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Educ Principal’s Leadership |
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EDPL 610 - Foundations Of Curriculum, Instruction, And Assessment
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Masters in Education Program and/or Preliminary Administrative Services Credential.
Description: Theories for design of curriculum, instruction and assessment in an inclusive school environment will be addressed. Topics include standards based curriculum, differentiated instruction, using assessment data to design on-going instruction at the classroom level, dynamics of the curriculum change process. Course results in the development of a deep and internalized understanding of effective teaching, learning and assessment for all students including English Language Learners and students with special needs.
Graded: Letter Grade
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EDPL 620 - Assessment And Accountability Leadership
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Emphasis and/or Preliminary Administrative Services Credential.
Description: Leadership skills and dispositions to maintain a focus on comprehensive teacher and student learning outcomes by developing, aligning, and monitoring an equity-driven assessment and accountability system. Develop a high degree of assessment literacy for purpose of providing direction and information to the school community. Analyze current research and policy regarding Federal, State, and local systems of accountability and assessment to determine the degree to which they are equitable and standards-based. Apply accessible and usable data management systems that create a culture of personal responsibility and inform instruction and organizations. Engage in cycles of program evaluation that assesses how teachers and programs impact student learning on multiple measures. Apply supervision and evaluation strategies that maintain a focus on student learning and supports teachers to improve their practice.
Graded: Letter Grade
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EDPL 621 - Law and School Management
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Masters in Education Program and/or Preliminary Administrative Services Credential Program.
Description: This course will focus on application of federal, state and local law to school government and management. Topics include legal principles of statutes and case law related to conduct of students, contracts, liabilities, torts, and individual rights legal framework for the governance of public education the role of the legislative process in the governance of schools legal requirements of due process as it relates to students, parents, and school personnel and special education law and procedures.
Graded: Letter Grade
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EDPL 622 - School Finance and Principles of Applied Leadership
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Masters in Education Program and/or Preliminary Administrative Services Credential Program.
Description: Application of the principles of leadership and management as found in the research literature to school site and school district finance and management issues. Topics include public school finance, effective management of fiscal resources and business services at the school site and school district level, budget development and implementation at the site level to support instructional program priorities and the needs of instructional staff in meeting the needs of all students. Leadership skills including communication, human relations, decision-making, managing conflict, and facilitating change are developed within the context of school site fiscal and resource allocation issues. Communication, human relations, power and authority, decision-making, managing conflict, facilitating change in the context of student management, health, safety, security, school community relations, and school support services (food services, custodial services, facilities maintenance).
Graded: Letter Grade
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EDPL 623 - Understanding and Influencing Organizations in Diverse Communities
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to a Master’s Program and/or Preliminary Administrative Services Credential Program
Description: Examines organizational theory and leadership skills required to understand and implement change. Topics include organizational structures, the cultural context of education and ethical leadership.
Graded: Letter Grade
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EDPL 624 - Human Resource Management in Education Settings
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Masters in Education Program and/or Preliminary Administrative Services Credential Program
Description:This course will focus on leadership for building collective capacity by inspiring teachers (faculty) and other staff, parents or care givers, school community leaders, and students to optimize their performance while aligning other resources, maintaining a collegial and collaborative environment, and optimizing student learning and emotional development. Content will include skills for developing, aligning and monitoring equity-driven feedback/coaching and evaluation systems for improving performance and, when necessary, employing legally defensible and policy-driven evaluation practices to address poor performance
Graded: Letter Grade
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EDPL 625 - Building Collaborative, Inclusive Learning Communities
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Masters of Arts in Education Program and/or Preliminary Administrative Services Credential Program.
Description: This course involves understanding and applying the skills needed to build an inclusive learning community. Topics include: roles and relationships among students, staff, adults and families, professional development, shared decision making, teacher leadership, supporting special populations within the school, designing and implementing strategic plans focused on improved student achievement for all learners.
Graded: Letter Grade
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EDPL 626 - Introduction To American Higher Education
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Emphasis
Description: Provides an overview of American higher education with an emphasis on the historical, philosophical, ethical, and cultural foundations of colleges and universities and the role policy played in shaping institutional development and practices. Issues related to students, faculty, curriculum, governance, and finance will be discussed the culture of the academy will be examined from various perspectives.
Graded: Letter Grade
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EDPL 627 - The American College Student
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Emphasis
Description: Examines a range of human development theories that offer insight into the processes of student learning, growth, and development during the postsecondary years. Special focus is directed toward applying theory to practice.
Graded: Letter Grade
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EDPL 628 - Organization And Administration Of Student Affairs
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Emphasis
Description: Examines the organization and administration of student affairs in higher education from historical, philosophical and ethical perspectives. Topics include the function of student affairs, essential competencies of a student affairs leaders and future issues impacting student affairs leaders.
Graded: Letter Grade
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EDPL 629 - Assessment And Evaluation In Higher Education
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Emphasis
Description: Philosophical foundations and various dimensions of assessment and evaluation in higher education. Explores the multiple methods used in assessment and evaluation, distinguishes between qualitative and quantitative methodologies of inquiry, provides practical experience in designing an assessment project, data collection and analysis, reporting on assessment results and using data for program improvement.
Graded: Letter Grade
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EDPL 631 - Professional Development/Fieldwork I
Units: 1 - 4
Variable Credit 1 - 4 units (1 hour seminar per week, 1-3 hours hours field studies per week)
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Emphasis and/or in the Preliminary Administrative Services Credential program
Description: Program standards developed by the California Commission on Teacher Credentialing (CTC) require that candidates seeking the Preliminary Administrative Services Credential participate in administrative field experiences that are designed to facilitate the application of theoretical concepts in authentic settings. Administrative field experiences are considered essential for the development of each candidate. Field experiences include a variety of diverse and realistic settings both in the day to day functions of administrators and in the long term policy design and implementation. May be repeated for a maximum of 4 units Repeat 4 times up to 4 units.
