Education Grad (EDUG)

EDUG-508  Language and Culture in Context  2 Credits  

This course surveys the acquisition and use of first and second languages. It examines the relationship of language to culture, language acquisition, and language analysis or linguistics, emphasizing the utility of such knowledge for educators. Stress is given to understanding language's reciprocal relation with culture, the nature of language systems and linguistic analysis to enable educators a better comprehension of second language acquisition within learning environments. This course requirement can be fulfilled by ANTH/ENGL/SPAN 453: Language, Culture and Linguistics.

Terms Typically Offered: Fall and Spring.

EDUG-509  Foundations in Teaching for Multiple Subject  2 Credits  

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.

Terms Typically Offered: Fall and Spring.

EDUG-519  English Language Arts in Elementary Classrooms  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 balanced, comprehensive, instructional program. Specific content knowledge needed in preparation for RICA is aligned in this course.

Terms Typically Offered: Fall and Spring.

EDUG-523  Instructional Design and Subject Specific Pedagogy for Multiple Subject  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.). 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.

Terms Typically Offered: Fall and Spring.

EDUG-524  Foundations in Teaching for Single Subject  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.

Terms Typically Offered: Fall and Spring.

EDUG-525  Early Supervised Fieldwork for Multiple Subject  4 Credits  

This early supervised field experience provides the candidate with an opportunity to work directly with learners in a University assigned elementary classroom with a Master Teacher, 180 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 elementary classroom. Lab fees cover CEAI Insurance, Master Teacher, Subject Mentor and TPA fees.

Terms Typically Offered: Fall and Spring.

EDUG-526  Instructional Design and Subject Specific Pedagogy for Single Subject  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 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.

Terms Typically Offered: Fall and Spring.

EDUG-527  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.

Co-Requisite: EDUG-525; EDUG-535; EDUG-586; or EDUG-588

Terms Typically Offered: Fall and Spring.

EDUG-528  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.

Co-Requisite: EDUG-525; EDUG-535; EDUG-586; or EDUG-588

Terms Typically Offered: Fall and Spring.

EDUG-534  Curriculum Unit Planning for Single Subject  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 activity, students need the opportunity to independently apply their learning.

Terms Typically Offered: Fall and Spring.

EDUG-535  Early Supervised Fieldwork - Single Subj Single Subject  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 180 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, Subject Mentor and TPA fees.

Terms Typically Offered: Fall and Spring.

EDUG-537  Curriculum Unit Planning/Multiple Subj Multiple Subject  2 Credits  

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.

Terms Typically Offered: Fall and Spring.

EDUG-538  Pedagogy/Practice in Theatre for Youth  3 Credits  

Terms Typically Offered: Fall and Spring.

EDUG-539  Found/Dance for Elem Te  1 Credit  

Foun

Terms Typically Offered: Spring.

EDUG-540  Cross-Cultrl Studies/Educators  3 Credits  

This course explores the definition of culture, its mechanisms for adaptation, acculturation, and assimilation. This course fosters an appreciation of cultural diversity as a product of cross-cultural contact, raise issues for teaching within a multicultural classroom, and demonstrate appropriate responses, communication techniques and strategies suited to educating those with differing world view ideologies.

Terms Typically Offered: Spring.

EDUG-541  Philosophy/Christian Schools  1 Credit  

A study of the educational philosophy of evangelical schools. Major philosophies are discussed and related to teaching within the context of a Christian worldview. Distinctive of Christian philosophy is emphasized. This course meets the Association of Christian Schools International (ACSI) certification requirements for philosophy.

Terms Typically Offered: Fall.

EDUG-544  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.

Terms Typically Offered: Fall and Spring.

EDUG-548  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 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. Materials fee.

Terms Typically Offered: Fall and Spring.

EDUG-551  Literacy/Content Areas-Sec  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.

Terms Typically Offered: Fall and Spring.

