Liberal Studies (EDUC)

EDUC-100  Intro/Education  3 Credits  

This course explores the role of education and teaching in modern American Society. Current political and social issues and their impact on schools will be addressed. Career opportunities and expectations for teachers will be discussed. Students will be encouraged to assess and reflect upon their own educational experiences, skills, and learning styles as they interact with current practitioners and education literature. Students will 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.

EDUC-213  Foundations of Dance for Elem Teachers  1 Credit  

This course will introduce students to the world of elementary dance curriculum and pedagogy through a thought provoking exploration on the development of fundamental movement skills. Students will 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 will also be provided with guided opportunities to explore performance and choreographic experiences that build skills in improvisation and collaboration.

EDUC-220C  Researched Writing for Liberal Studies Majors  3 Credits  

This course serves as an introduction to topics and issues in the field of education for Liberal Studies majors. Students will be guided in thinking about and moving toward their future role as a teacher. Students will be 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.

EDUC-242  Pedagogy/Practice in Theatre for Youth  3 Credits  

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 tool for transfer across the curriculum, as well as a way to motivate students, build classroom community and manage the classroom. Participants will 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.

EDUC-250  Intro to Early Childhood Education  3 Credits  

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 will be introduced and connected.

EDUC-305  Tutoring in an Urban Setting  1-3 Credits  

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 will be required. Limited enrollment by permission only. See the Chair of the Department of Liberal Studies for further information.

EDUC-315  Teaching/Multicultural Setting  3 Credits  

Students seeking to complete the subject matter program in English must take this class as part of that program to ensure that they are integrating literary content with their pedagogical experience. This course provides the philosophical background and classroom experience necessary to introduce a person to the teaching profession in a public or private school in a multicultural environment. The purpose of the class is to assist the student to gain an understanding of the resources and challenges facing a teacher serving a linguistically and culturally diverse student population. Discussion will focus on the major professional organizations and educational research related to the philosophical, historical, and demographic developments of American education. Students will 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 will be integrated throughout the course. This course is a prerequisite requirement for the Multiple and Single Subject Credential programs. PREREQUISITE: Liberal Studies majors must complete EDUC-100 prior to taking this course.ÿLab fee.

Prerequisite: EDUC-100

EDUC-326  Child & Adolescent Development  3 Credits  

This course is recommended for those interested in professions involving children. Drawing mainly from an education psychology perspective, the process of human development from conception through adolescence. Emphasis is placed on development which 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 give you practice applying content. Students will be exposed to the psychology behind teaching and learning, as it exists in classrooms and beyond.

EDUC-330  Integrating Tech/Clssrm Teachg  3 Credits  

A study of the nature and use of technology in the educational process. An emphasis is placed on both teachers and students utilizing 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.

EDUC-342  Language Acquisition in Linguistically Diverse Classrooms  3 Credits  

This 3 unit course explores strategies and techniques to support the success of language and culturally diverse students. 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 will learn how to design lessons for children and young adults that use a communicative, interactive approach and will micro teach those lessons in class. They will investigate, critique and use a variety of EFL materials. Students will be required to do 10 hrs of fieldwork in an English tutoring center and classroom.

EDUC-344  Psychological Foundations of Education  3 Credits  

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. 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.

EDUC-346  Intro to Special Education  3 Credits  

This course provides a basic understanding about the historical, legal, and social foundations of special education. Students will explore strategies on 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 will also examine legal issues and laws pertaining to special education giving attention to school compliance and student and parent rights. Students will observe a special education classroom for 10 hours. During their fieldwork experience, candidates will 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.

EDUC-409  Foundations in Teaching (MS)  2 Credits  

This course provides the philosophical and historical foundations of education. Teaching candiddates 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. Indivdiuals become familiar with the cultural and indivdiual diversity of the school community. PREREQUISITE: Completion of Subject Matter Preparation Program or CSET.

EDUC-419  English Language Arts/Elem Class (MS)  3 Credits  

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 blanced, comprehensive, instructional program. Specific content knowledge needed in preparation for RICA is aligned in this course. PREREQUISITE: Completion of Subject Matter Preparation Program or CSET.

EDUC-423  Instr Design/Specific Pedagogy (MS)  4 Credits  

In this course, candidates strengthen their subject matter expertise and application by familiarizing themselves with subject mattter content standards and appropriate pedagogical strategies for teaching specific subject matter disciplines (math, science, social studies, etc.). These strategieies 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 practictioners, teacher candidates develop lessons using the Backward Design planning straetgy 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. PREREQUISITE: Completion of Subject Matter Preparation Program or CSET.

