Graduate Academic Catalog 2020 - 2021 
    
    Mar 28, 2024  
Graduate Academic Catalog 2020 - 2021 [ARCHIVED CATALOG]

Course Descriptions


 

Other Courses

  
  • MTHE 788 - Independent Study

    Credits 1 – 4
  
  • SED 714 - Augmentative Communications and Technology

    Credits 2
    Candidates create augmentative communication systems using a variety of low to high-level electronic media resources. Theory, creative design, adaptations, ethical management and implementation strategies are effectively applied to classroom curricular structures and communication systems. Candidates use current applications to manipulate and analyze data for initial and ongoing assessment, and to establish reliable instructional structures. This is a clear credential course for all credentials.
    May not be audited.
  
  • SED 734 - Individuals With Intellectual and Developmental Disabilities

    Credits 3
    A life-cycle perspective is used to present the intellectual and developmental disabilities material to advanced level candidates in the moderate/severe program. Primary constructs for meeting student needs incorporate educational standards, current program resources, service guidelines, legal requirements and life-skill materials for personal and community transitions. Salient historical, current and future trends in the field provide the foundation for a progressive model of support to this population.
  
  • SED 736 - Psychological, Sociological and Vocational Implications of Physical and Health Impairments

    Credits 3
    This course is designed to provide an opportunity for educators of individuals who experience physical and health impairments to explore in-depth psychological, sociological and vocational aspects of programs designed to serve these students. Topics under investigation for this course include planning for independent or supported living, planning for leisure activities, educational and ecological considerations, family issues, cultural issues in school and community, career planning, laws and regulations relating to this specific population, advocacy related to school community and regional resources, and assessment methods, materials and activities commonly employed with this population.
  
  • SED 750 - Advanced Learning Theory and Brain Research

    Credits 3
    This course is designed to provide the special educator with a solid overview of neurological development and function. The normal neurological system, as well as the compromised system, will be investigated and methods of intervention applied to the educational environment.
  
  • SED 751 - Advanced Learning Theory and Brain Research: Fieldwork

    Credits 1
    This class is the fieldwork component of SED-750. The student will have an opportunity to use the knowledge and skills gained in SED-750 within the classroom or other professional environments that serve individuals who experience exceptional learning needs.
    May not be audited.
  
  • SED 760 - Advanced Collaboration, Consultation and Inclusion

    Credits 3
    This class is designed to allow graduate special educators to learn about, discuss and apply the most current research concerning the topics of collaboration, consultation and inclusion as it relates to special education students and their specialized learning needs in school, home and the greater society.
  
  • SED 761 - Advanced Collaboration, Consultation and Inclusion: Fieldwork

    Credits 1
    This class is the fieldwork component of SED2-760. The student will have an opportunity to use the knowledge and skills gained in SED2-760 Advanced Collaboration, Consultation and Inclusion by employing fieldwork methods of observation, intervention, transition and documentation of experiences for exceptional students.
    SED-760 (Required, Previous).
    May not be audited.
  
  • SED 766 - Advanced Assessment and Applied Statistics

    Credits 1
    Candidates explore the explicit and implicit influences of standardized testing as it impacts individuals and the special education services provided them. Complex assessment and reporting skills are implemented for individualized and team practices.
  
  • SED 770 - Level II Advanced Initial Induction Plan

    Credits 1
    This course provides the opportunity for candidates who have completed the preliminary Level I education specialist credential mild/moderate, moderate/severe and (after its accreditation by the California Commission on Teacher Credentialing) physical and health impairments, the candidate's support provider and a Fresno Pacific University special education program faculty member to meet together and collaboratively develop the candidate's professional induction plan (PIP).
    May not be audited. Graded Credit/No Credit.
  
  • SED 771 - Level II Advanced Final Induction Plan

    Credits 1
    The final course in the candidate's professional Level II education specialist credential program, this course will provide the candidate an opportunity and guidance in developing, evaluating and presenting the Level II professional portfolio.
    SED-770 (Required, Previous).
    May not be audited. Graded Credit/No Credit.
  
  • SED 775 - Educating Learners with Autism

    Credits 3
    Covers the basic theories and foundations of autism. Practices for assessment, interventions and instructional strategies are developed and applied to the educational environment and family support systems. Laws, regulations and procedures are constructively applied to the service model. A team service model is designed and applied to authentic environments.
  
  • SED 776 - Assessment to Intervention for Learners With Autism Spectrum Disorder

    Credits 3
    Constructs practical communication and performance skills for the home, school, work and community environments. Diverse assessment strategies and integrated skills for daily functioning and performing are extensively developed. Technology systems and augmentative communication devices are applied for enhanced performance and social engagement.
  
  • SED 777 - Specialty Studies and Portfolio in Autism

    Credits 3
    This course addresses unique characteristics and identifies evidenced based practices appropriate for supporting students with autism. Candidates will explore and demonstrate knowledge of assessment and evaluation using informal and formal approaches, peer-reviewed strategies and measures, and the ability to select, modify, and administer standardized assessments for learners at risk or with autism. Emphasis is placed on candidates selection of an area of study that coincides with their professional leadership duties and interests in the area of Autism. An intensive project is developed and shared from multiple sources and professional experiences such as research, workshops, seminars and conferences. A professional portfolio is constructed to demonstrate the areas of expertise acquired and applied.
    May not be audited.
  
