Mar 28, 2024  
2019-2020 Catalog 
    
2019-2020 Catalog [ARCHIVED CATALOG]

Course Descriptions



 

 

Curriculum and Instruction

  
  • EDCI 655 - Advanced Classroom Management Theory


    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission into the MA Education Program
    Investigation and discussion of a range of behavior management theories, discipline strategies, organizational procedures, and communication skills. Emphasis will be placed on actual classroom experiences and development of a personal model of discipline.

Education - Multilingual

  
  • EDML 416 - Foundations of Bilingual Education


    Units: 3
    Three hours of lecture
    An overview of the context for bilingual education and bilingualism in California and the United States. Examines the history, policies, programs, practices, and research on bilingual education and bilingualism. Special emphasis is placed on policies impacting the establishment and implementation of various types of bilingual education programs; research-based theories and practices informing bilingual education; the relationship of culture and language in students served in bilingual programs; and the impact of developing strong school-home connections on the academic success and well-being of bilingual students.  
    Graded: Letter Grade
  
  • EDML 417 - The Socio-Cultural Context of Bilingual Schooling


    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing or Enrolled in Post-baccalaureate Pre-Credential program
    Description: A sociolinguistic approach to the study of verbal and non-verbal elements of communicative appetence amongst Latinas/-os, including traditional patterns of communication and use of the United States. Changed from EDML 617   effective F17
    Graded: Letter Grade
  
  • EDML 563 - Primary Language Schooling in the US, Grades K-12 I


    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission to the Multiple Subject, Single Subject or Educational Specialist Teaching Credential program with Bilingual Authorization or holds a California teaching credential.
    Description: The nature of language and literacy teaching and learning in the language of emphasis. Skills related to instruction in two languages. Effective use of primary language, literacy and related curricular materials.
    Graded: Letter Grade
  
  • EDML 564 - Primary Language Schooling in the US, Grades K-12 II


    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission to the Multiple Subject, Single Subject or Educational Specialist Teaching Credential program with Bilingual Authorization OR holds a California teaching credential.
    Description: The nature of primary language teaching in the content areas and relationship to literacy. Skills related to instruction in two languages. Effective use of content area curricula and assessments.
    Graded: Letter Grade

Ed Multiple Subjects Program

  
  • EDMS 410 - Child Growth and Development During the Elementary School Years


    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4) or Enrolled in post- baccalaureate Pre-Credential program
    Introduction to the stages of child growth and development for middle childhood years (ages 5-12). Major concepts, principles, and theories of how physical, social, emotional, and cognitive development impacts learning in diverse classroom settings for this age group. Changed from EDUC 510 effective F17. Repeat 2 times up to 6 units.
    Graded: Letter Grade
    GenEd: UDGE-D
    CI Mission Category(s): Interdisciplinary Approaches

  
  • EDMS 422 - Creating and Managing Effective Elementary School Learning Environments


    Units: 5
    Three hours lecture and four hours activity per week
    Prerequisite(s): EDUC 101  , and Junior Standing or Enrolled in Post- baccalaureate Pre-Credential program
    Participants observe student behavior in multilingual/multicultural inclusive elementary 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 elementary 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. For assistance in obtaining clearance visit: http://www.ctc.ca.gov/credentials/apply.html. Changed from EDUC 522 effective F17 Repeat 2 times up to 10 units
    Graded: Letter Grade
  
  • EDMS 522 - Literacy 1: Multicultural/Multilingual


    Units: 4
    Four hours of lecture per week
    Prerequisite(s): Admission to the Multiple Subject Teaching Credential program
    Description: Topics include developmental theory and practice of the reading and writing process across the grade levels study skills foundations of reading and writing theory and practice for students who speak English as a first or second language teaching reading and writing to native English speakers and English language learners in English-only, multilingual and bilingual contexts literacy and language development needs of English learners and exceptional children technology for teaching and learning is integrated.
    Graded: Letter Grade
  
