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Business |
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BUS 9982 - Dissertation Research 3 (3 units)
The purpose of the course is to understand research models, research designs and implementation, and data collection. Students will work individually and in groups as well as their with dissertation committee members to identify research interests, topics, and research questions. In addition, the student will continue in-depth study of the research literature in their area of interest.
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BUS 9983 - Dissertation Research 4 (3 units)
The purpose of the course is to begin the final design and writing of the dissertation in preparation for execution. Students will work individually and in groups as well as their with dissertation committee members to identify research interests, topics, and research questions. In addition, the student will continue in-depth study of the research literature in their area of interest.
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BUS 9984 - Supervised Teaching I (1.5 units)
This course is geared for teachers in the higher education arena. The course will cover topics such as teaching foundations, including principles of lecturing and interactive teaching, learning styles and brain science, course preparation and learning objectives and assessment, testing and grading, feedback for continual improvement, lecture room issues and issues of student and time management.
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BUS 9985 - Supervised Teaching II (1.5 units)
his course is geared for teachers in the higher education arena. The course will match students with faculty teaching in their subject of interest and will be administered in an experiential, hands-on style with teacher-apprentice relationships.
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BUS 9990 - Dissertation Extension (5 units*)
The DBA candidates are expected to complete, defend and file their dissertations in the Library during their final semester. If the dissertation is not filed in the Library after the completion of the final semester, the student is required to register and continue to register in BUS 9990 until the dissertation is filed in the Library. * Dissertation students are charged a flat tuition rate per semester.
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Communication |
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COM 1500 - Intercultural Communication (3 units)
Study of cultural issues in their relation to communication, language, society, family, work, education, problem solving, religion, and world views.
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COM 1999 - Public Speaking (2 units)
Focuses on building public speaking expertise by researching, writing, and delivering a variety of well-organized, logical, informative, and persuasive speeches in front of an audience. Students will learn to utilize effective audio-visuals to enhance their presentations. Students will also identify and develop their own style of delivery.
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COM 3000 - Principles of Strategic Communication in Organizations (3 units)
Introduction to strategic communication used in organizing and in organizations and therefore provides the foundation for conceptualizing and developing MPR programs/campaigns. Its three modules will ensure that students gain an awareness of the key dynamics and principles of strategic communication in organizations, gain the communication skills to strategically organize and manage situations within the organization, and develop a comprehensive understanding of key organizing issues facing the MPR field today.
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COM 3001 - Integrated Communications: A Public Relations Perspective (3 units)
Introduction to the role public relations plays in the field of integrated marketing communication. The first module engages students in a comprehensive survey of the evolution of IMC to give them insights into the combined art and science of marketing, public relations and communication. Modules two and three introduce the specific functions of Integrated Marketing Public Relations allowing students to sharpen their understanding of the strategic uses of public relations in marketing consumer products.
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COM 3010 - The Power of Group Dynamics (3 units)
Theoretical processes of group communication. Emphasizes concepts of group formation, communication channels, team- building, and group decision-making.
Prerequisites: COM 2000 and COM 3000 or permission of instructor
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COM 3015 - Cultural Systems in Organizational Communication (3 units)
Exploration of organizational communication dynamics from a systems perspective. It is anchored in the premise that the organization is a culture and will expect students to become knowledgeable about the general systems perspective, specifically as it relates to organizational communication dynamics; understand the organization as a cultural system; and develop expertise about the relationship between the organization’s culture and the varied levels of communication that occurs within it.
Prerequisites: COM 2000
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COM 3050 - Publishing: Managing the Unmanageable (3 units)
Introduction to print, electronic, and web publishing. Examines campaigns, press releases, brochures (business- o-business and business-to-consumer), pitch and news letters, news and public service announcements, in-house media, bias-free writing, advertorial, environmental, and crisis communications.
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COM 3100 - Leadership and Group Dynamics (3 units)
Development of the skills to lead/guide any MPR program/campaign to a successful completion. Taken in conjunction with SEN 4910, this course gives students the opportunity to examine the relationship between group dynamics and successful leadership, engages them in the exploration of salient characteristics of productive leadership, and helps them develop critical skills in productive leadership.
Prerequisites: COM 3000
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COM 3103 - Culture, Communication and Human Behavior (3 units)
Exploration of worldview and the interconnectedness between culture, communication and human behavior. Its three modules are designed to move students through the process of becoming aware of the pervasiveness of culture and its impact on human existence and behavior, to ensure that they gain the necessary skills to develop culturally-sensitive MPR campaigns/programs, and to ultimately facilitate their becoming culturally-sensitive individuals.
