| |
| |
-
DAT60300C - Architectures and Methods for Data Mining(3 units)
This course will introduce the core data mining concepts and practical skills for applying data mining techniques to solve real-world problems. Topics cover major data mining problems as different types of computational tasks (prediction, classification, clustering, etc.) and the algorithms appropriate for addressing these tasks, as well as systematic evaluation and model assessment.
|
| |
-
DAT60400 - Data Visualization(3 units)
This course will cover ways of presenting information in a graphical format in order to conceptually analyze and interpret the data for managerial relevance. Students will explore options for data visualization, including usage of multiple charts and graphs, as well as the types of software available.
|
| |
-
DAT60400C - Data Visualization(3 units)
This course will cover ways of presenting information in a graphical format in order to conceptually analyze and interpret the data for managerial relevance. Students will explore options for data visualization, including usage of multiple charts and graphs, as well as the types of software available.
|
| |
-
DAT60500 - Big Data Tools(3 units)
This course explores software, tools and techniques used to analyze, capture, search and store large or complex data. In addition, students will discuss issues regarding privacy and security, as well as the types of software available to analyze Big Data.
Prerequisites: DAT60300
|
| |
-
DAT60500C - Big Data Tools(3 units)
This course explores software, tools and techniques used to analyze, capture, search and store large or complex data. In addition, students will discuss issues regarding privacy and security, as well as the types of software available to analyze Big Data.
Prerequisites: DAT60300
|
| |
-
DAT69000 - Capstone: Data Management in a New Age(3 units)
This capstone course provides students with a unique learning experience to collaborate with their peers and apply their knowledge in practical and integrated scenarios. The Capstone is organized as projects and aligns with the university’s Professional Practice values.
|
| |
-
DAT70240 - Qualitative Research Methods(3 units)
This course introduces students to qualitative research design and methodology and gives them in the skills and competencies to undertake independent research using qualitative methodology. Designing qualitative research, collecting, and analyzing qualitative data, and writing and presenting qualitative research will be covered. The course will also discuss ways of linking quantitative and qualitative methods in multi-methods research. Topics covered may include ethnography, participant observation, interviews, focus groups, case study and document analysis/content analysis.
|
| |
-
DAT70250 - Qualitative Research(2 units)
Course will cover materials of qualitative research. It will also prepare students for a DBA qualifying project.
|
| |
-
DAT70260 - Survey Research(2 units)
Course will cover materials of survey research. It will also prepare students for a DBA qualifying project.
|
| |
-
DAT80210 - Information Management(3 units)
Information and its application, usage, integration, and sharing dictates fundamental performance and structures of industries, new business models, and new opportunities for growth and profitability. Researching technology solutions requires understanding the technologies which create information and value. This course focuses on topics such as value propositions generated by information and associated technology, business transformation using information technology, information enabled decisions, risk management, competitive strategies.
|
| |
-
DAT80220 - Knowledge Discovery and Data Mining(3 units)
This course will focus on current research in knowledge discovery in databases dealing with data integration, mining, and interpretation of patterns in large collections of data. Topics include data warehousing, data pre-processing techniques, data mining techniques for classification, regression, clustering, analysis for deviation and association, patterns mined from data. Applications to business and industry segments will be discussed.
|
| |
-
DAT80230 - Big Data Analytics(3 units)
This course presents current research in the application of algorithms and techniques for measuring, analyzing and mining patterns in large-scale datasets, data analysis issues related to large-scale data sampling and estimation, data cleaning, management and clustering. Research approaches for applications in areas such as urban computing, social media analysis and recommender systems will also be presented.
|
| |
-
DAT80240 - Seminar in Special Topics in Data Science(3 units)
The seminar focuses on research in new directions in research and applications of data science techniques. It explores thought-leaders’ and researchers’ approaches on topics related to data analysis, visualization and applications to domain sciences.
|
| |
-
ECO30000 - 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.
|
| |
-
ECO50000 - International Economics and Trade(3 units)
This course introduces students to international economics and trade in a globalizing, multi-cultural world, using many real-world case studies, to emphasize the relevance and importance of this subject for businesses.
|
| |
-
EDP80010 - Psychological Intervention with Children and Adolescents: 1(2 units)
This two-course sequence will focus on the psycho-educational interventions from multi-theoretical perspectives that are used in working with children, adolescents and their families.
