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Pupil Personnel Services |
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PPP 737 - Ethics in Applied Behavior Analysis Credits 3
Addresses the ethical and professional practice of applied behavior analysis. Organized around the BACB Guidelines for Responsible Conduct for Behavior Analysts, students learn how ethical decision making pertains to the overall practice of applied behavior analysis in clinical and educational settings.
May not be audited.
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PPP 739 - Advanced Behavior Assessment: Application to Autism Spectrum Disorder Credits 3
Recommended prior coursework: PPP-771, PPP-718, PPP-734. This course addresses behavioral principles as applied to children diagnosed within the spectrum of disorders that make up autism. This course will provide students with an overview of the research related to the identification of children with autism, touching on information about the causes of the disorder as well as historical and philosophical views. A major emphasis will be to tie together the biological and psychological research with systematic behavioral efforts to help these individuals live more productive and independent lives. Recent controversies will be discussed and an integrative approach to treatment methods will be emphasized.
May not be audited.
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PPP 740 - Advanced Procedures for Behavior Change and Support Credits 3
This course addresses behavioral principles that focus more intensively on proven behavior change techniques, the environmental support needed to maintain and establish new behavior and the various methods of gaining support from caregivers, educators and others to implement behavior change methods.
May not be audited.
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PPP 771 - Behavioral Research Methods in Education Credits 3
This course focuses on the basic principles of research design. This includes traditional experimental design, qualitative methods with emphasis on single-subject designs. Candidates will be able to differentiate high quality from inadequate research and understand data collection, measurement and statistics in enough depth to evaluate published research and conduct investigations relevant to their work.
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PPP 786 - Topics in Pupil Personnel Credits: 1
May not be audited. Repeatable for credit.
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PPP 787 - Praxis Exam Tutorial Credits 1
A tutorial for students who have not attained a passing score on the NASP Praxis Exam after multiple attempts. Focus varies according to the topic areas requiring remediation.
Repeatable for credit. May not be audited. Graded Credit/No Credit.
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PPP 791 - Practicum in School Psychology Credits 1
This course consists of an overview of the role of a school psychologist plus gathering 100 hours of supervised experiences that occur in schools and/or field-based settings. Practicum experiences provide an opportunity to become familiar with the various roles of the school psychologist. Students will keep a log of time spent in activities such as: school-based programs serving parents and family members; community service programs serving children and families; school related experiences such as shadowing a school psychologist, observing classroom instruction, attending district and school-based meetings and mapping school-based community resources.
Take PPP-722 (Required, Concurrent).
Take PPP 722
May not be audited. Graded Credit/No Credit.
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PPP 793 - Supervised Practicum Experience Credits 1 - 4
This course consists of practicum level fieldwork in California schools under the supervision of a credentialed PPS school psychologist. Practicum is 100 hours (per unit of registration) in a school placement. Candidates are provided individualized and supervised field experiences that give them an opportunity to practice the skills acquired in their coursework. Emphasis is placed on attainment and completion of professional competencies, interpersonal skills, professional conduct and continuing development of theory, skills and knowledge related to the responsibilities of a school psychologist. After successful completion of the full sequence of practicum, the candidate will be prepared to assume the responsibilities of an intern school psychologist. Proof of Liability insurance is required.
PPP-791 (Required, Previous). | PPP-724, PPP-718 (Required, Previous or concurrent).
PPP 724
Repeatable for credit. May not be audited. Graded Credit/No Credit. Faculty consent required.
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PPP 793B - BCBA Supervised Experiences Credits 1 - 10
Fieldwork experience in California public schools under the supervision of a Board Certified Behavior Analyst (BCBA). Emphasis is given to continue development of understanding and abilities to use theory, skills, and knowledge related to the responsibilities of a Board Certified Behavior Analyst. An integrated approach to matching practical, related experiences with theoretical training. Supervision is based on current BCBA experience standards. A practicum requires a total of 1000 hours. Each 1 unit of PPP 793B allows for 80-100 hours of experience therefore a student must complete 10 units. (Students have 5 years to complete these requirements once they start)
Repeatable for credit. May not be audited.
