Department of Liberal Studies (Education)
Department website: https://www.vanguard.edu/academics/academic-programs/undergrad/liberal-studies
Mission: The mission of the Department of Liberal Studies is to provide undergraduate students with a broad liberal arts education within the context of a Christian worldview in a multicultural setting. The Liberal Studies major is designed to challenge students to integrate different academic disciplines and to bring about wholeness of the mind, emotions, and character.
The Liberal Studies major provides students with a broad selection of courses in core subject areas. It is the university-approved academic program for students seeking preparation to become an elementary school teacher. This California Commission on Teacher Credentialing (CTC) approved program ensures that students' coursework completion satisfies the subject matter requirement necessary to earn a California Multiple Subject Teaching Credential.
Although Liberal Studies is the ideal choice for students who desire to become an elementary school teacher, the major is also an excellent choice for considering graduate school. Students who also may consider the major are those planning to enter careers in law, government, library service, natural science, or public service.
Multiple Subject Matter Program
The Multiple Subject Matter Program allows students to complete subject matter competence through undergraduate coursework, in preparation for pursuing a teaching credential. Vanguard students who major in Liberal Studies and complete the required coursework do not need to provide CSET scores for Multiple Subject Credential Programs in the state of California effective May 2018. See CTC Approval Here. The program has been approved by the California Commission on Teacher Credentialing (CTC) for those seeking a California Multiple Subject Teaching Credential (Students should refer to the VU Graduate Program in Education for specific information about completing a teaching credential).
Single Subject Matter Programs
The Single Subject Matter Programs allow students to complete their subject matter competence through undergraduate coursework, in preparation for pursuing a teaching credential. Students interested in obtaining a teaching credential after completion of a bachelor's degree should speak to an academic advisor to be placed on the teaching track or emphasis within their degree program. Currently, Vanguard has single subject matter programs in English, Mathematics, and Music. The Single Subject Matter Program has the approval of the California Commission on Teacher Credentialing (CTC) for students seeking a California Single Subject Teaching Credential in a specific subject area. (Students should refer to the VU Graduate Program in Education for specific information about completing a teaching credential.) More information about each of the required courses needed to complete the single subject programs can be found within each respective department.
Student Learning Outcomes
- Students will articulate their mission as a teacher in the context of their Christian faith through written and verbal modes of expression including reflective essays, a Christian faith integration paper, and class discussions.
- Students will demonstrate understanding of the various philosophies of education and be able to articulate their own personal philosophies in integrative papers and class discussions.
- Students will apply their knowledge of cultural diversity through fieldwork, oral presentations, and writing projects.
- Students will demonstrate their use of information literacy to support student learning by applying technology skills to collaborative online writing projects and objective exams.
- Students will apply their understanding of the state teaching profession standards by completing field experience observations and writing assignments.
- Students will apply their working knowledge of the foundations of the teaching profession through field experience.
Liberal Studies Program
This course explores the role of education and teaching in modern American Society. Current political and social issues and their impact on schools are addressed; and career opportunities and expectations for teachers are explored. Students are encouraged to assess and reflect upon their own educational experiences, skills, and learning styles as they interact with current practitioners and education literature. Students complete a 15-hour fieldwork component. May not be taken concurrently with EDUC 315. Must be passed with a C (not C-) or better to fulfill the Liberal Studies major requirement.
This course introduces students to the world of elementary dance curriculum and pedagogy through a thought-provoking exploration of the development of fundamental movement skills. Students develop the knowledge, skills and attitude necessary to successfully implement a dance and drama program to support the diverse needs of elementary school students. Students are provided with guided opportunities to explore performance and choreographic experiences that build skills in improvisation and collaboration. This course is cross-listed with THEA-213
This course serves as an introduction to topics and issues in the field of education for Liberal Studies majors. Students are guided in thinking about and moving toward their future role as a teacher. Students are taught how to read and comprehend research in education and to write research papers from a place of understanding the context, process, and audience for research writing. This course focuses on the process of writing in APA style. Must be passed with a C (not C-) or better to fulfill the core curriculum requirement.
