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Teacher Education |
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EDUC 630 - Directed Final Student Teaching: Multiple Subject Credits: 7
Directed Final Student Teaching is an intense semester of full-time, focused teaching under the guidance of a master teacher with support from a university mentor. The student teaching seminar provides additional support to candidates. Students have the opportunity to share concerns that arise at their school sites. In addition, during the seminar candidates prepare for three summative assesments: TPA4, the teaching portfolio, and the exit interview.
Prerequisite: EDUC-610 or EDUC-633A/B
Graded Credit/No Credit. May not be audited.
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EDUC 632 - Independent Teaching Practicum: Multiple Subjects Credits: 2
This course provides intensive one-on-one mentoring for the professional encountering his/her first teaching position as an independent teacher. It provides a mentor who works alongside the new professional, planning for the challenges of a new teacher. Hour-long seminars every other week provide opportunities to dialogue with other part-time education students and reflect on the California Standards for the Teaching Profession, as well as Fresno Pacific University's conceptual framework for teaching.
Graded Credit/No Credit. May not be audited. Repeatable for credit.
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EDUC 633A - Extended Inital Directed Student Teaching I: Multiple Subjects Credits: 1
EDUC-633A and EDUC-633B are equivalent to EDUC-610. Students enrolled in EDUC-633A attend seminars every other week and concurrently complete 12 days of initial student teaching (one day/week), working alongside a veteran master teacher in a general-education classroom. Toward the end of the semester, students demonstrate their teaching competence by completing no less than two consecutive days of student teaching. Seminar topics include investigation of the school and neighborhood, the impact of social class on educational achievement and lesson planning. Student teachers are supported by university mentors, who coach and evaluate them throughout the semester. Successful completion of the requirements of EDUC-633A is prerequisite to enrollment in EDUC-633B. Same as EDUC-610 when taken with EDUC-633B.
Graded Credit/No Credit. May not be audited. Repeatable for credit.
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EDUC 633B - Extended Initial Directed Student Teaching II: Multiple Subjects Credits: 1
Completes part-time students' early field experience requirement and prepares students to qualify for enrollment in EDUC-630, Final Directed Student Teaching. Students attend seminars every other week and concurrently complete 12 days of initial student teaching (one day/week), working alongside a veteran master teacher in a general-education classroom. Toward the end of the semester, students must demonstrate their teaching competence by completing no less than three consecutive days of student teaching. Seminar topics include classroom discipline, differentiating instruction for English learners and students with special needs, and lesson planning. Student teachers are supported by university mentors, who coach and evaluate them throughout the semester. Successful completion of the requirements of EDUC-633B is prerequisite to enrollment in EDUC-630. Same as EDUC-610 when taken with EDUC-633A.
Graded Credit/No Credit. May not be audited.
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EDUC 634 - Independent Teaching Practicum: Single Subject Credits: 2
This course provides intensive one-on-one mentoring for the professional encountering his/her first teaching position as an independent teacher. It provides a mentor who works alongside the new professional, planning for the challenges of a new teacher. Hour-long seminars every other week provide opportunities to dialogue with other part-time education students and reflect on the California Standards for the Teaching Profession, as well as Fresno Pacific University's conceptual framework for teaching.
Graded Credit/No Credit. May not be audited. Repeatable for credit.
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EDUC 635A - Extended Initial Directed Student Teaching I: Single Subject Credits: 1
EDUC-635A and EDUC-635B are equivalent to EDUC-619. Students enrolled in EDUC-635A attend seminars every other week and concurrently complete 12 days of initial student teaching (one day/week), working alongside a veteran master teacher in a general-education classroom. (Alternative schedules for completing this requirement may be arranged with program director's guidance.) Toward the end of the semester, students must demonstrate their teaching competence by completing no less than two consecutive days of student teaching. Successful completion of the requirements of EDUC-635A is prerequisite to enrollment in EDUC-635B.
Graded Credit/No Credit. May not be audited. Repeatable for credit.
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EDUC 635B - Extended Initial Directed Student Teaching II: Single Subject Credits: 1
Completes part-time students' early field experience requirement and prepares students to qualify for enrolling in EDUC-639, Final Directed Student Teaching: Single Subject. Students attend seminars every other week and concurrently complete 12 days of initial student teaching (one day/week), working alongside a veteran master teacher in a general-education classroom. (Alternative schedules for completing this requirement may be arranged with program director's guidance.) Toward the end of the semester, students must demonstrate their teaching competence by completing no less than three consecutive days of student teaching. Seminar topics include classroom discipline, differentiating instruction for English learners and students with special needs, and lesson planning. Student teachers are supported by university mentors, who coach and evaluate them throughout the semester. Successful completion of the requirements of EDUC-635A is prerequisite to enrollment in EDUC-639. Same as EDUC-619 when taken with EDUC-635A.
Graded Credit/No Credit. May not be audited.
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EDUC 637 - Curriculum Perspectives and Design: Multiple Subjects Credits: 3
Students develop a foundational understanding of curriculum, instruction and assessment. They consider the influence of theoretical perspectives, learning theory and contextual factors on curriculum design. They incorporate these concepts into the design of grade-level appropriate lessons. The lessons are a demonstration of their abilities to formulate learning objectives from state-adopted academic content standards, plan instruction using various models of teaching, adapt instruction to meet diverse student needs, gather evidence of student learning from selected assessments and reflect on their students' performance and their teaching practice.