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PPP 794 - Internship Credits 2 - 8
Student will demonstrate skills represented in the CTC standards. These skills were acquired during formal training on campus with additional knowledge and skills gained through field placement. Internship is offered in schools serving children from preschool to high school. Principal supervision is provided by the local school district and the university. The experience occurs on a full-time basis (8 units total) over a period of one academic year or on a half-time basis (4 units per year) over a period of two consecutive years. In consultation with program director, students will register for appropriate number of units corresponding to the internship experiences anticipated to be completed during that term.
PPP-793 (Required, Previous).
Repeatable for credit. May not be audited. Graded Credit/No Credit. Faculty consent required.
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PPS 704 - Counseling Applications in School Settings Credits 3
Participants in this course will explore and discuss the use of effective techniques and theories that assist in addressing current youth issues. In order to implement prevention and intervention strategies, students in this course will assess and demonstrate an understanding of the principles associated with building self-esteem, personal and social responsibility, and a relationship to the lifelong learning process. This course will assist in the understanding of the factors that contribute to successful learning and provide the knowledge to identify problems in their earliest stages.
May not be audited.
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PPS 705 - Family-School Collaboration and Consultation Credits 3
This course provides participants with opportunities and experiences to display an understanding of the ways in which pupil development, well being, and learning are enhanced by family-school collaboration. This course will also provide participants the opportunities and experiences to demonstrate knowledge and application of theories, models, and processes of consultation. Participants will demonstrate skills using consulting and collaborating with others to identify problem areas, collect and analyze information to understand problems, make decisions about service delivery, and evaluate the implementation and outcome of the service delivery plan.
May not be audited.
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PPS 708 - Counseling for Diversity Credits 3
This course provides participants with opportunities and experiences to display an understanding of ways in which ethnic, cultural, socioeconomic, and environmental factors influence pupil learning and achievement. Participants will learn skills to work effectively with pupils and their families from diverse backgrounds. This course will provide participants with an understanding and appreciation for diversity. An understanding of cultural competence is provided to participants in order to effectively serve diverse and changing communities. This course will provide participants with an understanding of the ways in which educational policies, programs, and practices can be developed, adapted, and modified to be culturally congruent with the needs of pupils and their families.
May not be audited.
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PPS 710 - Assessment and Measurement Credits 3
This course is designed to allow students to gain knowledge and skills regarding the use of formal and informal tests and procedures by both school counselors and school psychologists. The relationships of various assessment instruments to a variety of learning theories will be addressed. Students will learn how assessment data is utilized to inform instructionally-related intervention strategies within the context of multi-tiered systems of supports in educational settings. The importance of early intervention will be stressed. Best practices for communicating assessment results to a variety of audiences including the children themselves, parents, teachers, administrators, and community agencies, will be provided.
Repeatable for credit. May not be audited.
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PPS 712 - Laws and Ethics Credits 3
The course introduces students to ethical and legal concerns likely to be encountered in school settings across the diverse roles of school psychologists and counselors. The understanding of current state and federal legal mandates and possible ramifications of proposed legislation in the following areas will be covered: child-find obligations, and procedural safeguards associated with special education and section 504 services, general and special education assessment, counseling and therapeutic interventions, attendance and discipline procedures, safety and violence prevention requirements, juvenile court systems, LGBTQ and sexual harassment, anti-discrimination laws, and pupil records.
May not be audited.
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PPS 713 - Safe School Environments Credits 3
This course provides candidates with opportunities and experiences to understand ways in which school environments can enhance the safety and well-being of all pupils. The course provides candidates with the knowledge and models of systematic school safety planning that include comprehensive school climate and crisis response plans addressing elements of prevention, intervention and treatment. The course provides candidates with opportunities and experiences to demonstrate knowledge and skills to assist in the development and implementation of a comprehensive program to reduce the incidence of school site violence. The course provides candidates with knowledge and skills that address the needs of witnesses, victims and perpetrators of violence as they relate to improved behavior and enhance teaching and learning.
May not be audited.
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PPS 714 - Practicum in Group Process Credits 3
This course provides participants with opportunities and experiences to demonstrate self awareness, sensitivity to others, and skillfulness in relating to individuals and groups. This course provides opportunities and experiences to understand the importance of socio-psychological concepts of group formation, reference groups, inter-group and intra-group relations and conflict. This course will provide participants with opportunities and experiences to demonstrate an ability to facilitate group process and mediate conflict.
May not be audited.