Graded: Credit / No Credit
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EDPL 632 - Professional Development/Fieldwork II
Units: 1 - 4
Variable Credit 1 - 4 units (1 hour seminar per week, 1-3 hours field work per week)
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Emphasis and/or Preliminary Administrative Services Credential program
Description: Program standards developed by the California Commission on Teacher Credentialing (CTC) require that candidates seeking the Preliminary Administrative Services Credential participate in administrative field experiences that are designed to facilitate the application of theoretical concepts in authentic settings. Administrative field experiences are considered essential for the development of each candidate. Field experiences include a variety of diverse and realistic settings both in the day to day functions of administrators and in the long term policy design and implementation. May be repeated for a maximum of 4 units Repeat 4 times up to 4 units.
Graded: Credit / No Credit
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EDPL 633 - The Social, Political, Economic and Legal Context of Schooling
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Master of Arts in Education Leadership or Preliminary Administrative Services
Description: This course will focus on the political, social, economic, legal, and cultural contexts in which schools function and the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. The important role that administrators play as spokespersons for the schools accomplishments and needs will also be explored.
Graded: Letter Grade
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EDPL 634 - Management of Resources and Learning Environments
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Master of Arts in Education Leadership or Preliminary Administrative Services Credential Program
Description: Focuses on the management of school organizations to cultivate a safe and productive learning and working environment. Content includes the management of interrelationships within the network of school operations instructional programs student services material, fiscal, and human resources focused staff capacity building and evaluation maintaining positive labor relations compliance with regulations related to accessibility of the physical plant, grounds, classes, materials, and equipment for staff and students use of technology to facilitate communication, manage information, enhance collaboration and handling of confidential matters consistent with legal and ethical practices.
Graded: Letter Grade
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EDPL 635 - Change and Coherence Leadership
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Master of Arts in Educational Leadership or Preliminary Administrative Services Credential Program
Description: Focuses on engaging all constituents in change efforts that respond collectively and coherently to the assets and challenges in schools and communities. Topics include: Skills and knowledge for determining the level of readiness of each school’s constituents, creating and context for establishing the components and pace of change and reform strategically celebration of effort and outcomes which assists leaders as a tool for the development of organizational systems of authentic shared leadership that develop and collaborative responsibility for change.
Graded: Letter Grade
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EDPL 636 - Leadership Presence, Attitude, Identity, and Relationships
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Master of Arts in Educational Leadership or Preliminary Administrative Services
Description: Focuses on the application of skills and knowledge for leading in a complex and dynamic organization. Content includes developing a deeper understanding of ones identity establishing and maintaining trust by display an optimizing, authoritative, and caring presence displayingcultural competence and responsiveness in the service of the teachers, staff, families, and children
Graded: Letter Grade
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Education - Single Subject |
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EDSS 415 - Adolescent Development for Secondary Educators
Units: 3
Three hours lecture per week
Prerequisite: Junior Standing or Enrolled in Post-baccalaureate Pre-Credential program
Description: Focuses on specific aspects of adolescent development that influence teacher-student interactions and relationships in secondary classrooms. Emphasizes the particular challenges and possibilities teachers encounter when working with adolescent students across differences in culture, ethnicity, gender, linguistic heritage, race, sexual orientation, and socioeconomic status. Changed from EDSS 515 effective F17.
Graded: Letter Grade
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EDSS 424 - Creating and Managing Effective Secondary School Learning Environments
Units: 5
Three hours lecture and four hours activity per week
Prerequisite: Junior Standing or enrolled in post-baccalaureate pre-credential program
Description: Participants observe students’ behavior in multilingual/multicultural inclusive secondary classrooms, or in education specialist settings; acquire and apply knowledge of classroom behavior, assessment principles, and tools; learn how to guide students’ social behavior; create classrooms that facilitate learning for all students and communicate with families. Weekly participatory observation in selected secondary schools under the supervision of a classroom teacher and course instructor precedes the class meeting. A Certificate of Clearance as approved by the California Commission on Teacher Credentialing (CTC) together with a copy of TB clearance is required. Clearances are submitted to the course instructor at the first class meeting. Participation at a school site is not permitted without clearances. Changed from EDUC 524 effective F17. Repeat 2 times up to 10 units.
Graded: Letter Grade
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EDSS 530 - General Secondary School Methods
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: Students learn and apply teaching strategies, assessment practices, lesson planning, and universal instructional design as appropriate for secondary classrooms. Includes an emphasis on teaching in multicultural, multilingual and inclusive classrooms. Places special emphasis on middle school teaching and the middle school concept. Students will be placed in middle schools for the field placement/student teaching.
Graded: Letter Grade
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EDSS 531 - Teaching Mathematics In Middle Schools
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: A study of content, methodology, materials and current research in teaching middle school mathematics. Focuses on the state curricular mathematics frameworks appropriate for middle school classrooms. Emphasizes reflective practice based on California Teacher Performance Expectations and the use and alignment of curricula to the Academic Content Standards for California Public Schools and the Common Core State Standards for Mathematics. Includes an emphasis on teaching in multicultural, multilingual and inclusive classrooms.