  • SED 791AU - Final Directed Practicum: Autism

    Credits 4
    Candidates who are not currently employed complete their practicum on a fulltime basis, as they serve under a master teacher in their selected discipline within educational, social or medical service areas, for one semester. A university supervisor serves as facilitator and evaluator. Participation requirements address all professional duties and responsibilities as applied to the instruction and direction of effective service models and program standards for individuals who experience autism.
    Take SED-775 and SED-776 (Required, Previous).
    May not be audited. Graded Credit/No Credit. Faculty consent required.
  
  • SED 791ECA - Directed Teaching: Early Childhood (birth-age 3)

    Credits 2
    Students who are not currently employed by a school district or agency and wish to complete their student supervision on a full-time basis may serve as a student teacher under a master teacher for one semester. Participation is comprised of a full-day experience throughout the semester, embracing all aspects of the professional duties of the special education teacher.
    Repeatable for credit. May not be audited. Graded Credit/No Credit.
  
  • SED 791ECB - Directed Teaching: Early Childhood (age 3-5)

    Credits 2
    Students who are not currently employed by a school district or agency and wish to complete their student supervision on a full-time basis may serve as a student teacher under a master teacher for one semester. Participation is comprised of a full-day experience throughout the semester, embracing all aspects of the professional duties of the special education teacher.
    Repeatable for credit. May not be audited. Graded Credit/No Credit.
  
  • SED 792AU - Final Independent Practicum: Autism

    Credits 4
    Candidates who are employed complete their practicum while they serve individuals who experience autism in an educational, social or medical environment, for one semester. A university supervisor serves as the evaluator. Participation requirements address all professional duties and responsibilities as applied to the instruction and direction of effective service models and program standards for individuals who experience autism.
    Take SED-775 and SED-776 (Required, Previous).
    Graded Credit/No Credit. Faculty consent required.
  
  • SPEC 600 - Education Specialist Seminars

    Credits 3
    Candidates will learn about English Language learners, including student culture, home language, skill, cognitive development and abilities of different student populations. Candidates will learn the importance of using strategy based teaching and learning in the classroom. Candidates will observe typically and atypically developing children in a variety of classroom settings including general and special education.
    May not be audited.
  
  • SPEC 601 - Foundations, Health and Observations

    Credits 3
    Candidates will gain knowledge of historical, legal, philosophical and theoretical foundations of education and then address the development special education in American society. Candidates explore their own beliefs concerning students, knowledge, learning and the aim of education as a basis for understanding their roles as professional special educators. Candidates will develop an understanding of the psychological characteristics, cognitive styles, behavioral patterns and accompanying learning problems of exceptional children. Students learn to apply the concepts of these differences and their implications.
    May not be audited.
  
  • SPEC 602 - Laws and Ethics in Special Education

    Credits 3
    An in-depth examination of federal and California laws that affect the lives and education of individuals who have disabilities, and with the ethics involved in providing services to this population. Through research reports, case studies, virtual presentations and discussions, candidates demonstrate understanding of students' and parents' legal rights and responsibilities in regards to the fields of education and special education. The legal and the ethical ramifications of various aspects of special education service provision and organization in California and the United States is examined. The Council for Exceptional Children's Code of Ethics is examined and discussed. Students are challenged to develop a personal code of ethics as it relates to their individual credentialing areas.
    May not be audited.
  
  • SPEC 603 - Theology of Disability

    Credits 1
    Offers an overview of important theological themes related to disability and suffering. In this course, students are exposed to biblical texts, theological readings, and practical applications of those texts and readings, so that each student may begin formulating his or her own perspectives on God's intentions related to disability and suffering.
    May not be audited.
  
  • SPEC 605 - Positive Behavior Support

    Credits 3
    Develops the needed skills to create an educational environment which utilizes Restorative Discipline practices to assure that students feel safe and secure, while being able to learn. Topics investigated include the continuum of behavior disorders, classroom organizational models, writing behavior intervention plans to address challenging behaviors, laws related to behavior and methods to establish the criteria for the manifestation determination of behavior. Candidates complete 25 hours of field study in a general education or special education classroom. Coupled with the other information learned in class and in collaboration with the site support team, students use their field study to identify a student/behavior problem, collect data, write an anecdotal report and develop a behavior intervention plan to extinguish challenging behavior and teach replacement behaviors.
    May not be audited.
  
  • SPEC 606 - Medical Implications

    Credits 2
    An advanced study of professional, legal, ethical and historical practices, along with current issues and trends related to providing meaningful learning opportunities for teaching special populations, including students with physical/orthopedic disabilities other health-impaired, low incidence disabilities and multiple disabilities. Includes discussion and analysis of laws, procedural safeguards and regulations pertaining to the eligibility determination and education of exceptional individuals from birth through 22 years of age. Provides an overview of the educational, psychological and behavioral characteristics and needs of exceptional learners and their families, as well as best practices in implementing culturally, linguistically and developmentally appropriate interventions for teaching special populations in inclusive educational settings.
    May not be audited.
  
  • SPEC 607 - Comparative Development

    Credits 3
    Explores both typical and atypical child development with a significant focus on cognition and language and the relationships between the two systems. Presents language as a social pragmatic process and communication as a complex system that impacts behavior, permformance and quality of life.
    May not be audited.
  