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PPS 715 - Leadership and Change Credits 3
This course provides participants with opportunities and experiences to display an understanding of the development, improvement and evaluation of programs that support effective pupil learning. This course will provide participants with an understanding of the importance of leadership by the pupil personnel services provider in operating as a systems change agent. Change theory and leadership theory will be explored throughout this course.
May not be audited.
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PPS 717 - Seminar in Behavior Pathology in Schools Credits 3
This course is an overview of emotional and behavior pathology most likely to be encountered by school counselors and school psychology in educational settings. The course will employ a developmental systems approach to familiarize candidates with the characteristics, educational classifications, and diagnoses of the disorders studied. Evidence-based interventions to prevent and ameliorate academic and behavioral challenges associated with a variety of pathological conditions will be explored.
May not be audited.
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PPS 777A - Topical Review of Education Research Credits 3
Engages the student in the process of reviewing research regarding topics and issues in education generally and in the student's particular discipline. The student is involved in research, writing, discussions and presentations. The course examines research related to educational and social issues. The culminating project is the completion of Chapters 1 and 2 of their field-based research study. This course builds on the basic research principles learned in Behavior Research Methods in Education
Take PPP-771 (Required, Previous).
Repeatable for credit. May not be audited. Faculty consent required.
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PPS 777B - Field Based Research Credits 1 - 3
This course brings the Master of Arts in school counseling or school psychology and/or the dual master in school counseling and school psychology to a conclusion. Building on previous coursework, students are expected to conduct a research study at their work site or in their community. The student's work includes designing the study, collecting and analyzing data and writing up the findings.
PPS-777A (Required, Previous).
Repeatable for credit. May not be audited.
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PPS 786 - Topics in Pupil Personnel Credits: 1
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PPS 788 - Independent Study Credits: 1
Faculty consent required. May not be audited. Repeatable for credit.
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SPEC 793B - BCBA Supervised Experiences Credits: 1-10
Fieldwork experience in California public schools under the supervision of a Board Certified Behavior Analyst (BCBA). Emphasis is given to continue development of understanding and abilities to use theory, skills, and knowledge related to the responsibilities of a Board Certified Behavior Analyst. An integrated approach to matching practical, related experiences with theoretical training. Supervision is based on current BCBA experience standards.
A practicum requires a total of 1000 hours. Each 1 unit of PPP 793B allows for 80-100 hours of experience therefore a student must complete 10 units. (Students have 5 years to complete these requirements once they start)
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School Library Media |
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LIB 705 - Information Technologies Credits 3
This course enables candidates to become technologically-competent teacher librarians. Throughout the course candidates will learn how to evaluate and effectively use a variety of information and communication technology (ICT) resources that are essential to the school library program. Candidates will also explore the application of learning theory to a digital environment.
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LIB 710 - Instructional Partnerships Credits 3
This course provides an overview of the mission of the school library media program and the instructional partner and teacher roles of the teacher librarian. Candidates will investigate and use a variety of instructional strategies and assessment tools in collaboration with classroom teachers and educational partners to plan a unit based upon school library standards, academic content standards, and learners' interests and diverse needs.
LIB-705 (Required, Previous).
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LIB 715 - Administration of the School Media Center Credits 3
This course prepares candidates to fulfill the program administrator and leadership roles of the teacher librarian. Candidates will develop and implement policies, procedures, and services to successfully manage the school media center and its personnel. A variety of professional resources and research are introduced to enable candidates to advocate for effective school library programs.
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LIB 720 - Selection and Organization of Learning Resources Credits 3
This course prepares candidates to evaluate, select, and organize physical, digital, and virtual learning resources. Candidates will gain skills to develop, manage, and provide equitable access to a collection of resources designed to meet the diverse needs of the school community.
Take LIB-715 (Required, Previous or concurrent).
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LIB 725 - Information Services Credits 3
This course prepares candidates to provide information services within the school library program. Information services include the selection and use of reference materials in seeking answers to questions, facilitation of students' independent access and evaluation of sources of information, and the modeling and communication of the ethical and legal use of information.
Take LIB-720 (Required, Previous or concurrent).
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LIB 732 - Evaluation and Promotion of Children's Literature Credits 3
This course focuses upon the reading and evaluation of a variety of genres and formats of children's literature for use within the school library program. Candidates will evaluate, design, and engage in a variety of activities to promote the reading of children's literature and collaborate with educational partners to reinforce literacy instruction in addressing the diverse needs and interest of all learners.
