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Special Education |
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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.
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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.
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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.
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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.
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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.
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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 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.
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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.
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SPEC 771 - Empathetic Teaching and Therapeutic Communication Credits 3
Recommended 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.
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SPEC 772 - Instruction and Collaboration in the Classroom for Students With Emotional or Behavioral Disorders Credits 3
Recommended 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.
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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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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.
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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.
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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.
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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 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 692 - Foundations of Language and Literacy Credits 3
This course is designed to provide the foundational knowledge of language and language acquisition necessary to assist future teachers in meeting the needs of both English speakers and English learners based on an overview of language and what it is that humans acquire when they acquire language.
May not be audited.
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EDUC 693 - Reading/Writing in Secondary Classrooms Credits 3
The goal of this class is to develop candidates' metacognitive awareness of reading and writing as reciprocal processes so that they can use reading and writing strategically in their secondary content area classrooms to support the literacy development of all learners, including English language learners.
May not be audited.
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EDUC 694 - Curriculum Perspectives and Design: Single Subject Credits 3
Students develop a foundational understanding of curriculum, instruction and assessment. They consider the influence of theoretical perspectives, learning theory and contextual factors on curriculum design. They incorporate these concepts into the design of grade-level appropriate lessons. The lessons are a demonstration of their abilities to formulate learning objectives from state-adopted academic content standards, plan instruction using various models of teaching, adapt instruction to meet diverse student needs, gather evidence of student learning from selected assessments and reflect on their students' performance and their teaching practice.
May not be audited.
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EDUC 695 - Curriculum Design and Implementation: Single Subject Credits 3
Students further develop an understanding of curriculum, instruction and assessment. They use a backwards design process to design curriculum at the course and unit level. They design and implement a series of lessons that sequence instruction within a unit. They design and implement alternative forms of assessment. They engage in a reflective process that informs subsequent planning, instruction and assessment of student learning. Interdisciplinary curriculum and information literacy as it relates to conducting classroom research are explored.
May not be audited. Repeatable for credit.
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EDUC 696AR - Single Subject Methods: Art Credits 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in art.
May not be audited.
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EDUC 696EN - Single Subject Methods: English Credits 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in English.
May not be audited.
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EDUC 696LO - Single Subject Methods: Language Other Than English Credits 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in LOTE (Languages Other Than English).
May not be audited.
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EDUC 696MA - Single Subject Methods: Mathematics Credits 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in math.
May not be audited.
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EDUC 696MU - Single Subject Methods: Music Credits 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in music.
May not be audited.
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EDUC 696PE - Single Subject Methods: Physical Education Credits 3
This course is follow-up to the general single subject methods course with focus on curriculum design issues and methods in physical education.
May not be audited.
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EDUC 696SC - Single Subject Methods: Science Credits 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in science.
May not be audited.
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EDUC 696SS - Single Subject Methods: Social Studies Credits 3
This course is a follow-up to the general single subject methods course with a focus on curriculum design issues and methods in social studies.
May not be audited.
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EDUC 698 - Positive Adolescent Development Credits 2
The purpose of this course is to provide a detailed outline of cultural, cognitive, affective, biological and psychosocial issues associated with adolescent development. Course material is organized around positive developmental cues reflecting recent changes in the field of adolescent psychology. As such, the course emphasizes prevention strategies from a risk/resiliency framework. The positive developmental thesis will underscore the significance of identity achievement in the adolescent. Attention will be given to pedagogical and classroom management issues.
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EDUC 699 - Positive Child Development Credits 2
The course provides an overview of childhood development and its application to teaching in elementary education settings. The course discusses development in the cognitive, physical, social, ethical, language, and psychological domains. The course supports meaningful interpretation of classroom behavior in terms of developmental theories. Students acquire core theoretical understandings to facilitate more effective teaching.
May not be audited.
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EDUC 701 - Issues in Teaching: Investigations of Problems of Practice Credits 3
Recommended prior coursework: completion of multiple or single subject credential. Students examine educational issues related to the first years in teaching with an emphasis on issues directly affecting classroom instruction. Students explore theoretical frameworks for these issues and engage in conversations focused on resolving problems of practice found within the classroom. Topics include classroom management and organization, adapting instruction to meet the needs of all students and new teacher identity development. The topics of the course are designed to complement the California induction program for new teachers.
May not be audited.
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EDUC 703 - Curriculum Study: Theory, Analysis and Practice Credits 3
Recommended prior coursework: Completion of multiple or single subject credential. Students examine the purposes of curriculum study, theoretical perspectives on curriculum and various organizational structures of curriculum. They develop the knowledge and skills necessary to perform curriculum analysis and evaluation. They consider assumptions about teaching and learning inherent in methods of curriculum design, pedagogy and assessment. They determine implications for their teaching context and reflect on their teaching practice.
May not be audited.
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EDUC 704 - Research Methodologies: Qualitative Action Research Credits 3
Students study the nature of systematic inquiry and survey qualitative methods for investigating issues in education. Course topics include use of library resources, data gathering and processing and evaluation of research articles. Students develop an action research approach to investigating an enduring problem of practice they encounter as classroom teachers. In preparation for embarking on their own research project, students write a research proposal, including a literature review pertinent to their inquiry.