EDUC-424  Found/Teaching for Single Subj  2 Credits  

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.

EDUC-425  Early Supervised Fieldwork (MS)  4 Credits  

This early supervised field experience provides the candidate with an opportunity to work directly with learners in a University assigned secondary classroom with a Master Teacher for 100 hours for the semester. 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 fees cover CEAI Insurance, Master Teacher, and Subject Mentor. PREREQUISITE: Comletion of Subject Matter Preparation Program or CSET.

EDUC-426  Instr Des/Subj Spec Pedag-Mltp  4 Credits  

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 experet 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.

EDUC-434  Curr Unit Planning/Single Subj  2 Credits  

This course helps candidates to connect the subject matter content an dstandards toa ppropriate 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.

EDUC-435  Early Supervsd Fldwrk-Sngl Sub  4 Credits  

This early supervised field experience provides the candidate with an opportunity to work directly with learners in a University assigned secondary classroom with a Master Teacher for 100 hours for the semester. 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 fees cover CEAI Insurance, Master Teacher, and Subject Mentor.

EDUC-437  Curriculum Unit Planning (MS)  2 Credits  

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 activty, students need the opportunity to independently apply their learning. PREREQUISITE: Completion of Subject Matter Preparation Program or CSET.

EDUC-442  CalTPA Cycle 1  0.5 Credits  

As of July 2018, California law requires all Multiple and Single Subjct teacher preparation programs to include a 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 will consist of two sections - section 1, for CalTPA Cycle 1, which will be taken during the first semester of Early Fieldwork Experience, and section 2, taken curing second semester or full-time student teaching, for CalTPA Cycle 2.

EDUC-443  CalTPA Cycle 2  0.5 Credits  

As of July 2018, California law requires all Multiple and Single Subjct teacher preparation programs to include a 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 will consist of two sections - section 1, for CalTPA Cycle 1, which will be taken during the first semester of Early Fieldwork Experience, and section 2, taken curing second semester or full-time student teaching, for CalTPA Cycle 2.

EDUC-444  Lang Acquisition/Second Studnt  1 Credit  

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.

EDUC-447  Metacogntn/Rdg Strategies-Sec  1 Credit  

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 conceps. Candidates learn to teach to the strength of each personality type. Candidates also learn the basics of explicit reading instruction at the secondary level. Materials fee.

EDUC-450  Liberal Studies Teaching Internship  1-3 Credits  

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.

EDUC-452  Literacy in the Content Area  1 Credit  

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.

EDUC-455  Teaching Assistantship/Educ  1-3 Credits  

This course will give the student opportunity for working as a teaching assistant in a local school. Included will be 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.

EDUC-464  Use of Technology in the Classroom  1 Credit  

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 being used with students in K-12 classrooms. This course meets the CCTC standards for the level 1 technology requirement.

EDUC-470  Special Topic:  1-3 Credits  

Study of a special topic dealing with education. May be repeated for credit.

EDUC-480  Individual Studies:  1-3 Credits  

May be repeated for credit.

Prerequisite: EDUC-315

EDUC-486  Clinical Practice Seminar (MS)  2 Credits  

Clinical practice experiences are designed to provide the candidate with a developmental and sequential set of activities that are integated 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 improving student learning. PREREQUISITE: Completion of Subject Matter Preparation Program or CSET.

EDUC-487  Clinical Practice Fieldwork (MS)  8 Credits  

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 experienec the daily responsiblities 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. PREREQUISITE: Completion of Subject Matter Preparation Program or CSET.

EDUC-488  Clinical Practice Seminar Single Subject  2 Credits  

Clinical practice experiences are desgined 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.

EDUC-489  Clinical Practice Fieldwork for Single S  8 Credits  

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.

EDUC-490  Seminar:  3 Credits  

Mutual investigation of one topic in education studies of particular relevance to upper division liberal studies majors. May be repeated for credit.

Prerequisite: EDUC-315

EDUC-499C  Senior Capstone in Lib Studies  3 Credits  

Students will investigate key ideas from the California Curriculum Frameworks and the California Student Academic Content Standards. Students will 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 will be assigned to conduct 10 hrs of fieldwork experience at a prearranged elementary school site and the experience will serve as the primary basis of all classroom activities.