May not be audited. Repeatable for credit.
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EDUC 638 - Health Education for Teachers Credits: 1
Develop a foundational understanding of health education and the role as a general education teacher in providing a supportive and healthy learning environment. This course addresses the California requirements for comprehensive school health education: finding and presenting reliable, trustworthy health information. The ten content areas within the CA Health Content Standards and the four components of Health Literacy are evaluated as students incorporate these concepts into the design of grade-level appropriate intergrated lessons. The lessons are a demonstration of their abilities to evaluate current student needs, identify health goals, formulate learning objectives from state-adopted academic content standards, and plan instruction utilizing various models of teaching.
May not be audited.
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EDUC 639 - Directed Final Student Teaching: Single Subject Credits: 8
Directed Final Student Teaching is an intense semester of full-time, focused teaching under the guidance of a master teacher with support from a university mentor. The student teaching seminar, which meets regularly throughout the semester, provides additional support to candidates.
Prerequisite: EDUC-619 OR EDUC 635A/B
Graded Credit/No Credit. May not be audited.
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EDUC 640A - Independent Teaching I: Multiple Subjects Credits: 3
This seminar course is the first of three courses that provide support for candidates enrolled in the intern program. Students participate in an every-other week seminar alongside part-time students completing their early field experience. Seminar topics include: investigation of the school and neighborhood, the impact of social class on educational achievement and lesson planning. Interns are supported by site-based teachers, who serve as support providers, as well as by university mentors, who coach and evaluate them throughout the semester. Successful completion of the requirements of EDUC-640A is prerequisite to enrollment in EDUC-640B.
Graded Credit/No Credit. May not be audited.
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EDUC 640B - Independent Teaching II: Multiple Subjects Credits: 3
This seminar course is the second of three courses that provide support for candidates enrolled in the intern program. Students participate in an every-other week seminar alongside part-time students completing their early field experience. Interns are supported by site-based teachers, who serve as support providers, as well as by university mentors, who coach and evaluate them throughout the semester. Seminar topics include: classroom discipline, differentiating instruction for English learners and students with special needs, and lesson planning. Successful completion of the requirements of EDUC-640B is prerequisite to enrollment in EDUC-640C.
Graded Credit/No Credit. May not be audited.
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EDUC 640C - Independent Teaching III: Multiple Subject Credits: 7
This seminar course completes the series of three intern seminars required for candidates completing the independent teaching practicum in lieu of the student teaching practicum. Intern candidates join students enrolled in daily final student teaching: multiple subjects for seminars that meet every other week during the semester. Seminar topics include assessment strategies, short-term lesson planning and portfolio development. Provides support for students to prepare for three summative assessments: TPA, the teaching portfolio and the exit interview. Interns are supported by site-based teachers who serve as support providers, as well as by university mentors who coach and evaluate them throughout the semester. Successful completion of the requirements of EDUC-649B is prerequisite to enrollment in EDUC-649C.
Prerequisite: EDUC-640B
Graded Credit/No Credit. May not be audited.
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EDUC 640D - Extended Independent Teaching Credits: 3
This course is offered to students needing additional time to complete the program requirements as an independent teacher. The focus of the course is support through a university mentor and through the instructor in continuing refinement of classroom practice and completion of program requirements for recommendation for a preliminary teaching credential. The course includes regular contact with the university mentor and the course instructor.
Graded Credit/No Credit. May not be audited. Repeatable for credit.
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EDUC 642 - Language and Literacy: Theory and Practice I Credits: 4
This course examines language both oral and written and children using language. In learning to closely observe students, students learn to analyze the strategies students use as they read and write and to use their observations as a guide for instructional decisions. These observations and field experience are integrated with a study of research in the fields of language acquisition, linguistics, reading and writing.
May not be audited.
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EDUC 643 - Teaching Elementary Mathematics Credits: 3
This course looks at mathematics as well as effective mathematics teaching. The focus is to understand the curriculum and strategies that make mathematics learning available to all children. How children develop mathematics understanding and how assessments help guide meaningful instructional practices are examined.
May not be audited.
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EDUC 644 - Teaching with Technology Credits: 1
This workshop-style course provides hands-on opportunities for teaching candidates to develop technology skills that are appropriate to the classroom. Candidates develop an understanding of how they can enrich the curriculum with technology innovations. All candidates develop technology skills by creating a Web quest.
Graded Credit/No Credit. May not be audited.
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EDUC 645 - Curriculum Design and Implementation: Multiple Subject Credits: 3
Students develop a foundational understanding of curriculum, instruction and assessment. They consider the influence of theoretical perspectives, learning theory and contextual factors on curriculum design. They incorporate these concepts into the design of grade-level appropriate lessons. The lessons are a demonstration of their abilities to formulate learning objectives from state-adopted academic content standards, plan instruction using various models of teaching, adapt instruction to meet diverse student needs, gather evidence of student learning from selected assessments and reflect on their students' performance and their teaching practice.
May not be audited.
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EDUC 646 - Language and Literacy: Theory and Practice II Credits: 3
This course extends the study of language, language users and language learning begun in the Language and Literacy I course. Woven through this study are theories of language acquisition and second language learning. Students extend their knowledge of and experience with planning a balanced, comprehensive reading/language arts program. They develop their ability to state a clear rationale for effective language arts pedagogy based on knowledge of their students, what they know about learners and language, current research and theoretical work and state guidelines.
