Course Offerings

EDUCATION (EDUC)

Upper Division

542. Seminar in Education
Intensive study of topics and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Prerequisite: graduate standing or consent of instructor. (1-5 units)
595. Independent Study
Special topics involving library and/or field research. Prerequisites: a minimum overall grade point average of 3.0, consent of instructor and college approval of a written proposal of a project submitted on a standard application filed in advance of the quarter in which the course is to be taken. (1-4 units)

Graduate/Postbaccalaureate

May not be taken by undergraduate students.
600. Master's Degree Project
Prerequisite: advancement to candidacy. (4 units)
601. Advanced Independent Study Topics in Education
Special topics involving application of educational procedures. Prerequisites: minimum grade point average of 3.0, consent of instructor and college approval of a written proposal of a project submitted on a standard application, and filed in advance of the term in which the course is to be taken. (1-4 units)
603. Effective Communication in Education
Varying theoretical approaches with an emphasis on identifying one's personal/professional school of thought. Dynamics of interpersonal communication in educational structures: participation of individuals and small groups from a pluralistic perspective; writing for research purposes and professional speaking. Prerequisite: EDUC 306 or equivalent. (4 units)
605. Foundations of Education
History and theory of elementary, secondary and postsecondary education within the setting of American society: underlying assumptions, organizational structure, and educational change. Multiculturalism is studied in a balanced context relevant to the educational setting. Students apply what they learn to their school of thought in education, thereby connecting theory to the daily practice in the schools. Formerly EDUC 695. Prerequisite or corequisite: EDUC 603. (4 units)
607. Introduction to Educational Research
Introduction to the vocabulary, design, and sources of quantitative and qualitative methodologies, and program evaluation research in education. Ethical strategies for collecting, treating, and reporting data are emphasized; research reports and identifying, developing and critiquing trends in research communities. Formerly EDUC 663. Prerequisites: EDUC 603 and 605. (4 units)
611. Foundations of Integrative and Holistic Models of Education
Introduction to constructive post-modernist paradigms, systems theory, theories of meaning, constructivism and holistic theory. Students explore the importance of an engaging learning environment, a facilitative learning community and open-ended processes of problem solving. Prerequisite: consent of department. (4 units)
613. Integration and Meaning in Education
Investigation of instructional applications of the neuro-sciences, holistic learning and constructivist principles. Emphasizing group processes, collaborative action research, integrating technology, implementing cooperative groups, and developing cultural sensitivity and awareness of social justice issues. Prerequisite: consent of department. (4 units)
615. Exploring Arts, Creativity and Sign Systems
Application of the research on, and processes of art and creativity to learning. Exploration of the use of multiple modalities and somatic approaches to teaching, and semiotic understandings of disciplines. Introduction of intuitive development into the teaching/learning process. Prerequisite: consent of department. (4 units)
617. Exploring Integrative and Holistic Curriculum Theory
Exploration of the dominant perspectives on curriculum and introduction to constructive postmodernist curriculum theory as a foundation for integrative and holistic curriculum design. Development and field testing of substantive and engaging curriculum projects. Prerequisite: consent of department. (4 units)
619. Seminar in Holistic Education
Exploration of a variety of selected topics in holistic education through readings, class presentations, discussions, and reflective writing. Selection by student of an approved topic for in-depth exploration. Planning of a mini-conference in holistic education that includes presentations by each student, as well as outside speakers. Prerequisite: consent of department. (4 units)
620. Spiritual Perspectives in Public Education
Principles and techniques of integrating a nonsectarian spiritual perspective in a public school setting. Theoretical framework consistent with a variety of spiritual traditions, the implications of the new sciences, and current educational psychology (e.g., constructivism). Focus on nonsectarian methods that nourish the inner life of the educator and the student. (4 units)
621. Assessment and Research: Holistic Perspectives
Focus on the skills, understandings and methodologies of assessment and research design from a holistic perspective. Includes both quantitative and qualitative models, evaluation design and scholarly writing. Prerequisite: consent of department. (4 units)
694. Master's Project in Science Education
Prerequisites: advancement to candidacy and consent of the graduate coordinator. (4 units)
698. Continuous Enrollment for Graduate Candidacy Standing
Independent study leading to completion of requirements (other than course work) for the master's degree. To retain classified standing in the master's program, a student must enroll in 698 each quarter until the project or thesis is accepted or the comprehensive examination passed. Cannot be used to satisfy degree requirements. Students who enroll in 698 through the university have full use of all university facilities. See Page 370, Culminating Experience: Exam, Thesis, or Project. Prerequisites: advancement to candidacy and approval of program graduate coordinator or, if an interdisciplinary studies major, consent of the Dean of Graduate Studies. 698 is a variable unit course, see Page 43 for fee schedule. Earned units are not degree-applicable nor will they qualify for financial aid. (0-6 units)

Doctoral-level courses

700. Scientific Inquiry
Overview of basic tools and methods required for scientific inquiry. Guided practice in the critical review of current educational literature, hypothesis development, and design of basic quantitative and qualitative methods. Content coverage to include research designs, sampling techniques, data collection strategies, basic psychometrics, descriptive and inferential statistics, and ethical treatment of research participants. Prerequisite: admission to the Ed.D. in Educational Leadership. (4 units)
702. Foundations in Education and Leadership
Examines links between educational theory, research, and practice in the larger context of ethical, philosophical, economic, and political issues, while addressing diversity and equity in the U.S. and worldwide. Provides a context for understanding the current and emerging nature and role of education and educational leaders in contemporary society. Four hours lecture and a two hour per week educational workshop. (5 units)
705. Organization and Administration of School Systems/Community Colleges
Examines educational institutions, leadership, organizational and administrative theory. Developing and sustaining positive relationships with boards and governance issues are emphasized. Prerequisite: admission to the Ed.D. in Educational Leadership. (4 units)
707. Quantitative Research Methods
Guided practice in designing and conducting quantitative research in education. Analyzes quantitative methods, data collection and results. Prerequisites: EDUC 700 and 705. (4 units)
709. Diversity and Equity in Educational Administration: School Districts and Community Colleges
School administrative and management issues related to the increasing diversity and equity issues in educational institutions. Reviews theories about diversity as well as equity legislation, harassment policies, and institutional participation. Considers cultural background, communication patterns, social networks, leadership and administrative styles. Prerequisites: EDUC 700 and 705. (4 units)
712. Qualitative Research Methods
Guided practice in designing and conducting qualitative research in education. Analyzes qualitative methods, data collection, and results. Prerequisites: EDUC 707 and 709. (4 units)
714. Educational Systems as Cultural and Social Systems
School relationships and systems: administration, bureaucracies, faculty and student relations, globalization, and competition in the global market. Examines the educational institution and the classroom as social psychological systems. Prerequisites: EDUC 707 and 709. (4 units)
718. Strategic Planning, Accountability and Change
Principles of change, innovation, shared vision, mission and goals in accordance with the principles of strategic planning and accountability, to include the California Educational and Facilities Master Plan. Four hours lecture and two hours practicum. Prerequisites: EDUC 712 and 714. (5 units)
720. Advanced Quantitative Research Methods
Advanced designs and statistics commonly applied in educational research. Analysis and interpretation of data from designs using covariates (ANCOVA and hierarchical regression), mediation and moderation effects (in ANOVA and multiple regression), hierarchical linear modeling (nested data), factor analysis, structural equation modeling, utility analysis, and meta-analysis. Results writing and discussion sections based on selected data analyses. Prerequisites: EDUC 707 and 716. (4 units)
722. Advanced Qualitative Research Methods
Advanced designs and data analysis commonly applied in qualitative study in education on a topic of their choice and to better understand the assumptions of theory, method, and analysis guiding their research choices. Readings will focus on issues involved in the interconnected processes of framing a study, writing a proposal, considering ethical and political issues, collecting data, analyzing and interpreting data, and writing and presenting research for varied purposes. Prerequisites: EDUC 707 and 716. (4 units)
726. Ethical Leadership and Decision Making in Education
Leadership ethics and the utilization of principles of personal balance in daily life and work. Covers decision making theories and how decisions are made at various levels in P-12 and community college to effectuate positive and sustaining change. (4 units)
780. Special Topics in Educational Leadership
Special topic in current issues is examined in depth. Analysis, evaluation and reflection of a controversial educational leadership issue, such as school reform, organizational studies, curriculum, instruction and supervision, assessment and evaluation, and sociocultural studies. Graded Credit/no credit. Prerequisites: completion of required courses, with the exception of Dissertation credits, or permission of the director. (1-4 units)
790. Research Seminar
Mentors and guides candidates through the dissertation. Members meet and discuss their progress with the cohort and faculty. Faculty supervise dissertation planning, research, and preparation. Must be repeated for a total of five units. Prerequisites: admission to the Ed.D. in Educational Leadership and advancement to candidacy for the Doctoral Degree. (1 unit)
795. Independent Study
Advanced material beyond the scope of current course offerings. May be repeated for credit for a maximum of six units. Each course must address a different topic. Graded Credit/no credit. Prerequisites: completion of required courses, with the exception of Dissertation credits, or permission of the director. (2-4 units)
799. Dissertation
Directed independent study. Candidates prepare their dissertations with faculty support. Must be repeated for a total of 16 units. Graded credit/no credit. Prerequisites: admission to the Ed.D. in Educational Leadership and advancement to candidacy for the Doctoral Degree. (2-6 units)

CAREER AND TECHNICAL STUDIES (ECTS)