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COM 3150 - Publishing: Billion Dollar Literary Vagabonds (3 units)
Looks at all the fragments and specialized facets of the magazine publishing genre. Examines mass, specialized, hospitality, trade, and in-house magazine publishing in both print and web formats (including extended digital). Class will create and maintain for outside clients two fields of magazines: Hospitality magazine(s) and Trade and In-house magazine(s). Class will market, create, design, publish, and place client-driven magazines; create and maintain a magazine-publishing company; manage legacy magazines year-to-year.
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COM 4000 - Marketing Public Relations Communications (MPRC): Cases and Campaigns (3 units)
Exploration and analysis of cases and campaigns that use public relations to support marketing. Using teamwork and classroom discussions, students will study how public relations employ strategic communication to manage product information that is used to encourage purchase and consumer loyalty.
Prerequisites: COM 3000, COM 3001
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COM 4001 - Public Relations: Strategies and Tactics (3 units)
Study of strategies and tactics used in all public relations applications and engagement in conceptualizing and designing public relations campaigns and programs. Through classroom discussions, teamwork, and other experiential activities, students will gain the skills necessary for developing and implementing creative and productive strategies and tactics for public relations programs and campaigns.
Prerequisites: COM 3000, COM 3001
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COM 4005 - Nonverbal Communication (3 units)
Examination of the characteristics, functions, and importance of nonverbal communication across cultures and in different organizational settings. Includes investigation of body movement, physical appearance and clothing, physical touch, space, paralanguage, and time.
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COM 4010 - Language, Culture, and Society (3 units)
Examination of the relationship between linguistic, social and cultural factors in human communication. Focuses on dialects, regional and social variation, language change, speech communities, gender, and language conflict.
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COM 4011 - Research Methods in MPR (3 units)
Exploration of the range of qualitative and quantitative research methods used in this field of study. More specifically, the course provides an understanding of what MPR research is, what kind of information it can provide and how it is used by MPR practitioners. Students will be required to conduct the appropriate research for their capstone experience.
Prerequisites: COM 3000, COM 3001
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COM 4015 - Workplace Communication: A Multicultural Perspective (3 units)
Advanced, problem-based course in which students apply their organizational communication background to explore the impact of diverse communication styles on the multicultural workplace environment. The course will focus on the complex communication dynamics across ethnicity, race, gender, and other groups in organizations in order to develop strategies for success in both written and spoken communication in diverse organizational settings. Students will work in teams to address the problems and issues presented in case studies, in class simulations, and out-of-class fieldwork.
Prerequisites: COM 2000, COM 3000, COM 3015
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COM 4050 - Publishing: Inquiring Minds / Enlightened Management (3 units)
A course in newspaper, book, and journal publishing. Class will manage, market, and publish print and digital versions of Alliant International University’s system-wide student newspaper (Envoy Division); establish and administer Journals Division for publishing in-house journals for the university and under contract for other entities; and delve into the diverse areas of book publishing.
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COM 4150 - Publishing: Red Ink Stains (3 units)
Examines publishing from the economic perspective. Includes concept and design macros (for both print and web), identity, economics and law, national and international publishing, damage control / crisis management, demographics, ethics, profit and non-profit, public service / pro bono, and parent company controlled. Explores income arenas including pyramid digital, print insert, cooperative risk/cooperative income, and e-optional-extra.
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COM 4200 - Communication and Leadership (3 units)
The study of the changing concepts of leadership, types and functions of leadership, and the leader as a person with special talents of communication. Investigates leadership in communication contexts at local, national and, international levels. Explores various contexts for leadership, including among women and across cultures. Uses case studies of selected leaders.
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COM 4201 - CAPSTONE Part I: MPR Strategies and Tactics (2 units)
First part of the capstone experience, a three-part process in which students conceptualize and design an MPR campaign/program proposal for a client in the community. This course allows students to survey the types of strategies and tactics employed in MPR campaigns and programs. They will consequently gain hands-on knowledge of how to develop productive strategies and tactics for their client’s MPR campaign/program proposal.
Prerequisites: COM 3000, COM 3001, COM 4000, COM 4001
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COM 4202 - CAPSTONE Part II: Creative Planning and Organizational Consulting for MPR (2 units)
Second part of the capstone experience. This course introduces students to the consultation process and to the different types of consultation strategies, emphasizing the interconnectedness between the planning and consultation processes. Students are required to initiate the conceptualization of an MPR campaign/program in consultation with their selected client from the community.
Prerequisites: COM 3000, COM 3001, COM 4000, COM 4001, COM 4201
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COM 4203 - CAPSTONE Part III: Strategic Research and Development of MPR program/campaign (2 units)
Final course in the capstone experience. This course engages students in the process of developing an MPR proposal for their client. In consultation with their client, students conduct appropriate research for an agreed-upon organizational problem/situation and conceptualize and design a campaign or program proposal to address it.