May not be audited.
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EDUC 647 - Teaching Elementary Science Credits: 2
This course uses active participation in hands-on, minds-on science activities. This approach allows candidates time to construct new knowledge and skills about elementary science education. Demonstrations and strategies for effective science education are modeled by the instructor in the areas of earth, life and physical science. Students also perform various hands-on activities.
May not be audited.
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EDUC 649A - Independent Teaching I: Single Subject Credits: 3
This seminar course is the first of three courses that provide support for candidates enrolled in the intern program. Students participate in an every-other week seminar alongside part-time students completing their early field experience. Seminar topics include: investigation of the school and neighborhood, the impact of social class on educational achievement and lesson planning. Interns are supported by site-based teachers, who serve as support providers, as well as by university mentors, who coach and evaluate them throughout the semester. Successful completion of the requirements of EDUC-649A is prerequisite to enrollment in EDUC-649B.
Graded Credit/No Credit. May not be audited.
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EDUC 649B - Independent Teaching II: Single Subject Credits: 3
This seminar course is the second of three courses that provide support for candidates enrolled in the intern program. Students participate in an every-other week seminar alongside part-time students completing their early field experience. Interns are supported by site-based teachers, who serve as support providers, as well as by university mentors, who coach and evaluate them throughout the semester. Seminar topics include: classroom discipline, differentiating instruction for English learners and students with special needs, and lesson planning. Successful completion of the requirements of EDUC-649B is prerequisite to enrollment in EDUC-649C.
Graded Credit/No Credit. May not be audited.
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EDUC 649C - Independent Teaching III: Single Subject Credits: 7
This seminar course completes the series of three intern seminars required for candidates completing the independent teaching practicum in lieu of the student teaching practicum. Intern candidates join students enrolled in daily final student teaching: multiple subjects for seminars that meet every other week during the semester. Seminar topics include assessment strategies, short-term lesson planning and portfolio development. Provides support for students to prepare for three summative assessments: TPA, the teaching portfolio and the exit interview. Interns are supported by site-based teachers who serve as support providers, as well as by university mentors who coach and evaluate them throughout the semester.
Graded Credit/No Credit. May not be audited.
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EDUC 652 - Linguistics for Teachers Credits: 2
Exploration of insights from phonology and morphology that pertain to reading, spelling, vocabulary development. Designed for secondary teachers.
May not be audited.
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EDUC 662 - Independent Teaching Practicum Credits: 2
This course provides intensive one-on-one mentoring for the professional encountering his/her first teaching position as an independent teacher. It provides a mentor who works alongside the new professional, planning for the challenges of a new teacher. Seminars every other week provide opportunities to dialogue with other teacher education students in the independent teaching pathway and reflect on the California Teaching Performance Expectations, as well as Fresno Pacific University's conceptual framework for teaching.
Graded Credit/No Credit. May not be audited.
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EDUC 664A - Independent Teaching I Credits: 3
This seminar course provides support for candidates enrolled in the independent teaching program. Candidates participate in an every-other week seminar. Candidates are supported by site-based teachers, who serve as support providers, as well as by university mentors, who coach and evaluate them throughout the semester.
Graded Credit/No Credit. May not be audited.
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EDUC 664B - Independent Teaching II Credits: 3
This seminar course provides support for candidates enrolled in the independent teaching program. Candidates participate in an every-other week seminar. Candidates are supported by site-based teachers, who serve as support providers, as well as by university mentors, who coach and evaluate them throughout the semester.
Graded Credit/No Credit. May not be audited.
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EDUC 692 - Foundations of Language and Literacy Credits: 3
This course is designed to provide the foundational knowledge of language and language acquisition necessary to assist future teachers in meeting the needs of both English speakers and English learners based on an overview of language and what it is that humans acquire when they acquire language.
May not be audited.
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EDUC 693 - Reading/Writing in Secondary Classrooms Credits: 4
The goal of this class is to develop candidates' metacognitive awareness of reading and writing as reciprocal processes so that they can use reading and writing strategically in their secondary content area classrooms to support the literacy development of all learners, including English language learners.
May not be audited.
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EDUC 694 - Curriculum Perspectives and Design: Single Subject Credits: 3
Students develop a foundational understanding of curriculum, instruction and assessment. They consider the influence of theoretical perspectives, learning theory and contextual factors on curriculum design. They incorporate these concepts into the design of grade-level appropriate lessons. The lessons are a demonstration of their abilities to formulate learning objectives from state-adopted academic content standards, plan instruction using various models of teaching, adapt instruction to meet diverse student needs, gather evidence of student learning from selected assessments and reflect on their students' performance and their teaching practice.
May not be audited.
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EDUC 695 - Curriculum Desgn and Implementation: Single Subject Credits: 3
Students further develop an understanding of curriculum, instruction and assessment. They use a backwards design process to design curriculum at the course and unit level. They design and implement a series of lessons that sequence instruction within a unit. They design and implement alternative forms of assessment. They engage in a reflective process that informs subsequent planning, instruction and assessment of student learning. Interdisciplinary curriculum and information literacy as it relates to conducting classroom research are explored.
May not be audited. Repeatable for credit.
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EDUC 696AR - Single Subject Methods: Art Credits: 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in art.
