessary in the 21st century for all learners. Components of research-based best practices will be a focus with an emphasis on creating cultures of literacy, supporting the development of information/technology/library skills and abilities, designing curriculum and instruction, and use of assessment as a means to fostering engagement.

  
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    EDUC 613 - Multilingual Learners, Literacy and Language

    Units: 3
    Examines the current theory, research, and practice that affect language and literacy development for multilingual students. Explores the role of the culture of literacy as well as digital literacies for capitalizing on students’ diverse language and literacy backgrounds to engage students in the acquisition of English literacy skills informed by understanding of second language acquisition, transfer among languages and culturally responsive interactions.

  
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    EDUC 614A - Reading and Writing Assessment

    Units: 3
    Explores current strategies and techniques for evaluating reading and writing development in classroom settings; theoretical conceptual frameworks for evaluation; process and product procedures for evaluation; and formal and informal assessment techniques.

  
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    EDUC 614B - Reading Certificate Field Experience

    Units: 3
    Explores multiple assessments in a balanced comprehensive literacy program and the research basis for the provisions of effective assessment of literacy teaching and learning relevant to students from varied cultural and linguistic backgrounds. Students will be required to administer a battery of appropriate assessments, make recommendations, and communicate that information through professional reports. Grading Basis: Graded Credit/No Credit.

    Prerequisite(s)/Corequisite(s): EDUC 614A .
  
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    EDUC 615 - Advanced Studies in Writing Instruction K-12

    Units: 3
    Teachers who participate in the San Marcos Writing Project summer institute spend five weeks sharing best practices in the teaching of writing, reading, and discussing relevant literature and becoming more competent writers themselves. Enrollment restricted to students who have obtained consent of instructor.

  
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    EDUC 616 - Learning Through Text

    Units: 3
    Examines what is considered “text” in today’s multimedia world: multiple sources of information, bridging print and digital literacies. The formats, audiences and purposes of various texts will be explored as well as ways to support students’ reading of those texts. Selecting, interpreting, mediating, understanding and using text across the curriculum with students of various needs and developmental levels.

  
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    EDUC 618 - Teaching Literacy for the 21st Century

    Units: 3
    Examines and demonstrates what it means to read, write, view, listen, and communicate in the 21st century. Teachers will expand and improve familiar literacy teaching and assessment by incorporating new technologies.

  
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    EDUC 619 - Teacher Inquiry to Improve Student Learning

    Units: 3
    For teachers interested in conducting teacher research in their classrooms. The goal is to create a community of practice for teachers-as-researchers who can reflect on, investigate, understand and share their craft, students and classrooms with colleagues.

  
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    EDUC 620 - Curricular Innovations and Applications

    Units: 3
    Critically examines innovations in curriculum, and studies some impacts that result from implementation of said innovations.

  
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    EDUC 621 - Literacy Program Leadership

    Units: 3
    Examination and practical experience of the role and responsibility of the literacy specialist in the public schools and the community.

  
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    EDUC 622 - Research Methods in Education

    Units: 3
    A core course designed to introduce educational practitioners to the fields of educational research and evaluation. Explores quantitative and qualitative methods of designing and conducting research and evaluation in the context of classroom settings. Further examines measurement, assessment, common statistical techniques, and methods for critiquing research and program evaluation studies.

  
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    EDUC 623 - Integrating Curriculum Through Fieldwork/Clinical Experiences

    Units: 6
    Designed to provide candidates with advanced clinical experience in the area of curriculum for students and schools needing support in reading. Focuses on the integration of program theory and content with a supportive environment that includes self-assessment, supervision for a university advisor and a field supervisor. Promotes reflection and decision-making that is aligned with being a specialist in the area of literacy and language arts. Grading Basis: Graded Credit/No Credit.

    Prerequisite(s): EDUC 614B .
  
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    EDUC 624 - Knowledge Construction and Individual Difference

    Units: 3
    Examines strategies for learning that include problem solving, thinking, and meta-cognition. Also considers the role of attitudes, beliefs, and feelings on learning, and addresses the needs of a diverse population.

  
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    EDUC 626 - Creating Communities of Learners

    Units: 3
    Addresses theory and application of learning in social contexts.  Critically examines movements such as cooperative and collaborative learning, the role of peer interaction, the influences of peer diversity, and the effects of scaffolded instruction.

  
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    EDUC 627 - Designing, Developing and Evaluating Effective Literacy Programs

    Units: 3
    Prepares teachers to evaluate, design, develop and implement reading programs at the school and district level. Prepares teachers for the various roles of teacher and diagnostician, intervention provider, curriculum designer, professional developer, coach/mentor/supervisor, literacy program evaluator, action researcher, and literacy leader, all necessary to become a reading specialist and literacy coach.

  
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    EDUC 628 - Applied Research Methods

    Units: 3
    Involves intensive study of current issues and concepts in 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 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 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. 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. 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 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 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 642 - Voices of the Community: Cultures in Action

    Units: 3
    Examines the concept of voice in the multiple contexts that forms a student’s overall schooling experience. Explores subjects which allow students to understand the inter- and intra-ethnic relations within and across cultural communities as they relate to students’ schooling experiences. Investigates the relationship between schools and the multiple communities to which students and families belong, and considers how educators can work collaboratively with communities to provide equitable instruction for all students.

  
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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: Enrollment Requirement: Successful completion of the master’s option coursework and advancement to candidacy.


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.

  
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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 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 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 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 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 restricted to students who have obtained consent of Program Coordinator.


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 - School Communities in a Pluralistic Society

    Units: 3
    Focuses on the pluralistic nature of society reflected in the contemporary school. Participants will develop interdisciplinary leadership and organizational skills to support students with diverse communication and learning characteristics and examine current best practices and emerging promising practices in the inclusive delivery of educational services. Students will demonstrate knowledge about certification, specialty recognition, licensure, and other relevant professional credentials.

  
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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 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 - Induction Plan Development

    Units: 2
    Development of a Professional Credential Induction Plan for Professional Level II Mild/Moderate and Moderate/Severe Education Specialist candidates. Grading Basis: Graded Credit/No Credit. Enrollment Restriction: Acceptance into the Professional Level II Education Specialist Program.

  
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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.


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 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 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 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 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 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 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 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 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 Restriction: Enrollment in the Master’s in Education Program and/or hold credential.

  
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    EDST 634 - Supporting Service Learning in K-12 Settings

    Units: 3
    Designed for educators who want to apply service learning to a K-12 classroom setting. Covers the fundamental elements of the Cal Serve K-12 Service Learning Initiative and will feature ways to utilize technology to support meaningful service learning projects. Participants will develop and implement a standards-based service-learning project integrating the use of technology. Students will submit a portfolio documenting their experiences in the process.

 

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