  • EDMS 523 - Literacy 2: Multicultural/Multilingual


    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission to Multiple Subject Teaching Credential program
    Description: Preparing students to meet expanding literacy demands in reading, comprehension, writing skills and literature-based instruction within multicultural and multilingual contexts introduction to English Language Arts/English Language Development (ELA/ELD) framework to support Common Core State Standards for English Language Arts State-adopted reading intervention programs integration of appropriate technologies for teaching and learning. Differentiating literacy instruction for English learners, specific needs of children (including gifted), and English only students. Focuses on the English/Language Arts needs of children in grades 3-6. Repeat 2 times up to 6 units.
    Graded: Letter Grade
  
  • EDMS 525 - Modern Methods In Mathematics Teaching To Grades K-3


    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission to the Multiple Subject Teaching Credential program
    Description: Applying techniques and materials to teaching mathematics in self-contained classrooms in K-3 school settings. Special attention is given to developing number concepts, modeling mathematics concepts through concrete, verbal, symbolic and graphic representations, and mathematical reasoning. Planning units of study, creating lesson plans, and designing and implementing assessment tools to help differentiate activities for English Language Learners and exceptional children are integrated.
    Graded: Letter Grade
  
  • EDMS 526 - Modern Methods In Mathematics Teaching To Grades 4-6


    Units: 2
    Two hours lecture per week
    Prerequisite(s): Admission to Multiple Subject Teaching Credential program
    Description: Applying techniques and materials to teaching mathematics in self-contained classrooms in Grade 4-6 settings. Special attention is given to mathematical reasoning, problem solving skills, modeling concepts through multiple approaches including verbal, concrete, symbolic, and graphic representations. Designing assessment tools and using assessment data to differentiate activities for English Language Learners and exceptional children. Use of digital technology will be stressed.
    Graded: Letter Grade
  
  • EDMS 527 - History, Social Studies And Integrated Arts


    Units: 4
    Four hours of lecture/discussion per week
    Prerequisite(s): Admission to the Multiple Subject Teaching Credential program
    Description: Focuses on curriculum for History, Social Sciences and Arts as delineated by the California Content Area Standards and the Curriculum Frameworks. Includes curriculum development, methods, techniques, planning and assessment in history, social studies and integrated arts. Needs of English Language Learners and exceptional children, technology for teaching and learning are integrated.
    Graded: Letter Grade
  
  • EDMS 529 - Science, Health And Physical Education


    Units: 4
    Four hours lecture/discussion per week
    Prerequisite(s): Admission to the Multiple Subject Teaching Credential program
    Description: Study of the application of recommended methods for teaching physical, life and earth science, health and physical education to students (K-8) based on research and theory. Students reflect upon their personal development and abilities to integrate theory and practice in science, health and physical education with other subject areas. Needs of English Language Learners and exceptional children, technology for teaching and learning are integrated.
    Graded: Letter Grade
  
  • EDMS 562 - Field Experience Multiple Subject (part-time Program)


    Units: 1
    Three hours per week
    Prerequisite(s): Admission to the Multiple Subject Credential Program
    Corequisite(s): Any of the following two: EDMS 522 , EDMS 523 , EDMS 526 , EDMS 527 , or EDMS 529 
    Participatory observation in selected schools under the supervision of classroom teacher and university supervisor. Repeatable up to 5 units.
    Graded: Credit/No Credit
  
  • EDMS 586 - Initial Student Teaching Multiple Subject


    Units: 6
    Eight hours of field studies per week
    Prerequisite(s): Admission to the Multiple Subject Teaching Credential Program
    Description: Participatory observation and teaching in selected schools under the supervision of classroom teacher and university supervisor. Changed from EDMS 565 effective F17.
    Graded: Credit / No Credit
  
  • EDMS 587 - Initial Student Teaching Seminar Multiple Subject


    Units: 2
    Two hours seminar per week
    Prerequisite(s): Admission to the Multiple Subject Teaching Credential Program
    Description: Facilitates the preparation for and discussion of issues relevant to the student teaching experience. Prepares candidates for the Teaching. Changed from EDMS 566 effective F17.
    Graded: Credit / No Credit
  