May not be audited.
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EDUC 696EN - Single Subject Methods: English Credits: 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in English.
May not be audited.
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EDUC 696LO - Single Subject Methods: Language Other Than English Credits: 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in LOTE (Languages Other Than English).
May not be audited.
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EDUC 696MA - Single Subject Methods: Mathematics Credits: 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in math.
May not be audited.
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EDUC 696MU - Single Subject Methods: Music Credits: 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in music.
May not be audited.
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EDUC 696PE - Single Subject Methods: Physical Education Credits: 3
This course is follow-up to the general single subject methods course with focus on curriculum design issues and methods in physical education.
May not be audited.
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EDUC 696SC - Single Subject Methods: Science Credits: 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in science.
May not be audited.
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EDUC 696SS - Single Subject Methods: Social Studies Credits: 3
This course is a follow-up to the general single subject methods course with a focus on curriculum design issues and methods in social studies.
May not be audited.
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EDUC 698 - Positive Adolescent Development Credits: 2
The purpose of this course is to provide a detailed outline of cultural, cognitive, affective, biological and psychosocial issues associated with adolescent development. Course material is organized around positive developmental cues reflecting recent changes in the field of adolescent psychology. As such, the course emphasizes prevention strategies from a risk/resiliency framework. The positive developmental thesis will underscore the significance of identity achievement in the adolescent. Attention will be given to pedagogical and classroom management issues.
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EDUC 699 - Positive Child Development Credits: 2
The course provides an overview of childhood development and its application to teaching in elementary education settings. The course discusses development in the cognitive, physical, social, ethical, language, and psycological domains. The course supports meaningful interpretation of classroom behavior in terms of developmental theories. Students acquire core theoretical understandings to facilitate more effective teaching.
May not be audited.
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EDUC 701 - Issues in Teaching: Investigations of Problems of Practice Credits: 2
Recommended prior coursework: completion of mutliple or single subject credential. Students examine educational issues related to the first years in teaching with an emphasis on issues directly affecting classroom instruction. Students explore theoretical frameworks for these issues and engage in conversations focused on resolving problems of practice found within the classroom. Topics include classroom management and organization, adapting instruction to meet the needs of all students and new teacher identity development. The topics of the course are designed to complement the California induction program for new teachers.
May not be audited.
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EDUC 702 - The Teacher's Mission and Vision Credits: 2
Recommended prior coursework: Comletion of multiple or single subject credential. Students develop a cultural, historical, philosophical and/or social analysis framework through which they analyze the role of teachers. This framework serves as a basis for developing an understanding of their work as new teachers. Students reflect on the teacher's role as a change agent as a basis for personal and professional decision making. Students develop a personal mission statement that incorporates reflection on the Fresno Pacific Idea and the historical tradition of considering one's work as a vocation or calling.
May not be audited.
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EDUC 703 - Curriculum Study: Theorey, Analysis and Practice Credits: 3
Recommended prior coursework: Completion of multiple or single subject credential. Students examine the purposes of curriculum study, theoretical perspectives on curriculum and various organizational structures of curriculum. They develop the knowledge and skills necessary to perform curriculum analysis and evaluation. They consider assumptions about teaching and learning inherent in methods of curriculum design, pedagogy and assessment. They determine implications for their teaching context and reflect on their teaching practice.
May not be audited.
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EDUC 704 - Research Methodologies: Qualitative Action Research Credits: 3
Students study the nature of systematic inquiry and survey qualitative methods for investigating issues in education. Course topics include use of library resources, data gathering and processing and evaluation of research articles. Students develop an action research approach to investigating an enduring problem of practice they encounter as classroom teachers. In preparation for embarking on their own research project, students write a research proposal, including a literature review pertinent to their inquiry.
May not be audited.
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EDUC 705 - MAT Research Project Credits: 2
This course brings the MAT to a conclusion. Building on previous coursework, students conduct a short action research study within their classroom. The student's work includes designing the study, collecting and analyzing the data and writing up the findings.
May not be audited. Repeatable for credit.
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EDUC 797 - Continuous Registration Credits: 0
Students who do not complete the research project within the semesters they registered are required to register for continuous registration each semester until the project has been satisfactorily completed. Registration for 797 is equivalent to 1 unit of tuition.
May not be audited.
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Theology |
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THEO 705 - Christian Thought Credits: 2 - 3
An introduction to the study of Christian thought as well as the nature and task of theology in relationship to the use of Scripture, to the major themes of the Christian faith and to a confessional understanding of theology.
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THEO 710 - Spiritual Memoirs Credits: 1 - 3
Explores Christian faith formation in both classical and contemporary understanding. Seeks to nurture an awareness of, and commitment to, the practices of faith that deepen our relationship with God. Serves as an inquiry into contemporary faith and the nature of theological reflection. Through the stories of others (the spirtual memoirs), students are invited to reflect on their own lives and to interact with the theological assumptions of the authors/books chosen.
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THEO 712 - The Story of the Church and Its Theology Credits: 2-3
An introduction to the study of Christian thought in the context of the church's history. Attention is given to the nature and task of theology in relationship to the use of Scripture, to the major themes of the Christian faith, and to a confessional understanding of theology.
2 credits for MFT Students, 3 for Ministry Students
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THEO 715 - Anabaptist Mennonite Brethren Studies Credits: 3
Explores the historical and theological development of the sixteenth-century Anabaptist movement as well as the emergence of the Mennonite Brethren Church in Russia and its subsequent development in North America.