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LIB 736 - Evaluation and Promotion of Young Adult Literature Credits 3
This course focuses upon the reading and evaluation of a variety of genres and formats of young adult literature for use within the school library program. Candidates will evaluate, design, and engage in a variety of activities to promote the reading of young adult literature and collaborate with educational partners to reinforce literacy instruction in addressing the diverse needs and interests of all learners.
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LIB 740 - Digital Literacy Technologies Credits 3
This course focuses upon the use of digital technologies to design, implement and evaluate standards-based learning experiences for diverse student populations. Special emphasis is placed upon the modeling and communication of the ethical, legal, and safe use of information and technology, including digital citizenship, to all educational stakeholders.
Take LIB-710, LIB-720, LIB-725 (Required, Previous).
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LIB 751 - Twenty-First Century School Librarianship Credits 3
This course provides candidates with the requisite skills and knowledge to meet the special class authorization regulations for teacher librarians. Candidates understand, communicate and model information theory and digital literacy. Candidates have opportunities to design and implement curricula, using both traditional and digital strategies to address needs of students in multiple learning environments. Candidates assess and develop individual interventions to optimize student learning.
May not be audited. Graded Credit/No Credit.
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LIB 786 - Topics in School Library Media Credits: 1
Repeatable for credit.
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LIB 788 - Independent Study Credits: 1
Faculty consent required. May not be audited. Repeatable for credit.
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LIB 792 - Field Studies in School Librarianship Credits 3
This course serves as the capstone experience for the Teacher Librarian Program. Candidates will expand their knowledge of school librarianship by engaging in 105 hours of a variety of field experience activities. Candidates will focus upon implementing activities that were introduced or designed in previous courses and will reflect upon their professional learning by completing an ePortfolio that demonstrates how they have met each Teacher Librarian PSLO.
Take LIB-740 (Required, Previous or concurrent).
May not be audited. Graded Credit/No Credit.
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LIB 794 - Field Studies: National Board Certification in Library Media, Component 2 Credits 1
For candidates that are currently working in a K-12 school library and have successfully registered for National Board Certification Component 2 in Library Media. Each candidate will be assigned a mentor who will provide individualized support in completing the requirements for the Component 2 Portfolio Entry-Differentiation in Instruction. Passage of this course does not guarantee passage of the National Board Component.
Repeatable for credit. May not be audited. Graded Credit/No Credit. Faculty consent required.
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LIB 795 - Field Studies: National Board Certification in Library Media, Component 3 Credits 1
For candidates that are currently working in a K-12 school library and have successfully registered for National Board Certification Component 3 in Library Media. Each candidate will be assigned a mentor who will provide individualized support in completing the requirements for the Component 3 Portfolio Entry: Teaching Practice and Learning Environment. Passage of this course does not guarantee passage of the National Board Component.
Repeatable for credit. May not be audited. Graded Credit/No Credit. Faculty consent required.
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LIB 796 - Field Studies: National Board Certification in Library Media, Component 4 Credits 1
For candidates that are currently working in a K-12 school library and have successfully registered for National Board Certification Component 4 in Library Media. Each candidate will be assigned a mentor who will provide individualized support in completing the requirements for the Component 4 Portfolio Entry: Effective and Reflective Practitioner. Passage of this course does not guarantee passage of the National Board Component.
Repeatable for credit. May not be audited. Graded Credit/No Credit. Faculty consent required.
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Science Education |
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SCIE 762 - Earth Science: Content and Pedagogy Credits 2
Gives teachers a comprehensive understanding of basic principles of geology, meteorology and astronomy. Includes the nature of minerals/rocks, geological processes, geological maps, weather, climates and stars and planets. Lectures, labs and field trips are included.
May not be audited.
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SCIE 763 - Physical Science: Content and Pedagogy Credits 2
Designed for K-8 teachers who are not science majors, this course explores in depth the key concepts and big ideas of physics and chemistry: mechanics, properties of matter and energy. Includes lectures and labs.
May not be audited.
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SCIE 764 - Life Science Content and Pedagogy Credits 2
Designed for K-8 teachers who are non-science majors. Provides an overview of important concepts in biology, zoology and ecology. Includes both lectures and labs.