Upper Division

501. Principles and Methods for Teaching Designated Subjects
Application of instructional methodology for designated subjects with emphasis on student performance objectives, lesson planning, teaching methods, educational materials, and evaluation techniques. Formerly EVOC 501. (4 units)
502. Instructional Support for Teaching Designated Subjects
Examination of instructional support for designated subjects with emphasis on program advisory committees, student placement, facilities planning, budgeting, student organizations, public relations, career advancement and educational philosophy. Formerly EVOC 502. Prerequisite: ECTS 501 or consent of instructor. (4 units)
503. Contemporary Issues in Teaching Designated Subjects
Examination of contemporary issues in designated subjects with emphasis on individual education plans, basic skills, school law, multicultural activities, special needs students, safety and performance assessment instruments. Formerly EVOC 503. Prerequisite: ECTS 501 or consent of instructor. (4 units)
504. Principles of Career and Technical Education
History, philosophy and social significance of career and technical education, especially in California; investigation of the theories and application of the principles of career and technical education. Formerly EVOC 504. (4 units)
505. Instructional Materials for English Language Learners
Examination of principles and theories for teaching English Language Learners. Emphasis on application of pedagogical and andragogical methodology to design and develop course materials to promote linguistic, academic, and social proficiency. Prerequisites: ECTS 501 and 519 or consent of instructor. Formerly EVOC 505. (4 units)
508. Organization and Structure of Career and Technical Programs
Investigation and application of principles of facility planning, budgeting, funding sources and related topics as they apply to career and technical programs. Formerly EVOC 508. Corequisites: ECTS 509 and 510. (4 units)
509. Personnel Management in Career and Technical Programs
Principles of personnel selection, evaluation, supervision, school law, and related topics as they apply to career and technical programs. Formerly EVOC 509. Corequisites: ECTS 508 and 510. (4 units)
510. Field Work in Coordination and Supervision of Career and Technical Programs
Supervised field work in supervision and coordination of career and technical programs. Students will contract to perform administrative tasks related to site-based instructional programs. Formerly EVOC 510. Corequisites: ECTS 508 and 509. (4 units)
518. Field Work in Designated Subjects
Supervised field work for the Designated Subjects Teaching Credential. Includes lesson planning and instructional delivery in an actual teaching environment with evaluation of teaching performance by the on-site supervisor. Formerly EVOC 518. Prerequisites or corequisites: ECTS 501 and consent of instructor. (4 units)
519. Computer Applications for Career and Technical Educators
Application of personal computers to the preparation of written, graphic, data base, telecommunication and interactive media materials used by teachers of vocational, occupational and professional courses. Three hours lecture and two hours laboratory. Lecture and laboratory sections must be taken concurrently. Formerly EVOC 519. (4 units)
520. Curriculum Development for Career and Technical Programs
Theory and principles of curriculum development as they apply to vocational, occupational and professional courses. Students will develop a complete curriculum for a course that they could teach. Formerly EVOC 520. Prerequisite: ECTS 501 or its equivalent. (4 units)
521. Assessing Student Progress
The development and use of evaluation instruments such as written tests, and criterion-referenced and norm-referenced evaluations. Formerly EVOC 521. Prerequisite: ECTS 520 or consent of instructor. (4 units)
522. Directing and Managing Occupational Programs
Principles and techniques of design, implementation, management and evaluation of training organizations and programs. Formerly EVOC 522. Prerequisite: ECTS 520, MGMT 302 or PSYC 302. (4 units)
523. Learning Theory and Instructional Research Applied to Adult Learners
Application of psychological principles to learning processes relevant to adult learners. Focus is on informed decisions about psychoeducational designs which will maximize individual development in cognitive, affective, conative, and psychomotor areas. Formerly EVOC 523. (4 units)
542. Seminar in Vocational Education
Intensive study of topics and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Formerly EVOC 524. Prerequisite: graduate standing or consent of instructor. (1-4 units)

Graduate/Postbaccalaureate

May not be taken by undergraduate students.
637. Foundations of Career and Technical Studies
Historical context, philosophy and development of vocational education. Formerly EVOC 637. Prerequisite: graduate standing. (4 units)
638. Critical Issues for the Career and Technical Educator
Current legislation, program planning, professional develop-ment and current issues in vocational education. Formerly EVOC 638. Prerequisite: ECTS 637 or consent of instructor. (4 units)
639. Professional Competencies in Career and Technical Studies
Roles of professional organizations, research in vocational education, grant writing and strategies for project evaluation. Formerly EVOC 639. Prerequisite: ECTS 638 or consent of instructor. (4 units)
640. Topics in Vocational Education
Study of selected areas of advanced education topics to be determined the instructor. May be repeated for credit with consent of instructor as topics change. Formerly EVOC 640. Prerequisites: graduate standing and consent of instructor. (2-4 units)
999. Comprehensive Examination
An assessment of the student's ability to integrate the knowledge of the area, show critical and independent thinking and demonstrate mastery of the subject matter. Prerequisites: advancement to candidacy, approval of department, completion of course work in the master's program, and in good academic standing. Formerly EVOC 999. (0 units)

CORRECTIONAL AND ALTERNATIVE EDUCATION (EDCA)

Upper Division

514. Foundations of Institutional Education: History and Literature
Historic and current correctional and alternative education delivery structures, the prison reform/correctional education (CE) movement and the classic literature. Emphasis on major CE development in North America, CE paradigms, anomalies, and trends. (Also offered as EDCA 614. Students may not receive credit for both.) Students in EDCA 614 must complete additional requirements. Formerly EDUC 574. (4 units)
516. Teaching the Institutional Student
Identified student needs, underlying assumptions, curricular components, and instructional methodologies appropriate to institutional education. Relevant traditional and innovative theory, practice and trends in instruction will be considered. (Also offered as EDCA 616. Students may not receive credit for both.) Students in EDCA 616 must complete additional requirements. Formerly EDUC 580. (4 units)
518. Social and Cultural Dynamics of Institutional Education
Interpersonal communication and professional identity issues as they relate to the meanings of everyday events in schools and schooling within confinement institutions. Emphases include post-modernism and approaches of communication and critical theories. Addresses issues such as culture shock, typical experiences of institutional educators, the struggle for recognition and respect, burn-out and coping strategies to help avoid it, and retributive and restorative justice. (Also offered as EDCA 618. Students may not receive credit for both.) Students in EDCA 618 must complete additional requirements. Prerequisite or corequisite: EDCA 514. (4 units)
520. Educational Change in Institutional Settings
Reforming prisoners and prisons through democratic methods. Emphasizes student learning and personal/professional growth. (Also offered as EDCA 620. Students may not receive credit for both.) Students in EDCA 620 must complete additional requirements. Formerly EDUC 575. Prerequisite or corequisite: EDCA 514. (4 units)
528. Special Education in Correctional Institutions
Meeting the statutory/regulatory requirements of Federal- and State-funded education for disabled learners in confinement institutions. Special emphases include the identification of students with disabilities, definitions of a free and appropriate public education, staffing and records maintenance, confidentiality and due process, parental involvement, and the impact of current legislation. Historic and legal case histories are addressed, as well as current trends. (Also offered as EDCA 628. Students may not receive credit for both.) Students in EDCA 628 must complete additional requirements. Prerequisite or corequisite: EDCA 514. (4 units)
530. Alternative and Correctional Education
Similarities of alternative and correctional education students, and dissimilarities of organizational configuration and location in government. Introduction to the history and literature of alternative education, its role in selected urban and rural communities, and current trends. Includes the effects of educational reform, innovations consistent with the aspiration for multicultural education, and the teaching implications for the shift from a behavioral to a cognitive psychological base. (Also offered as EDCA 630. Students may not receive credit for both.) Students in EDCA 630 must complete additional requirements. Prerequisite or corequisite: EDCA 514. (4 units)
532. Career and Vocational Education in Correctional Institutions
History and specialized literature of vocational education in correctional institutions, linkages between academic/vocational instruction, and strategies for short- and long-term programs. Includes occupational projections, statutory and regulatory prohibitions for ex-felons in the workforce, relationships with the State departments of Education and Labor, and job preparation for traditional and emergent employment opportunities. (Also offered as EDCA 632. Students may not receive credit for both.) Students in EDCA 632 must complete additional requirements. Prerequisite or corequisite: EDCA 514. (4 units)
534. Correctional Education Leadership
Principles of educational administration, educational supervision, and theories and processes of educational management, within correctional education. (Also offered as EDCA 634. Students may not receive credit for both.) Students in EDCA 634 must complete additional requirements. Prerequisite or corequisite: EDCA 514. (4 units)
536. Pedagogy and Andragogy in Correctional Institutions
Historic and current differences between the education of children (pedagogy) and of adults (andragogy). Emphases include developmental and transpersonal psychology; rationales and procedures associated with the education of children and adults; the issues of learner motivation, life tasks, and curricular concerns; and the similarities and differences of local school education, correctional and alternative education, and adult education. (Also offered as EDCA 636. Students may not receive credit for both.) Students in EDCA 636 must complete additional requirements. Prerequisite or corequisite: EDCA 514. (4 units)
538. Organization of Correctional and Alternative Education Service Delivery
Three current modes of institutional education delivery (decentralized, bureau, correctional school district), the origins of institutional education in moral and religious instruction, and alternative and continuation education as offered by court schools, municipalities, and counties. Includes patterns of organization that were designed to support schooling in settings characterized by resource inadequacy. (Also offered as EDCA 638. Students may not receive credit for both.) Students in EDCA 638 must complete additional requirements. Prerequisite or corequisite: EDCA 514. (4 units)
540. Literacy in Adult Confinement Institutions
Concepts of readiness to learn and developmental tasks, family literacy for incarcerates, prevalence of disabling conditions that impact learning, and the establishment of "third space" alphabetic and cultural literacy strategies. Critique of traditional and current curricular approaches and recent research findings. (Also offered as EDCA 640. Students may not receive credit for both.) Students in EDCA 640 must complete additional requirements. Prerequisite or corequisite: EDCA 514. (4 units)
542. Library Services for Alternative and Correctional Students
Historic alliances between the American Correctional Association and the American Library Association; Carnegie Fund and the Adult Education Association; and state, county, and agency library services. Emphases include traditional reading interests of juvenile and adult students in alternative and institutional school programs, readability assessments, various funding sources for library services, and the shift from print-based to digital/online delivery capabilities. (Also offered as EDCA 642. Students may not receive credit for both.) Students in EDCA 642 must complete additional requirements. Prerequisite or corequisite: EDCA 514. (4 units)
544. Pre- and Post-Release Transitions for Correctional Students
Rationale, program opportunities, and coping skills for the offender employment continuum. Directed to the different tasks confronting students "inside" and "outside" the institution with regard to family life, housing, drug abatement, transportation, community resources, basic domestic requirements and strategies to meet them, and finding and keeping regular employment. (Also offered as EDCA 644. Students may not receive credit for both). Students in EDCA 644 must complete additional requirements. Prerequisite or corequisite: EDCA 514. (4 units)
546. Comparative Correctional Education
Provision of institutional education in rich and poor nations. Comparison of institutional learning opportunities for students with disabilities in various nations, cultural education, the "normalization" of schooling, and professional networking for institutional educators in selected nations. Various United Nations charges for the development of institutional education, and the European Prison Rules. (Also offered as EDCA 646. Students may not receive credit for both). Students in EDCA 646 must complete additional requirements. Prerequisite or corequisite: EDCA 514. (4 units)
584. Special Topics in Correctional and Alternative Education
Lives and works of the great institutional educators and prison reformers, including the personalities, life conditions, and general programs of these contributors, their writings, social and professional networks, and alignment with successive correctional education paradigms. (Also offered as EDCA 684. Students may not receive credit for both.) Students in EDCA 684 must complete additional requirements. May be repeated for credit. Prerequisite or corequisite: EDCA 514. (4 units)