Graded: Letter Grade
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EDSS 532 - Teaching Science In Middle Schools
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: A study of content, methodology, materials and current research in middle school science teaching. Focuses on developing science process skills in middle school students. Emphasizes reflective practice based on California Teacher Performance Expectations and the use and alignment of curricula to the Academic Content Standards for California Public Schools. Includes an emphasis on teaching in multicultural, multilingual and inclusive classrooms.
Graded: Letter Grade
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EDSS 533 - Teaching English In Middle Schools
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: A study of essential content and methods in teaching expository and creative writing and literature, primarily at the middle school level. Focuses on the strategies for building reading comprehension and for teaching textual interpretations, questioning strategies, and scaffolding techniques. Emphasizes reflective practice based on Teacher Performance Expectations and the use and alignment of curricula to the Academic Content Standards for California Public Schools. Emphasizes teaching in multicultural, multilingual and inclusive classrooms.
Graded: Letter Grade
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EDSS 534 - Teaching Social Studies In Middle Schools
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: Prepares single subject credential candidates to teach social studies content in middle school classrooms. Primary emphases include the state standards, instructional techniques, and curricular materials commonly used to promote academic achievement in multicultural social studies classrooms in California. Methods to reach and teach English language learners and students with special needs are also highlighted.
Graded: Letter Grade
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EDSS 540 - Literacy In The Content Areas
Units: 2
Three hours lecture/discussion per week
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: Provides secondary pre-service teachers with preparation necessary to address literacy expectations in the common core state standards for reading, writing, speaking and listening, and language. Emphasis on how language and literacy issues and processes are crucial to successful student learning and successful teaching across contexts and content areas. Addresses the special needs of adolescents who struggle as readers and writers. Includes teaching approaches and methods that are consistent with teaching skills of critical thinking, collaborating, communicating, and creating. Includes an emphasis on teaching in multicultural, multilingual and inclusive classrooms.
Graded: Letter Grade
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EDSS 541 - Teaching Mathematics In High Schools
Units: 3
Three hours seminar per week
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: A study of content, methodology, materials and current research in teaching secondary mathematics courses including a focus on literacy skills in mathematiics. Focuses on the curricular framework of mathematics as appropriate for high school courses. Emphasizes reflective practice based on California teacher performance expectations and the use and alignment of curricula to the academic content math standards for California public schools, and the California Common Core state standards for mathematics. Emphasizes developing the standards for mathematical practice from the CA CCSS-M while teaching in multicultural, multilingual and inclusive classrooms.
Graded: Letter Grade
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EDSS 542 - Teaching Science In High Schools
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: A study of the content, methodology, materials and current research in teaching high school science courses. Focuses on methods, curriculum design, literacy and technology use specific to teaching science courses in grades 9-12. Emphasizes reflective practice based on California teacher performance expectations and the use and alignment of curricula to the Academic Content Standards for California Public Schools and the next generation science standards. Emphasizes teaching in multicultural, multilingual and inclusive classrooms.
Graded: Letter Grade
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EDSS 543 - Teaching English In High Schools
Units: 3
Four hours lecture per week
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: A study of the content, methodology, materials and current research in teaching high school English courses. Focuses on English and literacy methods, curriculum design and planning, differentiation, and technology use specific to teaching English courses in grades 9-12. Emphasizes reflective practice based on teacher performance expectations and the use and alignment of curricula to the academic content standards for California public schools. Includes an emphasis on teaching in multicultural, multilingual and inclusive classrooms.
Graded: Letter Grade
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EDSS 544 - Teaching Social Studies In High School
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: Prepares single subject credential candidates to teach social studies content in high school classrooms. Primary emphases include state and national standards, instructional techniques, and curricular materials commonly used to promote academic achievement in California’s multicultural social studies classrooms. Methods to reach and teach English language learners and students with special needs are also highlighted.
Graded: Letter Grade
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EDSS 550 - Access To Learning: English Language Learners
Units: 2
Two hours lecture/discussion per week
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: Various curricula and instructional programs designed for English language learners, including placement, grouping, methods of language and content assessment, English language development and specially designed academic instruction in English. Examination and application of theoretical and methodological issues in designing instruction for ELLs in classroom settings through reflective and critical practice.
Graded: Letter Grade
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EDSS 560 - Access To Learning: A Focus On Individual Differences (Cross-listed as SPED 560)
Units: 2
Two hours lecture/discussion per week
Prerequisite: Admission to the Single Subject or Education Specialist Teaching Credential program
Description: Focuses on methods and techniques for identifying and teaching students with special needs, including culturally diverse and gifted and talented students. Addresses collaboration between content area and special education teachers, working with diverse families and the unique issues associated with integrating students with special needs in secondary settings.
Graded: Letter Grade
Same as: SPED 560
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EDSS 580 - Field Experience High School (part-time Program)
Units: 1
Four hours per week in a high school setting
Prerequisite: Admission to the Single Subject Credential Program
Corequisite: EDSS 540, EDSS 541 , EDSS 542 , or EDSS 543
Participatory observation in selected high schools under the supervision of a classroom teacher and University supervisor. Repeatable up to 3 units.
Graded: Credit/No Credit
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EDSS 586 - Initial Student Teaching Single Subject
Units: 6
Eight hours supervision per week. Equivalent of eight weeks of full-time student teaching.
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: Participatory observation and initial student teaching in a select secondary setting under the supervision of a classroom teacher and university supervisor. Includes eight weeks of full time student teaching. Changed from EDSS 575 effective F17 Repeat 2 times up to 12 units.
