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Counseling |
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COUN 765 - Counseling Sexual Addictions 0.5-1
This course will acquaint students with a basic understanding of addiction, with the primary focus on sex addiction. Areas to be highlighted are: the brain, attachment trauma, co/contradependence/addiction interaction, Carnes Addiction System and the theology of the 12-steps as the program for recovery.
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COUN 767 - Speaking the Unspeakable: Psychological And Theological Approaches to Trauma 2-3
This course examines the psychological and theological factors involved in the human response to trauma. The course will cover a range of potentially traumatic events (natural disasters, terrorism, interpersonal violence, combat, etc.) Course participants will engage a range of psychological and spiritual approaches to trauma, including resources for treating individuals with post traumatic stress disorder and other trauma-related difficulties, strategies for helping churches respond to individual and cooperate disasters and strategies for fostering resilience in individuals and families.
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COUN 768 - Serving Resiliently Through Crises and Trauma 3
Mobilizing the congregation as a care-giving community, focusing on pastoral care, counseling through the lifespan, and guiding others through life challenges and key decisions in their lives. Special attention will be given to how church leaders can sustain their health and effectiveness as they walk with others through extreme circumstances.
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COUN 790 - Advanced Family Studies 3
Designed to afford the advanced student the opportunity to integrate key themes of learning around a topic of interest. The main project of the course is to write and present one senior paper. Additional assignments include attendance at other presentations, reading seminar papers written by fellow students and critiquing papers written by fellow students. The size of the senior seminar paper requires careful planning and consultation with the instructors, who will also serve as chairs for presentation sessions.
Take BIB-760 COUN-734;
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COUN 792 - Summer Practicum 1
A supervised counseling experience with an approved supervisor, group feedback and evaluation. Requires that the student apply classroom knowledge in interviewing, assessment, diagnosis, prognosis and treatment of individual and family dysfunctions.
Take COUN-764; Minimum grade C,CR;
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COUN 793A - Practicum I 3
A supervised counseling experience with an approved instructor, group feedback, and evaluation. The practicum requires that the student apply classroom knowledge in interviewing, assessment, diagnosis, prognosis, and treatment. Personal preparation, therapy, and self-reflection are emphasized. The practicum will include both individual and group supervision.
Take COUN-734 COUN-736 COUN-740 COUN-747 COUN-747L COUN-764 COUN-762 or COUN-736L;
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COUN 793B - Practicum II 3
A supervised counseling experience with an approved instructor, group feedback, and evaluation. The practicum requires that the student apply classroom knowledge in interviewing, assessment, diagnosis, prognosis, and treatment. Personal preparation, therapy, and self-reflection are emphasized. The practicum will include both individual and group supervision.
Take COUN-793A;
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COUN 793C - Practicum III 1-3
Additional units of practicum arranged for students who need more specified client contact hours to meet competency skill requirements or to fulfill AAMFT, or other state, provincial or international certification requirements.
Take COUN-793B;
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COUN 799 - Thesis 3-6
An in-depth study of a specifically defined topic. A thesis proposal must be approved by a faculty adviser and by the Academic Committee.
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Curriculum and Teaching |
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CRI 704 - Conflict Management and Peacemaking in Schools 3
This course will familiarize students with the structure, dynamics, role and challenge of conflict in schools. Special emphasis will be given to developing strategies and structures to promote cooperative and constructive resolution of conflict.
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CRI 707 - Historical Foundations of Curriculum 3
The multicultural forces that influence curriculum and instruction are analyzed: philosophy, psychology, pedagogy/learning, sociology, knowledge and evaluation. Major approaches to curriculum and instruction are compared/contrasted with analysis of assumptions about teaching and learning inherent in specific curriculum practices and assessment procedures.
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CRI 708 - Curriculum Design: Theory & Practice 3
This course focuses on the theory and practice of curriculum design and implementation, aligning with appropriate state-adopted content standards. It examines principles of human learning, identifies effective strategies for teaching to the diversity in the classroom (English learners, special populations) and incorporates strategic methods of differentiating for the success of all learners. It will review methods of assessment, analyzing how they inform the teaching/learning experience and continually reflecting on each candidate's on-going practice.