|
| |
-
EDP80020 - Psychological Intervention with Children and Adolescents: 2(2 units)
This two-course sequence will focus on the psychoeducational interventions from multi-theoretical perspectives that are used in working with children, adolescents and their families.
|
| |
-
EDP80100 - Organizational Psychology and Management in Systems: Consultation(2 units)
Advanced course on how to work effectively as an agent of change within the contexts of schools and the surrounding school districts. In addition, this course will enable students to assist parents to learn how to advocate for their children in relation to achieving their full academic potential. Advanced course on how to work with families in private practice to help parents learn how to advocate for their children in relation to their educational development.
|
| |
-
EDP80160 - Current Trends/Legal Issues in School and Child Psychology(2 units)
This course is an overview of the professional, legal and ethical principles concerning the practice of school psychology and other fields related to psychology. This is an advanced course designed to familiarize students to the standards in assessment, and consultation.
|
| |
-
EDP80170 - Educational Psychology Practice: Current Trends/Legal Issues in Schools and Child Psychology(3 units)
This course is an overview of the professional, legal and ethical principles concerning the practice of school psychology and other fields related to psychology. This is an advanced course designed to familiarize students to the standards in consultation and general professional private practice.
|
| |
-
EDP80180 - Inter-Disciplinary Group Facilitation(2 units)
Course is designed to train students to facilitate various types of groups, with particular focus on staff development, SST teams, IEP meetings and community groups.
|
| |
-
EDP80230 - Behavior Interventions and Crisis Management in the Classroom(2 units)
This course is an advanced course to further enhance students’ assessment and intervention techniques to aid in consultation to parents and teachers pertaining to managing student behavior in the classroom.
|
| |
-
EDP80250 - Psychopharmacology(2 units)
Advanced course on how pharmacological approaches/intervention modify brain biochemistry, specifically mood and behavior. Subjects covered include assessment, generic and trade names of medications, side effects, dosage range, course of treatment, etc.
|
| |
-
EDP80270 - Developmental Psychopathology: Etiology, Phenomenological and Perspectives(2 units)
The objective of this course is to provide the student with an advance understanding of DSM-V: Diagnosis in the schools grounded within a developmental psychopathology framework.
|
| |
-
EDP80280 - Advanced Alternative Psycho-Educational Assessment(2 units)
Advanced study of the State of California’s eligibility criteria for individuals with exceptional needs. Focus on alternative assessment of African American and other ethnic minority/culturally diverse children. Coursework will involve assessment opportunities focusing on various areas of eligibility, observations of disabilities in the classroom, and how they affect school progress and the determination of appropriate recommendations that follow assessment results to enhance the learning of students.
|
| |
-
EDP80300 - Human Diversity: Sociocultural Influences on the Developing Child(2 units)
This course provides the student with an overview of the current state of our knowledge as it pertains to the impact of sociocultural influences on the development of ethnically and culturally diverse children, adolescents, and their families.
|
| |
-
EDP80500 - Advanced School-based Research Design, Program Development and Evaluation(2 units)
This course provides the student with an overview of the principles of school-based research design, including program development and evaluation, and the development of the awareness of how to become consumers of research when developing their doctoral projects.
|
| |
-
EDP80520 - Special Focus Area 2, Adolescent Development/Intervention(3 units)
The focus of this course is to orient the student to the existing literature focusing on the provision of comprehensive psycho-educational services within secondary schools with early, middle, and late adolescents, and their families.
|
| |
-
EDP80530 - Special Focus Area 3, Pediatrics Psychology(3 units)
This course provides students with the opportunity to acquire knowledge about their role within the context of multidisciplinary teams to provide quality psychoeducational services to infants and preschoolers who are experiencing chronic medical illnesses.
|
| |
-
EDP80540 - Special Focus Area 4, Infant/Preschool Assessment(3 units)
Course focus is designed to provide students with the basic skills to observe the behavior and development of children from birth to five years of age in the contexts of family and social settings. Additionally, the focus of this course will be on the knowledge associated with the informed practice of infant and preschool mental health.
|
| |
-
EDP80550 - Special Focus Area 5, Child Neuropsychology(3 units)
The focus of this course is designed to provide an understanding of development and functional neuroanatomy and the major neuropsychological syndromes which impact children. Knowledge of neuropsychology and the accompanying disorders will offer students the ability to recognize the learning processes involved and to develop appropriate recommendations for the school and home environment.