Graduate/Postbaccalaureate

May not be taken by undergraduate students.
614. Foundations of Institutional Education: History and Literature
Historic and current correctional and alternative education delivery structures, the prison reform/correctional education (CE) movement and the classic literature. Emphasis on major CE development in North America, CE paradigms, anomalies, and trends. (Also offered as EDCA 514. Students may not receive credit for both.) Students in EDCA 614 must complete additional requirements. Formerly EDUC 674. (4 units)
616. Teaching the Institutional Student
Identified student needs, underlying assumptions, curricular components, and instructional methodologies appropriate to institutional education. Relevant traditional and innovative theory, practice and trends in instruction will be considered. (Also offered as EDCA 516. Students may not receive credit for both.) Students in EDCA 616 must complete additional requirements. Formerly EDUC 680. Prerequisite or corequisite: EDCA 614. (4 units)
618. Social and Cultural Dynamics of Institutional Education
Interpersonal communication and professional identity issues as they relate to the meanings of everyday events in schools and schooling within confinement institutions. Emphases include post-modernism and approaches of communication and critical theories. Addresses issues such as culture shock, typical experiences of institutional educators, the struggle for recognition and respect, burn-out and coping strategies to help avoid it, and retributive and restorative justice. (Also offered as EDCA 518. Students may not receive credit for both.) Students in EDCA 618 must complete additional requirements. Prerequisite or corequisite: EDCA 614. (4 units)
620. Educational Change in Institutional Settings
Reforming prisoners and prisons through democratic methods. Emphasizes student learning and personal/professional growth. (Also offered as EDCA 520. Students may not receive credit for both.) Students in EDCA 620 must complete additional requirements. Formerly EDUC 675. Prerequisite or corequisite: EDCA 614. (4 units)
628. Special Education in Correctional Institutions
Meeting the statutory/regulatory requirements of Federal- and State-funded education for disabled learners in confinement institutions. Special emphases include the identification of students with disabilities, definitions of a free and appropriate public education, staffing and records maintenance, confidentiality and due process, parental involvement, and the impact of current legislation. Historic and legal case histories are addressed, as well as current trends. (Also offered as EDCA 528. Students may not receive credit for both.) Students in EDCA 628 must complete additional requirements. Prerequisite or corequisite: EDCA 614. (4 units)
630. Alternative and Correctional Education
Similarities of alternative and correctional education students, and dissimilarities of organizational configuration and location in government. Introduction to the history and literature of alternative education, its role in selected urban and rural communities, and current trends. Includes the effects of educational reform, innovations consistent with the aspiration for multicultural education, and the teaching implications for the shift from a behavioral to a cognitive psychological base. (Also offered as EDCA 530. Students may not receive credit for both.) Students in EDCA 630 must complete additional requirements. Prerequisite or corequisite: EDCA 614. (4 units)
632. Career and Vocational Education in Correctional Institutions
History and specialized literature of vocational education in correctional institutions, linkages between academic/vocational instruction, and strategies for short- and long-term programs. Includes occupational projections, statutory and regulatory prohibitions for ex-felons in the workforce, relationships with the State departments of Education and Labor, and job preparation for traditional and emergent employment opportunities. (Also offered as EDCA 532. Students may not receive credit for both.) Students in EDCA 632 must complete additional requirements. Prerequisite or corequisite: EDCA 614. (4 units)
634. Correctional Education Leadership
Principles of educational administration, educational supervision, and theories and processes of educational management, within correctional education. (Also offered as EDCA 534. Students may not receive credit for both.) Students in EDCA 634 must complete additional requirements. Prerequisite or corequisite: EDCA 614. (4 units)
636. Pedagogy and Andragogy in Correctional Institutions
Historic and current differences between the education of children (pedagogy) and of adults (andragogy). Emphases include developmental and transpersonal psychology; rationales and procedures associated with the education of children and adults; the issues of learner motivation, life tasks, and curricular concerns; and the similarities and differences of local school education, correctional and alternative education, and adult education. (Also offered as EDCA 536. Students may not receive credit for both.) Students in EDCA 636 must complete additional requirements. Prerequisite or corequisite: EDCA 614. (4 units)
638. Organization of Correctional and Alternative Education Service Delivery
Three current modes of institutional education delivery (decentralized, bureau, correctional school district), the origins of institutional education in moral and religious instruction, and alternative and continuation education as offered by court schools, municipalities, and counties. Includes patterns of organization that were designed to support schooling in settings characterized by resource inadequacy. (Also offered as EDCA 538. Students may not receive credit for both.) Students in EDCA 638 must complete additional requirements. Prerequisite or corequisite: EDCA 614. (4 units)
640. Literacy in Adult Confinement Institutions
Concepts of readiness to learn and developmental tasks, family literacy for incarcerates, prevalence of disabling conditions that impact learning, and the establishment of "third space" alphabetic and cultural literacy strategies. Critique of traditional and current curricular approaches and recent research findings. (Also offered as EDCA 540. Students may not receive credit for both.) Students in EDCA 640 must complete additional requirements. Prerequisite or corequisite: EDCA 614. (4 units)
642. Library Services for Alternative and Correctional Students
Historic alliances between the American Correctional Association and the American Library Association; Carnegie Fund and the Adult Education Association; and state, county, and agency library services. Emphases include traditional reading interests of juvenile and adult students in alternative and institutional school programs, readability assessments, various funding sources for library services, and the shift from print-based to digital/online delivery capabilities. (Also offered as EDCA 542. Students may not receive credit for both.) Students in EDCA 642 must complete additional requirements. Prerequisite or corequisite: EDCA 614. (4 units)
644. Pre- and Post-Release Transitions for Correctional Students
Rationale, program opportunities, and coping skills for the offender employment continuum. Directed to the different tasks confronting students "inside" and "outside" the institution with regard to family life, housing, drug abatement, transportation, community resources, basic domestic requirements and strategies to meet them, and finding and keeping regular employment. (Also offered as EDCA 544. Students may not receive credit for both.) Students in EDCA 644 must complete additional requirements. Prerequisite or corequisite: EDCA 614. (4 units)
646. Comparative Correctional Education
Provision of institutional education in rich and poor nations. Comparison of institutional learning opportunities for students with disabilities in various nations, cultural education, the "normalization" of schooling, and professional networking for institutional educators in selected nations. Various United Nations charges for the development of institutional education, and the European Prison Rules. (Also offered as EDCA 546. Students may not receive credit for both.) Students in EDCA 646 must complete additional requirements. Prerequisite or corequisite: EDCA 614. (4 units)
684. Special Topics in Correctional and Alternative Education
Lives and works of the great institutional educators and prison reformers, including the personalities, life conditions, and general programs of these contributors, their writings, social and professional networks, and alignment with successive correctional education paradigms. (Also offered as EDCA 584. Students may not receive credit for both.) Students in EDCA 684 must complete additional requirements. May be repeated for credit. Prerequisite or corequisite: EDCA 614. (4 units)
999. Comprehensive Examination
An assessment of the student's ability to integrate the knowledge of Correctional and Alternative Education, show critical and independent thinking and demonstrate mastery of the subject matter. Prerequisites: advancement to candidacy, approval of department, completion of course work in the Master's program and good academic standing. (0 units)

CURRICULUM AND INSTRUCTION (EDCI)

Upper Division

540. Differentiated Curriculum and Instruction
Methods of designing curriculum and instruction to accommodate differences and diversity in learners, with an emphasis on utilizing differentiated instructional methodologies to meet the needs of gifted learners in the regular classroom. (4 units)
543. Creativity, Thinking and Problem Solving
Emphasis on characteristics, needs and appropriate education of creatively gifted individuals. Strategies for regular classroom applications of creative and critical thinking skills and infusion of problem solving across the curriculum. (4 units)

Graduate/Postbaccalaureate

May not be taken by undergraduate students.
620. School Curriculum
History, organization and operation of American K-12 schools; curriculum trends; recent practices in K-12 education. Formerly EELB 622, 640, 662; ESEC 662 and 699. (4 units)
624. Advanced Teaching Methodology
Development of various advanced teaching methods as well as self and peer coaching for the improvement of teaching. Formerly EELB 580, 624; ESEC 516 and 624. (4 units)
628. Educational Assessment in K-12 Schools
Development and utilization of educational assessment techniques to obtain reliable and useful information to document student achievement in K-12 schools. Includes the study of traditional assessment measures as well as authentic assessment and outcome-based methods. Formerly EELB 644 and ESEC 644. (4 units)
630. Children's Literature in the Classroom
Intensive study of children's literature as it applies in elementary and middle school classrooms with an emphasis on developing familiarity with the variety and wealth of literature available, strategies for classroom instruction and appropriate assessment tools. Formerly EELB 630. Prerequisite: EELB 345 or consent of instructor. (4 units)
632. Mathematics Clinic
Administration of diagnostic instruments and assessment procedures to elementary school students, followed by prescription and initiation of remedial measures to strengthen the mathematics areas. Formerly EELB 632. Prerequisites: MATH 301 and four additional quarter units in mathematics. (4 units)
634. Advanced Social Studies Methods
Advanced seminar for elementary educators exploring current research, curriculum, and methods in social studies instruction. Formerly EELB 634. (4 units)
636. Advanced Science Methods
Intensive study of teaching science in elementary school. Exploration, analysis, interpretation and implementation of science process teaching. Intended for experienced teachers. Formerly EELB 636. Prerequisite: consent of instructor. (4 units)
638. Advanced Educational Psychology
Advanced seminar exploring recent theory and research on cognition, personality, and psychosocial development with an emphasis on examining their interactions with the learning process. Formerly EELB 620 and ESEC 620. Prerequisite: an upper-division child development course. (4 units)
645. Instructional Strategies for Language Development
Assessment and implementation of instructional models and strategies for language development to enhance pedagogy and learning in K-12 schools. (4 units)
650. Professional Teacher Development
  1. Seminar A: Designed to support teachers pursuing National Board Certification. Teachers will review research of effective teaching strategies and examine their own practice as a foundation for effective decision making. Emphasis on student learning and development, student motivation, and the influence of context and culture on student learning and behavior. In addition, teachers will examine subject matter knowledge including how disciplinary knowledge is created, organized, linked to other disciplines, and applied to real world settings. Formerly EELB 650A and ESEC 650A. (4 units)
  2. Seminar B: Assists teachers pursuing National Board Certification. Examines instructional settings and techniques designed to capture and sustain student interest and ensure academic success. In addition, teachers will examine the use of multiple methods for measuring student growth and understanding. Formerly EELB 650B and ESEC 650B. Prerequisite or corequisite: EDCI 650A. (4 units)
652. Service Learning in Public Schools
Study of service learning, a pedagogy that integrates academic curriculum with community service. Examines the principles and best practices of including service learning in classrooms. Includes a field component. Formerly EELB 652 and ESEC 652. (4 units)
653. Supervision and Mentoring of Classroom Teachers
Emphasizes the skills needed to support and mentor teachers as outlined in the California Standards for the Teaching Profession. Formerly EELB 653 and ESEC 653. (4 units)
655. Early Adolescent Educational Psychology
Advanced seminar exploring recent theory and research on cognition, personality, and psycho-social development in early adolescents (grades 5-9) with emphasis on examining their interactions with the learning process. (4 units)
656. Curriculum for Early Adolescents
Curriculum development and alignment to the state standards for grades 5-9, including assessment and accountability methods and measures. Formerly ESEC 517 and 617. Prerequisites: EDCI 620 and 628. (4 units)
657. Instructional Strategies for Early Adolescent Education
Effective instructional methods and evaluation procedures that address the needs of early adolescents in grades 5-9. Formerly ESEC 521 and 621. Prerequisite: EDCI 624. (4 units)
663. Comprehensive Evaluation in Curriculum and Instruction
Review and preparation for the written comprehensive examination as well as the administration of the comprehensive examination. Formerly EELB 633 and ESEC 633. Graded credit/no credit. Prerequisites: advancement to candidacy and consent of program coordinator. (2 units)
664. Thesis/Project Design in Curriculum and Instruction
Steps and processes involved in the design and development of research proposals with emphasis on master's thesis/project. Formerly EELB 664, 698 and ESEC 664. Prerequisites: completion of all core and required program courses in the M.A. in Education, Curriculum and Instruction Option. (2 units)
999. Comprehensive Examination
An assessment of the student's ability to integrate the knowledge of the area, show critical and independent thinking and demonstrate mastery of the subject matter. Prerequisites: advancement to candidacy, approval of department, completion of course work in the master's program, and in good academic standing. (0 units)

ELEMENTARY/BILINGUAL EDUCATION (EELB)