May not be audited.
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SCIE 765 - Space Science: Content & Pedagogy Credits 2
This course will explore the fundamentals of astronomy, and do so in a manner appropriate for application to the K-8 classroom. Students will have experiences designed to increase their content knowledge surrounding the concepts of astronomy as embodied in school content standards. Further, they will examine methods of communicating such content knowledge to their students via appropriate pedagogical constructs.
May not be audited.
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Special Education |
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SED 786 - Topics in Special Education Credits: 1
Faculty consent required. Repeatable for credit.
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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.
Prerequisite: SPEC-600, SPEC-601, SPEC-602, SPEC-603, SPEC-604, SPEC-605, SPEC-606, SPEC-607, SPEC-609, SPEC-611
May not be audited.
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SPEC 765 - Adapted 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.
Prerequisite: SPEC-762, SPEC-763, SPEC-764, SPEC-767
May not be audited.
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SPEC 791 - Intern Initial 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.
Prerequisite: SPEC-709, SPEC-781, and SPEC-710 or SPEC-711
Graded Credit/No Credit. May not be audited.
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Sports Administration |
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SPA 700 - Sport Career Development Credits 3
Students will learn the fundamental principles and techniques of career development, undergo a career analysis to determine their current market value, learn how to network, build a personal brand, and develop a strategic sport career plan to differentiate themselves from others in the sport industry.
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SPA 705 - Sport Marketing Credits 3
Application of marketing constructs in the analysis and solution of sport marketing problems. Addresses principles and guiding precepts of how sport-based organizations market their product and services.
May not be audited.
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SPA 710 - Sport Revenue and Finance Credits 3
Examination of sport revenue streams, with emphasis on how to increase revenue via sport fundraising, sales, sponsorship, promotion, and licensing.
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SPA 715 - Sport Leadership and Administration Credits 3
Examination of the concepts relating to efficient management and leadership of the sport industry. Emphasis is placed on principles and techniques of management relating to programs, facilities, special events and personnel.
May not be audited.
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SPA 720 - Sport Sales and Sponsorship Credits 3
Examination of the principles related to sales, sponsorship, promotion and licensing as they apply to the sport industry.
May not be audited.
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SPA 792A - Sport Administration Professional Development I Credits 3
Individually structured work experience guided by faculty member. Students will integrate their academic experience with that of the work place to demonstrate competency in sport administration.
May not be audited. Graded Credit/No Credit.
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SPA 792B - Sport Administration Professional Development II Credits 3
Individually structured work experience guided by faculty member. Students will integrate their academic experience with that of the work place to demonstrate competency in sport administration.
May not be audited. Graded Credit/No Credit.
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SPA 796 - Comprehensive Examination Credits 0
This course brings the Master of Arts in Sport Administration experience to a conclusion. Building on previous coursework, a comprehensive examination will be administered to all students to test their knowledge, comprehension, application, and synthesis of the concepts and theories taught. The comprehensive examination may only be retaken one time.
May not be audited. Graded Credit/No Credit.
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Teacher Education |
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EDUC 604 - Foundations of Education Credits 4
This course will study influential philosophies, theories and perspectives regarding the nature of learning, the impact of various societal forces on that learning and the aims of education in a diverse society. Together, as members of a community of inquiry, participants will consider their visions of what education should be and how these visions can influence their practices as teachers.
May not be audited.
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EDUC 605 - Teaching the Exceptional Learner Credits 3
Provides candidates with tools needed to serve children who learn differently. Candidates learn about the laws that impact children with special needs and those in GATE programs. Candidates develop differentiated instruction and universal design lesson plans. Social and behavioral development along with cultural, ethnic, gender, linguistic and family perceptions are discussed.
May not be audited.
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EDUC 606 - Bilingualism & Bilingual Education in The U.S. Credits 3
The course covers the nature of bilingualism, including the research on the social and cognitive effects of bilingualism and biliteracy as developmental processes in instructional practice. In addition, it focuses on the history, policies, programs, and research on the effectiveness of bilingual education and bilingualism in the United States will develop an understanding of the philosophical, theoretical, legal and legislative foundations of bilingual education and their effects on program design and educational achievement. Meets CTC Bilingual Authorization Standard 3. Non-field-based course offered every summer. Can be taken concurrently with EDUC-607. For both Multiple Subjects and Single Subject credential students.