Please note there is a mandatory lab assessment fee for this course.
|
| |
-
EDP80560 - Provision of Services for Children and Adolescents in Alternative Placement(3 units)
The objective of this course is to provide an overview of the issues associated with the provision of psycho-educational services for children, adolescents, and their families within the context of alternative placements (e.g., residential treatment centers etc.).
|
| |
-
EDP80610 - Multicultural Counseling(3 units)
An advanced course on working with various types of families in private practice as related to educational psychological services. The course will focus on the psychotherapeutic interventions from multi-theoretical perspectives that are used in working with children, adolescents and their families.
|
| |
-
EDP85110 - Organizational Psychology and Management in Systems: Consultation(3 units)
Advanced course on how to work effectively as an agent of change within the contexts of schools and the surrounding school districts. In addition, this course will enable students to assist parents to learn how to advocate for their children in relation to achieving their full academic potential. Advanced course on how to work with families in private practice to help parents learn how to advocate for their children in relation to their educational development.
|
| |
-
EDP85130 - Leadership Supervision(3 units)
This course focuses on theoretical understanding and skill development in areas of Leadership and Supervision. Supervision includes both administrative and clinical supervision. Clinical supervision focuses on developing the professional skills of the supervisee and ensuring the welfare of their clients. Administrative supervision centers on the functioning of the service unit. This aspect of the course includes a focus on personnel issues and legal, contractual, and organizational practices.
|
| |
-
EDP85180 - Interdisciplinary Group Facilitation(3 units)
Course is designed to train students to facilitate various types of groups, with particular focus on staff development, SST teams, IEP meetings and community groups.
|
| |
-
EDP85250 - Psychopharmacology(3 units)
Advanced course on how pharmacological approaches/intervention modify brain biochemistry, specifically mood and behavior. Subjects covered include assessment, generic and trade names of medications, side effects, dosage range, course of treatment, etc.
|
| |
-
EDP85270 - Developmental Psychopathology(3 units)
The objective of this course is to provide the student with an advance understanding of DSM-V: Diagnosis in the schools grounded within a developmental psychopathology framework.
|
| |
-
EDP85500 - Research Design(3 units)
|
| |
-
EDP85570 - Consultation and Program Evaluation(3 units)
This course focuses on the principles and methods of consulting and collaborating with professionals in educational, mental health, and other human service organizations. Provides experiences in needs assessment, consultation, and intervention development and implementation within a team-decision-making framework. Includes the evaluation of academic and behavioral intervention programs within public schools and other educational settings.
|
| |
-
EDP99010 - PsyD Project: Beginning Development(2 units)
The goal of the first course in this three-course sequence is to orient the student in the selection of a doctoral project topic and proposal. Training in how to access the library efficiently and effectively is to assist students in their development of the doctoral project proposal.
|
| |
-
EDP99010A - Psy.D. Project: Beginning Phase(1 unit)
The goal of these first two courses in this six one-unit course sequence is to orient the student in the selection of a doctoral project topic and proposal. Training in how to access the library efficiently and effectively is designed to assist students in their development of the doctoral project proposal.
Prerequisites: EDP8017, ELM8830, EDP8051, ELM8878, EDP8518, EDP8511,ELM8832, ELM8850, EDP8527, EDP8550, EDP8525, EDP9901a/b
Co-requisite: EDP99020a/EDP85130, EDP99020b/EDP80560
|
| |
-
EDP99010B - PsyD Doctoral Project Seminar: Initial Phase II(1 unit)
The goal of these first two courses in this six one-unit course sequence is to orient the student in the selection of a doctoral project topic and proposal. Training in how to access the library efficiently and effectively is designed to assist students in their development of the doctoral project proposal.
Prerequisites: EDP8017, ELM8830, EDP8061, ELM8878, EDP8518, EDP8511, ELM8832, ELM8850, EDP8527, EDP8550, EDP8525, EDP9901A
|
| |
-
EDP99020 - PsyD Project: Intermediate Phase(2 units)
The Intermediate Phase of the Doctoral Project Series occurs in the Fall. The PsyD student is expected to complete the detailed outlines associated with their doctoral project, select a doctoral project consultant, and participate in a doctoral project proposal meeting by the end of the Fall semester.
|
| |
-
EDP99020A - PsyD Doctoral Project Seminar Initial Phase III(1 unit)
The Intermediate Phase of the Doctoral Project Series occurs during the 3rd and 4th Psy.D project series (EDP99020A/B). The PsyD student is expected to complete the detailed outlines associated with their doctoral project, select a doctoral project consultant, and participate in a doctoral project proposal meeting by the end of the fourth class.