Upper Division

512. Spanish Children's Literature for the Bilingual Classroom
Examines children's literature and how it has the potential to be culturally authentic, interesting and effective in literacy instruction. (Also offered as EELB 611. Students may not receive credit for both.) (4 units)
519. Assessment Seminar I
Seminar focusing on knowledge, skills and dispositions required of first-year teachers. Emphasis on content specific and developmentally appropriate pedagogy, characteristics of English learners and learners with special needs, and demonstration of Teacher Performance Expectations 1, 3, 4, 6 and 7. Must be the last course taken in Phase I. Graded credit/no credit. Prerequisite: admission to the Multiple Subject Credential program. Prerequisite or corequisite: all courses in Phase I. (2 units)
529. Assessment Seminar II
Seminar focusing on knowledge, skills and dispositions required of first year teachers. Emphasis on connecting instructional planning to student characteristics for academic learning; designing instruction in physical education; and demonstration of Teacher Performance Expectations 1, 4, 6, 7, 8, 9, and 13. Graded credit/no credit. Corequisite: EELB 540A for student teachers or EELB 560B for intern teachers. Prerequisites or corequisites: EELB 422, 423, 425 for student teachers or EELB 532 for intern teachers. Prerequisites: admission to the Multiple Subject Credential program and all Phase I courses for student teachers or all courses in Phase I and II for intern teachers. (2 units)
532. Science/Health Curriculum and Pedagogy
Introductory course in curriculum and pedagogy in science and health. Emphasis on implementing state adopted science and health curriculum standards in an elementary classroom. Includes designing instruction to meet academic needs of all learners including English language learners and learners with special needs. Formerly EELB 443. Student teachers may take concurrently with EELB 533 or 534, EELB 539 and EELB 540B. Intern teachers may take concurrently with EELB 529 and 560B. If not taken concurrently with EELB 540B or 560B, then six hours of fieldwork will be required. Prerequisites: admission to the Multiple Subject Credential Program and completion of all Phase I and II courses. (4 units)
533. Social Studies and the Arts Curriculum and Pedagogy
Introductory course in curriculum and pedagogy in history/social studies and visual/performing arts. Emphasis on implementing state adopted curriculum standards and skills in an elementary classroom based on an in-depth understanding of concepts, skills, and strategies in history/social studies and the visual/performing arts. Includes designing a teaching unit to meet academic needs of all learners including English language learners and learners with special needs. Formerly EELB 447. Corequisite: EELB 540B or 560C. Student teachers may take concurrently with EELB 532, 539 and EELB 540B. Intern teachers may take concurrently with EELB 539 and 560C. If not taken concurrently with EELB 540B or 560C, then six hours of fieldwork will be required. Prerequisites: admission to the Multiple Subject Credential Program and completion of all Phase I, II and III courses for intern teachers. (4 units)
534. Social Studies and the Arts (Primary Language) Curriculum and Pedagogy
Introductory course in curriculum and pedagogy in history/social studies and the visual/performing arts. Emphasis on implementing state adopted curriculum standards and skills in an elementary school based on an in-depth understanding of concepts, skills, and strategies in history/social studies and the visual/performing arts. Includes designing a teaching unit to meet academic and language needs of all learners including Spanish-speaking learners and learners with special needs. Part of the course will be taught in Spanish. Formerly EELB 448. Student teachers may take concurrently with EELB 532, 539 and EELB 540B. Intern teachers may take concurrently with EELB 539 and 560C. If not taken concurrently with EELB 540B or 560C, then six hours of fieldwork will be required. Prerequisites: admission to the Multiple Subject Credential program and completion of all Phase I and II courses for student teachers or completion of all Phase I, II, and III courses for intern teachers. Corequisite: EELB 540B or 560C. (4 units)
539. Assessment Seminar III
Seminar focusing on knowledge, skills and dispositions required of first year teachers. Emphasis on assessment of learning goals; lesson design, implementation, and reflection after instruction; professional, legal and ethical obligations; and demonstration of Teacher Performance Expectations 1 through 13. Graded credit/no credit. Corequisite: EELB 540B for student teachers or EELB 560C for intern teachers. Prerequisites or corequisites: EELB 532 and 533 or 534 for student teachers or EELB 533 or 534 for intern teachers. Prerequisites: admission to the Multiple Subject Credential program and Phase I and II for student teachers or Phase I, II and III for intern teachers. (2 units)
540. Supervised Student Teaching in Multiple Subject
Teaching practicum in public schools in a multiple subject setting as defined by CCTC. Two quarters of student teaching are required. Graded credit/no credit. Formerly EELB 450.

A. I. Must be taken concurrently with EELB 529. Should be taken concurrently with EELB 422, 423, and 425. Prerequisite: admission to supervision as a student teacher. (6 units)

B. II. Must be taken concurrently with EELB 539. Should be taken concurrently with EELB 532 and 533 or 534. Prerequisites: EELB 422, 423, 425, 529 and 540A. (6 units)

C. III. Prerequisite: consent of program director. (6 units)

542. Seminar in Elementary/Bilingual Education
Intensive study of topics and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Prerequisite: graduate standing or consent of instructor. (1-4 units)
545. Teaching Science in Elementary School
Intensive study of teaching science in elementary school. Exploration, analysis, interpretation and implementation of science process teaching. Intended for experienced teachers. Prerequisite: consent of instructor. (4 units)
560. Supervised Intern Teaching in Multiple Subject
Full-time teaching in the public schools under the intern credential in a multiple subject setting as defined by CCTC. Three quarters of supervised intern teaching are required. Formerly EELB 455. Graded credit/no credit.
  1. Prerequisites: admission to the intern program, completion of EELB 312, 313, 315 or 316, and 317 and admission to supervision. Corequisites: EELB 422, 423, and 425. (8 units)
  2. Prerequisites: EELB 312, 313, 315 or 316, 317, 422 423, 425, and 560A. Corequisites: EELB 529 and 532. (8 units)
  3. Prerequisites: EELB 533 or 534 and 539. (8 units)
Graduate/Postbaccalaureate
May not be taken by undergraduate students.
605. Curriculum for Specially Designed Academic Instruction in English (SDAIE)
Study and practice of the design, implementation, and assessment of specially designed academic instruction in English (SDAIE). Includes selection and use of appropriate SDAIE strategies and materials. Also offered as ESEC 605, students may not receive credit for both. Prerequisites: EELB 312, EESL 536; EELB 313 or ESEC 333; and ESEC 511. (2 units)
606. Theory and Practice in Teaching Bilingual Students I
Bilingual/crosscultural teaching strategies and curriculum development; methods of integrating English and Spanish in the instructional program; evaluation of language skills, emphasis on social sciences and language arts. Prerequisite: consent of instructor. (4 units)
608. Research in Bilingual/Cross-Cultural Education
Survey of current measurements and research in bilingual/cross-cultural education and their applications in the classroom. (4 units)
611. Spanish Children's Literature for the Bilingual Classroom
Examines children's literature and how it has the potential to be culturally authentic, interesting and effective in literacy instruction. (Also offered as EELB 512. Students may not receive credit for both.) Graduate students in this course must complete additional assignments. (4 units)
612. Social and Cultural Contexts for School Learning
Examination of the relationship between the sociology of knowledge, social context, cultural norms and school practices with particular attention to language minority student populations. (4 units)
616. Advanced Reading/Language Arts (Primary Language) Curriculum and Pedagogy
Research-based materials, methods, and strategies for teaching reading/language arts, including explicit systematic, meaningful instruction in basic reading skills and comprehension strategies to meet the needs of English learners, proficient English learners, and learners with special needs, including learners with varied reading levels and language backgrounds. Emphasis on emergent reading and writing behaviors, balanced literacy components, and literature. Part of the course will be taught in Spanish. Requires a minimum six-hour field component including participation with beginning readers in an approved Multiple Subject (BCLAD) setting. In addition, students will be required to conduct a case study research project tracking a beginning reader and writer's literacy/biliteracy development across time. Fulfills credential requirement for EELB 316. Formerly EELB 646. (4 units)
618. Social and Cultural Contexts for Bilingual Teaching and Learning
The relationship between language and culture will be explored with an emphasis on some of the existent variations within the English language among different social and ethnic groups and how these differences have emerged. Examines the development of mind as social construction. For educators this requires an understanding of the connectedness of social, institutional and interactional factors which foster the cognitive development of bilingual students. (4 units)
619. Cognition, Language Acquisition and Biliteracy
An analysis of the language acquisition process as it emerges from the early grammars of the child and develops into the complex grammatical structures and patterns of the mature individual. Examines sociopsycholinguistic, sociocultural, psychogenetic and sociopolitical traditions and how they relate to the literacy development of students in bilingual and mainstream programs. (4 units)
625. Curriculum and Materials for Bilingual and ESL Classrooms
Provides participants with advanced knowledge of curricular and instructional approaches used in effective bilingual and English as a Second Language (ESL) programs. (4 units)
626. Literacy and Bilingual Development
Examines sociopsycholinguistic, sociocultural, psychogenetic and sociopolitical traditions and how they relate to the literacy development of students in bilingual and mainstream programs. (4 units)
627. Innovations in Bilingual Education
Examines the theoretical bases of innovations in curriculum, instruction and school reform to meet the needs of students in bilingual education. (4 units)
628. Bilingualism and the Social Construction of Mind
Examines the development of mind as social construction. For educators this requires an understanding of the connectedness of social, institutional and interactional factors which foster the cognitive development of bilingual students. (4 units)
629. Special Topics in Elementary Education
Relevant issues, techniques, and topics in elementary education.
A. Primary Language Literacy (4 units)
639. Advanced Pedagogical Foundations for English Language Learners
Comprehensive study of various theories, principles, and instructional practices designed to develop the linguistic, social and academic proficiency of English language learners. Key issues and concepts to be implemented in dual language classrooms include: linguistic development, first and second language acquisition, and the relationship between first language literacy and second language development. Relevant state and federal laws pertaining to the education of English learners, the impact of these mandates on student placement and school site instructional programs, the importance of students' families, cultural backgrounds and experiences and how these relate to successful school experiences for English learners are examined. Fulfills the credential requirement for EELB 313. Formerly EELB 654. Prerequisites: admission into the BCLAD Credential and M.A. in Education: Language, Literacy and Culture (Primary Language) Option. (4 units)
640. The Education of K-12 English Language Learners
Overview of programs, curricula, and resources for the education of English language learners. Strategies for English language development and methods for sustaining access to the core academic curriculum. Assessment techniques for initial placement and progress evaluation of learners. Psychological and sociocultural factors which affect first and second language development. Required for California SB 2042 clear credential. (4 units)
643. Advanced Social Studies and the Arts (Primary Language) Curriculum and Pedagogy
Comprehensive course in curriculum and pedagogy in history/ social sciences and visual/performing arts. Emphasis on implementing state adopted curriculum standards and skills in an elementary school based on an in-depth understanding of concepts, skills, and strategies in history/social studies and the visual/performing arts. Includes designing instruction to meet academic and language needs of all learners including Spanish-speaking learners and learners with special needs. Use of bilingual/crosscultural teaching strategies and curriculum development, methods of integrating English and Spanish in the instructional program and evaluation of language skills are presented. Part of the course will be taught in Spanish. Requires a minimum six-hour field component including participation in teaching at an approved dual language setting if not concurrently enrolled in intern teaching. Fulfills credential requirement for EELB 534. Formerly EELB 648. (4 units)
649. Advanced Literacy and Second Language Acquisition for the Intermediate Reader and Beyond
Advanced study of literacy development for the intermediate reader and beyond for all learners including English learners, proficient English learners, and learners with special needs. Emphasis on developing higher level academic skills for complex reading, writing, speaking, and thinking; approaches to English language development (ELD); planning for both language and content instruction, literacy in the content areas; development of strategies to build comprehension and fluency; assessment techniques; and transfer of literacy skills from first to second language. In addition, a graduate research project will be required that focuses on acquiring English as a second language at the intermediate grade levels. Formerly EELB 655. Prerequisite: EELB 616. (4 units)
656. Internship Seminar IV: Ethics and Legal Aspects of Teaching - Capstone
Seminar for BCLAD Interns focusing on knowledge, skills and attitudes required for a first year teacher. Includes discussion of the issues in continuing development of the teaching work and experiences; and continuing development of the teaching portfolio. Also focuses on the legal and ethical aspects of teaching. Prerequisite: admission to the Multiple Subject BCLAD Credential program. (4 units)
680. Practicum in Teaching English as a Second Language
Simulation and classroom-based practice in teaching methods and materials to include planning, teaching performance, classroom organization, student management, and evaluation competencies. Prerequisites: (for CLAD certificate program only) EELB 312, or EESL 536; EELB 313 and 511 or ESEC 313 and 511. May be taken concurrently with ESEC 605. (4 units)
697. Implementing Educational Change
Seminar examining the relationships and techniques involved when teachers plan for educational change. The emphasis will be on change theory in the K-12 school setting. (Also offered as ESEC 697. Students may not receive credit for both.) Prerequisites: completion of all COE core courses; curriculum and instruction core courses, eight units of emphasis area and appropriate elective units. (4 units)