Prerequisites: COM 3000, COM 3001, COM 4000, COM 4001, COM 4202
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COM 4230 - International Imperatives in Communication (3 units)
Explores both verbal and nonverbal communication across cultures. Students investigate the power of communication in the international arena, considering the consequences of both successful international communication and communication breakdown in international settings.
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COM 4910 - MPR Residency (3 units)
Implementation of approved proposal from capstone sequence. Students complete a residency in the organization for which the capstone proposal was conceptualized and designed. Students also have the option of completing the SEN 4910 Senior Experience Internship.
Prerequisites: Students must be seniors
(Grading is credit/no credit)
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Community Service |
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CMS 3700 - Community Service (1 unit)
Community service learning requirement may be met either on or off campus. Requires a minimum of 60 hours of service and may be taken twice. Students must be actively involved in doing community service during the semester they are enrolled. Students who have not found a placement by the end of the third week of the term will be dropped from the course.
Prerequisites: Students may be sophomores
(Grading is credit/no credit.)
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Criminal Justice |
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CJU 3000 - Ethics and Professional Responsibility (3 units)
Professionalism in criminal justice, including formal and informal control; political activity; discretion; conflict of interest; perpetrator and victim rights; nature and scope of misconduct; special risks and responsibilities; codes of ethics.
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CJU 3010 - Victimology (3 units)
Includes survey of methodological approaches to understanding crime. Issues pertaining to reporting/underreporting of crime; victim assistance and compensation programs; victims’ rights laws; victim advocacy.
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CJU 3020 - Criminology and Social Deviance (3 units)
Analysis of the sociological, psychological, political, and biological theories of crime causation; crime measurement; schools of criminology; crime typologies.
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CJU 3030 - Diversity Issues in Criminal Justice (3 units)
Concepts and theories regarding race, age, religion, gender, sexual orientation, and justice; characteristics of victims and offenders; policing and community relations; and discrimination in justice administration.
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CJU 4000 - Juvenile Justice (3 units)
Philosophy, theory, and processes of juveniles in the criminal justice system, as distinguished from adults, from apprehension through courts and detention; diversion programs; alternative sentencing; victim-offender reconciliation as an option.
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CJU 4010 - Basics in Law: Criminal and Civil Procedure (3 units)
Specific emphasis on laws of arrest, search and seizure, interrogation and confession; pre- and post-trial considerations; post-conviction issues; prosecutor and defense strategies; sentencing.
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CJU 4010 - Criminal Justice Internship (3 units)
Supervised field experience in community organizations and institutions. Hours in the field and academic assignments (conferences, readings, reports) jointly planned with work and faculty supervisor. 130-hour requirement.
Grading is Credit/No Credit
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CJU 4020 - Gangs, Drugs, and Crime in the U.S. (3 units)
The study of the interrelationship of drugs, gang membership and crime in the U.S. inside and outside the criminal justice system; current treatment and prevention strategies; political reaction and policymaking.
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CJU 4030 - Internet Crimes (3 units)
The use of technology in crime and in the criminal justice system; the evolution of telecommunications and advances in computer science as applied to the criminal justice system; effective written and oral communications.
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CJU 4040 - Criminal Justice Response to Family Violence (3 units)
The study of family violence from an ecological point of view and as a major societal stressor that impacts multiple systems. Intimate partner violence, sibling violence, child abuse and neglect, animal abuse, and elder abuse. Strategies for criminal justice systems handling these cases. Detailed triage and prevention efforts.
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CJU 4050 - Developmental Psychopathology (3 units)
Utilization of a biopsychosocial perspective to explore normal and abnormal developmental processes in children and adults. Examination of how psychological disorders are currently conceptualized, assessed, and treated in clinical and forensic settings. The study of the influence of early exposure to trauma and later connection to the juvenile and criminal justice systems.
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CJU 4060 - Children Exposed to Violence (3 units)
The purpose of this course is to prepare students to recognize the effects of child maltreatment and apply interventions strategies for children and their families.
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CJU 4070 - Courtroom Advocacy (3 units)
Exploration of specialized “problem- solving” courts (e.g., drug, domestic violence, & mental health courts) and the factors contributing to this recent development, need and controversies surrounding these specialized courts. Survey of the various types of locally-established specialty courts. Analysis of the particularized features and functions of these institutions compared to other criminal courts, past and present. Examination of the potential legal and ethical issues presented by “problem-solving” courts along with other justice system implications, including the future of such institutions in this country.
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CJU 4900 - Criminal Justice Mentorship (3 units)
For those working in the field and who have been approved to waive the internship. Opportunity to partner with a classmate who is not currently in the field and provide him/her with new experiences and a deeper appreciation for the field by introducing their classmate to daily job experiences.