  • EDMS 592 - Advanced Student Teaching Multiple Subject


    Units: 6
    Eight hours field studies per week
    Prerequisite(s): Admission to the Multiple Subject Teaching Credential Program
    Description: Participatory observation and teaching in selected schools under the supervision of classroom teacher and university supervisor, with a teaching seminar. Changed from EDMS 575 effective F17.
    Graded: Credit / No Credit
  
  • EDMS 593 - Advanced Student Teaching Seminar Multiple Subject


    Units: 2
    Two hours seminar per week
    Prerequisite(s): Admission to the Multiple Subject Teaching Credential Program
    Description: Prepares student teachers for the job market and for the Teaching Performance Assessment. Facilitates the preparation and discussion of practical issues relevant to the student teaching experience. Changed from EDMS 576 effective F17. Repeat 2 times up to 4 units.
    Graded: Credit / No Credit

Educ Principal’s Leadership

  
  • EDPL 610 - Foundations Of Curriculum, Instruction, And Assessment


    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): 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
  
  • EDPL 620 - Assessment And Accountability Leadership


    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): 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
  
  • EDPL 621 - Law and School Management


    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): 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
  
  • EDPL 622 - School Finance and Principles of Applied Leadership


    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): 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
  
  • EDPL 623 - Understanding and Influencing Organizations in Diverse Communities


    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): 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
  
  • EDPL 624 - Human Resource Management in Education Settings


    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): 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
  
  • EDPL 625 - Building Collaborative, Inclusive Learning Communities


    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): 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
  
  • EDPL 626 - Introduction To American Higher Education


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • EDPL 627 - The American College Student


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • EDPL 628 - Organization And Administration Of Student Affairs


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • EDPL 629 - Assessment And Evaluation In Higher Education


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • EDPL 631 - Professional Development/Fieldwork I


    Units: 1
    One hour seminar per week
    Prerequisite(s): Admission to the Master of Arts in Educational Leadership and/or Preliminary Administrative Services Credential program
    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 leadership 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. This seminar will assist candidates in meeting the field experience requirements.
    Graded: Crd/No Crd
  
  • EDPL 632 - Professional Development/Fieldwork II


    Units: 1
    One hour seminar per week
    Prerequisite(s): Admission to the Master of Arts in Educational Leadership and/or Preliminary Administrative Services Credential program
    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. This seminar will prepare students for field-based experiences and assessments. Repeat 4 times up to 4 units.
    Graded: Crd/No Crd
  
  • EDPL 633 - The Social, Political, Economic and Legal Context of Schooling


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • EDPL 634 - Management of Resources and Learning Environments


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • EDPL 635 - Change and Coherence Leadership


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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 schools constituents, creatingand context for establishing the components and pace of change and reform strategically celebration ofng effort and outcomes which assists leaders to das a tool for the development of organizational systems of authentic shared leadership that developand collaborative responsibility for change.
    Graded: Letter Grade
  
  • EDPL 636 - Leadership Presence, Attitude, Identity, and Relationships


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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

Education - Single Subject

  
  • EDSS 415 - Adolescent Development for Secondary Educators


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • EDSS 424 - Creating and Managing Effective Secondary School Learning Environments


    Units: 5
    Three hours lecture and four hours activity per week
    Prerequisite(s): 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
  
  • EDSS 530 - General Secondary School Methods


    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): 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
  
  • EDSS 531 - Teaching Mathematics In Middle Schools


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • EDSS 532 - Teaching Science In Middle Schools


    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): 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
  
  • EDSS 533 - Teaching English In Middle Schools


    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): 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
  
  • EDSS 534 - Teaching Social Studies In Middle Schools


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • EDSS 540 - Literacy In The Content Areas


    Units: 2
    Three hours lecture/discussion per week
    Prerequisite(s): 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
  
  • EDSS 541 - Teaching Mathematics In High Schools


    Units: 3
    Three hours seminar per week
    Prerequisite(s): 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
  
  • EDSS 542 - Teaching Science In High Schools


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • EDSS 543 - Teaching English In High Schools


    Units: 3
    Four hours lecture per week
    Prerequisite(s): 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
  