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CRI 709 - Using Technology in Differentiating Curriculum 2
Provides an advanced look at the theory, design and implementation of differentiated curriculum using technology. Strategies and tools for responsive teaching are researched, used and reflected upon. Technology is used as a major vehicle to differentiate both content and process.
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CRI 710 - Successful Online Learning 1
Prepares potential or beginning online learners with the knowledge and tools to successfully navigate the virtual learning environment. Specifically orients FPU online students with the tools and resources needed for their online master's degree program. Participants learn to access and interact with course materials and through Moodle, the learning management system used by FPU, including TaskStream, a web-based assessment tool. Principles of information literacy will be covered along with the use of relevant software applications.
Graded C/NC; May not be audited
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CRI 714A - Goals, Growth and Reflective Practice I 3
Students complete a series of situated learning activities, building upon their preliminary credential experience. University support providers and site mentors assist the implementation and evaluation of course activities. Formative Assessment for California Teachers (FACT) is used throughout the course.
Students need 2 semesters to complete the course; Graded C/NC; May not be audited
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CRI 714B - Goals, Growth and Reflective Practice II 3
Students complete a series of situated learning activities, building upon their preliminary credential experience. University support providers and site mentors assist the implementation and evaluation of course activities. Formative Assessment for California Teachers (FACT) is used throughout the course.
Students may take up to 2 semesters to complete the course; Graded C/NC; May not be audited
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CRI 716 - Advanced Studies in Teaching English Learners 2
As part of the induction program all new teachers are expected to build on the knowledge, skills and abilities acquired during their preliminary preparation program. In regard to English learners, this course endeavors to help new teachers understand the following: the types of language assessment measures; demographics, instructional programs and resources; how to strengthen the foundations of academic success for English learners; English language development (ELD) methods, strategies and differentiated lesson planning; Specially Designed Academic Instruction in English (SDAIE) and content area instruction; how to use the knowledge of students' backgrounds, experiences and family structures in planning instruction and supporting individual student learning; and how to enable all students to meet academic content standards and performance levels.
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CRI 717 - Advanced Studies in Teaching Special Populations 2
As part of the induction program, all new teachers are expected to build on the knowledge, skills and abilities acquired during their preliminary preparation program. In this advanced course, candidates extend their knowldege, further develop their skills and expand their repertoire of strategies to insure that all students learn successfully. Candidates learn to monitor the educational process and advocate for each student, as required by the statutory requirements from IDEA and the state regulation guidelines. The candidates learn new instructional strategies for both special needs populations and the gifted and talented populations. These strategies are designed to enhance and expand the students' academic and social performance. The candidate establishes cooperative and collaborative relationships with the related family, school and community members to ensure a successful learning environment for all students.
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CRI 718 - Advanced Studies in Health Education 1
In this advanced course, each student builds upon the knowledge, skills and abilities acquired during the professional teacher preparation program for the delivery of comprehensive support for students' physical, cognitive, emotional and social well-being. Each student understands and promotes personal, classroom and school safety through appropriate prevention and intervention strategies. Each student demonstrates an understanding of the relationship between student health and student learning, and knows how to access local and community resources to support student health. Each student demonstrates knowledge and implements appropriate elements of adopted health curriculum and instructional materials for the teaching assignment. Each student knows major state and federal laws related to student health and safety, including reporting requirements and parents' rights.
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CRI 724 - Using Technology to Differentiate Curriculum 3
This course provides an advanced look at the theory, design, implementation and reflection of differentiated curriculum using technology. Strategies and tools for responsive teaching are researched, used, and reflected upon. Technology is used as the vehicle to make learning student-centered for content and process. Candidates will interact with the course text and interact with resources on the web to further their learning. Candidates will design a series of technology-enhanced lessons that focuses on the needs of diverse learners and how to reach all students. Candidates will reflect on their successes and challenges with using technology to differentiate learning. Projects are field-based, inquiry-oriented and require significant reflection on the effectiveness of both the process and product.