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CJU 4920 - CAPSTONE Criminal Justice Experience (3 units)
Requires completion of all major requirements . A degree-culminating experience involving integrating scholarly knowledge relating to criminology with emphasis on critical thinking, decision-making, and communication skills. Activities may include conducting and presenting research findings; engaging in community speaking; volunteering in the community; and engaging in consultation.
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Cross-Cultural Studies |
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CCS 6180 - Ethnicity and Learning within the Context of Peace Education (3 units)
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CCS 6210 - Foundations in Multicultural and Global Education (3 units)
This course combines the fields of Multicultural and Global Education as well as other diversity education paradigms to address the growing need to internationalize multicultural theory and practice in the 21st century.
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CCS 6300 - Cross-Cultural Curriculum Theory and Development (3 units)
Examining the historical, sociopolitical, philosophical and pedagogical foundations in cross-cultural curriculum theory and development is the focus of this course. Students will broaden awareness, curriculum and implementation skills during this course.
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CCS 6310 - Womenist Theory Perspective (3 units)
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CCS 6320 - Cross-Cultural Instructional Technology Applications (3 units)
This course is an introduction to the merging of cross-cultural and instructional technology education. PowerPoint, interactive journaling, internet assignments, cross-cultural software critiques and homepage/website development are some of the computer-mediated communications scheduled for class exploration.
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CCS 6501 - Advanced Special Topics Seminar (1-3 units)
Using cross-cultural perspectives students will examine the theoretical, pedagogical, philosophical, sociological, psychological and historical foundations of school culture for the 21st century. Teaching strategies for graduate level preparation include: Review of the literature, graduate level writing and literature critiques, educational inquiry methods, reflection journal, think-pair-share and experiential classroom activities.
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CCS 6502 - Advance Special Topics/Seminar: Online International Focus (1-2 units)
Graduate student research/project presentations, faculty and guest speakers and book article discussions by faculty and student panels.
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CCS 6550 - Introduction to Cross-Cultural Qualitative and Quantitative Research Methods (3 units: Part II)
Seeks to heighten understanding on the importance of qualitative and quantitative methods in educational research and the legal and ethical need to base practice on sound scientific findings. The ease of performing statistical analyses using PC, examples of cross-cultural educational research and understanding the results of factor analytic research and applied research will be explored.
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CCS 6820 - Educational Psychology: Cross- Cultural Identity Development (3 units)
An introduction to cross-cultural educational psychology with a focus on cross-cultural identity development exploration, in order to elucidate the basic causes and complex dynamics of cultural identity and other forms of intra and intergroup conflict.
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CCS 6890 - Introduction to Educational Research Design (3 units: Part I)
Is structured to provide an introductory knowledge of research terminology, qualitative and quantitative methodology, data collection techniques and research resources to more closely link research and practice as holistic education. Students will conduct a literature search and field base research in order to synthesize coursework, field experiences and related research.
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CCS 8210 - Foundations in Multicultural and Global Education (3 units)
This course combines the fields of Multicultural and Global Education as well as other diversity paradigms to address the growing need to internationalize cross-cultural theory and practice in the 21st century.
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CCS 8300 - Cross-Cultural Curriculum Theory and Development (3 units)
Examining the historical, sociopolitical, philosophical and pedagogical foundations in cross-cultural curriculum theory and development is the focus of this course. Students will broaden awareness, curriculum and implementation skills during this course.
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CCS 8500 - Cross-Cultural Competency Assessment Exit Exam and Position Paper (3 units)
The Cross-Cultural Competency Assessment component is the final course within the emphasis program. It serves as an indicator for what the student has learned throughout the emphasis area program. Students take a 60-item written exam that includes narrative, true/false, and multiple choice sections. In addition, students are required to write a culminating cross-cultural studies position paper (15-20 pages in length) and give an oral presentation of their written work.
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CCS 8550 - Introduction to Cross-Cultural Applied Research Methods (3 units)
This course is structured to provide a cross-cultural introductory knowledge base of qualitative research methods and terminologies. Specifically, it will focus on action and applied research. Data collection, organization, analyzing, and learning outcomes assessment techniques will be introduced. Students will participate in structuring and implementing focus group and one on one research interviews, annotated bibliographical literature reviews, and observation and reflective journal keeping. Students will conduct literature searches and field base research in order to synthesize coursework, field (professional and/or practicum) experiences and other related research.
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CCS 8820 - Educational Psychology: Cross- Cultural Identity Explorations (3 units)
An introduction to cross-cultural educational psychology with a focus on cross-cultural identity development exploration, in order to elucidate the basic causes and complex dynamics of cultural identity and other forms of intra and inter-group conflict.
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CCS 8999 - Special Topics in Cross-Cultural Studies (6 units)
The Special Topics component allows students to participate in additional cross-cultural studies course electives, internship projects, conference presentations, writing for publication, cross-cultural symposia series, and other special interest assignments. This component is intended to hone students’ specific interests within the field of crosscultural studies and is guided by the student’s academic cross-cultural studies advisor.