This course provides methods and materials for drama structures and activities as applied to the elementary classroom. Participants will explore how to use drama as a gateway to the curriculum, as well as a way to motivate students, build classroom community and manage the classroom. Participants investigate through the lens of a teaching artist, classroom teacher and/or drama teacher how to adapt the work to suit their needs, and collaboratively present lessons. This course is cross-listed with THEA-242.
Students explore historical and current research in early childhood education, primary models of curriculum and pedagogy in the field, and the relationship between critical aspects of young children's development and the creation of inclusive learning opportunities for all children, including children at risk. The concept of developmentally appropriate practice and its application across different developmental levels and early childhood classrooms is introduced and connected.
Directed tutoring of elementary and secondary students in selected tutorial centers/schools located in urban settings. Enrollees must complete 30 hours of supervised tutoring in an approved urban tutorial center or school site for each unit. Written critical incident reports are required. Limited enrollment by permission only. See the Chair of the Department of Liberal Studies for further information.
Students seeking to complete the Single Subject Matter Program in English must take this course as part of that program to ensure they are integrating literary content with their pedagogical experience. This course provides the philosophical background and classroom experience necessary to introduce the student to the teaching profession in a public or private school in a multicultural environment. The purpose of the class is to assist the student in gaining an understanding of the resources and challenges facing a teacher serving a linguistically and culturally diverse student population. Discussion focuses on the major professional organizations and educational research related to the philosophical, historical, and demographic developments of American education. Students complete a 30-hour field work component to observe classroom management and organization, Specially Designed Academic Instruction Delivered in English (SDAIE) instructional practices, and the curricula of grades K-12. The role and function of Christian beliefs and values in the public school are integrated throughout the course. This course is a prerequisite requirement for Multiple and Single Subject Credential programs. Lab fee.
This course is recommended for students interested in professions involving children. Drawing mainly from an education psychology perspective, this course covers the process of human development from conception through adolescence. Emphasis is placed upon development that enables one to reach physical, mental, emotional, and social maturity. The primary goal of this course is to introduce students to the research that underlies effective teaching practices and to provide practice applying content. Students are exposed to the psychology behind teaching and learning, as it exists both inside and outside the classroom.
Examines the developing child in a societal context focusing on the interrelationship of family, school and community; and emphasizes historical and socio-cultural factors. The processes of socialization and identity development are highlighted, showing the importance of respectful, reciprocal relationships that support and empower families. Terms Typically Offered: Fall.
Terms Typically Offered: Fall.
A study of the nature and use of technology in the educational process. An emphasis is placed upon both teachers and students using a variety of technology to enhance a content standards based curriculum. Topics studied include: computers, interactive white boards, scanners, digital cameras, PDA's, digital projection, software, word processing, PowerPoint, and other technology that assists educators or is currently used with students in K-12 classrooms. This course meets the Level One technology standards for a California teaching credential.
This course explores strategies and techniques to help support the success of linguistically and culturally diverse students. Includes an introduction to the processes by which children acquire language. Special attention is given to the practical application of linguistic theories of language acquisition to teaching and tutoring. Students learn how to design lessons for children and young adults that use a communicative, interactive approach. Students investigate, critique and use a variety of EFL materials, and are required to perform 10 hours of fieldwork in an English tutoring center and classroom.
This course introduces concepts, theories, and research in educational psychology. The topics covered include cognitive development during the school years, learning theories, instructional approaches, motivation, assessment, and individual differences. Includes application of psychological principles to the education process, role of the teacher and learner, human growth and development, learning styles, motivation, memory, transfer of learning, measurement and evaluation, research and experimentation in learning theory.
This course provides a basic understanding about the historical, legal, and social foundations of special education. Students explore strategies for working effectively with children and adolescents (K-12) by learning about the nature of mild/moderate disabilities (specific learning disabilities, cognitive impairments, and emotional and behavioral disturbances). The course examines legal issues and laws pertaining to special education, giving attention to school compliance and student and parent rights. Students observe a special education classroom for 10 hours. During fieldwork experience, students select several topics of interest to explore in depth, interview the fieldwork teacher to determine how he/she addresses those topics in the inclusive classroom, and make observations and recommendations for beneficial classroom practices.