Graded: Credit / No Credit
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EDSS 587 - Initial Student Teaching Seminar Single Subject
Units: 2
Two hours seminar per week
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: Weekly meetings to discuss observations and teaching practice during students first student teaching experience. Teacher education performance assessments will be introduced. Changed from EDSS 571 effective F17. Repeat 2 times up to 4 units.
Graded: Credit / No Credit
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EDSS 592 - Advanced Student Teaching Single Subject
Units: 6
Eight hours supervision per week. Equivalent of eight weeks of full-time student teaching
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: Participatory observation and advanced student teaching in a secondary setting selected by the program under the supervision of a classroom teacher and university supervisor. Includes eight weeks of full time student teaching. Changed from EDSS 585 effective F17. Repeat 2 times up to 12 units.
Graded: Credit / No Credit
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EDSS 593 - Advanced Student Teaching Seminar Single Subject
Units: 2
Two hours seminar per week
Prerequisite: Admission to the Single Subject Teaching Credential program
Description: Weekly meetings to discuss observations and teaching practice during the second student teaching experience. Teacher education performance assessments will be completed as an exit requirement of the program. Discussion and seminar with University supervisor to discuss practical issues relevant to the student teaching experience. Changed from EDSS 581 effective F17. Repeat 2 times up to 4 units.
Graded: Credit / No Credit
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Education - Disability Studies |
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SPED 345 - Individuals with Disabilities in Society (Cross-listed as PSY 345)
Units: 3
Three hours lecture per week
Prerequisite: Junior Standing or Consent of Instructor
Major types of disabilities and giftedness, including definitions, causes, characteristics, and educational implications. Topics include: disability perspectives and social, legal, and educational considerations of disability issues.
Same as: PSY 345
GenEd: D, E, UDIGE
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SPED 410 - Typical and Atypical Development
Units: 3
Three hours lecture per week
Prerequisite: Prerequisite: Junior Standing or enrolled in Post-baccalaureate Pre-Credential program
Description: Focus on typical and atypical development from the prenatal stage to adulthood and the implications for learning. Emphasis on atypical development associated with various disabilities and risk conditions. Resilience and protective factors and their impact on learning. Theories of typical and atypical child development, including educational and home settings, schools, communities, and culture are integrated. Changed from SPED 530 effective F17.
Graded: Letter Grade
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SPED 490 - Special Topics in Special Education
Units: 1-3
Prerequisite: Upper Division Standing and Consent of Instructor
In-depth analysis of current topics in special education. Topics vary each semester. Total completions 3. Repeatable by topic up to 9 units.
Graded: Student Option - Graded or Credit/No Credit
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SPED 494 - Independent Research in Special Education
Units: 1-3
Prerequisite: Upper Division Standing and Consent of Instructor
Students design and implement an independent research project in special education in conjunction with a faculty member. Three completions allowed. Repeatable up to 6 units.
Graded: Student Option - Graded or Credit/No Credit
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SPED 497 - Directed Studies in Special Education
Units: 1-3
Prerequisite: Upper Division Standing and Consent of Instructor
An intensive directed study of some aspect of field of special education under the direction of a faculty member. Repeatable up to 6 units, max 3 completions.
Graded: Student Option - Graded or Credit/No Credit
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SPED 499 - Senior Capstone Project/Seminar In Special Education
Units: 1 - 3
Variable hours 1 - 3 hours seminar per week
Prerequisite: Upper division standing and consent of the instructor
Description: Students work on research or community-based projects in the field of special education. A written report of the project is required. Three completions allowed. Repeatable up to 9 units.
Graded: Student Option
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SPED 541 - Foundations Of Special Education
Units: 3
Three hours lecturer week
Prerequisite: Admission to Education Specialist Teaching Credential program
Description: Ethical standards, professional practices, laws, regulations and policies related to the provision of services to individuals with disabilities and their families. Models, theories and practices that form the basis for special education practice. History of special education and contributions of culturally diverse groups. Development of professional perspective that reflects status of special education services in society.
Graded: Letter Grade
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SPED 542 - Managing Learning Environments
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to Education Specialist Teaching Credential program
Description: Functional assessment of behavior, behavior management strategies, communication styles and their impact on learning laws, regulations, and strategies for promoting positive and self-regulatory behavior in students. Designing and implementing positive behavioral support plans.
Graded: Letter Grade
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SPED 543 - Curriculum And Instruction For Special Education I
Units: 4
Four hours lecture per week
Prerequisite: Admission to Education Specialist Teaching Credential program
Description: Identifies the characteristics and needs, and the range of service and delivery models for students with mild to moderate disabilities. Develop unit and lesson plans that adapt and modify curriculum and lessons used in general education. Strategies for collaborating and consulting with paraprofessionals, general education teachers and other professionals.
Graded: Letter Grade
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SPED 544 - Curriculum And Instruction For Special Education II
Units: 4
Four hours lecture per week
Prerequisite: Admission to the Education Specialist Teaching Credential program
Description: Prepares students to identify specific academic needs for students with mild/moderate disabilities using multiple forms of assessment and instruction. Students develop instructional plans to meet the needs of individuals with mild/moderate disabilities using evidence-based practices.
Graded: Letter Grade
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SPED 545 - Assessment of Students with Disabilities
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Education Specialist Teaching Credential Program
Description: Basic principles, processes and strategies for assessment. Use of effective assessment techniques, tools and approaches for individuals who are culturally, linguistically, ethnically, socio-economically and ability diverse in general education and special education settings to make educational decisions.