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Economics |
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ECO 1010 - Principles of Microeconomics (3 units)
Introduction of economic theory and the principles of supply and demand, with a focus on the economic decision making of firms and individuals in markets.
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ECO 1020 - Principles of Macroeconomics (3 units)
Introduction to the basic principles of income, employment, prices and international trade.
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ECO 2000 - Introduction to Economics
This course introduces principles of microeconomics and macroeconomics with a focus on current global issue, from the multiple perspectives of currently competing schools of thought in economics. The course covers fiscal and monetary issues, central banking, the economic roles of households and firms, the interrelation of economic perspectives with perspectives in marketing, politics, management, humanities and international relations. Students will gain knowledge that can be applied to their personal and professional lives as well as to ongoing study in management, economics and international relations.
(Alliant Mexico only)
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ECO 3000 - Principles of Economics (3 units)
The course introduces principles of microeconomics and macroeconomics, with a focus on current global issues, from the multiple perspectives of currently competing schools of thought in economics. The course covers the fiscal and monetary roles of government, including central banking; the economic roles of households and firms; the interrelation of economic perspectives with perspectives in marketing, politics, management, and the humanities; and how supply and demand influence prices, productivity, inflation, and employment. Students will gain knowledge that can be applied to their personal and professional lives as well as to ongoing study in management and economics.
(Alliant Mexico only)
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ECO 6010 - Managerial Economics (3 units)
A study of the role of economics and the application of economic analysis in managerial decision making; includes study of economic forecasting, game theory, production theory and environmental and social economics.
Prerequisites: BUS 5050
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Education |
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EDU 1001 - Introduction to Elementary Education (1 unit)
The nature of the elementary classroom; minorities in the classroom; cultural diversity in the classroom; students with special needs including disabled and gifted students; structure of elementary school systems.
(Alliant Mexico only)
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EDU 2201 - Early Field Experience (1 unit)
Early field experiences in the lower and upper elementary grades as well as selected public services agencies focusing on building candidates’ background in the nature of elementary classroom environment, especially as it concerns instruction in social sciences and the arts; these field experiences related to candidates’ understanding of content areas to build curriculum knowledge.
(Alliant Mexico only)
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EDU 3003 - Introduction to Teaching in the Applied Liberal Arts (3 units)
For students considering teaching as a profession. Includes career opportunities, current issues in education, educational standards and ethics, effective learning environments. Includes field observation study and service learning projects.
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EDU 4100 - Child Development (3 units)
Provides and overview of basic processes in human development, with particular emphasis on the development of children from conception to adolescence. Topics include socialization and personality development, perception, cognition and information processing, intelligence and learning. The course covers contemporary theories on child development with a direct application to the learning environment and the teaching profession.
(Alliant Mexico only)
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EDU 6000 - Educational Foundations (1 unit)
Introduction to the basic principles of classroom teaching and learning. This course focuses on instructional planning and delivery and an introduction to classroom management to effectively address student needs, interests and abilities. Presents an historical overview and perspective of United States public education development including key issues in public school law.
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EDU 6001 - Psycho-educational Development of Diverse Learner and Classroom Application (2 units)
Course focuses on application of neuroscience cognition to learning and classroom management for instructional planning. Addresses needs, interests and abilities of diverse students. Explores the educational practices which work effectively with special populations and the influence of state regulations upon the classroom in order to meet the needs of diverse students.
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EDU 6012 - Applied Linguistics Seminar: Teaching Literacy (3 units)
This course is a research-based methodology course focused on teaching reading and language arts in culturally and linguistically diverse classrooms.
Instructional strategies are presented which ensure that all students have equal access to the core curriculum. The course covers listening, speaking reading, spelling, phonics, assessment of literacy and oral language proficiency, evaluation, writing process, and other relevant reading and language arts skills based on California state mandated curriculum frameworks.
EDU 6012: Applied Linguistics Seminar: Teaching Literacy is designed to provide multiple subject credential candidates with the background and skills necessary to successfully teach Language Arts and Reading in a cross-cultural, linguistically diverse classroom. It also prepares students for the Reading Instruction Competency Assessment (RICA).
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EDU 6022 - Curriculum and Instruction in Diverse Classrooms: Language Arts (1 unit)
This course is designed to help teacher candidates develop as reflective and competent practitioners and instructors of Language Arts, as informed, effective and competent leaders in writing, composition, media production, literacy, and presentation which facilitates effective development of these components in their students. The course involves an intensive study of methods, skills, strategies, and materials for teaching language arts, focusing on curricular and instructional writing skills and strategies. Students will engage in critical analysis of a variety of objectives, instructional materials and strategies, assessment and evaluation techniques, and usage guidelines for language arts. Instruction and curriculum development will address the needs and strengths of a diverse student population and the appropriate design of an integrated and comprehensive language arts program for all learning levels and for speakers of English and English learners. The unique needs of the non-English speaking student in Language Arts will be addressed.