May not be audited.
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EDUC 607 - Aspectos Del Bilinguismo/Bilingualism in Context Credits 3
This course covers the cultural aspects of bilingualism and biliteracy from a global and local perspective. Candidates demonstrate knowledge of the country/countries of origin, including geographic barriers, demographic and linguistic patterns, and the ways in which these affect trends of migration, immigration and settlement in the United States. The course is taught in Spanish and utilizes Foreign Language across the Curriculum (FLAC) approaches and methods in order to assure a high degree of academic language development in the target language as well as to scaffold the delivery of the academic content of the course. Students will have an opportunity to attain and demonstrate language proficiency in listening, speaking, reading and writing equivalent to the passing standard on the CSET: Spanish language examination for the Bilingual Authorization. Meets Bilingual Authorization Standards 5 and 6. Non-field-based course offered every summer. Can be taken concurrently with EDUC 606. For both Multiple Subjects and Single Subject credential students.
May not be audited.
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EDUC 609 - Final Student Teaching: Multiple Subject Special Education Credits 1
Designed for special education students who have been admitted to the dual program or who are adding a second credential in the multiple subjects or single subject credential program. The course provides special educators with a four week, full-time, mentored student teaching experience, working in a general education classroom in a public school. The required field experience is supported by a seminar in which issues pertaining to teaching in a general education classroom are explored, such as lesson planning, unit planning, classroom management and differentiated strategies for working with English learners and children who present particular challenges.
Take EDUC-608 EDUC-645 (Required, Previous).
May not be audited. Graded Credit/No Credit. Faculty consent required.
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EDUC 610 - Directed Initial Student Teaching: Multiple Subject Credits 2
This is a field experience course where students are placed in a classroom four mornings a week, for 12-14 weeks, supported by a university mentor and a weekly seminar course. In the seminar, students process their experience by writing reflective journals, completing school context assignments and creating the first draft of their teaching portfolio. Initial student teaching provides an arena for student teachers to apply what they are learning in foundations, curriculum and methods courses in the classroom and to process the challenges they encounter in the field is a supportive context. Seminar topics include classroom discipline, differentiating instruction for English learners and students with special needs, and lesson planning. This experience prepares students for Directed Final Student Teaching.
May not be audited. Graded Credit/No Credit.
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EDUC 619 - Directed Initial Student Teaching: Single Subject Credits 2
This is a field-experience course where students are placed in a classroom five mornings a week, for 12-14 weeks, supported by a university mentor and a weekly seminar course. In the seminar, students process their experience by writing reflective journals, completing school context assignments and creating the first draft of their teaching portfolio. Initial student teaching provides an arena for student teachers to apply what they are learning in foundations, curriculum and methods courses in the classroom and to process the challenges they encounter in the field in a supportive context. This experience prepares students for Directed Final Student Teaching.
May not be audited. Graded Credit/No Credit.
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EDUC 620 - Critical Observations in School: Multiple Subject Credits 2
This course provides early field experience for candidates who are considering a career in teaching. This course is designed to give students the opportunity to do critical observations: see the realities of a classroom, observe a master teacher at work, classroom management strategies, curriculum development and student assessment. This course is taken upon the advice of the program director.
May not be audited. Graded Credit/No Credit.
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EDUC 629 - Critical Observations in School: Single Subject Credits 2
This course provides early field experience for candidates who are considering a career in teaching. This course is designed to give students the opportunity to do critical observations: see the realities of a classroom, observe a master teacher at work, classroom management strategies, curriculum development and student assessment. This course is taken upon the advice of the program director.
May not be audited. Graded Credit/No Credit.
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EDUC 630 - Directed Final Student Teaching: Multiple Subject Credits 6
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 assessments: TPA4, the teaching portfolio, and the exit interview.
EDUC-610 or EDUC-633A/B (Required, Previous).
May not be audited. Graded Credit/No Credit.
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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.
Repeatable for credit. May not be audited. Graded Credit/No Credit.
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EDUC 633A - Extended Initial 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 633A - Extended Initial 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.
Repeatable for credit. May not be audited. Graded Credit/No 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.
May not be audited. Graded Credit/No Credit.
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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.
Repeatable for credit. May not be audited. Graded Credit/No 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.