Graded: Letter Grade
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SPED 547 - Autism Spectrum Disorders in the Classroom
Units: 2
Two hours lecture per week
Prerequisite: SPED 345 and SPED 530
Corequisite: Enrollment in a Credential Program
Provides knowledge of how to work with students with autism in a K-12 classroom. Core challenges associated with language and communication, social skills, behavior, and processing and their implications for program planning and service delivery for students with autism. Meets the requirements for the added authorization for Autism, when taken with the CI Ed Spec credential program.
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SPED 560 - Access To Learning: A Focus On Individual Differences (Cross-listed as EDSS 560)
Units: 2
Two hours lecture/discussion per week
Prerequisite: Admission to the Single Subject or Education Specialist Teaching Credential program
Description: Focuses on methods and techniques for identifying and teaching students with special needs, including culturally diverse and gifted and talented students. Addresses collaboration between content area and special education teachers, working with diverse families and the unique issues associated with integrating students with special needs in secondary settings.
Graded: Letter Grade
Same as: EDSS 560
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SPED 562 - Field Experience
Units: 2
A minimum of one school day in local public schools per week
Prerequisite: Admission to the Education Specialist: Mild/Moderate or Moderate/Severe Disabilities Credential Program
Corequisite: One of the following: SPED 542 , SPED 543 , SPED 545
Participatory observation in school settings under the supervision of a university supervisor and/or classroom teacher for Education Specialist Candidates and Approved Interns. Repeatable up to 6 units.
Graded: Credit/No Credit
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SPED 585 - Intern Field Support and Seminar
Units: 3
One hour seminar and four hours field studies per week
Prerequisite: Students must be enrolled in the Education Specialist Level 1 Credential Program and be employed as a Special Education Intern at a local school.
Special education interns will participate in the Intern Field Support Seminar each semester they are enrolled in the credential program. Students will receive support at their school site and attend a seminar. Seminar will focus on guided discussion of experience during teaching, reflective feedback on teaching experiences and problem solving. Repeatable up to 12 units.
Graded: Credit/No Credit
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SPED 586 - Initial Student Teaching Education Specialist
Units: 6
Eight hours field of study per week. Equivalent to eight weeks of full-time student teaching
Prerequisite: Admission to the Education Specialist Teaching Credential program
Description: This the first of a two part field experience course that provides students with the opportunity to gradually assume the responsibilities of a special education teacher in a public school including teaching, assessing students, IEP development, collaborating with parents, teachers and special services personnel. Changed from SPED 570 effective F17. Repeat 2 times up to 12 units.
Graded: Credit / No Credit
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SPED 587 - Initial Student Teaching Seminar Education Specialist
Units: 2
Two hours seminar per week
Prerequisite: Admission to the Education Specialist Teaching Credential program
Description: Guided discussion of issues associated with student teaching. Topics are determined each term by the issues identified by the student teachers. Changed from SPED 571 effective F17.
Graded: Credit / No Credit
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SPED 589 - Curriculum & Instruction II - Moderate/Severe Disabilities
Units: 4
Four hours lecture per week
Prerequisite: Admission to the Moderate/Severe Disabilities Program; completion of SPED 541 , SPED 542 , SPED 543 , SPED 560
Theory and application of instructional strategies, curricular modifications and practices for students with moderate/severe disabilities. Expanded technological supports, inclusive teaching strategies, transition and transition planning for post-secondary education. Strategies for meeting mobility, sensory, and specialized health care needs in the classroom. Working with paraprofessionals & related services personnel within the school setting.
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SPED 590 - Student Teaching in Special Education Moderate/Severe
Units: 6
Twelve hours activity per week
Prerequisite: Admission to Clinical Practice and permission of Education Specialist Credential Program Coordinator
Corequisite: Student teaching seminar SPED 591
Supervised teaching in university-approved culturally diverse public school special education setting for students with moderate/severe disabilities. Culminating experience that integrates the competencies for the Preliminary Education Specialist Credential in Moderate/Severe Disabilities.
Graded: Credit/No Credit
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SPED 591 - Student Teaching Seminar in Special Education Moderate/Severe
Units: 2
Two hours seminar per week
Prerequisite: Admission to Clinical Practice and permission of Education Specialist Credential Program
Corequisite: Final student teaching SPED 590
Structured seminar to be taken concurrently with the student teaching experience SPED 590. Seminar prepares candidates to become reflective practitioners, and to complete a final portfolio to demonstrate acquisition of all competencies as articulated by the state.
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SPED 592 - Advanced Student Teaching Education Specialist
Units: 6
Variable number of hours field study per week. Equivalent to a minimum of 8 weeks of student teaching
Prerequisite: Admission to the Education Specialist Teaching Credential program
Definition: This is the second part of a two part field experience series that provides students with the opportunity to gradually assume the responsibilities of a special education teacher in a public school including teaching, assessing students, IEPdevelopment, collaborating with parents, teachers and specialservices personnel. Changed from SPED 580 effective F17. Repeat 2 times up to 12 units.
Graded: Credit / No Credit
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SPED 593 - Advanced Student Teaching Seminar Education Specialist
Units: 2
Two hours seminar per week
Prerequisite: Admission to the Education Specialist Teaching Credential program
Description: Guided discussion of experience during student teaching, reflective feedback on student teaching experiences, preparation for securing a teaching position. Facilitation of final student assessments. Changed from SPED 581 effective F17.
Graded: Credit / No Credit
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SPED 640 - Induction Planning and Support
Units: 1
Two hours seminar per week
Prerequisite: Admission to Level II Education Specialist credential program
Corequisite: Working as a special education teacher
Development of a Level II Professional Induction Plan in collaboration with a University Supervisor and a District Support Provider. The plan will include university and non-university components. The plan will identify the candidate’s professional area of specialization and area of need. The induction plan will build upon the theoretical and practical knowledge gained in the Education Specialist Level I program and guide the candidate in developing a specific emphasis within the field of special education.