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EDU 6032 - Curriculum and Instruction in Diverse Classrooms: Mathematics (1 unit)
The goal of this course is to help Teacher Candidates develop as reflective practitioners and researchers of their own “best practice”. The course involves an intensive study of methods and materials for teaching mathematics. An important focus is on the development of lessons and instructional strategies that meet the needs of diverse learners in the classroom. Attention if given to the NCTM principles and standards developed for mathematics as delineated in Principles and Standards for School Mathematics (NCTM, 2000) as well as the California State Standards.
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EDU 6042 - Curriculum and Instruction in Diverse Classrooms: Science (1 unit)
This course focuses on the development of lessons and instructional strategies for the content area of science to meet the needs of diverse learners in the classroom.
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EDU 6052 - Curriculum and Instruction in Diverse Classrooms: Social Studies (1 unit)
Basic approaches to curriculum development and principles of teaching with emphasis on practical application in the social sciences. Focuses on lesson planning, teaching higher level thinking skills and evaluation.
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EDU 6062 - Principles, Practices and Sociocultural Issues of Teaching English Language Learners (2 units)
This course examines all aspects of teaching English learners in k-12 schools. It studies school-based programs designed to meet the needs of English Language Learners including programs for English language development (ELD). These programs are presented in the context of state and federal legislative mandates pertaining to the education of English learners. Candidates will learn and effectively use materials, methods and strategies for assessing a student’s English proficiency level and providing instruction that leads to grade-level listening, speaking, reading and writing English skills. Special attention is given to SDAIE strategies and classroom management to make content area curricula accessible to English learners. Additionally, the course introduces first and second language acquisition, the connection between first language literacy and second language development and the psychological and socio-cultural factors that impact these processes.
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EDU 6072 - Instructional Technology Applications (2 units)
Course provides students knowledge and skills needed to utilize and integrate technology into classroom instruction to support the teaching and learning of diverse student populations. Focuses on appropriate use of software applications and media to access and evaluate information, analyze and solve problems and communicate ideas.
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EDU 6080 - School Site Practicum: Multiple Subject (2 units)
This course provides candidates with multiple opportunities for observing, tutoring, guiding individual and small group work and carrying out instruction at diverse elementary school sites.
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EDU 6080A - Practicum/Student Teaching Seminar (Multiple Subject) (3 units)
The “Semester 2 Seminar & Workshop Series” course provides Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates participate in ten three hour seminars and two Saturday Workshop Days. They receive practical instruction on research-based best practices, application to the K-12 classroom, and further exploration of both theory and practice through course readings. Saturday Workshop Days provide hands-on opportunities to focus on a topic. Saturday Workshop Day 1 provides training on how to create a supportive, healthy environment for student learning, while Saturday Workshop Day 2 is about instructional best practices. Both bridge how to apply the theories learned throughout the semester to results-achieving teaching.
Note that while Candidates also receive regular mentoring from university Field Supervisors throughout Semester 2 as part of their co-requisite enrollment in the Field Supervision course, the mentoring receives a separate grade which focuses on the Candidate’s practice, capacity, and growth in the field at a school setting.
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EDU 6080B - Field Supervision: Practicum (Multiple Subject) (1 unit)
The primary objective of this two-semester field placement course is to provide the Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the K-12 classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their school site placement. Professional guidance and support in each Candidate’s placement will be provided by a University Field Supervisor and a District Support Provider.
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EDU 6091 - Student Teaching and Seminar: Multiple Subject (12 units)
Opportunity for candidates to integrate, apply and refine the many competencies acquired throughout the program. Candidates assume the responsibilities of classroom teacher and are under direct responsibility of experienced and effective master teachers and University supervisors. University supervisors provide continuing support through regular visitations and seminars. Each candidate completes assignments at two levels in culturally diverse school settings. The goal of student teaching is to prepare candidates for successful full-time teaching.
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EDU 6091A - Student Teaching and Seminar (Multiple Subject) (3 units)
The “Semester 2 Seminar & Workshop Series” course provides Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates participate in seven three hour seminars and two Saturday Workshop Days. They receive practical instruction on research-based best practices, application to the K-12 classroom, and further exploration of both theory and practice through course readings. Saturday Workshop Days provide hands-on opportunities to focus on a topic. Semester 2 Workshop Days bridge how to apply the theories learned throughout the semester to results-achieving teaching by focusing on instructional best practices.
Note that while Candidates also receive regular mentoring from university Field Supervisors throughout Semester 2 as part of their co-requisite enrollment in the Field Supervision course, the mentoring receives a separate grade which focuses on the Candidate’s practice, capacity, and growth in the field at a school setting.