Prerequisites: EDP8017, ELM8830, EDP8061, ELM8878, EDP8518, EDP8511, ELM8832, ELM8850, EDP8527, EDP8550, EDP8525, EDP9901A/B, EDP9902A
|
| |
-
EDP99020B - Psy.D. Project: Intermediate Phase(1 unit)
The Intermediate Phase of the Doctoral Project Series occurs during the 3rd and 4th Psy.D project series (EDP99020A/B). The PsyD student is expected to complete the detailed outlines associated with their doctoral project, select a doctoral project consultant, and participate in a doctoral project proposal meeting by the end of the fourth class.
|
| |
-
EDP99030 - PsyD Project: Final Phase(2 units)
The Final Phase of the Doctoral Project Series occurs typically in the Spring of their third year in the program. Following the PsyD student’s doctoral project proposal meeting, the PsyD student completes the final draft of their doctoral project and defends it in front of their Doctoral Project Committee.
|
| |
-
EDP99030A - Psy.D. Project: Final Phase(1 unit)
The Final Phase of the Doctoral Project Series occurs 5th and 6th courses in the Psy.D. Project series (99030A/B). Following the PsyD student’s doctoral project proposal meeting, the PsyD student completes the final draft of their doctoral project and defends it in front of their Doctoral Project Committee.
Co-requisite: EPD99310
|
| |
-
EDP99030B - Psy.D. Project: Final Phase(1 unit)
The Final Phase of the Doctoral Project Series occurs 5th and 6th courses in the Psy.D. Project series (99030A/B). Following the PsyD student’s doctoral project proposal meeting, the PsyD student completes the final draft of their doctoral project and defends it in front of their Doctoral Project Committee.
Co-requisite: EPD99310
|
| |
-
EDP99310 - Professional Roles(2 units)
Professional Roles is designed to focus on several major professional roles that an applied educational psychologist may incorporate into their professional identities (e.g. being an instructor on the undergraduate or graduate level, and writing professionally for the social/behavioral sciences and education).
|
| |
-
EDP99320 - Professional Roles 2(2 units)
Professional Roles 2 is designed to focus on additional professional roles that are typically embraced by applied educational psychologists (licensure and professional practice, the supervision process, ethical and professional conduct).
|
| |
-
EDP99500 - Dissertation/Project Extension(3 units)
This course is the continuation of the three-course doctoral project sequence to facilitate the completion of the doctoral project for the student.
|
| |
-
EDP99500A - Dissertation/Project Extension(1.5 units)
|
| |
-
EDP99500B - Dissertation/Project Extension(1.5 units)
|
| |
-
EDP99500C - Dissertation/Project Extension(1.5 units)
|
| |
-
EDP99500D - Dissertation/Project Extension(1.5 units)
|
| |
-
EDP99500E - Dissertation/Project Extension(1.5 units)
|
| |
-
EDP99501 - Dissertation/Project Extension(3 units)
|
| |
-
EDP99502 - Dissertation/Project Extension(3 units)
|
| |
|
| |
-
EDU60040 - Educational Foundations(3 units)
Educational Foundations is an accelerated course designed to introduce the basic principles of teaching and learning in the K-12 setting. Exemplary curriculum, methodology and instructional strategies are the focus of this one unit course. This course is required during the first semester of enrollment and takes place over the first eight (8) weeks of the semester. Course content is presented online during these eight sessions and requires substantial preparation, collaboration, and participation.
|
| |
-
EDU60050 - Psycho-Educational Development of Diverse Learner Classroom Application(3 units)
This course affords the Teacher Candidate with a critical knowledge base for effective instructional planning. The course is an overview of human development, conception through adolescence, in the following domains: physical development (changes in the body and how a person uses the body), cognitive development (changes in styles of thinking, language ability and use, and memory), and psychosocial development (changes in feelings or emotions as well as in relations with other people). Each domain influences each of the others. Each, individually and related, influence performance in school. Instruction and curriculum address this continuity and change throughout childhood and adolescence.