Graded: Credit/No Credit
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SPED 641 - Advanced Perspectives In Disability Studies
Units: 3
Three hours lecture per week
Prerequisite: Admission to the M.A. in Education, Disability Studies Emphasis
Description: Prepares professionals in effective advanced practices in the field of services for people with disabilities and their families. Interpret, apply and disseminate current and emerging research, theory, legislation , policy and practice related to serving individuals with disabilities.
Graded: Letter Grade
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SPED 642 - Advanced Behavior and Environmental Support
Units: 3
Three hours lecture per week
Prerequisite: Admission to Level II Education Specialist credential program
Corequisite: Working as a special education teacher
Examination and analysis of theories, research, and best practices of behavior and environmental support for students with disabilities within their own school settings.
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SPED 643 - Advanced Assessment And Instructional Practices For Diverse Learners
Units: 3
Three hours lecture per week
Prerequisite: Admission to the MA in Education, Disability Studies Emphasis
This field based seminar course builds upon students knowledge and skills of assessment and instructional methodology. Students have the opportunity to discuss and review current practices in special education on the local, state and national level. Students review current trends in multicultural and bilingual special education, augmentative communication, data-based decision making, early intervention, outcomes assessments, technology and other areas that effect special education practices for students with mild/moderate disabilities.
Graded: Letter Grade
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SPED 646 - Advanced Collaborative Partnerships and Effective Communication in School Settings
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to Level II Education Specialist credential program
Corequisite: Working as a special education teacher
Examination and analysis of theories, research, and best practices for collaborative partnerships and effective communication within their own school settings and, professional and family environments.
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SPED 647 - Transition and Career Education
Units: 1
One hour seminar per week
Prerequisite: Admission to Level II Education Specialist credential program
Corequisite: Working as a special education teacher
Students in this seminar will gain an understanding of transition planning and career education for students with disabilities. Students will demonstrate the ability to write and implement successful transition plans for students transitioning out of public education. Students will learn about career services for people with disabilities available from educational and community agencies.
Graded: Credit/No Credit
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SPED 649 - Induction Evaluation
Units: 1
One hour seminar per week
Prerequisite: SPED 640 , SPED 641 , SPED 642 , SPED 643 , SPED 646 , and SPED 647
Corequisite: Working as a special education teacher
This field based seminar course will evaluate and finalize candidates’ Professional Level II Induction Plan and Professional Development Portfolio. The candidate will work with his/her University Supervisor and District Support Provider to demonstrate and/or document proficiency in the California State Standards for Education Specialists. The candidate will provide evidence for professional development within an area of need and area of specialization as determined in SPED 641 . Repeatable.
Graded: Credit/No Credit
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SPED 655 - Historical and Contemporary Portraits of Disabilities and Special Education
Units: 3
Three hours lecture per week
An examination of the history of disabilities with an emphasis on the social reform movements and prominent philosophies that have shaped contemporary policies for individuals with disabilities in the United States. Focus on the life histories of individuals with disabilities and their families; family support and disability advocacy movements. Examination of the trends in public education and civil rights that have impacted individuals with disabilities in historical and contemporary contexts.
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SPED 690 - Advanced Topics In Disability Studies
Units: 3
Three hours seminar per week
Prerequisite: Admission to M.A. in Education Program, Disability Studies Emphasis
Description: Provides a critical examination of current issues surrounding the field of disability studies, including instructional methodologies, latest research, legislation and policy, case law, high stakes exams, over-representation of minorities in disability services, and teacher shortages.
Graded: Letter Grade
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Education - Collaborative Online Doctorate in Educational Leadership |
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EDL 551 - Organizational Theory and Leadership in Complex Organizations
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Collaborative Online Doctorate in Educational Leadership
Students develop skills to create action plans or organizational change, reform, and renewal by analyzing educational organizations, diagnosing organizational needs, and identifying institutional challenges and contexts.
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EDL 552 - Educational Reform
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Collaborative Online Doctorate in Educational Leadership
Examines change in education settings in the context of: organizational theory, structure, culture; and change leadership strategies and styles. K-12 educational setting and higher education settings are used to test theories and change strategies.
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EDL 553 - Educational Policy Environments
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Collaborative Online Doctorate in Educational Leadership
Determinants of policy in educational organizations and leadership. Analysis of structures used for legal, fiscal and political decisions and conflict management. Role of the educational leader in relation to intergovernmental activities aimed at educational reform.
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EDL 554 - Applied Quantitative Research Methods
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Collaborative Online Doctorate in Educational Leadership
Examines advanced research methodologies and data analysis techniques applicable to education and social science settings. Topics include experimental and quasi-experimental design, statistical techniques, sampling distributions, nonparametric statistics, inference and hypothesis testing with applications to the work of the education leader.
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EDL 556 - Conceptual Curriculum Perspectives for Educational Leadership
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Collaborative Online Doctorate in Educational Leadership
Examines the socio-political context of curriculum and its historical development. Focuses on educational theories and philosophies, instructional theories and practices, the influences of technology on curriculum, and the assessment of teaching and learning.
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EDL 557 - Applied Qualitative Research Methods
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Collaborative Online Doctorate in Educational Leadership
Examines the purpose and nature of qualitative research including current applications in educational settings. Emphasis is directed toward critical analysis of current qualitative studies and will include field-based and on-line applications. Fieldwork component is included in this course.