EDUG-565  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 used with students in K-12 classrooms. This course meets the CCTC standards for the level 1 technology requirement.

Terms Typically Offered: Fall and Spring.

EDUG-570  Special Topic:  0.5-3 Credits  

Special topics in education: curriculum, assessment, instruction, community partnerships, classroom management and research.

Terms Typically Offered: Fall and Spring.

EDUG-572  Adv Study/Teaching Engl Learnr  2 Credits  

This course provides an advanced understanding of the candidate's role of teaching English Learners within the state of California. The course builds on the knowledge, skills, and abilities acquired during the professional teacher preparation program for the delivery of comprehensive, specialized instruction for English learners. Each candidate examines school organizational structures and resources designed to meet the needs of English learners, and demonstrates the ability to implement the instructional program for English Language Development. Each candidate demonstrates the ability to implement adopted instructional programs and the development of academic language, comprehension, and knowledge in the core academic curriculum that promote students' access and achievement in relation to state-adopted academic content standards and performance levels for students. Each candidate becomes familiar with local and state-adopted assessments for English language proficiency, and how these instruments are used to measure student accomplishment and to place students and diagnose their needs. Each candidate uses knowledge of his/her students' backgrounds, experiences, family structures, cultures, and languages in planning instruction and supporting individual student learning. This course meets the CTC standards for the Professional Clear Credential requirement for SB 2042 preliminary credentials candidates who do not have access to a district induction program.

Terms Typically Offered: Fall and Spring.

EDUG-573  Adv Study/Teaching Health/Educ  1 Credit  

This course provides a basic understanding of the candidate's role in promoting personal, classroom, and school health and safety through appropriate prevention and intervention strategies. Candidates demonstrate an understanding of the relationship between student health and student learning, and develop competencies in detecting and handling the health problems of their students. Local and community resources to support student health are investigated. Candidates learn about character education and how to create an emotionally healthy classroom environment for learning. The California Health Framework grade level content, methods, and processes for teaching health education are studied. Candidates have opportunities to show evidence of selected Teacher Performance Expectations through class activities and assignments. California Ed Code and federal law relating to health, safety, and parents' rights are presented. This course meets the CTC standards for the Professional Clear Credential requirement for SB 2042 preliminary credential candidates who do not have access to a district induction program.

Terms Typically Offered: Fall and Spring.

EDUG-574  Adv Study/Teaching Spec Popltn  2 Credits  

This course provides each candidate with the opportunity to deepen their knowledge, skills, and strategies for teaching special populations, including students with disabilities and gifted and talented students in the general classroom. Particular emphasis is given to creating a positive, inclusive climate of instruction for all special populations in the general classroom. This course meets the CTC standards for the Professional Clear Credential requirement for SB 2042 preliminary credentials candidates who do not have access to a district induction program.

Terms Typically Offered: Fall and Spring.

EDUG-576  Adv Use/Tech/Support Stud Lrng  1 Credit  

This course facilitates teachers' mastery and application of technology in the classroom, providing advanced tools for developing and revising standards-based lessons and units using technology. Teachers are introduced to the process of designing and planning lessons and units that integrate the key elements of content standards, activities, technology resources and assessments. This course meets the CTC standards for the Professional Clear Credential requirement for SB 2042 preliminary credentials candidates who do not have access to a district induction program.

Terms Typically Offered: Fall and Spring.

EDUG-586  Clinical Practice Seminar for Multiple Subject  2 Credits  

This seminar course includes reflection on advanced clinical practice experiences in elementary education and their connection with the Teaching Performance Expectations (TPE's). 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.

Terms Typically Offered: Fall and Spring.

EDUG-587  Clinical Practice Fieldwork for Multiple Subject  8 Credits  

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.

Terms Typically Offered: Fall and Spring.

EDUG-588  Clinical Practice Seminar for Single Subject  2 Credits  

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.

Terms Typically Offered: Fall and Spring.