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THEO 718 - Following Jesus, Living Out the Implications Credits: 3
A study of the biblical and theological basis of following Jesus and the resulting ethical postures that enable a church community to become an alternative culture that resists forces of alienation and death in our society.
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THEO 720 - Technology, Theology & Spirituality Credits: 1.5
Investigates how technological "advancements" shape our lives and the blessing and curses that result. Attention will be given to a theological understanding of human technologies; investigates how to live faithfully by making full use of various tools without conforming to the powers of evil.
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THEO 725 - Investigating Western Culture and Local Contexts Credits: 1.5
As followers of Jesus who seek to live in the world without conforming to the powers of evil, students engage key ideas, philosophies, societal trends, and technological advancements that have fed the emerging post-Christian climate in North America. Students will develop an overview of what is happening in the West as well as learn the skills necessary to interpret their own local ministry context to further appropriate ministry strategies.
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THEO 730 - Discipleship and Ethics Credits: 2 - 3
A study of the biblical and theological basis for following Jesus and the resulting ethical postures that enable a church community to become an alternative culture that uses scripture in making ethical decisions.
Prerequisite: BIB-720, BIB-725
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THEO 734 - Contemporary Theology Credits: 3
A study of major 20th century theological paradigms that have shaped contemporary theology and an exploration of various theological responses to the current situation at the start of the 21st century.
Prerequisite: THEO-705
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THEO 736 - Violence/Non-Violence Credits: 3
A study of the ways in which violence, nonviolence and justice are understood in the Bible and the church: the changing shape of recent Christian responses and the implications of those changes for how we respond to violence in various areas of life.
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THEO 740 - Global Christian Theologies Credits: 3
The emphasis in the course is on the dynamic relationship between the Gospel and its cultural context. Students reflect on both the content and method of contextual theologies primarily through the writings of African, Asian and Latin American theologians, as well as through the work of some North American and European theologians who are intentionally contextualizing their theology. Includes an exercise in doing contextual theology.
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THEO 742 - Theological Understandings of Jesus Credits: 2 - 3
Covers various theological understandings of Jesus as expressed in biblical, historical and contemporary texts. Attention is given to exploring pastoral and missional implications arising from different ways of understanding the person and work of Jesus, especially the atonement.
Prerequisite: THEO-705
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THEO 744 - Society, Religion and God Credits: 3
An inquiry into contemporary faith and the nature of God in light of major transitions in society, religion and theology. Engages students in an exploration of the diversity and complexity of contemporary dialogue concerning God.
Prerequisite: THEO-705
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THEO 750 - Church in England Credits: 3
This course is an overview of Christianity in England from its inception during the roman occupation to the present. It will be divided into three historical periods to be covered over each of the three weekends: 1) the beginning of Christianity in Britain through the middle ages, 2) the pre-reformation to the restoration and 3) the enlightenment through ecumenism.
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THEO 752 - Presbyterian Polity Credits: 3
An introduction to the the theology and practice of how the Presbyterian Church (USA)lives out its ideals of being a community of believers. Presentations, interactive discussions, small groups, case studies and onsite observations are used to help students understand and apply the concepts of the Presbyterian Book of Order to real life situations with pastoral sensitivity and missional understanding. Helps students undertand how to live out the historic Presbyterian principles in today's context of ministry in a world of discontinuous change.
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THEO 754 - Reformed Theology I Credits: 3
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THEO 755 - Reformed Theology II Credits: 3
Prerequisite: THEO-754
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THEO 757 - Presbyterian Reformed History and Confessions Credits: 3
Focuses on the history of the Presbyterian churches in the context of the Reformed tradition of Christian life, piety, theology and action. Pays particular attention to the confessional tradition of the churches as collected in the Presbyterian Church (U.S.A.) Book of Confessions, to the American context as it grew out of the Reformations of the sixteenth and seventeenth centuries and to the world-wide missionary and ecumenical movements of the nineteenth and twentieth centuries. Thus from the American Presbyterian experience, the course works back to the European origin and development of the more broadly Reformed movement, and works beyond and forward to to world developments and connections.
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THEO 760 - Evangelical Anabaptist Confessions of Faith Credits: 3
An exploraton of the core beliefs and values of the Mennonite Brethren Church. While some attention is given to those convictions shared with the wider Christian community, primary emphasis is placed on those view more distinctive to the Mennonite Brethren (eccesiology, peac and non-violence, piety, etc.)
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THEO 799 - Thesis Credits: 3 - 6
An in-depth study of a specifically defined topic. A thesis proposal must be approved by a faculty advisor and by the academic committee.
May not be audited.
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CPD - Art |
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ART 900 - Elementary Art: Drawing Magic K - 8 Credits: 3
Experience exciting and unusual approaches to drawing loaded with opportunities for critical thinking and problem-solving. You will love the many ways these drawing experiences can be connected to - and will support - other areas of your curriculum. No special drawing tools or 'artistic talent' required.
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ART 901 - Elementary Art: Bulletin Boards & Room Environments Credits: 3
Create 14 fabulous bulletin boards and room decorations, and learn four simple approaches to unique bulletin board lettering. Though templates are included, you are encouraged to customize your boards to fit your specific grade/subject/learning goals. No 'artistic talent' required.