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EDU 6091B - Field Supervision: Student Teaching (Multiple Subject) (6 units)
The primary objective of this two-semester field placement course is to provide the Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the K-12 classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their school site placement. Professional guidance and support in each Candidate’s placement will be provided by a University Field Supervisor and a District Support Provider.
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EDU 6094 - Interim Intern Mentoring (Multiple Subject) (5 units)
The California Commission on Teacher Credentialing (CCTC) requires that all credentialed teachers employed through an intern credential receive identified support from both a University Field Supervisor and a District Support Provider each semester of employment as an intern teacher. The recommending university for intern credentials must assure the CCTC of such support, at a minimum. If an Alliant-recommended intern teacher Candidate is not enrolled in / has not completed requisite seminar and mentoring coursework, the Program SERC (Student Evaluation and Review Committee) will review the Candidate’s lack of progression toward credentialing and, in order to assure continuation of the recommendation of and support of the intern credential, may recommend and require enrollment in Interim Intern Mentoring (EDU 6094 / 6194) in order to remain enrolled in the Teacher Credentialing Program for Interns and in order to maintain their Intern credential. This course assures university field supervision and support for the intern credentialed teacher whose credentialing program is out of standard sequence.
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EDU 6095 - Intern Teaching and Seminar: Multiple Subjects (6 units)
The primary object of this two-semester course is to provide Teacher Intern Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation course in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their Intern Teaching site school. Professional guidance and support in each Candidate’s employment by a local district as an Intern Teacher will be provided during the two enrolled semesters by:
- A university field supervisor,
and
- A university seminar instructor.
The Teacher Intern Candidate is, of course, the most important member of this support and advancement team. University supervisors provide continuing support through regular visitation and seminars. Each Candidate must complete two semesters (EDU 5095 and EDU 5096) at their school district employed placement in a collaborative supervisory program between the university and local school district. The goal is to advise, support and prepare Candidates for successful teaching throughout their career.
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EDU 6095A - Intern Teaching Seminar (Multiple Subject) (3 units)
The “Semester 2 Seminar & Workshop Series” course provides Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates participate in ten three hour seminars and two Saturday Workshop Days. They receive practical instruction on research-based best practices, application to the K-12 classroom, and further exploration of both theory and practice through course readings. Saturday Workshop Days provide hands-on opportunities to focus on a topic. Saturday Workshop Day 1 provides training on how to create a supportive, healthy environment for student learning, while Saturday Workshop Day 2 is about instructional best practices. Both bridge how to apply the theories learned throughout the semester to results-achieving teaching.
Note that while Candidates also receive regular mentoring from university Field Supervisors throughout Semester 2 as part of their co-requisite enrollment in the Field Supervision course, the mentoring receives a separate grade which focuses on the Candidate’s practice, capacity, and growth in the field at a school setting.
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EDU 6095B - Field Supervision: Standard Intern (Multiple Subject) (5 units)
The primary objective of this two-semester field placement course is to provide the Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the K-12 classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their school site placement. Professional guidance and support in each Candidate’s placement will be provided by a University Field Supervisor and a District Support Provider.
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EDU 6096 - Intern Teaching and Seminar: Multiple Subjects (6 units)
The primary object of this two-semester course is to provide Teacher Intern Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation course in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their Intern Teaching site school. Professional guidance and support in each Candidate’s employment by a local district as an Intern Teacher will be provided during the two enrolled semesters by:
- A university field supervisor,
and
- A university seminar instructor.
The Teacher Intern Candidate is, of course, the most important member of this support and advancement team. University supervisors provide continuing support through regular visitation and seminars. Each Candidate must complete two semesters (EDU 5095 and EDU 5096) at their school district employed placement in a collaborative supervisory program between the university and local school district. The goal is to advise, support and prepare Candidates for successful teaching throughout their career.
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EDU 6096A - Intern Teaching and Seminar (Multiple Subject) (3 units)
The “Semester 2 Seminar & Workshop Series” course provides Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates participate in seven three hour seminars and two Saturday Workshop Days. They receive practical instruction on research-based best practices, application to the K-12 classroom, and further exploration of both theory and practice through course readings. Saturday Workshop Days provide hands-on opportunities to focus on a topic. Semester 2 Workshop Days bridge how to apply the theories learned throughout the semester to results-achieving teaching by focusing on instructional best practices.
Note that while Candidates also receive regular mentoring from university Field Supervisors throughout Semester 2 as part of their co-requisite enrollment in the Field Supervision course, the mentoring receives a separate grade which focuses on the Candidate’s practice, capacity, and growth in the field at a school setting.