EDUG-589  Clinical Practice Fieldwork for Single Subject  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.

Terms Typically Offered: Fall and Spring.

EDUG-590  Seminar:  1-6 Credits  

Mutual investigation of one topic in education of particular relevance to graduate students in education.

Terms Typically Offered: Fall and Spring.

EDUG-591A  Pedagogical Reflectn/Practice  1 Credit  

In this course, teachers are introduced to job embedded learning and the plan-teach-reflect-apply cycle. While completing CFASST Events 1, 2, and 3, they will study the local context where they are teaching and begin the process of analyzing the impact of their teaching on student learning. This course is offered in the Fall semester for new teachers and trained support providers starting the induction experience.

Terms Typically Offered: Fall and Spring.

EDUG-591B  Pedagogical Reflectn/Practice  1 Credit  

In this course, teachers develop and implement the Individual Induction Plan. Student work is also used to conduct an in-depth inquiry in entry-level, monitoring and summative assessment practices. Teachers enroll in this course during the second semester while completing CFASST Events 4-6.

Terms Typically Offered: Fall and Spring.

EDUG-591C  Pedagogical Reflectn/Practice  1 Credit  

New teachers and support providers may obtain one unit of university credit for participating in 15 hours professional growth directly related to SB 2042 completion requirements and CFASST. These hours must be described in the district's state approved induction program. Teacher attendance and completion of all requirements must be verified by the local BTSA Induction Program to receive university credit.

Terms Typically Offered: Fall and Spring.

EDUG-591D  Pedagogical Reflectn/Practice  2 Credits  

This course includes an investigation of specific characteristics of the teachers' class, school, district and community that affect daily teaching. Students analyze the results of several assessments including literacy in primary language to discover the prior academic achievement of their students. This data will be used to develop short and long term instructional plans that are also guided by the California Content Standards and Frameworks. Students enroll in this course during the Fall semester of the second year of induction while completing CFASST 7, 8, and 9.

Terms Typically Offered: Fall and Spring.

EDUG-591E  Pedagogical Reflectn/Practice  2 Credits  

In this course teachers complete a self-assessment on their level of implementation of the California State Frameworks to assist them in reflecting on their teaching to date. They participate in the district's colloquium by sharing a selection of significant work with colleagues. This course is taken by teachers in their final semester of state approved induction and while completing CFASST 10, 11, and 12.

Terms Typically Offered: Fall and Spring.

EDUG-591F  Pedagogical Reflectn/Practice  2 Credits  

New teachers and support providers may obtain two units of university credit for participating in 30 hours of professional growth directly related to SB 2042 completion requirements and CFASST. These hours must be described in the district's state approved induction program. Teacher attendance and completion of all requirements must be verified by the local Induction Program to receive university credit.

Terms Typically Offered: Fall and Spring.

EDUG-599  Continuous Reg: Teaching Credential  1 Credit  

This unit does not count toward Master's degree or credential requirements. Fee is equivalent to one unit of Graduate Education tuition. Candidates who have not met all testing and/or other credential requirements to continue to Advanced Student Teaching are required to register for EDUG-599. During this semester, the candidate conferences with a faculty cohort leader and/or university supervisor. Continuous registration ends when the candidate is formally recommended for Advanced Student Teaching or withdraws from the program. EDUG-599 carries a grade of CE (Continuing Enrollment) until are requirements are met, at which time the grade is changed to CR (Credit).

Terms Typically Offered: Fall and Spring.

EDUG-604  Outcomes Eval & Publication  3 Credits  

Terms Typically Offered: Fall and Spring.

EDUG-605  Current Issues in Education  2 Credits  

An in-depth investigation of current problems and issues that affect education in America. Students will also study current trends in curriculum, teaching practice, and school organization and evaluate them in terms of the effectiveness of teaching and learning and the quality of life in the school community.

Terms Typically Offered: Fall and Spring.