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ART 902 - Elementary Art: Magic of Paper Credits: 3
Experience the fun of working with a variety of commonly available papers in exciting and surprising new ways! You'll see many opportunities for critical thinking, problem-solving, and integration into other areas of your curriculum. Lessons are immediately ready to use in your classroom. No 'artistic talent' required.
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ART 903 - Building Self Esteem Through Elementary Art Credits: 3
Help your students develop creative skills, appreciate the artistic work and efforts of others, and recognize the importance of their ideas, feelings and contributions. Course experiences focus on critical thinking and problem-solving, and may be easily integrated into other areas of your curriculum. No special materials or 'artistic talent' required.
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ART 904 - Ideas to Draw From Credits: 3
Discover how easy and powerful art education can be. These lessons are easy to follow, easy to integrate with other subjects, and are immediately ready to use in your classroom. In addition to completing the art experiences yourself, you will teach two lessons with support and feedback from your instructor. This course is a must for the teacher who wants to bring the joy and power of art into the classroom but doesn't know where to begin. No special materials or 'artistic talent' required.
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CPD - Athletics |
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ATH 900 - Sports Marketing and Fund Raising Credits: 3
Learn and apply successful principles and ideas for athletic fundraising and promotions for all ages. Be provided with a large number of highly successful athletic fundraising and promotion ideas as well as the understanding necessary to design and implement fundraising efforts. This course aligns with the SHAPE-NSSC Standards.
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ATH 901 - Coaching: Enhancing Motivation Credits: 3
Any coach or athlete who achieves success in the arena of competitive sport does so because of a level of mastery in the mental aspects of athletic performance. All learning, improvement,and successful sport performance is intrinsically tied to the psychological dimension of motivation. Typically, the level of understanding and subsequent application of sound psychological principles with regard to developing, creating and sustaining high levels of motivation falls far below what is needed for optimum athletic achievement. This course offers the athletic coach and/or scholar the opportunity to learn and apply correct psychological principles for enhancing motivation within the competitive sport context. Techniques and tools shared in this course are based on the current literature and supported by national education standards.
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ATH 902 - Coaching: Understand Yth Participation Credits: 3
This course examines the factors crucial for providing the elementary to junior high age athlete with a quality, enjoyable sports experience. Issues such as psychological readiness, children's motives to participate, and why children lose interest in sports are examined.
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ATH 903 - Coaching: General Principles and Fundamentals 3 Units
Think about the necessary elements of successful coaching beyond simply the skill requirements of a respective sport. Improve your ability to organize, lead, motivate, teach, relate and evaluate your athletes, as well as function as administrator, leader, teacher and psychologist.
Center for Professional Development students only.
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ATH 903 - Coaching: Leadership and Team Cohesion 3 Units
Study the elements of leadership and the development of team cohesion from the perspectives of 1) developing the desire for group/team success within individuals, 2) giving effective guidance and direction in shaping group/team motives and 3) improving group/team performance cohesion.
Center for Professional Development students only.
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ATH 903 - Coaching: Leadership and Team Cohesion Credits: 3
Be provided with a systematic overview of the elements of leadership and the development of team cohesion within an athletic context. Examine the topic of team cohesion from the perspectives of 1) developing the desire for group/team success within individuals; 2)giving effective guidance and direction in shaping group/team motives; 3)improving group/team performance cohesion.
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ATH 904 - Coaching: General Principles & Fundamentals Credits: 3
Think about the various elements of successful coaching beyond simply the skill requirements of the respective sport. The coaching profession requires the coach to function effectively as an administrator, leader, and psychologist. The ability to successfully organize, lead, motivate, relate, and evaluate is foundational. Most people who go into coaching have a solid foundation for the physical skills required for their particular sport. Successful coaching involves much more than this. The purpose of this course is to assist the coach in their professional development relative to the overall requirements necessary for the coaching profession.
NOTE: Required textbook must be purchased separately.
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ATH 904A - Principles of Coaching Credits: 3
Be introduced to the principles of coaching that are applicable across sports. The course is based on knowledge from the sport sciences integrated with the wisdom of master coaches. It espouses Human Kinetics Coach Education philosophy of Athletes First, Winning Second and explains how you can put that perspective into action. The course aligns with the highest national standards as set by the legislature, Department of Education, California Interscholastic Federation and National Federation of State High School Association.
IMPORTANT NOTE: Enrollment in this course is a two part process: a) Register for this course through Fresno Pacific University, b) Register for this course through Human Kinetics, so you have access the online course material and textbook. Please refer to the Human Kinetics Coach Education website for more information: http://www.asep.com/asep_content/org/FPU.cfm.
NOTE: Required textbook and online course material must be purchased separately.
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ATH 905 - Coaching: Building Character & Sportsmanship Credits: 3
Think about the effects of athletic competition on the moral reasoning processes of the athlete with which he/she is entrusted to work. Issues regarding an individual's desire for team success and performance relative to character and sportsmanship are covered. The activities of this course are designed to better acquaint and refine within the coach, those elements and understanding of sport relative to its effect on character development through interactions with other successful coaches by way of the interview process, readings, personal reflection, and guided evaluation through practical experiences with current student-athletes.
NOTE: Required textbook and online course material must be purchased separately.