ENGLISH TO SPEAKERS OF OTHER LANGUAGES (EESL)

Upper Division

500. Introduction to Teaching English to Speakers of Other Languages
Practices in teaching English to second-language learners, including strategies for teaching speaking, listening, reading, writing, and grammar; survey of second-language acquisition theory and English-language-development programs. (4 units)
501. Foundations of TESOL
Broad survey of fundamental principles underlying classroom practice across diverse settings. Extensive examination of educational practices for English learners from a global perspective, with a focus on the knowledge, skills, and dispositions to teach both English-language development (ELD) in US contexts and English as a foreign language (EFL) abroad. (4 units)
505. Differentiated Curriculum in TESOL
Simulation and classroom-based practice in teaching methods and materials for students across a broad range of learning styles and academic levels. Emphasis will be placed on developing a balanced approach to reading, writing, speaking, listening, and critical thinking skills. Strategies and implications for English learners at a variety of second-language-acquisition stages. (4 units)
514. Curriculum Design in TESOL
Overview of school curricula and programs in the field of teaching English to speakers of other languages including development and evaluation of materials for ESL/EFL instruction. Formerly EESL 614. (4 units)
521. Computer-Assisted Language Learning
Survey of theory and practice in teaching English to speakers of other languages by means of computer applications including the internet, CD-ROM and multimedia-based software. Three hours lecture and two hours activity. (4 units)
524. Supervised Observation/Participation in Teaching English to Speakers of Other Languages
Observation/participation opportunities for candidates in English-as-a-second-language and English-as-a-foreign-language classrooms. (2 units)
525. Tutoring Methods in Teaching English to Speakers of Other Languages
Tutoring and small-group teaching of English to second-language learners, including strategies for tutoring in speaking, listening, reading, writing, and grammar. (2 units)
533. TESOL Crosscultural Teaching Practicum
Practicum in cultural practices in teaching English in English-as-a-foreign-language (EFL) settings. (2 units)
535. Survey of Methods in Teaching English as a Foreign Language
Overview of programs, curricula, and resources for the education of English learners in countries where English is taught using foreign-language-acquisition methodologies. Strategies for English language development with an emphasis on vocabulary acquisition, communicative language teaching, and awareness of sociocultural implications of target-culture immersion. (4 units)
536. Crosscultural Teaching
Methods and teaching techniques for teaching in multicultural and crosscultural settings in both ESL and EFL contexts. Developing cultural awareness of teachers to assist them in relating to and motivating culturally diverse students. May be offered through distance learning. Formerly EELB 536. (4 units)
540. Teaching Adult English Learners
Simulation and classroom-based practice in teaching and tutoring adult second-language learners, including strategies for English-for-special-purpose domains such as business and scientific English, as well as adult primary-language non-literates. (4 units)
543. Listening and Speaking Methods in TESOL
Survey of contemporary pedagogy for listening and speaking in English-as-a-second-language (ESL) and English-as-a-foreign-language (EFL) classrooms. In-depth analyses of purposes, audiences, and strategies for oral expression; including methods for pronunciation improvement and accent reduction in second-language acquisition. Formerly a topic under EESL 542. (4 units)
544. Reading Methods for TESOL
Reading methods for English language learners, featuring literacy transfer from the first language, explicit instructions in phonetics, and emergent literacy for adults. (4 units)
545. Writing Methods in TESOL
Survey of contemporary approaches to writing, contrasting styles and formats appropriate for creative writing and personal essays with writing intended for purposes of textual analysis and social or cultural expression. Various computer technologies will be used to assist in idea generation, text processing, editing, and desktop publishing. Class will include peer-collaborative tutoring techniques. (4 units)

Graduate/Postbaccalaureate

May not be taken by undergraduate students.
613. Cognition and Language Acquisition
An analysis of the language acquisition process as it emerges from the early grammars of the child and develops into the complex grammatical structures and patterns of the mature individual. (4 units)
665. Creative Teaching in TESOL
Survey of creative teaching methods to enhance classroom second-language learning, including use of poetry, drama, art, and audio-video computer-assisted language-learning techniques. (4 units)
670. Principles and Practice in TESOL
Second language acquisition theory, methods for teaching English as a second language (ESL), development and evaluation of materials for ESL instruction. Formerly EELB 607 and EESL 607. (4 units)
678. Studies in K-12 Classroom Discourse
Discourse analysis of instructional language use by students and teachers in K-12 classrooms, including specially adapted academic instruction and English-language development for English learners, with a focus on contemporary research and acquisition of research techniques. (4 units)
679. Fieldwork: Teaching English to Speakers of Other Languages
Supervised field work in selected teaching methods and materials development. Formerly EELB 679A and ESEC 679A. Prerequisite: consent of advisor. (4 units)
680. Practicum in Teaching English to Speakers of Other Languages (TESOL)
Simulation and classroom-based practice in teaching methods and materials to include planning, teaching performance, classroom organization, student management, and evaluation competencies. Students will use microteaching, structured reports of classroom visitations and observations, and commercially available videotaped case studies to examine and discuss classroom management, lesson design, and instructional delivery. (4 units)
685. Research in TESOL
Offers a perspective on current research principles and investigation across a wide spectrum of topics in teaching English to speakers of other languages, including communicative competence, transfer, modalities of language use, learning styles and strategies, and language acquisition. Formerly EESL 615. (4 units)
686. Advanced Research Methods in TESOL
Analysis of research in English-language development in the classroom, including sociocultural, cognitive, and behavioral approaches to instructional discourses and mediational techniques. Formerly EESL 664. (4 units)
999. Comprehensive Examination
An assessment of the student's ability to integrate the knowledge of the area, show critical and independent thinking and demonstrate mastery of the subject matter. Prerequisites: advancement to candidacy, approval of department, completion of course work in the master's program, and in good academic standing. (0 units)

ENVIRONMENTAL EDUCATION (EENV)

Graduate/Postbaccalaureate

May not be taken by undergraduate students.

601. Graduate Independent Study
Graduate level independent study to be conducted under direct supervision of a faculty member. No more than four units may be applied toward the master's degree. Prerequisites: EENV 635, consent of advisor, and approval of a written proposal by the graduate program coordinator. (2 or 4 units)
620. Using Children's Literature to Teach Environmentally
Indepth study of children's literature as it applies to both classroom and outdoor settings. Emphasis on evaluating literature for environmental concepts and utilizing strategies for interdisciplinary instruction. Formerly EENV 670E. (4 units)
635. Environmental Education in the Curriculum
An introductory course on integrating into the curriculum environmental concepts and values concerning the relationship of people with their natural and physical surroundings. Review of curricula, conceptual frameworks, resources and methods. (4 units)
636. Teaching Current Environmental Issues
Examines local relevant environmental issues and teaching strategies that can assist in understanding and analyzing these issues. Formerly EENV 670A. Prerequisite or corequisite: EENV 635. (2 units)
642. Developing the Curriculum Through Outdoor Education
Procedures and instructional materials for teaching out of doors and the integration of environmental education into the curriculum. Includes program development for resident outdoor school. Prerequisite: EENV 635. (4 units)
643. Community Resources for Environmental Education
Application of teaching resources and environmental issues. Survey of resource agencies. Organized visits to educational sites. Prerequisite: EENV 635. (4 units)
644. Seminar in Environmental Education
Intensive study of topics and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Formerly EENV 542. Prerequisite: graduate standing or consent of instructor. (4 units)
650. Selected Topics in Environmental Education
Techniques, topics and skills in environmental education, to be developed by the instructor. Formerly EENV 670K. Prerequisite: EENV 635. (4 units)
651. Historical and Contemporary Readings in Environmental Education
Seminar based on selected historical and contemporary readings in environmental education. Formerly EENV 670B. Prerequisite: EENV 635. (4 units)
652. Nature Study in Environmental Education
Strategies for designing and implementing nature study in educational settings. Formerly EENV 670L. (4 units)
654. Fundraising Fundamentals in Environmental Education
Techniques and methods for resource acquisition for environmental education programs. (4 units)
656. Water Education in Environmental Education
Strategies for design and implementation of water study in educational settings. (4 units)
664. Research in Environmental Education
Focus on recent developments in the field of environmental education research with emphasis on developing an introduction to a project/thesis and applicable literature review. Prerequisites: EENV 635 and consent of advisor. (4 units)
679. Fieldwork: Environmental Education
Field experiences apply academic skills including demonstration of leadership roles in curriculum planning, presentations and professional development related to environmental education. May be repeated as elective for a total of six units. Graded credit/no credit. Prerequisites: EENV 635 and consent of program advisor. (2-4 units)
697. Master's Degree Project
Independent graduate study conducted under the guidance of a program advisor and resulting in a written project. Prerequisites: advancement to candidacy and approval of a project plan by the student's advisory committee. (4 units)
699. Thesis
Independent graduate research conducted under the guidance of a program advisor and resulting in a written thesis. Prerequisites: advancement to candidacy and approval of thesis plan by student's advisory committee. (4 units)
999. Comprehensive Examination
An assessment of the student's ability to integrate the knowledge of environmental education, show critical and independent thinking and demonstrate mastery of the subject matter. Prerequisites: advancement to candidacy, approval of program coordinator, in last quarter of coursework or completed coursework for the program, and a 3.0 grade point average or higher in courses in program plan. (0 units)

READING EDUCATION (ERDG)

Upper Division

542. Seminar in Reading Education
Intensive study of topics and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Prerequisite: graduate standing or consent of instructor. (1-4 units)