  • SPEC 609 - Special Education: Roles and Responsibilities

    Credits 3
    This is an introduction course that addresses the legal and ethical practices of special education laws, assessments, Individual Education Program and inclusion practices. The candidate develops an awareness of methodologies for educating diverse learners, using assistive technology; communicating, collaborating and consulting individuals with special needs and their support systems; transition planning and typical vs. atypical development. Through research reports, practical applications, assessments, projects, case studies, presentations and class discussions the candidates demonstrate their knowledge and understanding of these topics.
    Take SPEC-601 SPEC-602 (Required, Previous).
    May not be audited.
  
  • SPEC 610 - Transition: Mild/Moderate Disabilities

    Credits 3
    Addresses the transition of students with disabilities to employment, future living and post-secondary educational environments. Candidates learn laws, theory and practices related to transition that are applicable to individuals, infant through adulthood, in all areas of development. Addresses self-determination, interpersonal and community integration knowledge and skills, pertaining to students with mild/moderate disabilities and learning needs at the early intervention, elementary, middle school and high school levels. Candidates learn the relationship between assessment, transition, curriculum planning and selection. Assessment and evaluative practices emphasize the development of instruction that aligns with content standards and includes options for transition and equitable access to educational practices in general education. Assessments include person-centered planning, understanding of family, cultural backgrounds and contribution in diagnosis, ecological analysis and formal and informal assessments. Candidates demonstrate applied knowledge of principles and issues of transition assessment and planning for secondary-level students with disabilities in postsecondary education, employment (including supportive employment/entrepreneur), independent living, leisure/recreation and community living, needs assessment in curriculum, instructional strategies and collaboration among family and professionals.
    Complete SPEC-600, SPEC-601, SPEC-602, SPEC-603, SPEC-605, SPEC-606, SPEC-607 (Required, Previous).
    May not be audited.
  
  • SPEC 611 - Transition: Moderate/Severe and Early Childhood

    Credits 3
    Candidates learn to demonstrate knowledge, skills and abilities to participate in collaborative teams that plan, implement and evaluate transition practices. Candidates learn laws and practices related to transition that are applicable to individuals, infant through adulthood, in all areas of development. Candidates learn the relationship between assessment, transition and curriculum planning and selection. Assessment and evaluative practices emphasize the development of instruction that aligns with content standards and includes options for transition and equitable access to educational practices in general education. Assessments include person-centered planning, understanding of family, cultural backgrounds and contribution in diagnosis, ecological analysis, and formal and informal assessments in the IFSP/IEP implementation and interventions. Candidates learn to develop goals, objectives and instructional strategies that ensure participation in meaningful general education core curriculum, as well as community-based instruction. Candidates learn instructional strategies that address teaching self-determination and expression skills.
    Take SPEC-600 SPEC-601 SPEC-602 SPEC-603 SPEC-605 SPEC-606 SPEC-607 (Required, Previous).
    May not be audited.
  
  • SPEC 612 - Curriculum and Technology for Mild Moderate

    Credits 3
    Candidates for the education specialist credential in mild/moderate disabilities learn to access and adapt the general education core curriculum for special education students. The curriculum development and implementation practices include adaptions for special educational needs, application of learning theories and instructional methods for linguistically and culturally diverse students. In addition, this course introduces and applies new knowledge in the areas of technology. Students are required to incorporate technology into their lessons, including Microsoft Office, Word, Excel, Publisher and PowerPoint along with curriculum-based software and assistive technology tools. Provides support to candidates during their practicum course work.
    May not be audited.
  
  • SPEC 613 - Curriculum and Technology for Moderate/ Severe Disabilities

    Credits 3
    Addresses the basic concepts that are the foundation for understanding the patterns of learning and cognition, mobility, behavior, social abilities and language of students with moderate to severe disabilities. Addresses equal opportunity, social justice and human rights of individuals with moderate to severe disabilities through research, education and advocacy. Emphasis is placed on the assessment and curriculum foundations for classrooms serving individuals with such needs and how assistive technology supports access to learning environments, mobility and transition. Augmentative communication is addressed as the scaffold that promotes engagement and instructional meaning and relevancy for students. Candidates understand how assessment drives planning for interventions and the importance of family, law and current research in developing systems of support.
    Take SPEC-600 SPEC-601 SPEC-602 SPEC-603 SPEC-605 SPEC-606 SPEC-607 SPEC-609 SPEC-611 (Required, Previous).
    May not be audited.
  
  • SPEC 615 - Curriculum and Technology for Early Childhood Educators

    Credits 3
    A comprehensive study of early childhood special education curriculum and interventions. Technology to support access to mobility, curriculum and social opportunities are explored. Special emphasis is given to curriculum and interventions that target areas of development, assistive technology as it can support communication and access, social and cognitive experiences, assessment and the use of materials for instructional purposes in early intervention home or school settings and preschool environments.
    Take SPEC-600 SPEC-601 SPEC-602 SPEC-603 SPEC-605 SPEC-606 SPEC-607 SPEC-609 SPEC-611 (Required, Previous).
    May not be audited.
  
  • SPEC 620 - Early Childhood: Program Design and Development

    Credits 3
    A thorough examination of historical and current theoretical frameworks, using evidence-based practices in the field of early childhood and the education of young children with special needs. Through research reports, case studies, video presentations, group discussions and reflection, candidates demonstrate an understanding of effective practices, policies and standards for successful early childhood special education programs. Key topics include historical perspectives in early childhood; the key role of relationships with families and professionals, as well as understanding the caregiver-child dyad; service delivery models, including relationship-based, family focused, transdisciplinary consultation and direct-service delivery models; supportive natural learning environments/settings and current legal and regulatory guidelines, roles and responsibilities that guide the field of early childhood special education.
    May not be audited.
  