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ATH 907 - Coaching: Drugs in Sport Credits: 3
Examine the issues and facts that surround the usages of performance-enhancing supplements typically encountered by the coach in our athletically competitive world. The National Standards for Sport Coaches (NSSC) as part of the NASPE national standards calls for coaches to be knowledgeable in the area of performance-enhancing substances. Gain an understanding of the current athletic environment regarding availability, usage, and misuse of performance enhancing supplements. Engage in practical activities such as coaches interviews, readings, personal reflection, observations, and guided evaluation with current student-athletes or coaches.
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ATH 908 - Coaching: The Female Athlete Credits: 3
Examine gender differences and stereotypes of the female athlete in our competitive world. The National Standards for Sport Coaches (NSSC) as part of the NASPE national standards calls for coaches to be knowledgeable in the area of coaching methods relevant to understanding how to effectively work with various personalities and types of athletes, including the female athlete. A goal of the course will be to maximize the athletic experience for the female athlete. Practical activities such as interviews, readings, a focused web search, observations, and guided evaluation will be part of the student experience.
NOTE: Required textbook must be purchased separately.
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ATH 909 - Speed Training for Sports Credits: 3
Many athletes and coaches believe the myth that 'speed is a gift you're either born with or without.' They don't realize that there are effective methods to running faster. Easy-to-learn techniques that coaches can apply to any sport setting are provided. Learn a number of drills that have been proven to develop speed and the reasons why they are so effective. Learn how to assess a student athlete's techniques regarding the components of speed and how to fit speed training into an overall training program. Designed for teachers and coaches of senior high school students.
NOTE: Required textbook must be purchased separately.
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ATH 910 - Strength Training for Sports Credits: 3
This course is designed to explore the relationship between strength training and athletic performance. Participants will learn how to develop individualized strength training programs for both young athletes and fitness enthusiasts. Topics include basic principles of resistance training, the controversy of strength training for children, growth and development issues, development and administration of programs for youth, integrating other fitness components, individualizing strength programs, and developing sport-specific strength training program for young athletes. This course will be beneficial for the junior or senior high school teacher or coach.
NOTE: Required textbook must be purchased separately.
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ATH 911 - Cross-Training for Sports Credits: 3
Excelling in any sport requires the athlete to achieve and maintain high-level conditioning without overtraining. All athletes need strength, power, quickness and flexibility to compete successfully, but most don't know how to achieve this year-round. Explore how to add new training methods into the athlete's current program. The best aerobic, anaerobic, strength, power, speed, endurance, agility, balance, and flexibility exercises for many sports will be illustrated and thoroughly explained. Developed for teachers and coaches of elementary, junior, and senior high school students.
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ATH 912 - Stretching for Sports Credits: 3
Flexibility is essential for performing well in sports, maintaining the benefits of fitness, and reducing the risk of injury. Learn why individuals lose flexibility and how they can regain and maintain it through a safe, effective stretching program. Test an athlete's range of motion for all major joints using simple tests. Learn a stretching routine for each muscle group by illustrating several hundred stretches proven to increase and maintain optimal flexibility for athletic performance. Learn to stretch properly using both static and ballistic stretching. Developed for teachers and coaches of elementary, junior, and senior high school students.
NOTE: Required textbook must be purchased separately.
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ATH 913 - Plyometric Training for Sports Credits: 3
Plyometrics refers to exercise that enables a muscle to reach maximal strength in as short a time as possible. Such exercises usually involve some form of jumping, but other modes of exercise exist. Learn how plyometrics works, why they are used, and how to integrate them into a complete training program. With sound training principles, plyometrics offers the mechanism by which an athlete can start quicker, change direction more rapidly, accelerate faster, and improve overall speed. Developed for teachers and coaches of junior and senior high school students.
NOTE: Required textbook must be purchased separately.
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ATH 914 - Nutrition for Sports Credits: 3
Proper nutrition is essential for performing well in sports, maintaining the benefits of fitness, reducing their risk of injury, and preventing nutrition-related diseases. Learn how easy it is for athletes to maintain a balanced and healthy diet. Maintain a diet record for an athlete and learn how to conduct a diet analysis. Discover areas where improvements are needed and work with the athlete to create a nutritional plan that provides the recommended amounts of essential nutrients for optimal health and performance. Nutrition along with a properly constructed physical training program might be the secret ingredient to optimizing athletic performance.
NOTE: Required textbook must be purchased separately.
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ATH 915 - Advanced Strength Training for Sports Credits: 3
Maximize the muscular strength and power of student-athletes by applying the latest breakthroughs in scientific research to your advanced training program. Be exposed to both proven methods for developing advanced workouts and dozens of different exercises resulting in the greatest stimulation in the muscles. Get detailed guidelines for program design, including an explanation of how to calculate training volume, intensity, rest intervals, number of exercises, and loading patterns. Create workouts for optimal performance at the optimal time by manipulating six different training phases during their year-round program.
NOTE: Required textbook must be purchased separately.
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ATH 916 - Periodization Training for Sports Credits: 3
Periodization training is a year-round conditioning program structured into phases to meet sport-specific goals. By varying the timing and intensity of the workouts, the greatest gains in strength, speed, power, and endurance can be achieved. Learn how periodization works, why it is used and how to integrate it into a comprehensive training program. Design sport-specific programs to assist the student-athletes in reaching personal conditioning goals. Developed for teachers and coaches of senior high school students.
NOTE: Required textbook must be purchased separately.