  • EDSS 544 - Teaching Social Studies In High School


    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission to the Single Subject Teaching Credential program
    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
  
  • EDSS 550 - Access To Learning: English Language Learners


    Units: 2
    Two hours lecture/discussion per week
    Prerequisite(s): 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
  
  • EDSS 560 - Access To Learning: A Focus On Individual Differences (Cross-listed as SPED 560)


    Units: 2
    Two hours lecture/discussion per week
    Prerequisite(s): 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
  
  • EDSS 580 - Field Experience High School (part-time Program)


    Units: 1
    Four hours per week in a high school setting
    Prerequisite(s): Admission to the Single Subject Credential Program
    Corequisite(s): 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
  
  • EDSS 586 - Initial Student Teaching Single Subject


    Units: 6
    Eight hours supervision per week. Equivalent of eight weeks of full-time student teaching.
    Prerequisite(s): 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
  
  • EDSS 587 - Initial Student Teaching Seminar Single Subject


    Units: 2
    Two hours seminar per week
    Prerequisite(s): 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
  
  • EDSS 592 - Advanced Student Teaching Single Subject


    Units: 6
    Eight hours supervision per week. Equivalent of eight weeks of full-time student teaching
    Prerequisite(s): 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
  
  • EDSS 593 - Advanced Student Teaching Seminar Single Subject


    Units: 2
    Two hours seminar per week
    Prerequisite(s): 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

Education - Disability Studies

  
  • SPED 345 - Individuals with Disabilities in Society (Cross-listed as PSY 345)


    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    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: UDGE-D
    CI Mission Category(s): Interdisciplinary Approaches

  
  • SPED 410 - Typical and Atypical Development


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • SPED 490 - Special Topics in Special Education


    Units: 1-3
    Prerequisite(s): 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
  
  • SPED 494 - Independent Research in Special Education


    Units: 1-3
    Prerequisite(s): 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
  
  • SPED 497 - Directed Studies in Special Education


    Units: 1-3
    Prerequisite(s): 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
  
  • SPED 499 - Senior Capstone Project/Seminar In Special Education


    Units: 1 - 3
    Variable hours 1 - 3 hours seminar per week
    Prerequisite(s): 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
  
  • SPED 541 - Foundations Of Special Education


    Units: 3
    Three hours lecturer week
    Prerequisite(s): 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
  
  • SPED 542 - Managing Learning Environments


    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): Admission to Education Specialist Teaching Credential Program
    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
  
  • SPED 543 - Curriculum And Instruction For Special Education I


    Units: 4
    Four hours lecture per week
    Prerequisite(s): 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
  
  • SPED 544 - Curriculum And Instruction For Special Education II


    Units: 4
    Four hours lecture per week
    Prerequisite(s): 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
  
  • SPED 545 - Assessment of Students with Disabilities


    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): 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
  
  • SPED 547 - Autism Spectrum Disorders in the Classroom


    Units: 2
    Two hours lecture per week
    Prerequisite(s): SPED 345  
    Corequisite(s): 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.
  
  • SPED 560 - Access To Learning: A Focus On Individual Differences (Cross-listed as EDSS 560)


    Units: 2
    Two hours lecture/discussion per week
    Prerequisite(s): 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  
  
  • SPED 562 - Field Experience


    Units: 2
    A minimum of one school day in local public schools per week
    Prerequisite(s): Admission to the Education Specialist: Mild/Moderate or Moderate/Severe Disabilities Credential Program
    Corequisite(s): 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
  
  • SPED 585 - Intern Field Support and Seminar


    Units: 3
    One hour seminar and four hours field studies per week
    Prerequisite(s): 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
  
  • 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(s): 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
  
  • SPED 587 - Initial Student Teaching Seminar Education Specialist


    Units: 2
    Two hours seminar per week
    Prerequisite(s): 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
  
  • SPED 589 - Curriculum & Instruction II - Moderate/Severe Disabilities


    Units: 4
    Four hours lecture per week
    Prerequisite(s): 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.
  