  • SPEC 681 - Directed Initial Practicum and Seminar

    Credits 2
    A requirement for special education credential candidates seeking an education specialist credential. Eight-week supervised placement. Concurrent seminar covers topics relevant to candidate placement.
    Take SPEC-609 (Required, Previous or concurrent). | Take SPEC-611 (Recommended, Previous or concurrent).
    May not be audited. Graded Credit/No Credit.
  
  • SPEC 682 - Directed Final Practicum and Seminar

    Credits 4
    Requirement for special education credential candidates, seeking an education specialist credential. A twelve-week supervised placement. Concurrent seminar covers topics relevant to candidate placement.
    May not be audited. Graded Credit/No Credit.
  
  • SPEC 689 - Independent Teaching Support

    Credits 2
    This course is designed to provide support to students who have been hired by a school district on a Short-term Permit or Prospective Intern Permit. Students are provided with a University Mentor who provides support and guidance throughout the term. Candidates may enroll in this course(as advised) each term they are enrolled in the credential program.
    Repeatable for credit. May not be audited. Graded Credit/No Credit.
  
  • SPEC 690 - Intern Support

    Credits 2
    Education credential specialist candidates (M/M, M/S, PHI, EC)who are currently employed by a school district in an intern capacity are required to enroll in this course each term that they are enrolled in the FPU preliminary credential program and are working as an intern. This is required up to Term 4 of their program. Students are provided with a university mentor who meets with students at the student's school site four to six times minimum.
    Repeatable for credit. May not be audited. Graded Credit/No Credit.
  
  • SPEC 691 - Initial Intern Practicum and Seminar

    Credits 2
    A requirement for special education credential candidates seeking an education specialist credential. Twelve-week supervised placement. Concurrent seminar covers topics relevant to candidate placement.
    May not be audited. Graded Credit/No Credit.
  
  • SPEC 692 - Intern Final Practicum and Seminar

    Credits 4
    A requirement for special education credential candidates seeking an education specialist credential. Twelve-week supervised placement. Concurrent seminar covers topics relevant to candidate placement.
    Repeatable for credit. May not be audited. Graded Credit/No Credit.
  
  • SPEC 693 - Final Independent Practicum and Seminar

    Credits 4
    See Academic Catalog for prerequisites. Final practicum is a requirement for special education credential candidates seeking an education specialist credential. Initial practicum is a 12-week supervised placement. Concurrent seminar covers topics relevant to candidate placement. A $40 fee is attached to this course.
    Repeatable for credit. May not be audited. Graded Credit/No Credit.
  
  • SPEC 703 - Theology of Disability

    Credits 1
    This course offers an overview of important theological themes related to disability and suffering. In this course, students are exposed to biblical texts, theological readings, and practical applications of those texts and readings, so that each student may begin formulating his or her own perspectives on God's intentions related to disability and sufferings.
    May not be audited.
  
  • SPEC 707 - Comparative Development

    Credits 3
    This course explores typical and atypical childhood developmental domains with a significant focus on cognition and language processes across a number of environmental contexts. The course presents language as a social pragmatic process and communication as a complex system which impacts behavior, learning, performance and quality of life.
    May not be audited.
  
  • SPEC 708 - Abstract, Critical and Technical Writing

    Credits 2
    Provides concentrated and direct instruction to candidates in the areas of scholastic writing ability and cognitive complexity. Skills gained from this course enhance performance on research assignments thoughout the candidates' respective programs. Provides instruction in the use of APA formatting, as well as the organization, logical sequencing and stylistic conventions of scholastic writing.
    EDRH-794 (Required, Concurrent).
    May not be audited.
  
  • SPEC 749 - Physical, Health, and Intellectual Impairments

    Credits 3
    This course provides an opportunity to learn about those individuals who experience physical, health, and/or intellectual impairments. Students study in-depth psychological, sociological, and vocational aspects of the programs designed to serve this population.
    May not be audited.
  
  • SPEC 755 - Autism Spectrum Disorders

    Credits 3
    This course addresses the concepts in autism research and education that are the foundation for understanding the patterns of behavior, social abilities, and language difficulties in students with autism spectrum disorders.
    May not be audited.
  
  • SPEC 760 - Advanced Collaboration, Consultation and Inclusion

    Credits 3
    This course is designed to allow students to learn, discuss and apply the most current research concerning the topics of collaboration, consultation and inclusion as it relates to children served through special education services and their specialized learning needs in school, home and the greater society. The course allows students to collaborate with teachers, colleagues, service providers, and peers to assure that the candidate is able to provide necessary services to students in their Least Restrictive Environment regarding Case management, Consultation and collaboration, Co-teaching and/or Professional Learning Communities. The course allows students to develop skills needed to maintain well-managed environments that foster an individual's physical, cognitive, emotional and social well-being in safe, inclusive and healthy learning environments.
  
  • SPEC 762 - Characteristics of Students in Adapted Physical Education

    Credits 3
    This course provides opportunities for the candidate to identify students with a disability who may qualify for adapted physical education services, including but not limited to characteristics associated with motor behavior and neurological or other physiologically-based conditions and physiological performance. The candidate demonstrates knowledge and application of kinesiology and motor development to assess students' eligibility for adapted physical education services. As a member of the IEP team, the adapted physical education teacher identifies the disability categories as identified in IDEA or under a Section 504 plan and applies these to the characteristics presented by the student for effective instruction.
    May not be audited.
  