Graduate/Postbaccalaureate

May not be taken by undergraduate students.
620. Foundations of Reading and Writing
Examination of theories of how children learn to read and write. (4 units)
622. Basic Materials and Approaches to Reading and Writing
Investigating, creating and making critical judgments about curriculum approaches and materials, including software, appropriate to different theoretical perspectives. Prerequisites: ERDG 620, 640 and 658. (4 units)
624. Socio-psycholinguistics and Literacy
Social and linguistic processes of literacy learning and the implications for instruction. Prerequisites: ERDG 620, 622, 625, 631, 632, 640, 642, 643 and 658. (4 units)
625. Practicum in Reading and Writing
Supervised application of reading and writing strategies with children at two or more reading levels in grades 1-3 in individual and small group settings. Prerequisites: ERDG 620, 622, 640, 642 and 658. (4 units)
629. Special Topics in Literacy
Relevant issues, techniques and topics in literacy. May be repeated for credit as topics change. Prerequisite: ERDG 620. (2 units)
630. Practicum for Leadership in Reading and Writing
Investigation of the various roles of leadership, including clinical skills required for work at site and district levels in reading and writing. Prerequisites: ERDG 620, 622, 624, 625, 631, 640, 642, 643 and 668 and consent of coordinator. (4 units)
631. Curriculum Perspectives in Reading and Writing
Examination of theoretical approaches that affect reading and writing curriculum. Prerequisites: ERDG 620, 622, 625, 640, 642 and 658. (4 units)
632. Assessment/Evaluation in Reading and Writing
Review of formal and informal reading and writing assessment instruments, methods of data collection, and analysis. Prerequisites: ERDG 620, 622, 625, 640, 642, and 658. (4 units)
633. Multi-modal Meaning Systems in Literacy
How various meaning systems, including the arts, affect literacy learning. Prerequisite: ERDG 620. (4 units)
640. Early Reading: Assessment and Intervention
Investigation of reading intervention assessments and strategies appropriate for use in the primary classroom. Prerequisites: ERDG 620 and 658. (4 units)
641. Multicultural Perspectives and Issues of Literacy
Understanding multicultural perspectives and issues within the contexts of literacy with diverse populations. Prerequisite: ERDG 620. (4 units)
642. Images of Culture through Children's Literature
Review of children's literature of diverse cultures and organizing this literature for curriculum implementation. Exploration of concepts of diversity and culture as they affect literacy learning. (Also offered as ENG 535. Students may not receive credit for both.) Prerequisites: ERDG 620 and 658. (4 units)
643. Critical Issues in Intermediate Reading and Writing
Critical issues that affect the teaching of reading and writing to students in grades 4-8. Prerequisites: ERDG 620, 622, 625, 631, 632, 640, 642 and 658. (4 units)
658. Literacy and Language Processes
Methods for integrating the language development processes that underlie effective literacy curriculum. Prerequisite: ERDG 620. (4 units)
679. Field Work: Reading/Language Arts Specialist
Field experiences including demonstration of leadership roles in curriculum planning, inservice presentations and professional development. Graded credit/no credit. Prerequisites: ERDG 620, 622, 624, 625, 630, 631, 632, 640, 642, 643, 658, and consent of reading program coordinator. (4 units)
999. Comprehensive Examination
An assessment of the student's ability to integrate the knowledge of the area, show critical and independent thinking and demonstrate mastery of the subject matter. Prerequisites: advancement to candidacy, approval of department, completion of course work in the master's program, and in good academic standing. (0 units)

SCIENCE EDUCATION (EDSC)

Graduate/Postbaccalaureate

May not be taken by undergraduate students.

623. The Science Curriculum
Examination of the goals and curriculum of school science including key science education reports, a historical perspective of science education, science standards, and exemplars in elementary, middle school and high school science. Formerly EDUC 623. (4 units)
634. Research in Science Education
Focus on research developments in science education including science learning, culture and gender in science learning, science teaching, curriculum and assessment in science, and science teacher education. Formerly EDUC 634. (4 units)
643. Assessment in the Science Classroom
Assessment techniques in science education including the development of assessment tools to obtain reliable and useful information about student achievement in science. (4 units)
644. Inquiry Teaching and Learning in the Science Classroom
Introduction to inquiry teaching and learning in science. Focuses on the design of questions and concepts to support scientific investigation in the classroom and the use of appropriate classroom teaching and learning strategies, materials, and assessment to guide scientific investigation in the K-12 classroom. Formerly EDUC 644. (4 units)
647. Advanced Topics in Teaching Science
Discussion of the efficacy of various models of science teaching, including how students learn science, facilitating learning in the science classroom, and technology and resources. (4 units)
699. Master's Degree Project
Development and completion of master's thesis/project. Prerequisite: advancement to candidacy. (4 units)
999. Comprehensive Examination
An assessment of the student's ability to integrate the knowledge of the area, show critical and independent thinking and demonstrate mastery of the subject matter. Prerequisites: advancement to candidacy, completion of course work in the program and in good academic standing. (0 units)

SECONDARY EDUCATION (ESEC)

Upper Division

502. Special Topics for Undergraduates in Secondary Education
Issues and techniques in selected topics current in secondary education. This course is designed for the Integrated Teaching Track student. Senior status in the degree program is required. (2 units)
506. Curriculum and Instruction in Content Areas
Accessibility of secondary school content to all students from varied populations. Student evaluation, assessment and practice that provides equal access to content area in the secondary schools. Reviews and reflects on application of methodologies and strategies through micro-teaching. Formerly ESEC 505 and 508. Prerequisites: admission and good standing in the program or consent of program director.
  • E. English (4 units)
  • F. Foreign Languages (4 units)
  • L. Life and Physical Sciences (4 units)
  • M. Mathematics (4 units)
  • P. Physical Education (4 units)
  • S. Social Sciences (4 units)
510. Teaching English as a Second Language in Secondary Schools
Offers a broad overview of approaches and methods used in language teaching, but will focus specifically on practices that can support the development of English language proficiencies needed for success in secondary schools. Prerequisite: ESEC 333. (4 units)
511. Theory and Practice for English Language Development (ELD)
Study and practice of the design, implementation, and assessment of a communication-based curriculum for the English language learners in all stages of second language development. Includes selection and use of appropriate ELD strategies and materials. Prerequisites: EELB 312, EESL 536; and EELB 313 or ESEC 333. (4 units)
512. Assessment Seminar: Designing Instruction
Teaching Performance Assessment Task 2 - Designing Instruction which consists of Teacher Performance Expectations 1, 4, 6, 7, 8, 9 and 13. Graded credit/no credit. Prerequisites: admission and good standing in the program or consent of program director. (2 units)
513. Assessment Seminar: Assessing Learning
Teaching Performance Assessment Task 3 - Assessing Learning which consists of Teacher Performance Expectations 3, 6, 7, 8, 9 and 13. Graded credit/no credit. Prerequisites: admission and good standing in the program as well as concurrent enrollment in Student Teaching or Internship Teaching Supervision. (2 units)
514. Assessment Seminar: Culminating Teaching Experience
Teaching Performance Assessment Task 4 - Culminating Teaching Experience which consists of Teaching Performance Expectations 1, 2, 3, 4, 6, 7, 8, 9, 10, 11 and 13. Graded credit/no credit. Prerequisites: admission and good standing in the program as well as concurrent enrollment in Student Teaching or Intern Supervision. (2 units)
515. Issues and Trends in Secondary Education
Examination of issues and trends in secondary education. May be repeated with consent of advisor. Prerequisite: consent of advisor. (2 units)
517. Middle School Curriculum and Instruction
Examination of middle school curriculum design and instructional practices. (4 units)
520. Teaching Performance Assessments
Graded credit/no credit.
  1. Subject Specific. Task 1. Prerequisites: admission, good standing in the program and have successfully completed ESEC 407, 410, and 413 with a grade of "B" or better. (1 unit)
  2. Designing Instruction. Task 2. Prerequisite or corequisite: ESEC 417, 506, 550A or 555 with a "B" or better. Corequisite: ESEC 550B or 570B. (1 unit)
  3. Assessing Learners. Task 3. Prerequisite or corequisite: ESEC 419 with a "B" or better. Corequisite: ESEC 550C or 570C. (1 unit)
  4. Culminating Teaching Experiences. Task 4. Prerequisite or co-requisite: ESEC 419 with a "B" or better. Corequisite: ESEC 550C or 570C. (1 unit)
521. Instructional Strategies and Approaches to Middle Grade
Instructional methods, techniques and evaluation procedures especially appropriate for middle schools. (4 units)
523. Mainstreaming Exceptional Students in the Secondary Classroom
Addresses the needs of exceptional students in the mainstreamed secondary school classroom. Current research, practice and legislation will be examined as they apply to the secondary school teacher and students. (2 units)
542. Seminar in Secondary Education
Intensive study of topics and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Prerequisite: graduate standing or consent of instructor. (1-4 units)
545. Adolescents Literacy Tutoring
Tutor training for students to work with low literacy and at-risk adolescents in reading. Topics include literacy methods, multicultural issues, learning disabilities and use of educational software. 20 hours lecture and 48 hours of tutoring an adolescent in a field-based setting. Prerequisite: consent of instructor. (4 units)
550. Student Teaching
Full-time teaching in a single subject setting at a public school. Graded credit/no credit.
  1. Experience. Student teaching candidates are required to conduct observations and complete fieldwork assignments from the various program courses. In addition, student teaching candidates are required to tutor a designated English Language Learner and a student with special needs. (100 hours). Prerequisite: must be enrolled in a single subject program or consent of program director. (2 units)
  2. Prerequisite: successful completion of ESEC 550A. (4 units)
  3. Prerequisite: successful completion of ESEC 550B. (8 units)
555. Internship Seminar I
Seminar for secondary interns, focusing on knowledge, skills and attitudes required of a first year teacher. Graded credit/no credit. Prerequisite: ESEC 554. (2 units)
556. Internship Seminar II
Seminar for secondary interns, focusing on knowledge, skills and attitudes required of a first year teacher. Graded credit/no credit. Prerequisite: ESEC 555. (2 units)
560. Study Skills for Secondary School
Programs, methods and materials for teaching study skills to exceptional junior and senior high school students. Study strategies include: note taking, organization, memory devices, study contracts and preparation for examinations. (4 units)
570. Intern Supervision
Full-time teaching in a single subject setting in a public school. Graded credit/no credit. Formerly ESEC 422.
  1. I. Prerequisite: enrollment in Single Subject Program. (6 units)
  2. II. Prerequisite: satisfactory completion of ESEC 570A and consent of program coordinator. (6 units)
  3. III. Prerequisite: satisfactory completion of ESEC 570B. (6 units)
  4. IV. Prerequisite: satisfactory completion of ESEC 570C. (6 units)
  5. V. Prerequisite: satisfactory completion of ESEC 570D. (6 units)
  6. VI. Prerequisite: satisfactory completion of ESEC 570E. (6 units)