  • SPED 590 - Student Teaching in Special Education Moderate/Severe


    Units: 6
    Twelve hours activity per week
    Prerequisite(s): Admission to Clinical Practice and permission of Education Specialist Credential Program Coordinator
    Corequisite(s): 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
  
  • SPED 591 - Student Teaching Seminar in Special Education Moderate/Severe


    Units: 2
    Two hours seminar per week
    Prerequisite(s): Admission to Clinical Practice and permission of Education Specialist Credential Program
    Corequisite(s): 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.
  
  • 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(s): 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
  
  • SPED 593 - Advanced Student Teaching Seminar Education Specialist


    Units: 2
    Two hours seminar per week
    Prerequisite(s): Admission to the Education Specialist Teaching Credential Program
    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
  
  • SPED 640 - Induction Planning and Support


    Units: 1
    Two hours seminar per week
    Prerequisite(s): Admission to Level II Education Specialist Credential Program
    Corequisite(s): 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
  
  • SPED 641 - Advanced Perspectives In Disability Studies


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • SPED 642 - Advanced Behavior and Environmental Support


    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission to Level II Education Specialist Credential Program
    Corequisite(s): 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.
  
  • SPED 643 - Advanced Assessment And Instructional Practices For Diverse Learners


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • SPED 646 - Advanced Collaborative Partnerships and Effective Communication in School Settings


    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): Admission to Level II Education Specialist credential program
    Corequisite(s): 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.
  
  • SPED 647 - Transition and Career Education


    Units: 1
    One hour seminar per week
    Prerequisite(s): Admission to Level II Education Specialist Credential Program
    Corequisite(s): 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
  
  • SPED 649 - Induction Evaluation


    Units: 1
    One hour seminar per week
    Prerequisite(s): SPED 640 , SPED 641 , SPED 642 , SPED 643 , SPED 646 , and SPED 647 
    Corequisite(s): 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
  
  • 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.
  
  • SPED 690 - Advanced Topics In Disability Studies


    Units: 3
    Three hours seminar per week
    Prerequisite(s): 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

Education - Collaborative Online Doctorate in Educational Leadership

  
  • EDL 551 - Organizational Theory and Leadership in Complex Organizations


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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.
  
  • EDL 552 - Educational Reform


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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.
  
  • EDL 553 - Educational Policy Environments


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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.
  
  • EDL 554 - Applied Quantitative Research Methods


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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.
  
  • EDL 556 - Conceptual Curriculum Perspectives for Educational Leadership


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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.
  
  • EDL 557 - Applied Qualitative Research Methods


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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.
  
  • EDL 558 - Theories of Cross-Cultural Education


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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.
  
  • EDL 559 - Applied Research and Measurement in Education


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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.
  
  • EDL 561 - Educational Assessment, Evaluation and Planning


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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.
  
  • EDL 580T - Topics in Educational Leadership


    Units: 3
    Three hours lecture per week
    Prerequisite(s): 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
  
  • EDL 599 - Dissertation


    Units: 3 - 6
    Three to six hours seminar per week
    Prerequisite(s): 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
  
  • EDL 599C - Dissertation Continuation


    Units: 0
    Variable hours
    Prerequisite(s): 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

English

  
  • ENGL 102 - Strategies of Successful College Writers


    Units: 3
    Three hours lecture per week
    Focuses on helping students develop habits of mind and strategies for success in writing at the college-level. Students will learn to leverage campus resources and academic technologies throughout the recursive thinking and writing process (invention, prewriting, drafting, revising, editing, and peer review). Successful completion of ENGL 102 prepares students to enroll in ENGL 105 in the following semester to fulfill their first-year writing requirement (GE Area A2: Written Communication).
    Graded: Letter Grade
    GenEd: E
  
  • ENGL 105 - Composition and Rhetoric


    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 research-based academic texts. Substantial research and writing are required.
    Graded: Letter Grade
    GenEd: A2
  
  • ENGL 107 - Advanced Composition and Rhetoric


    Units: 3
    Three hours lecture per week
    Prerequisite(s): A grade of C or better in 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: A3
 

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