  • SPEC 763 - Motor Behavior As Applied to Adapted Physical Education

    Credits 3
    Provides opportunities for the candidate to demonstrate knowledge of the principles and patterns of typical and atypical human growth and motor development across the lifespan in order to select appropriate, safe and effective teaching strategies and activities for individuals with a variety of disabilities. In addition, the course provides candidates instruction in the principles of neurological development, motor learning, motor control and perceptual motor development as they apply to the effective instruction of individuals with disabilities.
    May not be audited.
  
  • SPEC 764 - Scientific Principles of Human Behavior

    Credits 3
    Provides opportunities for the candidate to demonstrate the knowledge and application of scientific principles of exercise and movement. This includes an understanding of the impact of disease, medication and musculoskeletal and neurological conditions on the physiological and biomechanical performance of individuals with disabilities.
    May not be audited.
  
  • SPEC 765 - Adpated Physical Education: Roles and Responsibilities

    Credits 3
    This is an introduction course that addresses the legal and ethical practices of adapted physical education, including laws, assessments, Individual Education Program (IEP), transition planning and effective communication and collaborative practices. Provides candidates information on laws and regulations as they pertain to promoting teacher behavior that is positive and self-regulatory, as well as promoting safe physical educational environments. Provides opportunities for candidates to plan, implement and evaluate transitional life experiences in physical activity for students with disabilities and collaborate with community/educational personnel.
    SPEC-762, SPEC-763, SPEC-764 (Required, Previous). | Take SPEC-767 (Required, Previous or concurrent).
    May not be audited.
  
  • SPEC 767 - Adapted Physical Education: Curriculum and Technology

    Credits 3
    Provides instruction in understanding and acceptance of differences, pertaining to individuals with disabilities as they are served in physical education. Addresses the basic concepts that are the foundation for understanding the patterns of learning and cognition, mobility, behavior, social abilities and language of students with physical and other health problems. Candidates explore assessment, assistive and augmentative communication supports.
    SPEC-762, SPEC-763, SPEC-764 (Required, Previous). | Take SPEC-765 (Required, Previous or concurrent).
    May not be audited.
  
  • SPEC 770 - Foundations for Working With Students With Emotional Disturbance Disorders

    Credits 3
    Candidates will identify the definitions, causes, characteristics of and interventions for students with emotional disorders from multiple points of view and conceptual orientations. Course includes the legal and political issues surrounding eligibility for Special Education services, and an overview of the community resources for augmenting service options for students.
    May not be audited.
  
  • SPEC 771 - Empathetic Teaching and Therapeutic Communication

    Credits 3
    Recommneded prior coursework: SPEC-605/705, SPEC-703. Allows candidates to demonstrate proficiency in evidence-based knowledge, skills and abilities, using multi-faceted strategies and interventions, using empathic and therapeutic teaching methods to engage students with emotional or behavioral disorders emotionally, socially and academically. Candidates use therapeutic communication skills to collaborate with students, families and service providers. Addresses issues of teacher disposition and insight in relating to students with emotional or behavioral disorders, including a faith-based approach to meeting student needs.
    May not be audited. Faculty consent required.
  
  • SPEC 772 - Instruction and Collaboration in the Classroom for Students With Emotional Or Behavioral Disorders

    Credits 3
    Recommneded prior coursework: SPEC-605/705, SPEC-703. Addresses current issues, research, trends and practices, such as systems of care and general education inclusion and reintegration for the education of students with emotional or behavioral disorders. Candidates use assessment data to design relevant and meaningful curriculum for students with emotional or behavioral disorders in the areas of academic skills, affective development, social skills, self-management, study skills, vocational skills and behavior and impulse control. Candidates also implement a variety of instructional strategies, including project-based learning.
    May not be audited. Faculty consent required.
  
  • SPEC 791 - Intern Initital Practicum and Seminar

    Credits 2
    A requirement for special education credential candidates seeking an education specialist credential. Twelve-week supervised placement. Concurrent seminar covers topics relevant to candidate placement.
    SPEC 709, SPEC 781 and either SPEC 710 or SPEC 711 (Required, Previous).
    May not be audited. Graded Credit/No Credit.
  
  • SPEC 791APE - Final Directed Practicum: Adapted Physical Education

    Credits 4
    Candidates participate in supervised and supported experiences within a range of the service delivery system, the providers of such services and parents and families, including experiences in general physical education. The experiences reflect a diversity of age and grades, federal disability categories and the continuum of special education services within the adapted physical education setting. These experiences are the culminating placement in which the candidate works toward assuming full responsibility for the provision of services in the adapted physical education credential authorization. Candidates demonstrate competency in all standards within the adapted physical education added authorization program.
    SPEC-765 and SPEC-767 (Required, Previous).
    May not be audited. Graded Credit/No Credit. Faculty consent required.
  
  • SPEC 792APE - Final Independent Practicum: Adapted Physical Education

    Credits 4
    Candidates participate in supervised and supported experiences within a range of the service delivery system, the providers of such services and parents and families, including experiences in general physical education. The experiences reflect a diversity of age and grades, federal disability categories and the continuum of special education services within the adapted physical education setting. These experiences are the culminating placement in which the candidate works toward assuming full responsibility for the provision of services in the adapted physical education credential authorization. Candidates demonstrate competency in all standards within the adapted physical education added authorization program.
    SPEC-765, SPEC-767 (Required, Previous).
    May not be audited. Faculty consent required.
  