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CRI 725 - Essentials of Qualitative Assessment 2
This course is an introduction to the theory and practice of qualitative assessment. It promotes an interactive look at classroom-based assessment tasks ranging from short and specific to lengthy and substantive. It examines and incorporates examples of student projects as well as an array of effective assessment tools.
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CRI 726 - Curriculum Mapping 2
This course introduces the process for creating and working with curriculum maps, using them as an effective tool for improving teaching and learning. A central focus will be on "essential questions" and making the connections between content, standards and assessment measures that reflect the diversity of the classroom. Mapping strategies will be developed for the individual teacher or for the block/department setting.
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CRI 727 - Leadership: A Personal Perspective 3
This course provides individuals with tools to analyze and reflect on their personal and professional lives. Specific, values-oriented assessments are used to raise self-awareness, understand leadership styles and enhance professional development. Connections to how personal style informs abilities for leading organizational change are highlighted.
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CRI 728 - Curricular Leadership 3
This course takes a look at the big picture of education and considers the role of each of the players involved. It examines the process of change and the elements needed for effective leadership. Current trends in curriculum development are identified and learning as inquiry is examined.
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CRI 732 - Performance Assessment: Design, Implementation and Analysis 3
This course is an introduction to the theory and practice of performance assessment. It promotes an interactive look at classroom-based assessment tasks, ranging from short and specific to lengthy and substantive. It examines and incorporates examples of student projects as well as an array of effective assessment tools. A beginning focus on formative assessment requires the design, implementation, and analysis of a performance assessment tool. A second focus on summative assessments requires the design, implementation, and analysis of a performance assessment.
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CRI 771 - Methods in Educational Research Design 3
Introduces students to research. Fundamental questions raised are: What is research? What are the functions of research? What is the meaning of research? How does one ethically carry out research? These questions are addressed by examining an array of orientations and approaches to research. Students have the opportunity for professional development in knowledge and in skills related to research, including the opportunity to design a research project. The signature assignment of this course is a research proposal, a first draft of the student's proposal for the project/thesis in the curriculum and teaching program.
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CRI 779 - Values in School and Society 3
Focuses on a cultural, historical, philosophical and/or social analysis of schools and schooling as a basis for developing an understanding of the educator's role as a change agent and as a basis for personal and professional decision making. The university's philosophy and values as expressed in the Fresno Pacific Idea and their implications for schools and society will provide one perspective for such analysis.
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CRI 796 - Innovative Project-Implementation and Analysis 3
Supervised design of a situated innovative project in the field of curriculum and instruction. It is informed by the completion of a literature review and organized as action research - systematic, intentional study of one's own professional practice. A curricular unit, Section Three, is designed for implementation. The project is implemented, data collected, analyzed, displayed and finally, implications and recommendations are discussed in Section Four. Instruction results in a completed Innovative Project and a virtual presentation.
Prerequisites: CRI 704 CRI 707 CRI 708 CRI 727 CRI 728 ED 779
Students need 2 semesters to complete the course.
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CRI 797 - Continuous Registration 0
Students who do not complete CRI-799 at the end of two semesters are required to register for continuous registration each semester until the project/thesis has been satisfactorily completed. Registration for 797 is equivalent to 1 unit of tuition.
Graded C/NC; May not be audited
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CRI 798 - Project/Thesis Proposal 3
Involves completion of a proposal for the project or thesis. Instruction is tutorial and reviews procedures, along with development of a conceptual overview of the process of formulating and completing a thesis or project.
Graded C/NC; May not be audited
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CRI 799 - Project/Thesis-Curriculum and Teaching 1
Supervised project/thesis in the field of curriculum and teaching. Instruction is tutorial and will result in a completed project/thesis.