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EDL 558 - Theories of Cross-Cultural Education
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Collaborative Online Doctorate in Educational Leadership
Designed to strengthen school system leaders’ efficacy in analyzing and ameliorating educational inequities using a variety of theoretical approaches to cross-cultural, multicultural education. Focuses on advocacy-oriented knowledge, skills and dispositions required for providing effective, inclusive education to empower all learners.
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EDL 559 - Applied Research and Measurement in Education
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Collaborative Online Doctorate in Educational Leadership
Review of approaches to designing and conducting educational research, including ethical issues. Emphasis on reading and evaluating research literature and designing research projects. Includes psychometric theory, validity and reliability of tests, professional testing standards, and hands-on experience with test evaluation.
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EDL 561 - Educational Assessment, Evaluation and Planning
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Collaborative Online Doctorate in Educational Leadership
Examines assessment practices, planning strategies, and evaluation processes in P-12 and higher education settings. Addresses current issues and trends in the field of education related to school accountability. Contains fieldwork/application component.
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EDL 580T - Topics in Educational Leadership
Units: 3
Three hours lecture per week
Prerequisite: Admission to the CODEL (EdD) Program,EDL 552 , EDL 553 ,EDL 554 , EDL 556 , EDL 557 , EDL 558 ,EDL 559 , EDL 561 , and permission of the CODEL Director
Description: Topics and issues in educational leadership in the areas of organizational studies, curriculum, instruction and supervision, assessment and evaluation, and sociocultural studies. Analysis of research findings and an emphasis on the relationship of theory to practice. Repeat 7 times up to 21 units
Graded: Letter Grade
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EDL 599 - Dissertation
Units: 3 - 6
Three to six hours seminar per week
Prerequisite: Completion of the CODEL Core and Specialization courses within a minimum GPA of 3.0 passed the qualifying exam, and advanced to candidacy to begin formal work on a doctoral dissertation. Consent of instructor
Description: This course deals with both the theoretical and practical aspects of designing dissertation research and successfully defending the design in a proposal hearing. The purpose of the course is to assist students through the proposal and dissertation writing processes Repeat 4 times up to 12 units.
Graded: Letter Grade
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EDL 599C - Dissertation Continuation
Units: 0
Variable hours
Prerequisite: Completion of the CODEL Core and socialization courses with a minimum GPA 3.0 passed the qualifying exam, advanced to candidacy to begin formal work on a doctoral dissertation, and completion of 12 units of EDL 599
Description: Continues the theoretical and practical aspects of designing dissertation research and successfully defending the design in a proposal hearing. The purpose of the course is to assist students through the proposal and dissertation writing processes. Repeat up to 12 times
Graded: Credit / No Credit
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English |
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ENGL 102 - Stretch Composition I
Units: 3
Three hours lecture per week
Focuses not on finished products but rather on helping students develop strategies for using writing to construct meaning, which in turn assists in generating thought-provoking discourse for the intended reader. Upon completing this course, students will have learned that all writing involves a recursive process of thinking and writing strategies often referred to as peer review, invention, prewriting, drafting, revising, and editing. This is the first in a two-course sequence of ENGL 102 and ENGL 103 .
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ENGL 103 - Stretch Composition II
Units: 3
Three hours lecture per week
Prerequisite: ENGL 102
Building on the writing strategies developed in English 102, students in English 103 become well versed in a variety of approaches to constructing the types of genres required in their college courses and in the workplace, including research-based prose. Completion of ENGL103 prepares students for success in their courses across the curriculum.
GenEd: A2
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ENGL 105 - Composition and Rhetoric I
Units: 3
Three hours lecture per week
Instruction and practice in writing university-level expository and persuasive prose. The subject matter of the course will be thematic and variable. The focus of the course is the development of proficiency in conceptualizing, analyzing and writing academic papers. Substantial writing is required. This course may be linked with another lower division course, in which case the student will enroll in both courses.
GenEd: A2
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ENGL 107 - Advanced Composition And Rhetoric
Units: 3
Three hours lecture per week
Prerequisite: A grade of C or better in ENGL 103 or ENGL 105 or ENGL 206 or equivalent
An intensive, one-semester writing course that emphasizes research as a heuristic for learning, writing as an intellectual dialogue with the authorities represented in the evidence found, and which engages students in judging the merit and appropriateness of discovered evidence. A substantial amount of writing is required.
Graded: Letter Grade
GenEd: A1, A3
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ENGL 110 - Themes In Multicultural Literature For Non-Majors
Units: 3
Three hours lecture per week
Exploration of broad themes in literature across multiple genres and cultures, American and international. Repeat 2 times up to 6 units.
Graded: Letter Grade
GenEd: C2, C3B
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ENGL 120 - American Literature I
Units: 3
Three hours lecture/discussion per week
Prerequisite: ENGL 103 or ENGL 105 or Equivalent
Study of significant works of American, transatlantic, and transnational literature from pre-Columbian times through 1850, with special attention to literary traditions and their historical and social contexts. A variety of writers will be explored.
GenEd: C2
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ENGL 160 - Genre Fiction
Units: 3
Three hours lecture/discussion per week
An exploration into genre fiction such as crime, science fiction, fantasy, romance, thriller, mystery, and horror. Each section will pick one genre and study it in-depth. A variety of writers within the genre will be explored. Students will apply what they have learned from genre conventions through creative works such as short stories, poems, or one-act plays.