  • SPEC 796 - Leadership & Communication

    Credits 1
    Students will acquire knowledge and skills to be effective change agents by learning to first identify dysfunctional team attributes, secondly the value in a vision, and thirdly the steps needed to lead a team which can foster change. Students will also explore leadership styles which are effective in leading diverse populations and ability groups.
    May not be audited.

Administrative Services

  
  • ADM 735 - Leadership and Change

    Credits 3
    The course will focus on the nature of effective leadership and developing a personal style of leading as a change agent. The case study approach will be used as a major instructional methodology.
  
  • ADM 736 - Leadership and Change - Proact

    Credits 3
    Focuses on the nature of effective leadership as a change agent. Leadership that emphasizes the relationship of all aspects of the school operation in support of student learning is stressed. Includes a two-day summer orientation program that acquaints the participant with the principles of in-service programs, followed by six monthly sessions based on the needs of the participant.
  
  • ADM 740 - Building Shared Vision and Leadership Capacity

    Credits 2
    Builds leadership capacity and confronts and deals with real world issues that challenge the practicing administrator. Content includes learning how to build leadership capacity that emphasizes shared decision making, problem solving, change management, conflict management and the ability to use these in the face of change and difficulty. Opportunities are provided for examining, practicing, and modeling a code of ethics. Also focuses on how to effectively act as the spokesperson for the school and to facilitate the development, articulation, implementation and stewardship of a vision of teaching and learning that is shared and supported by the school community.
    May not be audited.
  
  • ADM 741 - Developing Student Learning in a Standards-Based System

    Credits 4
    This course is designed to provide an opportunity to learn how to advocate, nurture and sustain a school culture and instructional program that is conducive to student learning and staff professional growth; facilitate the development, articulation, implementation and stewardship of a vision of teaching and learning that is shared and supported by the school community, while providing the student opportunity to learn how to encourage and inspire others to higher levels of performance, commitment, and motivation; and to communicate knowledge effectively about curriculum.
    May not be audited.
  
  • ADM 741A - Fieldwork: Developing Student Learning in a Standards-Based System

    Credits 2
    This course is designed to prepare candidates for participation in the California Administrator Performance Assessment (CalAPA). The fieldwork activities are directly aligned with the content in the theory course ADM-741 Developing Student Learning in a Standards-Based System. Students must enroll in conjunction with or following enrollment in the corresponding theory course.
    May not be audited. Graded Credit/No Credit.
  
  • ADM 742 - Organizational Management in Support of Student Learning

    Credits 4
    Provides an opportunity to learn how to ensure the management of the organization, operations and resources for a safe, efficient and effective learning environment. There is an examination of the processes that ensure the coordination and equitable alignment of fiscal, human and material resources with the school planning process in the support of learning of all students.
    May not be audited.
  
  • ADM 742A - Fieldwork: Organizational Management in Support of Student Learning

    Credits 2
    This course is designed to prepare candidates for participation in the California Administrator Performance Assessment (CalAPA). The fieldwork activities are directly aligned with the content in the theory course ADM-742 Organizational Management in Support of Student Learning. Students must enroll in conjunction with or following enrollment in the corresponding theory course.
    May not be audited. Graded Credit/No Credit.
  
  • ADM 743 - Meeting Diverse Needs of Family and Community

    Credits 2
    This course is designed to provide an opportunity to learn how to work effectively with families, caregivers and community members; recognize the goals and aspirations of diverse families; respond to diverse community interests and needs; and mobilize community resources in the service of student achievement. The course content examines personal attitudes toward diverse cultures. Included in the course is the study and analysis of how an effective leader in a diverse setting values individuals from different family structures, religions, races, cultures, socioeconomic status, and ethnic backgrounds and treats them with fairness and respect.
    May not be audited.
  
  • ADM 744 - Connecting the Broader Influences on Schools

    Credits 4
    This course is designed to examine the political, social, economic, legal and cultural influences on schools. The focus is on developing leadership skills that use these influences to promote student learning. Knowledge of the interconnectedness of these topics will be studied and analyzed. Opportunities are provided for gaining knowledge and understanding and developing processes and implementation skills in response to these influences. Included are activities for active participation in team leadership and team membership that enhance educational leadership communication skills both within the school setting and in the educational community.
    May not be audited.
  
  • ADM 744A - Fieldwork: Connecting the Broader Influences on Schools

    Credits 2
    This course is designed to prepare candidates for participation in the California Administrator Performance Assessment (CalAPA). The fieldwork activities are directly aligned with the course content in the theory course ADM-744 Connecting the Broader Influences on Schools. Students must enroll in conjunction with or following enrollment in the corresponding theory course.
    May not be audited. Graded Credit/No Credit.
  
  • ADM 745 - Digital Leadership in Schools

    Credits 2
    This course is focused on preparing school administrators for digital leadership in 21st century, technology rich schools. Participants discuss ideas and strategies with other students in the course and apply them to their own practice through field based projects. This course is aligned to the International Society for Technology (ISTE) standards for administrators.
    May not be audited.
  
  • ADM 750 - Administrative Clear Credential I

    Credits 4
    This is the first course in a two-year program which begins with a student assessment and Individual Induction Plan developed through collaboration of the student, the coach, and representatives of the University and the school district. The Individual Induction Plan is tailored specifically to the student's administrative position in light of assessed student needs and district priorities. The IIP specifies professional learning activities and outcomes as well as coaching priorities and goals.
    May not be audited. Graded Credit/No Credit.
  