Students may take up to 2 semesters to complete the course; Graded C/NC; May not be audited
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Early Childhood Development |
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ECD 710 - Issues in Early Childhood Education: Improving Professional Practice 3
Prepares M.A. students with application of the tools of research and academic writing in the focus area of early childhood development. This course specifically orients students with the tools and resources needed for the M.A. degree program. Participants learn to access and interact with course materials through Moodle, the course management system used at FPU. Principles of information literacy are covered along with the use of relevant software applications. Emphasis is on students becoming professionals in the area of writing, research and speaking, while gaining expertise in early child development topics.
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ECD 715 - A Mutlicultural Perspective: Early Childhood Development 2
Explores early childhood development from a multicultural perspective. Child and family professionals must be prepared to meet the unique needs of a diverse population throughout the United States. Children of different cultures vary in the ways they communicate and interact with adults and peers, and in how they understand, appreciate and show sensitivity to these differences as they interact with children and families.
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ECD 720 - Communication, Collaboration and Consultation in Special Education 2
Prepares special and general educators and related service providers to form successful partnerships with families of children with disabilities. Students experience a case study approach that ties research and theory to real life in a meaningful way. These first person accounts promote acceptance and respect for children and their families. The array of pedagogical features elicits involvement in foundational theories and promotes skill development as professionals and families partner together.
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ECD 725 - Early Literacy for English Learners 4
Examines the socio-cultural and cognitive theories of language learning, theoretical models of reading and writing processes, and the interconnections between oral language, reading, writing and spelling. Emphasizes patterns of development for children from birth to age eight with special emphasis on ages 3-8. Attention is given to factors that support literacy development with an emphasis on English learners and those factors that place children at risk of failing to reach their educational potential. The course aim is to deepen theoretical and research knowledge, understand how English learners acquire the foundation for literacy and develop instructional skills for both young English learners and young native English speakers.
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Education |
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CRI 795 - Innovative Project-Methods and Proposal 3
The course begins with a study of the nature of systematic inquiry utilizing an overview of methods employed in research and of evaluation methodology, with an intentional focus on action research. Topics include identification of educational research problems, evaluation of research articles, ethical considerations, and data collection, analysis, and interpretation. Instruction results in a draft of Sections One and Two of the Innovative Project which details the strategies of inquiry, methodology and an IRB application.
Prerequisites: CRI 704 CRI 707 CRI 708 CRI 727 CRI 728 ED 779
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ED 775 - Seminar in Learning Theory 3
This course addresses the question, "What is learning?" through a survey of contemporary writing that ranges from Piaget to discovery learning and from information processing to the roots of whole language. In each case, students are encouraged to focus on practical classroom applications.
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ED 779 - Values in School and Society 3
This course focuses on a cultural, historical, philosophical and/or social analysis of schools and schooling as a basis for developing an understanding of the educator's role as a change agent and as a basis for personal and professional decision-making. The university's philosophy and values as expressed in the Fresno Pacific Idea and their implications for schools and society will provide one perspective for such analysis. When taken as part of the educational technology program, special emphasis will be given to technology issues in context to the topics of the course.
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EDUC 641 - Foundations of Education: Multiple Subjects 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.
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EDUC 662 - Independent Teaching Practicum 2
This course provides intensive one-on-one mentoring for the professional encountering his/her first teaching position as an independent teacher. It provides a mentor who works alongside the new professional, planning for the challenges of a new teacher. Seminars every other week provide opportunities to dialogue with other teacher education students in the independent teaching pathway and reflect on the California Teaching Performance Expectations, as well as Fresno Pacific University's conceptual framework for teaching.
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EDUC 664A - Independent Teaching I 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.
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EDUC 664B - Independent Teaching II 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.
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Teacher Education |
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EDRH 790 - Continuous Registration 0
Students who do not complete EDRH-796 at the end of two semesters are required to register for continuous registration each semester until the project/thesis has been satisfactorily completed. Registration for EDRH-790 is equivalent to 1 unit of tuition.