May not be audited.
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EDUC 705 - MAT Research Project Credits 3
This course brings the MAT to a conclusion. Building on previous coursework, students conduct a short action research study within their classroom. The student's work includes designing the study, collecting and analyzing the data and writing up the findings.
Repeatable for credit. May not be audited.
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EDUC 797 - Continuous Registration Credits 0
Students who do not complete the research project within the semesters they registered are required to register for continuous registration each semester until the project has been satisfactorily completed. Registration for 797 is equivalent to 1 unit of tuition.
May not be audited.
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THEO 705 - Christian Thought Credits 2 - 3
An introduction to the study of Christian thought as well as the nature and task of theology in relationship to the use of Scripture, to the major themes of the Christian faith and to a confessional understanding of theology.
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THEO 710 - Spiritual Memoirs Credits 1 - 3
Explores Christian faith formation in both classical and contemporary understanding. Seeks to nurture an awareness of, and commitment to, the practices of faith that deepen our relationship with God. Serves as an inquiry into contemporary faith and the nature of theological reflection. Through the stories of others (the spiritual memoirs), students are invited to reflect on their own lives and to interact with the theological assumptions of the authors/books chosen.
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THEO 712 - The Story of the Church and Its Theology Credits 2 - 3
An introduction to the study of Christian thought in the context of the church's history. Attention is given to the nature and task of theology in relationship to the use of Scripture, to the major themes of the Christian faith, and to a confessional understanding of theology.
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THEO 715 - Anabaptist Mennonite Brethren Studies Credits 3
Explores the historical and theological development of the sixteenth-century Anabaptist movement as well as the emergence of the Mennonite Brethren Church in Russia and its subsequent development in North America.
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THEO 718 - Following Jesus, Living Out the Implications Credits 3
A study of the biblical and theological basis of following Jesus and the resulting ethical postures that enable a church community to become an alternative culture that resists forces of alienation and death in our society.
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THEO 719 - Exploring Secular Culture & Connecting with Secular People Credits: 3
An exploration of key thinkers and movements that have created a "Post-Christ" world view. Attention will be given to alternative visions for following the life and teaching of Jesus in a secular culture. Students will also explore evangelistic practices grounded in biblical, historical, and missional perspectives.
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THEO 725 - Investigating Western Culture and Local Contexts Credits 3
As followers of Jesus who seek to live in the world without conforming to the powers of evil, students engage key ideas, philosophies, societal trends, and technological advancements that have fed the emerging post-Christian climate in North America. Students will develop an overview of what is happening in the West as well as learn the skills necessary to interpret their own local ministry context to further appropriate ministry strategies.
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THEO 730 - Discipleship and Ethics Credits 2 - 3
A study of the biblical and theological basis for following Jesus and the resulting ethical postures that enable a church community to become an alternative culture that uses scripture in making ethical decisions.
BIB 720 (Required, Previous).
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THEO 734 - Contemporary Theology Credits 2 - 3
A study of major 20th century theological paradigms that have shaped contemporary theology and an exploration of various theological responses to the current situation at the start of the 21st century.
THEO-705 or THEO-712 (Required, Previous).
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THEO 736 - Violence/Non-Violence Credits 3
A study of the ways in which violence, nonviolence and justice are understood in the Bible and the church: the changing shape of recent Christian responses and the implications of those changes for how we respond to violence in various areas of life.
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THEO 740 - Global Christian Theologies Credits 2 - 3
The emphasis in the course is on the dynamic relationship between the Gospel and its cultural context. Students reflect on both the content and method of contextual theologies primarily through the writings of African, Asian and Latin American theologians, as well as through the work of some North American and European theologians who are intentionally contextualizing their theology. Includes an exercise in doing contextual theology.
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THEO 742 - Theological Understandings of Jesus Credits 2 - 3
Covers various theological understandings of Jesus as expressed in biblical, historical and contemporary texts. Attention is given to exploring pastoral and missional implications arising from different ways of understanding the person and work of Jesus, especially the atonement.
THEO-705 (Required, Previous).
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THEO 744 - Society, Religion and God Credits 3
An inquiry into contemporary faith and the nature of God in light of major transitions in society, religion and theology. Engages students in an exploration of the diversity and complexity of contemporary dialogue concerning God.
THEO-705 (Required, Previous).
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THEO 750 - Church in England Credits 3
This course is an overview of Christianity in England from its inception during the roman occupation to the present. It will be divided into three historical periods to be covered over each of the three weekends: 1) the beginning of Christianity in Britain through the middle ages, 2) the pre-reformation to the restoration and 3) the enlightenment through ecumenism.
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THEO 752 - Presbyterian Polity Credits 3
An introduction to the theology and practice of how the Presbyterian Church (USA)lives out its ideals of being a community of believers. Presentations, interactive discussions, small groups, case studies and onsite observations are used to help students understand and apply the concepts of the Presbyterian Book of Order to real life situations with pastoral sensitivity and missional understanding. Helps students understand how to live out the historic Presbyterian principles in today's context of ministry in a world of discontinuous change.
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THEO 754 - Reformed Theology I Credits 3
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THEO 755 - Reformed Theology II Credits 2
THEO-754 (Required, Previous).
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