  • ADM 751 - Administrative Clear Credential II

    Credits 3
    This is the second course in a two-year program which begins with a student assessment and Individual Induction Plan developed through collaboration of the student, the coach, and representatives of the University and the school district. The Individual Induction Plan is tailored specifically to the student's administrative position in light of assessed student needs and district priorities. The IIP specifies professional learning activities and outcomes as well as coaching priorities and goals.
    May not be audited. Graded Credit/No Credit.
  
  • ADM 786 - Topics in Administrative Services

    Credits 1 – 3
    Repeatable for credit.
  
  • ADM 788 - Independent Study

    Credits: 1
    Faculty consent required. May not be audited. Repeatable for credit.
  
  • ADM 793F - Participation

    Credits 1 - 4
    Provides an opportunity for active involvement and participation in a school district or an agency-sponsored leadership program that meets regularly to prepare candidates for school administrator roles.
    Repeatable for credit. May not be audited. Graded Credit/No Credit.
  
  • ADM 793G - Internship

    Credits 1
    This course is designed for those admitted to the intern credential program, to give individualized instruction and guidance directly related to the intern's job assignment at the school/district site.
    Repeatable for credit. May not be audited. Graded Credit/No Credit.

Athletic Training

  
  • ATR 700A - Evidence-Based Practice in Athletic Training I

    Credits 3
    This course provides post-professional athletic training students with an introduction to concepts of evidence-based practice (EBP) for athletic trainers, including development of a clinical question, implementing the five-step EBP process, and critical appraisal of the evidence. Post-professional athletic training students will become critical consumers of the best available evidence in athletic training and related fields, and will develop the students' ability to apply the evidence while also considering their own clinical expertise and patient values.
    May not be audited.
  
  • ATR 700B - Evidence-Based Practice in Athletic Training II

    Credits 3
    This course provides post-professional athletic training students with an introduction to concepts disablement models and assessment of patient-oriented outcome measures. Post-professional athletic training students will become consumers of the best available evidence in athletic training and related fields, and will develop the students' ability to apply the evidence while also considering their own clinical expertise and patient values.
    May not be audited.
  
  • ATR 705 - Advanced Therapeutic Exercise

    Credits 3
    This course teaches athletic trainers advanced clinical techniques involved in the use of therapeutic exercise.
    May not be audited.
  
  • ATR 710 - Athletic Training Pedagogical Studies

    Credits 3
    Examines the teaching-learning experience in the context of athletic training higher education. Emphasis is placed on student motivation, learning and assessment, effective teaching methodologies, and curriculum and course design for the classroom, laboratory and clinical settings.
  
  • ATR 720 - Advanced Athletic Training Administration

    Credits 3
    Commonly encountered administrative problems in the athletic training environment are examined. Such as personnel management, budgetary concerns, facilities management, program supervision and other problems faced by certified athletic trainers.
    May not be audited.
  
  • ATR 792A - Professional Standards in Athletic Training I

    Credits 3
    The student assembles a portfolio to demonstrate competency in the following Board of Certification Standards of Professional Practice: Practice Standards 1 to 3 and Code of Professional Responsibility 1 to 3.
    May not be audited. Graded Credit/No Credit.
  
  • ATR 792B - Professional Standards in Athletic Development II

    Credits: 3
    The student assembles a portfolio to demonstrate competency in the following Board of Certification Standards of Professional Practice: Practice Standards 4 to 7 and Code of Professional Responsibility 4 to 6.
    Graded Credit/No Credit. May not be audited.
  
  • ATR 792B - Professional Standards in Athletic Training II

    Credits 3
    The student assembles a portfolio to demonstrate competency in the following Board of Certification Standards of Professional Practice: Practice Standards 4 to 7 and Code of Professional Responsibility 4 to 6.
    May not be audited. Graded Credit/No Credit.
  
  • ATR 796 - Comprehensive Examination

    Credits 0
    This course brings the Master of Arts in Athletic Training experience to a conclusion. Building on previous coursework, a comprehensive examination will be administered to all students to test their knowledge, comprehension, application, and syntheses of the concepts and theories taught. This comprehensive examination may only be retaken one time.
    May not be audited. Graded Credit/No Credit.

Biblical Studies

  
  • BIB 709 - Bible Knowledge Requirement Seminar

    Credits 0
    Seminary students must meet a Bible knowledge requirement within the first 15 units of their seminary studies. The seminar is a one-day workshop offered in the first month of the fall and spring terms. Alternative means of meeting the requirement are available upon inquiry with the seminary dean.
    May not be audited. Graded Credit/No Credit.
  
  • BIB 710 - Elementary Greek I

    Credits 3
    This is a course in Koine Greek, emphasizing the acquisition of a working vocabulary, the mastery of forms and fundamental principles of Greek grammar and gaining skill in reading New Testament texts.
  
  • BIB 711 - Elementary Greek II

    Credits 3
    Elementary Greek II is a continuation of Elementary Greek I. This is a course in Koine Greek emphasizing the acquisition of a working vocabulary, the mastery of forms and fundamental principles of Greek grammar and gaining skill in reading New Testament texts.
    Prerequisite: BIB-710 (Required, Previous).
  