Signature required; May not be audited
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EDRH 794 - Thesis Introduction and Literature Review 3
This course is the initial course for students whose research will culminate in the completion of a masters thesis. Students will be involved in a supervised independent inquiry of study built upon a literature review. Along with the course instructor, students will work with an assigned thesis mentor who will guide and support the student through the development and writing of a literature review and the introductory chapter of the thesis.
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EDRH 795 - Research Methods in Education 3
A study in the nature of systematic inquiry, a survey of methods employed in research and an explanation of evaluation methodology, as well as the use of research and evaluation methods in actual school situations. Topics include identification of education research problems, use of library resources, data gathering and processing, and evaluation of research articles.
Take EDRH-794 ED-777A ADM-798 SPEC-798 LIB-798 MED-798 PPS-798 or PPS-777A;
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EDRH 796 - Thesis Completion 1
This course is designed to assist students in the completion of their masters thesis. Students work alongside an assigned thesis mentor to finalize the (1) Institutional Review Board application, (2) collect and analyze data, (3) report findings, and (4) make recommendations. This is the final course leading to a Master of Arts degree.
Take EDRH-795 or ED-771;
Students may take up to 2 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 604 - Foundations of Education 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.
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EDUC 605 - Teaching the Exceptional Learner 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.
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EDUC 609 - Final Student Teaching: Multiple Subject Special Education 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;
Signature required; Graded C/NC; May not be audited
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EDUC 610 - Directed Initial Student Teaching: Multiple Subject 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.
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 619 - Directed Initial Student Teaching: Single Subject 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.
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 620 - Critical Observations in School: Multiple Subject 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.
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 629 - Critical Observations in School: Single Subject 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.
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 630 - Directed Final Student Teaching: Multiple Subject 7
Directed Final Student Teaching is an intense semester of full-time, focused teaching under the guidance of a master teacher with support from a university mentor. The student teaching seminar provides additional support to candidates. Students have the opportunity to share concerns that arise at their school sites. In addition, during the seminar candidates prepare for three summative assesments: TPA4, the teaching portfolio, and the exit interview.
Take: EDUC 610 EDUC 633A EDUC 633B
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 632 - Independent Teaching Practicum: Multiple Subjects 2
This course provides intensive one-on-one mentoring for the professional encountering his/her first teaching position as an independent teacher. It provides a mentor who works alongside the new professional, planning for the challenges of a new teacher. Hour-long seminars every other week provide opportunities to dialogue with other part-time education students and reflect on the California Standards for the Teaching Profession, as well as Fresno Pacific University's conceptual framework for teaching.
Graded C/NC; May not be audited; Students may take up to 2 semesters to complete the course; Repeatable for credit
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EDUC 633A - Extended Inital Directed Student Teaching I: Multiple Subjects 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 C/NC; May not be audited; Students may take up to 2 semesters to complete the course; Repeatable for credit
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EDUC 633B - Extended Initial Directed Student Teaching II: Multiple Subjects 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.
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 634 - Independent Teaching Practicum: Single Subject 2
This course provides intensive one-on-one mentoring for the professional encountering his/her first teaching position as an independent teacher. It provides a mentor who works alongside the new professional, planning for the challenges of a new teacher. Hour-long seminars every other week provide opportunities to dialogue with other part-time education students and reflect on the California Standards for the Teaching Profession, as well as Fresno Pacific University's conceptual framework for teaching.
Graded C/NC; May not be audited; Students may take up to 2 semesters to complete the course; Repeatable for credit
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EDUC 635A - Extended Initial Directed Student Teaching:i: Single Subject 1
EDUC-635A and EDUC-635B are equivalent to EDUC-619. Students enrolled in EDUC-635A attend seminars every other week and concurrently complete 12 days of initial student teaching (one day/week), working alongside a veteran master teacher in a general-education classroom. (Alternative schedules for completing this requirement may be arranged with program director's guidance.) Toward the end of the semester, students must demonstrate their teaching competence by completing no less than two consecutive days of student teaching. Successful completion of the requirements of EDUC-635A is prerequisite to enrollment in EDUC-635B.