Graduate/Postbaccalaureate

May not be taken by undergraduate students.
602. Special Topics in Secondary Education
Exploration, demonstration and application of issues and techniques in selected topics of current concern in secondary education (such as, inquiry-discovery teaching, simulations and games, alternate education programs, consumer education, team teaching, career education, teacher as counselor). May be repeated for credit as topics change. (2 units)
605. Curriculum for Specially Designed Academic Instruction in English (SDAIE)
Study and practice of the design, implementation, and assessment of specially designed academic instruction in English (SDAIE). Includes selection and use of appropriate SDAIE strategies and materials. (Also offered as EELB 605. Students may not receive credit for both.) Prerequisites: EELB 312, EESL 536; EELB 313 or ESEC 333; and ESEC 511. (2 units)
622. Practicum in Middle Grade Education
Practicum for middle grade philosophies, objectives, and functions. Formerly ESEC 522. Prerequisites: ESEC 617 and 621. (4 units)
623. Foundations of Middle School Education
History and philosophical foundations of middle school education; examination of theories and research related to middle school students, curriculum, programs and practices. (4 units)
666. Techniques and Applications of Mathematics Education
Applications of theory in mathematics teaching including materials development in the design and implementation of mathematics instruction, audiovisual technology, computer-assisted instruction, and nontraditional curricula. Focus on techniques in pre-algebra, algebra, geometry, analytic geometry, trigonometry and pre-calculus. (4 units)
672. Educational Assessment in Mathematics Teaching
Program and learner assessment in mathematics using curriculum evaluation, testing, and evaluation systems for the purpose of improving instruction through problem diagnosis, intervention and redesign. (4 units)
678. Mathematics Clinic for Secondary Education
Administration of diagnostic instruments and assessment procedures to secondary school students followed by prescription and initiation of remedial instruction to strengthen mathematics skills. (4 units)
680. Practicum in Teaching English as a Second Language
Simulation and classroom-based practice in teaching methods and materials to include planning, teaching performance, classroom organization, student management, and evaluation competencies. Prerequisites: (for M.A. in Education, Teaching English as a Second Language Option) consent of advisor; (for CLAD certificate program only) EELB 312, or EESL 536; EELB 313 and 511 or ESEC 333 and 511. May be taken concurrently with ESEC 605. (4 units)
697. Implementing Educational Change
Seminar examining the relationships and techniques involved when teachers plan for educational change. The emphasis will be on change theory in the K-12 school setting. (Also offered as EELB 697. Students may not receive credit for both.) Prerequisites: completion of all COE core courses; curriculum and instruction core courses, eight units of emphasis area and appropriate elective units. (4 units)

SPECIAL EDUCATION (ESPE)

Upper Division

515. Language and Literacy for Children Under Five With Special Needs
An intensive study of early literacy and language skills including English as a second language, typical and atypical development, assessment, instruction, and guidelines as it relates to infants, toddlers, and young children who may be at-risk. (4 units)
523. Mainstreaming Handicapped Individuals in the Elementary Classroom
Introduction to the adaptation of curriculum, methods and materials necessary for accommodating exceptional individuals in the regular elementary classroom. (2 units)
530. Introduction to Special Education
Characteristics and educational implications of physical, intellectual, social and emotional deviations among exceptional individuals. Ethical and legal aspects of special education. Observations in educational settings. (4 units)
531. Methods and Procedures in Special Education
Introductory teaching methods in special education. Policies and procedures related to the implementation of federal and state legislation governing the delivery of special education services. Formerly ESPE 529. Prerequisite/corequisite: ESPE 530. (4 units)
532. Introduction to Teaching Individuals with Exceptional Needs
Learning characteristics of individuals with handicaps related to educational procedures and intervention strategies. Study and observation of education and intervention theory and practices. Prerequisite: ESPE 530 or consent of instructor. (4 units)
538. Introduction to Teaching the Gifted and Talented
Definition, characteristics and development of the gifted and talented individual. Identification procedures. Current legislation and educational practices. Eight hours of class and activities weekly. Prerequisite: consent of instructor. (4 units)
539. Programs for Teaching the Gifted and Talented
Development of school programs for gifted and talented: identification, objectives, scheduling, curriculum, materials and program assessment. Prerequisites: ESPE 538 and consent of instructor. (4 units)
540. Strategies for Remedial Teaching
Methods of diagnosing needs, teaching basic subjects; organizing curriculum, and controlling behavior of low achieving students in the regular elementary classroom. (4 units)
542. Seminar in Special Education
Intensive study of topics and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Prerequisite: graduate standing or consent of instructor. (1-4 units)
545. Computer Technology and Assistive Devices
Review of, and training in, computer technology and assistive devices that provide solutions to problems in educational and employment environments faced by persons with disabilities. Two hours lecture and two hours laboratory. Graded A,B,C/no credit. Prerequisite: consent of instructor. (3 units)
570. Teaching Students with Disabilities in the General Education Classroom
Advanced study of special populations in the mainstream classroom for general educators. Teachers will display knowledge, skills and strategies for teaching students with disabilities in the general education classroom. Demonstrates the ability to create a positive inclusive climate for individualized assessment and instruction for students with special needs and/or abilities utilizing grade appropriate State adopted standards, collaborative professional relationships, and an understanding of local and federal acts regarding special education. Observations in educational settings are required. Course may be offered on-line. (4 units)

Graduate/Postbaccalaureate

May not be taken by undergraduate students.
610. Introduction to Autism Spectrum Disorders
Characteristics of the autism spectrum and related developmental disabilities; implications for education and treatment. Practicum in approved settings is required. Prerequisites: ESPE 530 and 531 and admission to the Special Education program; or admission to the Autism Added Authorization program and concurrent enrollment in ESPE 623A. (4 units)
611. Assessment Methods in Special Education
Data collection methods for eligibility for special education services, program planning, and program evaluation in the areas of academics, language, and social-emotional. Formerly ESPE 637. Prerequisites: ESPE 530 and 531; admission to the Special Education Program. (4 units)
612. Supportive Learning Environments for Students with Disabilities
Strategies for managing diverse special education classroom and service delivery settings. Planning and implementing positive behavior support and maintaining a supportive learning environment. Practicum in approved settings is required. Formerly ESPE 624. Prerequisites: ESPE 530 and 531; admission to the Special Education Program. (4 units)
613. Curriculum and Methods in Literacy Learning for Students with Disabilities
Differentiated teaching methods and specialized assessment in literacy learning for students with special needs, including English learners. Practicum in approved settings required. Formerly ESPE 655. Prerequisites: ESPE 530, 531, and 611, and admission to the Special Education program. (4 units)
614. Curriculum and Methods for Diverse Learners with Disabilities
Specialized assessment, instructional planning and teaching methods for English language acquisition. Consideration given to cultural characteristics of students, cultural transmission, and acculturation. Practicum in approved settings required. Formerly ESPE 660. Prerequisites: ESPE 530, 531, and 611, and admission to the Special Education program. (4 units)
620. Supervised Student Teaching in Special Education I
Supervised full time student teaching in a special education setting at a public school designated by topic area. Experiences in general education, grade/age levels, federal disability categories, and the continuum of services outlined by the credential authorization will be documented. Apply for admission to Supervision one quarter in advance of enrollment. Graded credit/no credit. Prerequisite: classified admission to the Special Education credential program.
  1. Mild/Moderate Disabilities. Formerly ESPE 609A. Prerequisites/corequisites: ESPE 642 (for Preliminary credential candidates); ESPE 530, 531, 611 and 612, EELB 315 or 423 (for Level I credential candidates) (8 units)
  2. Moderate/Severe Disabilities. Formerly ESPE 609C. Prerequisites/corequisites: ESPE 662 (for Preliminary credential candidates); ESPE 530, 531, 611 and 612, EELB 315 or 423 (for Level I credential candidates) (8 units)
  3. Early Childhood Special Education. Formerly ESPE 609D. Prerequisite/corequisite: ESPE 672. (8 units)
621. Supervised Student Teaching in Special Education II
Supervised full time student teaching in a special education setting at a public school designated by topic area. Grade/age level experience must be different from the first supervised student teaching experience. Experiences in general education, federal disability categories, and the continuum of services outlined by the credential authorization will be documented. Transition plan for induction will be developed. Admission to Supervision as a student teacher required; apply for Supervision one quarter in advance of enrollment. Graded credit/no credit.
  1. Mild/Moderate Disabilities. Formerly ESPE 679A. Prerequisites: grade of credit in ESPE 620A; completion of required credential coursework in the same quarter. Prerequisite/corequisite: ESPE 643 (for Preliminary credential candidates); ESPE 613 (for Level I credential candidates.) (8 units)
  2. Moderate/Severe Disabilities. Formerly ESPE 679C. Prerequisites: grade of credit in ESPE 620B; completion of required credential coursework in the same quarter. Prerequisite/corequisite: ESPE 663 (for Preliminary credential candidates); ESPE 662 (for Level I credential candidates.) (8 units)
  3. Early Childhood Special Education. Formerly ESPE 679F. Prerequisites: grade of credit in ESPE 620C; completion of required credential coursework in the same quarter. Prerequisite/corequisite: ESPE 673. (8 units)
622. Intern Teaching: Special Education
Full time teaching on an Education Specialist Internship credential in a special education public school setting designated by credential authorization. Must be repeated with a grade of Credit during each quarter of the internship program until completion of the credential objective for a minimum of 24 units. Graded credit/no credit.
  1. Mild/Moderate Disabilities. Formerly ESPE 680A. Prerequisite: admission to the Education Specialist Internship Credential: Mild/Moderate Disabilities; consent of intern coordinator. (8 units)
  2. Moderate/Severe Disabilities. Formerly ESPE 680B. Prerequisite: admission to the Education Specialist Internship Credential: Moderate/Severe Disabilities; consent of intern coordinator. (8 units)
  3. Early Childhood Special Education. Formerly ESPE 680C. Prerequisite: admission to the Education Specialist Internship Credential: Early Childhood Special Education; consent of intern coordinator. (8 units)
623. Education Specialist Added Authorization Practicum
Observation and participation in selected programs for exceptional individuals required in addition to weekly seminars. Implementation of strategies and methods learned in corequisite coursework. Must be repeated for credit each quarter required in the designated Added Authorization program. Prerequisite: admission to the designated Education Specialist Added Authorization program.
  1. Autism Spectrum Disorders I. Corequisite: ESPE 610. (4 units)
  2. Autism Spectrum Disorders II. Prerequisites: a grade of "B-" or better in ESPE 610 and 623A. Corequisite: ESPE 627. (4 units)
  3. Early Childhood Special Education I. Corequisite: ESPE 672. (4 units)
  4. Early Childhood Special Education II. Prerequisites: grade of "B-" or better in ESPE 672 and 623C. Corequisite: ESPE 673. (4 units)
625. Collaboration and Consultation in Special Education
Competencies and skills for collaborative and consultative roles to develop partnerships with students, professionals, paraprofessionals, families, and community service personnel. Prerequisites: ESPE 530, 531, 611, and 612, and admission to the Special Education program. (4 units)
626. Curriculum Development for Individuals with Physical Handicaps
Strategies and implications for teaching physically handicapped children and youth in mainstream and special education settings. (4 units)
627. Education of Students with Autism Spectrum Disorders
Evidence base for methods used in educational settings for students in early childhood through grade 12 with autism spectrum disorders. Planning, implementing, and evaluating methods to teach social, language, behavioral, and learning skills. Practicum in approved settings is required. Prerequisites: ESPE 530, 531, 610, 611, and 612, and admission to the Special Education program; or ESPE 610 and 623A, admission to the Autism Added Authorization program, and concurrent enrollment in ESPE 623B. (4 units)
630. Topics in Research in Teaching and Learning
Survey of current research in teaching and learning. Prerequisite: consent of instructor.
  1. Gifted and Talented (4 units)
  2. Special Education (4 units)
633. Reflective Inquiry Seminar and Induction Plan
Initial professional Level I course for the special education credential. Designed to culminate the content completed in Level I courses and to establish the induction plan; the concluding activity is the Individualized Induction Plan (IIP). The IIP is completed in collaboration with student, university, and local education agency. Twenty hours of fieldwork required. Prerequisites: completion of Level I requirements and consent of program coordinator. (4 units)
635. Effective Communication with Professionals and Families
Develop effective communication skills to foster an atmosphere of collaboration among professionals and families, to support quality programs for students with disabilities. Models for collaboration and consultation will be explored. Prerequisites: Level I Preliminary Education Specialist Instruction Credential and ESPE 633. (4 units)
642. Methods in Mild/Moderate Disabilities I
Methods and differentiated instruction for students with mild to moderate disabilities including learning disabilities, language development, and data based decision-making. Prerequisites: ESPE 610, 611, 612, 613, and 614. (4 units)
643. Methods in Mild/Moderate Disabilities II
Strategies, methods, and materials as well as curriculum modification in subject matter content areas for students with mild to moderate disabilities. Prerequisite: ESPE 642. (4 units)
644. Problems in Educational Assessment
Teacher-made tests, standardized tests and other published instruments of use in assessing growth in the affective, psychomotor and cognitive domains. (4 units)
646. The Resource Specialist in Special Education
Development and evaluation of consultation and coordination procedures for the special education resource specialist. Prerequisites: ESPE 630B and special education specialist credential or consent of instructor. (4 units)
649. Curriculum and Methods in Special Education: Secondary Transition and Career/Vocational Preparation
Methods, materials and strategies for facilitating career, vocational and adult skills development in learners with disabilities. Interfacing with agencies and other support providers in the transition from secondary programs to adult life. Prerequisites: Level I Preliminary Education Specialist Credential and ESPE 633. (4 units)
652. Applied Curricular Strategies for Students with Moderate/Severe Disabilities
Principles of systematic instruction to community-based instruction, functional academics, language training, and social skills training. Application of computer and other technology to learners with severe handicaps. A 20-hour practicum will be required. Prerequisites: Preliminary Level I Education Specialist Credential: Moderate/Severe and ESPE 633. (4 units)
653. Seminar on Moderate/Severe Disabilities
Advanced seminar designed to study current issues and empirical research findings relating to the education of students with moderate and severe disabilities. Prerequisites: ESPE 530, 531, 611, 612, 651, and 652. (4 units)
656. Curriculum and Methods in Special Education: Core Subjects
Methods, materials and strategies for designated subject areas with particular emphasis on adapting and modifying curriculum from general education frameworks for students with mild/moderate special needs. Prerequisite: Preliminary Level I Education Specialist Credential: Mild/Moderate. (4 units)
657. Seminar on Mild/Moderate Disabilities
Synthesis and application of information on assessment, instruction, development and delivery of quality instruction, providing instruction and appropriate support for use in regular education settings. Prerequisites: ESPE 530, 531, 611, 612, 613 and 656. (4 units)
662. Methods for Students with Moderate/Severe Disabilities I
Characteristics of students with moderate to severe disabilities and their implications for education; assessments for positive behavior support, instructional planning and progress monitoring; evidence-based instructional strategies for communication, social skills, and the core curriculum. Formerly ESPE 651. Prerequisites: ESPE 610 and 611. (4 units)
663. Methods for Students with Moderate/Severe Disabilities II
Movement, sensory, and specialized healthcare needs; augmented and alternative communication methods; transition planning and implementation strategies; case management for students with moderate to severe disabilities. Prerequisite: ESPE 662. (4 units)
672. Methods in Early Childhood Special Education I
Contemporary theoretical, philosophical, legal, and empirical influences in Early Intervention and Early Childhood Special Education. Screening and assessment of development and behavior for program development and instructional planning. Consideration of the rights and roles of the family, the needs of children with low incidence disabilities, and English learners in assessment and planning. Formerly ESPE 650. Prerequisites: ESPE 610, 611, and 612 and admission to the Special Education program; or admission to the Early Childhood Special Education Added authorization program and concurrent enrollment in ESPE 623C. (4 units)
673. Methods in Early Childhood Special Education II
Intervention and instructional strategies that are responsive to the individual needs of students between the ages of birth and six years with disabilities (including children at risk and with low incidence disabilities). Special consideration of family concerns and priorities, models of service delivery, collaboration, and supportive learning environments. Formerly ESPE 665. Prerequisites: ESPE 610, 611, and 612 and admission to the Special Education program; or admission to the Early Childhood Special Education Added Authorization program and concurrent enrollment in ESPE 623D. (4 units)
685. Advanced Behavior Management
Advanced techniques for teaching students with serious problem behaviors including crisis management and other interventions derived from psychodynamic, psychoeducational, behavioral, cognitive and social learning theory. Field study experience required. Prerequisites: ESPE 530, 611, 620, 635, 640, 679A, 679C, or consent of instructor. (4 units)
691. Issues and Trends in Special Education
Specialized in-depth study of selected topics in special education. Field study experience included. Prerequisites: ESPE 530, 531, 611, and 612.
  • A. Current Issues (4 units)
  • B. Collaboration and Consultation (4 units)
  • C. Early Childhood (4 units)
  • D. Instructional Technologies (4 units)
  • E. Administration (4 units)
  • F. Historical (4 units)
  • G. Special Populations (4 units)
  • H. Transition (4 units)
  • J. Post Secondary (4 units)
694. Special Education Leadership Evaluation and Outcomes
Presentation of the Professional Development Portfolio demonstrating that the candidate has met the California Commission on Teacher Credentialing (CTC) Standards for a Clear Professional Specialist Credential. Prerequisites: California Preliminary Specialist Credential in the same credential area, completion of Level I coursework, or completion of program requirements for the Mild to Moderate Intern Program, and consent of the Program Director. Eligibility: students who developed an induction plan and have implemented that plan for a minimum of 18 months are eligible. The Individual Induction Plan, Professional Development Portfolio, and non-University activities will be evaluated. May be repeated for credit by students in the Mild to Moderate Disabilities Intern Program and by candidates seeking an additional authorization. Candidates who participated in an approved Induction Program and/or seeking a first Specialist Credential should take ESPE 694. (4 units)
999. Comprehensive Examination
An assessment of the student's ability to integrate the knowledge of the area, show critical and independent thinking and demonstrate mastery of the subject matter. Prerequisites: advancement to candidacy, approval of department, completion of course work in the master's program, and in good academic standing. (0 units)