Repeatable for credit. May not be audited. Graded Credit/No 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.
May not be audited. Graded Credit/No Credit.
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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.
Repeatable for credit. May not be audited.
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EDUC 638 - Health Education for Teachers Credits 2
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 integrated 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 6
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.
EDUC-619 OR EDUC 635A/B (Required, Previous).
May not be audited. Graded Credit/No Credit.
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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.
May not be audited. Graded Credit/No Credit.
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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.
May not be audited. Graded Credit/No Credit.
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EDUC 640C - Independent Teaching III: Multiple Subject Credits 6
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.
Take EDUC-640B (Required, Previous).
May not be audited. Graded Credit/No Credit.
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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.
Repeatable for credit. May not be audited. Graded Credit/No 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 642A - Language and Literacy 1A: Theory and Practice Credits 2
This course is the first part of the EDUC 642 course when offered in two parts. This course examines children using language; both oral and written. While closely observing students, candidates learn to analyze the strategies that readers 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 2
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.
May not be audited. Graded Credit/No Credit.
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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.
May not be audited. Graded Credit/No Credit.
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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.
May not be audited. Graded Credit/No Credit.
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EDUC 649C - Independent Teaching III: Single Subject Credits 6
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.
May not be audited. Graded Credit/No Credit.
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EDUC 650 - Principles & Practices of Biliteracy Development Credits 4
This course is designed to provide Bilingual Authorization students with knowledge and hands-on experience in Spanish and English language arts theory and practice in bilingual academic classrooms. The focus of this course is on theory, methods, and assessment strategies in language arts for biliteracy development in the classroom. Teacher candidates will study effective strategies for assessing, planning, and organizing reading and writing instruction for children and youth learning to read in Spanish. Teacher candidates will analyze the Common Core State Standards (CCSS) en espanol for the purpose of gaining an understanding of the content that must be taught to all students and how the standards build upon one another. The Common Core State Standards in English and the ELD standards will also be unpacked for the purpose of understanding cross-linguistic transference. Meets Bilingual Authorization Standards 3 and 4. Field-based course taken during first semester if credential work.
May not be audited.
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EDUC 651 - Methods of Bilingual/Multilingual Education Credits 4
This course provides an overview of theory, methods and assessment for first and second language acquisition in bilingual/dual language educational settings. The course provides students with the cultural origins of language and literacy in a pluralistic society as well as the methods for teaching English language development (ELD) and subject matter content to English learners, including dual language and SDAIE methods. The course includes field experiences in bilingual/dual language classrooms. Meets Bilingual Authorization Standard 4. Field-based course taken during second semester of Multiple Subject credential work.
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 653 - Bilingual Reading & Writing for Secondary Classrooms Credits 4
This course is designed to teach theories and practices of effective bilingual literacy in instruction in the secondary content area. The course will cover aspects of the bilingual competencies as they relate to literacy instruction in the content areas. Reading, writing, speaking, and listening are interdependent aspects of literacy that strengthen as they are practiced. Secondary students will benefit most from lessons that integrate these skills. Moreover, developing methods that use the student's primary language as a foundation and catalyst for learning through these four areas will foster opportunities for growth and academic success. Meets Bilingual Authorization Standard 4. Field-based course taken during second semester of Single Subject credential work.
May not be audited.
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EDUC 662 - Independent Teaching Practicum Credits 3
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.
May not be audited. Graded Credit/No Credit.
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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.
May not be audited. Graded Credit/No Credit.
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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.
May not be audited. Graded Credit/No Credit.
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EDUC 670 - Extended Directed Student Teaching Credits 2
This course is offered for a candidate who is in transition from Initial Directed Student Teaching to Final Directed Student Teaching or who is need of an extended student teaching placement and has not competed all requirements necessary. Extending the candidate's field experience will allow the candidate to continue with field-based courses in the program while competing requirements necessary to transition to the next stage of field experience, including the CSET requirement.
Repeatable for credit. May not be audited. Graded Credit/No Credit.
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EDUC 686 - Topics in Teacher Education Credits 1
Occasional or experimental courses designed to meet student interest needs.
Repeatable for credit. May not be audited. Faculty consent required.
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EDUC 688 - Independent Study Credits: 1
Faculty consent required. May not be audited. Repeatable for credit.
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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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