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EDU 6096B - Field Supervision: Standard Intern (Multiple Subject) (6 units)
The primary objective of this two-semester field placement course is to provide the Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the K-12 classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their school site placement. Professional guidance and support in each Candidate’s placement will be provided by a University Field Supervisor and a District Support Provider.
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EDU 6097 - Intern Teaching and Seminar (Early Completion Option): Multiple Subjects (6 units)
This clinical field course series is designed for the Intern Teacher who has been admitted to the Program’s Early Completion Option. The primary objective of the two- semester course series is to provide Teacher Intern Candidates with an enriched and comprehensive opportunity to observe, develop, refine and demonstrate the capacities, competencies and expectations necessary for effective instruction in the classroom. The aim of all clinical field service in the Teacher Credentialing Program is to help Candidates become reflective, effective professionals by applying theories and methods in real classroom settings. Professional mentorship, guidance and coaching will be provided to each Candidate by a university field supervisor. Candidate knowledge and capacity will be enriched by required seminars and colloquiums. The comprehensive goal is to advise, support and prepare Candidates for successful teaching throughout their career.
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EDU 6097A - Intern Teaching and Seminar (Multiple Subject) (3 units)
The “Semester 2 Seminar & Workshop Series” course provides Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates participate in ten three hour seminars and two Saturday Workshop Days. They receive practical instruction on research-based best practices, application to the K-12 classroom, and further exploration of both theory and practice through course readings. Saturday Workshop Days provide hands-on opportunities to focus on a topic. Saturday Workshop Day 1 provides training on how to create a supportive, healthy environment for student learning, while Saturday Workshop Day 2 is about instructional best practices. Both bridge how to apply the theories learned throughout the semester to results-achieving teaching.
Note that while Candidates also receive regular mentoring from university Field Supervisors throughout Semester 2 as part of their co-requisite enrollment in the Field Supervision course, the mentoring receives a separate grade which focuses on the Candidate’s practice, capacity, and growth in the field at a school setting.
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EDU 6097B - Field Supervision ECO Intern (Multiple Subject) (6 units)
The primary objective of this two-semester field placement course is to provide the Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the K-12 classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their school site placement. Professional guidance and support in each Candidate’s placement will be provided by a University Field Supervisor and a District Support Provider.
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EDU 6098 - Intern Teaching and Seminar (Early Completion Option): Multiple Subjects (6 units)
This clinical field course series is designed for the Intern Teacher who has been admitted to the Program’s Early Completion Option. The primary objective of the two-semester course series is to provide Teacher Intern Candidates with an enriched and comprehensive opportunity to observe, develop, refine and demonstrate the capacities, competencies and expectations necessary for effective instruction in the classroom. The aim of all clinical field service in the Teacher Credentialing Program is to help Candidates become reflective, effective professionals by applying theories and methods in real classroom settings. Professional mentorship, guidance and coaching will be provided to each Candidate by a university field supervisor. Candidate knowledge and capacity will be enriched by required seminars and colloquiums. The comprehensive goal is to advise, support and prepare Candidates for successful teaching throughout their career.
Prerequisites: EDU 6097
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EDU 6098A - Intern Teaching and Seminar (Multiple Subject) (3 units)
The “Semester 2 Seminar & Workshop Series” course provides Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates participate in seven three hour seminars and two Saturday Workshop Days. They receive practical instruction on research-based best practices, application to the K-12 classroom, and further exploration of both theory and practice through course readings. Saturday Workshop Days provide hands-on opportunities to focus on a topic. Semester 2 Workshop Days bridge how to apply the theories learned throughout the semester to results-achieving teaching by focusing on instructional best practices.
Note that while Candidates also receive regular mentoring from university Field Supervisors throughout Semester 2 as part of their co-requisite enrollment in the Field Supervision course, the mentoring receives a separate grade which focuses on the Candidate’s practice, capacity, and growth in the field at a school setting.
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EDU 6098B - Field Supervision: ECO Intern (Multiple Subject) (6 units)
The primary objective of this two-semester field placement course is to provide the Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the K-12 classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their school site placement. Professional guidance and support in each Candidate’s placement will be provided by a University Field Supervisor and a District Support Provider.
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EDU 6112 - Applied Linguistics Seminar: Content Reading (3 units)
Theoretical models of the reading process. Approaches to reading instruction in the secondary schools. Selecting strategies for instruction and instructional materials. Study of ELD and ElA standards specific to reading development and curricular components that facilitate student access to grade level content-area curriculum. Students develop knowledge and skills needed to appropriately assess students’ secondary literacy skills and provide the educational opportunities to progress to and master the ELA content standards.
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EDU 6122 - State Standards, Frameworks and Planning for Diverse Classrooms: English (1 unit)
This course examines the California English- Language Arts standards and framework as the basis for curriculum design and long-term instructional planning in diverse classrooms.
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