  • BIB 712 - Intermediate Greek Exegesis

    Credits 3
    This course is designed to advance the student's knowledge of New Testament Greek and to apply that knowledge to the task of reading and understanding the New Testament. This course involves careful analysis of Greek grammatical concepts. Students are expected to understand the range of options open in interpreting words, phrases and sentences in Greek and gain the ability to make wise decisions about which of these options best captures the meaning intended by the New Testament author.
    BIB-711 (Required, Previous).
  
  • BIB 713 - Advanced Greek Exegesis

    Credits 3
    This course is designed as a directed study. Introduces the theory and practice of textual criticism. Selected texts from the New Testament are read paying attention to text critical issues while continuing to master both the Greek language and the techniques of grammatical exegesis. Through a variety of activities (readings, exercises, assignments), students will build on the foundation of Elementary Greek (morphology) and of Intermediate Greek (syntax), in order to gain greater confidence and competence in exegeting the Greek New Testament.
    BIB-712 (Required, Previous).
  
  • BIB 715 - Elementary Hebrew I

    Credits 3
    The first half of a one-year beginning biblical Hebrew language course using Communicative Language Teaching methodologies to provide the foundation for fluent reading needed for exegesis and translation. A core vocabulary base of 300-400 lexical items will be built, forming the foundation for internalizing grammar structures. Using Hebrew Bible narrative texts in combination with other written and oral content in simple biblical Hebrew, noun and verb morphology and syntax patterns for biblical Hebrew narrative are introduced and contextually reinforced.
  
  • BIB 716 - Elementary Hebrew II

    Credits 3
    The second half of a one-year beginning biblical Hebrew language course using Communicative Language Teaching methodologies to provide the foundation for fluent reading needed for exegesis and translation. Using Hebrew Bible narrative texts in combination with other written and oral content in simple biblical Hebrew, noun and verb morphology and syntax patterns for biblical Hebrew narrative not covered in Hebrew I are introduced and contextually reinforced. Core vocabulary is likewise expanded.
    TAKE BIB-715 (Required, Previous).
  
  • BIB 717 - Intermediate Hebrew Exegesis

    Credits 3
    An advanced biblical Hebrew course using Communicative Language Teaching methodologies that focuses on internalizing principles of discourse analysis and exegesis. This readings course will further increase reading and comprehension speed, while introducing, reviewing and solidifying matters pertaining to discourse analysis and exegesis, in both narrative and poetical texts.
    BIB-716 (Required, Previous).
  
  • BIB 718 - Advanced Hebrew Exegesis

    Credits 3
    An advanced biblical Hebrew course using Communicative Language Teaching methodologies that focuses on internalizing principles of discourse analysis and exegesis. This readings course will further increase reading and comprehension speed, while introducing, reviewing and solidifying matters pertaining to discourse analysis and exegesis, in both narrative and poetical texts.
    BIB-717 (Required, Previous).
  
  • BIB 720 - The Church and God's Mission in the World

    Credits 3
    Examines selected Scriptures from Genesis through Revelation, gathering insights into a biblical view of the church and its mission. Explores how the creation mandate, Israel as God's covenant people, Jesus' teaching about God's reign, the disciple community around Jesus and the nature and development of the early church all contribute to understanding what the church is and should be. Also explores implications of our view of church for questions of leadership, mission and ethical living.
  
  • BIB 721 - The Kingdom, the Church, and the Mission of God

    Credits 3
    Examines selected Scriptures from Genesis through Revelation, gathering insights into a biblical view of the kingdom of God, the church, and mission. Explores how the creation mandate, Israel as God's covenant people. Jesus' teaching about God's reign, the disciple community around Jesus, and the nature and development of the early church all contribute to understanding the kingdom and church. Considers implications of our view of the church for questions of leadership, mission, and ethical living.
    May not be audited.
  
  • BIB 722 - Biblical Language Tools

    Credits 3
    Introduces the student to the original languages of the Bible with English as the language of comparison and contrast. Designed for the non-specialist who would like to get maximum benefit from Hebrew and Greek language tools for the study of the biblical text applicable to a wide variety of settings: personal study, worship coordinating, sermon preparation and lesson planning.
  
  • BIB 724 - Engaging the Bible With New Eyes

    Credits 1.5
    Unpacks how the Bible has been used in damning and hurtful ways as well as how it can be used as an inspired story of divine love and hope. Special emphasis will be given to prayerful, meditative, and spiritual reading of the text.
  
  • BIB 725 - Understanding, Interpreting and Teaching Scripture

    Credits 2 - 3
    Introduces students to contemporary methods of interpreting the Bible as the inspired and authoritative guide for faith and life. Assists students in leading groups to their own observation, discovery, and application of the scriptures in relevant contexts.
  
  • BIB 726 - Advanced Biblical Interpretation

    Credits 2
    Recommended prior coursework: BIB 725. Designed primarily to expose the students to the panoply of methods used to interpret the biblical text in contemporary scholarly circles today and to introduce the students to the major hermeneutical issues currently debated. Students will be required to assess each method in terms of its usefulness in the interpretive process, particularly as it relates to the use of the biblical text in the Christian community.
    BIB-725 (Required, Previous).
  
  • BIB 734 - Understanding, Interpreting and Listening to Scripture

    Credits 3
    Introduces students to contemporary methods of interpreting the Bible as the authority of faith and life. Also assists students in leading groups to their own observation, discovery, and application of the Good News in relevant contexts. Special attention is given to a distinctively Anabaptist approach to reading the Bible.
  
  • BIB 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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