This course focuses on preparing students to teach the state-adopted academic content standards for students in history-social science (K-8). Students explore events and periods from multiple perspectives by using simulations, case studies, cultural artifacts, works of art and literature, cooperative projects, and student research. California History serves as the basis of all coursework. Must be accepted into the Liberal Studies Integrated Teacher Education Program (ITEP).
This course provides studentsan oppurtunity to gain experience in an on-going research experiment with a faculty member. Students will be exposed to contempoary research problems in an area of psychology and the application of research concepts. This course may meet off-campus durring the semester. Class may be repeated one time for credit.
Teacher candidates analyze the philosophical and historical background of public education in California. Candidates acquire a range of positive behavioral supports for students with the basic knowledge, skills and strategies for engaging and supporting diverse learners, including students with special needs, English learners, Standard English Learners, and students with other learning needs in the least restrictive environment. Candidates develop a plan to establish an inclusive and culturally responsive learning environment.
This course covers theories, principles and instructional practices of reading/language arts instruction in the elementary classroom and includes: language acquisition; four communication skills of listening, speaking, reading and writing; diagnostic and early intervention techniques; and key themes of a balanced, comprehensive, instructional program. Specific content knowledge needed in preparation for RICA is aligned in this course.
In this course candidates strengthen their subject matter expertise and application by familiarizing themselves with subject matter content standards and appropriate pedagogical strategies for teaching specific subject matter disciplines (math, science, social studies, etc.).Working with the cohort faculty leader and expert practitioners, teacher candidates develop lessons for the diverse populations of students in today's classrooms using the Backward Design planning strategy that focuses on integrating subject-specific content standards, Common Core Literacy standards, and English Language Development standards. Candidates develop in-depth lesson plans utilizing Inductive, Deductive, and Cooperative methodologies.
This course provides the philosophical and historical foundations of education. Teaching candidates begin the development of a reflective professional classroom philosophy. Candidates evaluate their philosophical bias related to the classroom and examine the professional and ethical behaviors, which contribute to teacher success in a school community. Additionally, this course prepares candidates with basic knowledge, skills and strategies for teaching diverse and special populations, including students with disabilities, students on behavior plans, and gifted and talented students in the general education classroom. Individuals become familiar with the cultural and individual diversity of the school community.
This early supervised field experience provides the candidate with an opportunity to work directly with learners in a University assigned elementary school classroom with a Master Teacher two days per week. Candidates observe and apply instructional strategies under the leadership of the Master Teacher to learn to manage and deliver instruction in the elementary classroom. Lab fee: Master Teacher stipend
In this course, candidates strengthen their subject matter expertise and application by familiarizing themselves with subject matter content standards and appropriate pedagogical strategies for teaching specific subject matter disciplines (math, science, social studies, etc.). These strategies focus on the candidates' prospective subject-specific credential and the diverse populations of students in today's classrooms. Working with the cohort faculty leader and expert practitioners, teacher candidates develop lessons using the Backward Design planning strategy that focuses on integrating subject-specific content standards, Common Core Literacy standards, and English Language Development standards. Candidates develop in-depth lesson plans utilizing Inductive, Deductive, and Cooperative methodologies.
This course helps candidates to connect the subject matter content and standards to appropriate performance tasks and instructional strategies, as they learn to plan curriculum units. Candidates learn to model and assist students to integrate technology and media into content-specific literacy when conducting research, producing and publishing writing, creating multimedia presentations, and interacting and collaborating with others in this and other disciplines. Through cooperative methods, candidates learn that after a discovery activity, students need the opportunity to independently apply their learning.
This early supervised fieldwork experience provides the candidate with an opportunity to work directly with learners in a University assigned secondary classroom with a Master Teacher two days per week. Candidates observe and apply instructional strategies under the leadership of the Master Teacher to learn to manage and deliver instruction in the secondary classroom. Lab fee: Master Techer stipend
Teacher candidates develop an interdisciplinary unit plan, integrating knowledge of subject-specific pedagogical skills including Health and Physical Education. Teacher candidates collect and analyze student assessment data from multiple measures and reflect on their teaching practices and level of subject matter and pedagogical knowledge to plan and implement instruction.