EDUG-606  Intro/Educational Research  4 Credits  

This course enables graduate students in education to become acquainted with literature on research methodologies, and to develop an understanding of such methodology in light of educational research. The goal is to become a critical reader of research reports, and a consumer and producer of research. To this end, a series of research assignments enable the student to apply his/her learning and to develop skills in interpreting research designs and research literature.

Prerequisite: EDUG-605 and consent of Director

Terms Typically Offered: Fall.

EDUG-609  Curriculum Design/Teaching  2 Credits  

This course provides students with the opportunity to examine historical, philosophical, and sociopolitical influences on the curriculum of American public schooling. Curriculum design, implementation and evaluation strategies are considered. The role of teachers and others in curriculum decision making are explored, particularly as it relates to educational change. Particular emphasis is given to state curriculum documents and curricular recommendations of professional associations.

Terms Typically Offered: Spring.

EDUG-610  Educational Assessment/Eval  4 Credits  

This course focuses on qualitative and quantitative assessment instruments that are needed to evaluate the potential and progress of children throughout the instructional process. The course covers both individual and program evaluation methods (includes formal and informal methods of assessment).

Terms Typically Offered: Spring.

EDUG-611  Adv Models of Teaching  3 Credits  

This course explores varied strategies of instruction, culminating in the identification and study of fifteen models of teaching. Students examine relationships among theories of learning and instruction, as well as various instructional alternatives.

Terms Typically Offered: Fall and Spring.

EDUG-612  Theories of Learning/Teaching  3 Credits  

This course examines principles of teaching that can be derived from psychological theories and research, including behavioral, cognitive, and social theories.

Terms Typically Offered: Fall.

EDUG-614  Curriculum Ldrshp/Collaboratn  3 Credits  

This course is about teacher learning, evaluating and organizing high quality professional development. Candidates study and practice high yield strategies for improving professional practice including peer coaching, collaboration, study groups and learning teams. Well-designed evaluations inform candidates about the effectiveness of professional development practices and guide the content, form and structure for creating teacher-led learning community. The literature on professional development and reviews of modern professional development programs along with practical guidance are covered in this course.

Terms Typically Offered: Spring.

EDUG-615  Research Literature: Content Specific  4 Credits  

This course enables master's degree candidates to develop an understanding of the research-based literature that informs the history and development of content specific subject matter. Teachers will explore and analyze the literature, including historical key definitions of conent-specific subject matter, in light of the major theories and methodological approaches that have shaped each discipline. Special attention will be given to disciplinary research questions that have been addressed and questions for future reasearch prupose. This content-specific literature exploration provides a foundation for the formulation of important research questions in the candidate's future capstone research focus completed in the MA Core.

Terms Typically Offered: Fall and Spring.

EDUG-670  Special Topic:  1-3 Credits  

Special topics in education; curriculum, assessment, instruction, community partnerships, classroom management and research.

Terms Typically Offered: Fall and Spring.

EDUG-680  Individual Studies  1-6 Credits  

An individual study initiated by the student who must develop a written prospectus of the proposed study and secure an appropriate sponsoring faculty member to supervise and evaluate the study. Up to a maximum of six credits of individual study may be applied toward degree requirements. Permission of the Director of the Graduate Program in Education.

Terms Typically Offered: Fall, Spring, and Summer.

EDUG-690  Seminar:  1-6 Credits  

Mutual investigation of one topic in education of particular relevance to graduate students in education.

Terms Typically Offered: Fall and Spring.

EDUG-699  Continuous Registration  1 Credit  

Continuation of independent project study. Credit does not count toward Master's degree requirements. (Fee equivalent to one-unit hour of tuition.) EDUG-699 carries a grade of CE (continuing enrollment) until all course requirements are met, at which time the grade is changed to CR (credit).

Prerequisite: EDUG-610

Terms Typically Offered: Fall and Spring.