INSTRUCTIONAL TECHNOLOGY (ETEC)

Upper Division

500. Foundations in Instructional Technology
Introduction to instructional technology and its foundations. Includes electronic media, operating systems, networks and multimedia in educational and corporate environments. This is a prerequisite for all other ETEC courses; an IT orientation with program faculty/advisors will be part of the first week of the course. (4 units)
501. Foundations of e-Learning
Introduction to theoretical and practical foundations of e-Learning. Explorations of history, trends, current issues, and practices of e-Learning. (4 units)
537. Computer Based Technology in Education I
Operations, terminology and components of computing systems. Emphasis on the appropriate use of computer-based technology for information collection, analysis and management in the instructional setting. No programming or previous computer experience required. With program approval, students may take CSE 140 or 141 in lieu of ETEC 537. One hour lecture and two hours laboratory. Meets Level I competencies for the preliminary credential. (4 units)
541. E-Learning Design and Development
Examination and application of e-Learning design and development principles and practices. (4 units)
542. Seminar in Instructional Technology
Intensive study of topics and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Graded credit/no credit. Prerequisite: graduate standing or consent of instructor. (1-4 units)
543. Technology and Learning I
Explores connections between technology and the teaching and learning process through current research in instructional technology and learning theories. Prerequisite: ETEC 500. (4 units)
544. Design and Development of Instructional Materials I
Examination of various models of instructional design and procedures used in the production of instructional materials. Prerequisite: ETEC 500. (4 units)
546. Computer Based Technology in Education II
Application of computer-based technology for information collection, analysis and management to support teaching, learning and learning environments. Meets technology competencies for the professional credential. Three hours lecture and two hours laboratory. (4 units)

Graduate/Postbaccalaureate

May not be taken by undergraduate students.

614. Needs Assessment: Issues and Techniques
Principles and techniques in identifying needs and discrepancies between status quo and ideal status from the perspectives of organizational and instructional development. Formerly ETEC 612. Prerequisites: ETEC 500, 543, and 544 or consent of instructor. (4 units)
617. Instructional Development and Change Process
Theories and methods for evaluating each stage of instructional product development processes and change theory relate to adoption of instructional products. Formerly ETEC 611. Prerequisites: ETEC 500, 544, and 614 or consent of instructor. (4 units)
621. Reading/Language Arts with Technology Integrations
Using technology to enhance teaching of literacy and language. Emphasis is on building curriculum that effectively uses computers and other technology. Staff development and leadership in designing models of integration into language arts will be explored. Three hours lecture and two hours laboratory. Prerequisite: ETEC 546 or equivalent. (4 units)
623. Technology for Educational Leaders
Assisting educational leaders in developing the knowledge and skills needed to apply computer technology to educational settings. Prerequisite: ETEC 500 or consent of instructor. (4 units)
624. Website Design and Development
Planning, designing and developing dynamic websites for learning. Formerly a topic under ETEC 676D. Prerequisite: ETEC 500. (4 units)
625. Interactive Animation Design and Development
Planning, designing, and developing vector graphics, animation and interactive multimedia for learning. Formerly a topic under ETEC 676D. Prerequisite: ETEC 500. (4 units)
634. Information Systems in Education
Information systems providing history, current development and future potential of on-line and off-line data bases. Methods of search and retrieval of on-line and off-line information will be explored. Three hours lecture and two hours laboratory. (4 units)
643. Technology and Learning II
Explores connections between technology and the teaching and learning process through a study of research design, data collection and analysis. Emphasis on conducting research in instructional technology and learning theories for M.A. research project. Prerequisites: EDUC 607, ETEC 500 and 543. (4 units)
644. Design and Development of Instructional Materials II
Advanced application of instructional design models and procedures to produce instructional materials for the M.A. project. Prerequisites: ETEC 500 and 544. (4 units)
648. E-Learning Delivery and Evaluation
Examination of various models, strategies, and issues of e-Learning delivery. Exploration of assessment on student learning and e-Learning effectiveness. (4 units)
674. E-Learning Technology and Media
Examination of current technology tools and instructional methods for effective instruction on e-Learning. (4 units)
676. Advanced Topics in Instructional Technology
Intensive study of advanced topics such as multimedia, interactive communication technology, networking and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Formerly ETEC 675. (2-8 units)
692. Practicum in Educational Technology
Application of educational technology theories in field settings. Directed experiences in educational or corporate settings. Requires a written agreement with a sponsoring agency and departmental approval of that agreement. Graded credit/no credit. Prerequisite: ETEC 500 or consent of instructor. (4 units)
699. Master's Degree Project
Assisting Instructional Technology Master's students in completing their M.A. project. (4 units)
999. Comprehensive Examination
An assessment of the student's ability to integrate the knowledge of the area, show critical and independent thinking and demonstrate mastery of the subject matter. Prerequisites: advancement to candidacy, approval of department, completion of course work in the master's program, and in good academic standing. (0 units)

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