Effective July 2018, California law requires all Multiple and Single Subject teacher preparation programs to include a California Teaching Performance Assessment (CalTPA). The purpose of this course is to provide support for teacher candidates to demonstrate their knowledge, skills, and abilities learned through the teacher credentialing program to successfully pass this state assessment. This course is taken concurrently with EDUG 525 or EDUG 535.
Effective July 2018, California law requires all Multiple and Single Subject teacher preparation programs to include a California Teaching Performance Assessment (CalTPA). The purpose of this course is to provide support for teacher candidates to demonstrate their knowledge, skills, and abilities learned through the teacher credentialing program to successfully pass this state assessment. This course is taken concurrently with EDUG 587 or EDUG 589.
This course focuses on how to move middle and high school students who are non-English speakers into and through English language literacy. Teacher candidates read and discuss first and second language acquisition theories and the various programs appropriate for students at each level of fluency. By practicing methods of teaching English language development, teacher candidates engage in using strategies, techniques, and methods that have proved successful in fostering high achievement.
Single Subject candidates focus on theories and methods which enhance learning across the curriculum for middle and high school students. The course assists candidates in developing teaching methods that ensure students are successfully comprehending course content, accessing long-term memory, taking effective notes, and communicating learning concepts. Candidates learn to teach to the strength of each personality type. Candidates also learn the basics of explicit reading instruction at the secondary level.
Regular hours each week for classes and/or meetings are established at the beginning of the semester. The intern assists an instructor in planning and conducting a course and/or laboratory session. Maximum of three units. May be repeated for a maximum of six units.
Single subject candidates learn to write lesson plans for middle and high school students in their particular subject matter area integrating reading, writing, listening, speaking and thinking. Candidates explore the role of language fluency in comprehension and teach an integrated lesson which enhances content mastery.
This course provides the student with an opportunity to work as a teaching assistant in a local school. Includes direct instruction of individuals and small groups. With permission of the supervising teacher, the student may conduct some whole-class instruction. Limited enrollment by permission only. See the Chair of the Department of Liberal Studies for further information.
A study of the nature and use of technology in the educational process. An emphasis is placed on Computer Assisted Instruction (CAI) and the selection of software with a hands-on approach to the use of word processing, spreadsheets, and other programs that are of assistance to educators or are currently used with students in K-12 classrooms. This course meets the CCTC standards for the level 1 technology requirement.
Study of a special topic dealing with education. May be repeated for credit.
May be repeated for credit.
This seminar course includes reflection on advanced clinical practice experiences in elementary education and their connection with the Teaching Performance Expectations (TPEs). This course focuses on the connection between the community, family, school and classroom, and prepares candidates for the professional job market and continued professional growth and development.
During clinical practice, credential candidates work directly with learners in a University assigned elementary classroom with a Master Teacher, five full days per week during the semester. Candidates experience the daily responsibilities of running a culturally and linguistically diverse classroom. Candidates practice under the expert monitoring of a Master Teacher with mentoring from a University Supervisor. Lab Fee: Master Teacher stipend
Clinical practice experiences are designed to provide the candidate with a developmental and sequential set of activities that are integrated with the coursework and extend the candidate's learning through application of theory to practice with secondary students in California public school classrooms. This seminar course enhances the teach-reflect-revise cycle by allowing candidates to reflect on lessons taught in clinical practice, collaborate with peers, and revise their instruction for improved student learning.
During clinical practice fieldwork, credential candidates work directly with learners in a University assigned secondary classroom with a Master Teacher, 5 full days per week during the semester. Candidates experience the daily responsibilities of running a culturally and linguistically diverse classroom. Candidates practice under the expert monitoring of a Master Teacher with mentoring from a University Supervisor. Lab Fee: Master Teacher stipend
Mutual investigation of one topic within the field of education that is of particular relevance to upper division liberal studies majors. May be repeated for credit.
Students investigate key ideas from the California Curriculum Frameworks and the California Student Academic Content Standards. Students address the integration of faith and learning and identify how this integration has deepened their understanding of each subject area. The culmination of this course is a portfolio that reflects evidence of lesson planning and implementation, identity as a teacher and researcher, and spiritual integration with teaching. Students are assigned to conduct 10 hours of fieldwork experience at a prearranged elementary school site, which serves as the primary basis of all classroom activities.