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ATH 917 - Power Training for Sports Credits: 3
Optimal power is the combination of speed and strength and can be the difference between a good athlete and a great athlete. Learn all the tools to build sport-specific power and allow your athletes to attain the highest level of performance. Every sport has unique power demands, whether it's explosive running and jumping, a quick burst out of the starting block, or contacting and moving an opponent. Develop the right proportion of strength and speed crucial to optimizing athletic power.
NOTE: Required textbook must be purchased separately.
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ATH 918 - Advanced Nutrition for Sports Credits: 3
The best conditioning programs and technical instruction are beneficial only if the body's engine is properly fueled and ready to operate at peak efficiency. Far beyond the food pyramid, this course presents advanced nutritional concepts, including:a) timing of meals, fluid and training; b) digesting optimal ratios and quantities of energy nutrients, vitamins, and minerals; c) consuming fluids and electrolytes to avoid dehydration and hyper-hydration; d) identifying and maintaining a body composition capable of maximal power output with minimal excess weight for specific sports; and e) understanding the effects of travel, high altitude, and age on nutritional needs and performance.
NOTE: Required textbook must be purchased separately.
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ATH 919 - Endurance Training Credits: 3
This course can be utilized by any educators who are preparing younger children for fitness testing where there is an endurance component. The course components can apply to children at any age level. It involves a humane method of training in order to avoid physical burn out, staleness and injury.
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ATH 920 - Coaching Basketball Credits: 3
Learn how to teach the technical and tactical skills of basketball. An important focus is on skill demonstration and error detection as participants learn to develop practice plans and complete other assignments to apply the learning immediately...in class or on the court! Following completion of the online portion offered through Human Kinetics, the students will then work through the application portion of the material where they begin to apply what they have learned.
IMPORTANT NOTE: Enrollment in this course is a two part process: a) Register for this course through Fresno Pacific University, b) Register for this course through Human Kinetics, so you have access the online course material and textbook. Please refer to the Human Kinetics Coach Education website for more information: http://www.asep.com/asep_content/o rg/FPU.cfm.
NOTE: Required textbook must be purchased separately.
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ATH 921 - Technology in PE/Coaching Credits: 3
Technology has become an infusive and pervasive presence in most aspects of today's culture; at home, at work, in the gymnasium, and on the athletic field. Technology has provided teachers and coaches with new tools and has opened up whole worlds of new possibilities for teaching, learning, coaching, and managing competitions. In collaboration with the instructor and other participants, students will become familiar with technologies that will be useful in their teaching and/or coaching, such as heart rate monitors, pedometers, video, fitness assessment devices, and sport specific technologies. NOTE: The course textbook is not included with the course materials, but may be purchased online. Visit course website for additional information: www.frespac.net/petechnology/
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ATH 922 - Principles in Sport Leadership Credits: 3
In any profession or endeavor, the attitude and overall culture of a team is a direct reflection of its leadership. In the sports realm, many different leadership approaches have been considered effective. Gain an overview of these approaches based on a comprehensive review of the literature related to sport leadership. Gain a better understanding of effective leadership to provide the necessary tools in developing effective leaders, and to provide networking opportunities for individuals who share similar goals and aspirations across various domains.
NOTE: Required textbook must be purchased separately.
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ATH 923 - Sport First Aid Credits: 3
Fulfill the role of a competent first responder to athletic injuries and illness as you are introduced to sports first aid injury prevention. Many state high school associations, colleges and universities, and national governing bodies currently use, require, or recommend coach education in whole or in part to meet coaching education requirements for their organizations. This course also satisfies the National Associations for Sports and Physical Education (NASPE) national standards for sport coaches requirements. IMPORTANT NOTE: Enrollment in this course is a two part process: a) Register for this course through Fresno Pacific University, so you receive continuing education credits, b) Register for this course through Human Kinetics, so you have access the online course material and textbook. Your fees to Fresno Pacific University do NOT include the Human Kinetics Coach Education online course material and textbook. Please refer to the Human Kinetics Coach Education website for more information and to register: http://www.asep.com/asep_content/org/FPU.cfm.
NOTE: Required textbook must be purchased separately.
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ATH 924 - Direct Youth Sports Programs Credits: 3
This Online course is designed to teach students how to direct youth sports programs. Students will be provided all of the necessary knowledge, skills, and tools to administer small to large youth sporting events. Students will learn how to develop a sound program philosophy and compatible policies, implement a system for recruiting, selecting, educating, and evaluating coaches, involve parents to make youth sport a family affair, evaluate and reduce risks, increase fundraising and sponsorship revenue and evaluate and improve event management. This course also satisfies the National Standards for Youth Sports standards from The National Alliance for Youth Sports (NAYS). IMPORTANT: Your fees to Fresno Pacific University do NOT include the textbook (ASEP course materials). Please refer to this web site for more information: http://www.asep.com/asep_content/org/FPU.cfm
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ATH 925 - Coaching Track and Field Credits: 3
Learn the fundamentals of coaching the various events in track and field. Perform a detailed study on an event category of your choosing and create a detailed training program for an athlete competing in that event category. Course objectives are modeled after standards-based learning objectives for teachers and for coaches as outlined by the Society of Health and Physical Education (SHAPE America), and the National Board for Professional Teaching Standards (NBPTS).
NOTE: Required textbook must be purchased separately.
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