GenEd: C1
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ENGL 206 - Composition and Rhetoric II - Service Learning
Units: 3
Two hours lecture and two hours activity per week
Prerequisite: ENGL 103 or ENGL 105 or Instructor Permission
Description: Instruction and practice in producing university-level expository and persuasive prose centered on exploring socioeconomic and sociopolitical issues in our local and global communities. Special attention is given to evidence discovery, claim support, argument response, and their applications to academic debate, public decision making, and rhetorical reading. Requires off-campus service with community partners. Experiential learning emphasized. Formerly ENGL 106, in May 201
Graded: Letter Grade
GenEd: A1, A2
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ENGL 210 - Themes and Theories in World Literature
Units: 3
Three hours lecture per week
A survey of world literature and theoretical perspectives, focusing largely on texts by non-western authors, organized around one or more themes. Texts studied are primarily written by authors from the following areas: Asia, South Asia, the Middle East, Africa, and Latin America.
GenEd: C2
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ENGL 212 - Children’s Literature in a Diverse World
Units: 3
Three hours lecture/discussion per week
Prerequisite: ENGL 103 or ENGL 105 or equivalent
Description: An inquiry into children’s literature. Students analyze works by diverse authors in multiple genres, including fiction and nonfiction, poetry, picture books, non-fiction, and traditional literature. Focus will be on critical reading of materials appropriate for grades K-6 as well as analysis of literary elements and structural features, and the author’s craft. Students examine societal values transmitted through children’s literature. Projects include analytical papers, author studies, and creative projects.
Graded: Letter Grade
GenEd: C2
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ENGL 220 - American Literature II
Units: 3
Three hours lecture/discussion per week
Study of significant works of American, transatlantic, and transnational literature from 1850 through the present, with special attention to literary traditions and their historical and social contexts. A variety of writers from various cultural and regional backgrounds will be explored.
GenEd: C2
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ENGL 231 - Writing for the Popular Press
Units: 3
Three hours lecture per week
Description: An introduction to journalism. Explores AP-style writing, reviews, think pieces, social media campaigns, and other forms of writing for popular publications. This is a writing and research intensive course. Special attention is paid to the specific types of research techniques necessary for writing newspaper and magazine articles.
Graded: Letter Grade
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ENGL 240 - Literary Genres In Translation
Units: 3
Three hours lecture per week
Description: A concentrated study of a literary genre, using texts originally written in languages other than English. Authors and genres selected change from term to term therefore students may take the course for credit more than once. Repeatable by topic
Graded: Letter Grade
GenEd: C2, C3B
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ENGL 250 - British and European Literature
Units: 3
Three hours lecture/discussion per week
Study of major British and European literature, from Beowulf to the present, with special attention to literary traditions and their historical and social contexts. (Effective Fall 2014 ENGL 150 combined with ENGL 250.)
GenEd: C2
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ENGL 251 - Secrets Of Academic Writing
Units: 3
Three hours lecture per week
Prerequisite: ENGL 102 and ENGL 103 or ENGL 105 or ENGL 206 or Permission of the Instructor
Description: Locate, examine, analyze and practice genres of academic writing within a discipline. Discuss how and why writers publish in a discipline, consider guidelines for writers, and deconstruct the ways that writers organize their material. Practice academic writing genres to gain entry into the secrets of the discipline, and learn how to present according to expectations.
Graded: Letter Grade
GenEd: A1, A2
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ENGL 260 - Creative Writing, An Introduction
Units: 3
Three hours lecture per week
Description: An introduction to creative writing in fiction, creative non-fiction, and poetry. Writing intensive with peer discussion and editing as well as reading what authors have written about the writing process.
Graded: Letter Grade
GenEd: C1
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ENGL 299 - Editing Studio
Units: 1
One hour lecture per week
Description: Focuses on learning how to edit one’s own writing assignments for errors and develop more sophisticated ways to make arguments, cite evidence, and convey opinion in academic writing. Support development of a more effective writing and editing process. For students in all disciplines, especially those with regular writing assignments to develop. Repeat 2 times up to 3 units.
Graded: Credit / No Credit
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ENGL 305 - Writing in the Social Sciences (Cross-listed as SOC 305)
Units: 3
Three hours lecture per week
Prerequisite: ENGL 103 or ENGL 105 or the equivalent, or permission of the instructor
Description: Provides strategies and processes to support academic reading and writing for social science majors. Focuses on disciplinary expectations for writing, including the use of specific style guides, organizational structures, and representations of data. Includes practice in oral presentations in a typical academic format.
Graded: Letter Grade
Same as: SOC 305
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ENGL 311 - Bilingual Literary Studies/Estudios Literarios Bilingues (Cross-listed as SPAN 311)
Units: 3
Three hours lecture per week
Prerequisite: ENGL 103 or ENGL 105 and SPAN 202 or SPAN 212 or Consent of Instructor
Explores the literature of the Americas written in English and Spanish. Includes works by bilingual U.S. authors and by Latin American authors. Genres may include novels, short stories, drama, and poetry. Texts will be read in the original language; class discussions will be bilingual.
Same as: SPAN 311
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ENGL 315 - Introduction to Language, Structure and Linguistics
Units: 3
Three hours lecture/discussion per week
Prerequisite: ENGL 103 or ENGL 105 or Equivalent
An examination of the basic components of human language, including phonology, morphology, syntax and semantics, and the differences/ similarities among languages. Students will identify examples of speech parts and their functions, morphologies, and syntax.
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ENGL 322 - Sociology of Popular Culture (Cross-listed as SOC 322, COMM 322)
Units: 3
Three hours lecture per week
Prerequisite: SOC 100
Examines popular culture from a sociological and a comparative perspective. Emphasizes the impact of mass media on individual behavior, marketing and consumption of amusements and entertainments in the domestic and global marketplace.
Same as: SOC 322 , COMM 322
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