Graded C/NC; May not be audited; Students may take up to 2 semesters to complete the course; Repeatable for credit
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EDUC 635B - Extended Initial Directed Student Teaching II: Single Subject 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.
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 637 - Curriculum Perspectives and Design: Multiple Subjects 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.
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EDUC 638 - Health Education for Teachers 1
Develop a foundational understanding of health education and the role as a general education teacher in providing a supportive and healthy learning environment. This course addresses the California requirements for comprehensive school health education: finding and presenting reliable, trustworthy health information. The ten content areas within the CA Health Content Standards and the four components of Health Literacy are evaluated as students incorporate these concepts into the design of grade-level appropriate intergrated lessons. The lessons are a demonstration of their abilities to evaluate current student needs, identify health goals, formulate learning objectives from state-adopted academic content standards, and plan instruction utilizing various models of teaching.
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EDUC 639 - Directed Final Student Teaching: Single Subject 8
Directed Final Student Teaching is an intense semester of full-time, focused teaching under the guidance of a master teacher with support from a university mentor. The student teaching seminar, which meets regularly throughout the semester, provides additional support to candidates.
Take 1 group: EDUC 619 or EDUC 635A EDUC 635B
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 640A - Independent Teaching I: Multiple Subjects 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.
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 640B - Independent Teaching II: Multiple Subjects 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.
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 640C - Independent Teaching III: Multiple Subject 7
This seminar course completes the series of three intern seminars required for candidates completing the independent teaching practicum in lieu of the student teaching practicum. Intern candidates join students enrolled in daily final student teaching: multiple subjects for seminars that meet every other week during the semester. Seminar topics include assessment strategies, short-term lesson planning and portfolio development. Provides support for students to prepare for three summative assessments: TPA, the teaching portfolio and the exit interview. Interns are supported by site-based teachers who serve as support providers, as well as by university mentors who coach and evaluate them throughout the semester. Successful completion of the requirements of EDUC-649B is prerequisite to enrollment in EDUC-649C.
Take EDUC-640B;
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 640D - Extended Independent Teaching 3
This course is offered to students needing additional time to complete the program requirements as an independent teacher. The focus of the course is support through a university mentor and through the instructor in continuing refinement of classroom practice and completion of program requirements for recommendation for a preliminary teaching credential. The course includes regular contact with the university mentor and the course instructor.
Graded C/NC; May not be audited; Repeatable for credit
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EDUC 642 - Language and Literacy: Theory and Practice I 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.
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EDUC 643 - Teaching Elementary Mathematics 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.
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EDUC 644 - Teaching with Technology 1
This workshop-style course provides hands-on opportunities for teaching candidates to develop technology skills that are appropriate to the classroom. Candidates develop an understanding of how they can enrich the curriculum with technology innovations. All candidates develop technology skills by creating a Web quest.
Graded C/NC; May not be audited
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EDUC 645 - Curriculum Design and Implementation: Multiple Subject 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.
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EDUC 646 - Language and Literacy: Theory and Practice II 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.
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EDUC 647 - Teaching Elementary Science 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.
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EDUC 649A - Independent Teaching I: Single Subject 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.
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 649B - Independent Teaching II: Single Subject 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.
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 649C - Independent Teaching III: Single Subject 7
This seminar course completes the series of three intern seminars required for candidates completing the independent teaching practicum in lieu of the student teaching practicum. Intern candidates join students enrolled in daily final student teaching: multiple subjects for seminars that meet every other week during the semester. Seminar topics include assessment strategies, short-term lesson planning and portfolio development. Provides support for students to prepare for three summative assessments: TPA, the teaching portfolio and the exit interview. Interns are supported by site-based teachers who serve as support providers, as well as by university mentors who coach and evaluate them throughout the semester.
Students may take up to 3 semesters to complete the course; Graded C/NC; May not be audited
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EDUC 652 - Linguistics for Teachers 2
Exploration of insights from phonology and morphology that pertain to reading, spelling, vocabulary development. Designed for secondary teachers.
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EDUC 691 - Foundations of Education: Single Subject 4
In this course, students will study influential philosophers, 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, students will consider their visions of what education should be and how these visions can influence their practice as teachers.
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EDUC 692 - Foundations of Language and Literacy 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.
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EDUC 693 - Reading/Writing in Secondary Classrooms 4
The goal of this class is to develop candidates' metacognitive awareness of reading and writing as reciprocal processes so that they can use reading and writing strategically in their secondary content area classrooms to support the literacy development of all learners, including English language learners.
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EDUC 694 - Curriculum Perspectives and Design: Single Subject 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.
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EDUC 695 - Curriculum Desgn and Implementation: Single Subject 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.
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EDUC 696AR - Single Subject Methods: Art 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in art.
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EDUC 696EN - Single Subject Methods: English 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in English.
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EDUC 696LO - Single Subject Methods: Language Other Than English 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).
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EDUC 696MA - Single Subject Methods: Mathematics 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in math.
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EDUC 696MU - Single Subject Methods: Music 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in music.
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EDUC 696PE - Single Subject Methods: Physical Education 3
This course is follow-up to the general single subject methods course with focus on curriculum design issues and methods in physical education.
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EDUC 696SC - Single Subject Methods: Science 3
This course is follow-up to the general single subject methods course with a focus on curriculum design issues and methods in science.
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EDUC 696SS - Single Subject Methods: Social Studies 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.
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EDUC 698 - Positive Adolescent Development 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 2
The course provides an overview of childhood development and its application to teaching in elementary education settings. The course discusses development in the cognitive, physical, social, ethical, language, and psycological domains. The course supports meaningful interpretation of classroom behavior in terms of developmental theories. Students acquire core theoretical understandings to facilitate more effective teaching.
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EDUC 701 - Issues in Teaching: Investigations of Problems of Practice 2
Recommended prior coursework: completion of mutliple or single subject credential. Students examine educational issues related to the first years in teaching with an emphasis on issues directly affecting classroom instruction. Students explore theoretical frameworks for these issues and engage in conversations focused on resolving problems of practice found within the classroom. Topics include classroom management and organization, adapting instruction to meet the needs of all students and new teacher identity development. The topics of the course are designed to complement the California induction program for new teachers.
Students need 2 semesters to complete the course.
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EDUC 702 - The Teacher's Mission and Vision 2
Recommended prior coursework: Comletion of multiple or single subject credential. Students develop a cultural, historical, philosophical and/or social analysis framework through which they analyze the role of teachers. This framework serves as a basis for developing an understanding of their work as new teachers. Students reflect on the teacher's role as a change agent as a basis for personal and professional decision making. Students develop a personal mission statement that incorporates reflection on the Fresno Pacific Idea and the historical tradition of considering one's work as a vocation or calling.
Students need 2 semesters to complete the course.
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EDUC 703 - Curriculum Study: Theorey, Analysis and Practice 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.
Students need 3 semesters to complete the course.
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EDUC 704 - Research Methodologies: Qualitative Action Research 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.
Students need 3 semesters to complete the course.
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EDUC 705 - MAT Research Project 2
This course brings the MAT to a conclusion. Building on previous coursework, students conduct a short action research study within their classroom. The student's work includes designing the study, collecting and analyzing the data and writing up the findings.
Students need 3 semesters to complete the course.
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EDUC 797 - Continuous Registration 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.
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EGNE 700 - Engineering in the Classroom I: Content And Pedagogy 2
This course will introduce K-8 teachers to the five construction forces and the six structural elements that form the core content of civil engineering. Each of the forces and structural elements will be explored through hands-on, grade-level appropriate teacher/student activities.
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EGNE 705 - Engineering in the Classroom II: Content and Pedagogy 2
This course introduces K-8 teachers to the fundamental forces and elements of mechanical engineering. Each of these forces and elements will be explored through hands-on, grade-level appropriate teacher/student activities.
Take EGNE-700;
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