The course also explores the educational practices which work effectively with special populations as well as state regulations which call upon the teacher to meet the needs of a diverse student population. The study will explore the influence of cultural and social factors on development, such as the impact of ethnicity, of language background, of gender, and of socioeconomic status. Effective and appropriate of research-based information is the cornerstone of this course.
|
| |
-
EDU60120 - Applied Linguistics Seminar: Reading(3 units)
This course is a research-based methodology for teaching a balanced approach to Reading and Language Arts in cross-culturally and linguistically diverse classrooms. There is a focus on explicit and meaningful applied instruction in reading, speaking, listening, phonemic awareness, phonics, assessment, evaluation, and other relevant reading and language arts skills based on California State mandated curriculum frameworks. This course is designed to provide multiple-subject teacher candidates with the necessary background and skills to successfully teach comprehensive Language Arts and Reading in a cross-cultural, linguistically diverse classroom. We will cover various professional standards in accordance with the Commission on Teacher Credentialing (CTC); specifically the described reading portion of Standard 7-A. You will also be prepared for the Reading Instruction Competency Assessment (RICA)
|
| |
-
EDU60200 - Seminar: Setting Classroom Procedures(1.5 units)
The primary objective of the four term Seminar Series is to develop Candidate capacity to increase student learning and achievement while working toward a preliminary teaching credential.
The four term Seminar Series courses provide Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates 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 and discussions. These courses provide opportunities to bridge application of theories learned throughout pedagogy coursework to results driven teaching focused on best practices.
Co-requisite: EDU60360 or EDU60460 or EDU60560
|
| |
-
EDU60210 - Seminar: Supporting Differentiated Learning(1.5 units)
The primary objective of the four term Seminar Series is to develop Candidate capacity to increase student learning and achievement while working toward a preliminary teaching credential.
The four term Seminar Series courses provide Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates 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 and discussions. These courses provide opportunities to bridge application of theories learned throughout pedagogy coursework to results driven teaching focused on best practices.
Co-requisite: EDU60370 or EDU60470 or EDU60570
|
| |
-
EDU60220 - Seminar: Common Core and Instruction(1.5 units)
The primary objective of the four term Seminar Series is to develop Candidate capacity to increase student learning and achievement while working toward a preliminary teaching credential.
The four term Seminar Series courses provide Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates 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 and discussions. These courses provide opportunities to bridge application of theories learned throughout pedagogy coursework to results driven teaching focused on best practices.
Co-requisite: EDU60380 or EDU60480 or EDU60580
|
| |
-
EDU60230 - Seminar: Grading and Goal Setting(1.5 units)
The primary objective of the four term Seminar Series is to develop Candidate capacity to increase student learning and achievement while working toward a preliminary teaching credential.
The four term Seminar Series courses provide Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates 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 and discussions. These courses provide opportunities to bridge application of theories learned throughout pedagogy coursework to results driven teaching focused on best practices.
Co-requisite: EDU60390 or EDU60490 or EDU60590
|
| |
-
EDU60350 - Multiple Subject Methods(3 units)
The goal of this course is to help Teacher Candidates (K-8) develop as reflective practitioners and researchers of their own ‘best practices’. The course involves an intensive study of methods, skills, strategies, and materials for teaching Language Arts, Mathematics, Science and History/Social Science. These primary multiple subject areas will focus on translating theory into effective practices. Teacher candidates will engage in critical analysis of a variety of objectives, instructional materials and strategies, assessment and evaluation techniques, and usage guidelines of the California State Framework as well as Common Core State Standards. This course will address the needs and strengths of a diverse student population and the appropriate design of an integrated and comprehensive multiple subject curriculum for all learning levels of English learners.
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
-
EDU60630 - Principles, Practices and Socio-Cultural Issues of Teaching English Language Learners(3 units)
This course examines all aspects of teaching English Language Learners in K-12 schools. School based Language Arts programs are examined in the context of state and federal legislative mandates pertaining to the education of English Language Learners. You will learn about and effectively use materials, methods, and strategies for assessing a student’s English proficiency level and providing instruction that leads to grade-level English listening, speaking, reading, and writing skills. The California English Language Development Standards are reviewed and lesson planning based on the Standards is a focus of this course. This is an applied practices course and you will learn about, modify, and apply the strategies and methods that are effective with English Language Learners, and share experiential knowledge with your colleagues in the course. Included in this course is a study of Specially Designed Academic Instruction in English (SDAIE) strategies and ELD methods including the use of comprehensible input to promote accessible content area curricula for English Language Learners. The theoretical focus includes first and second language acquisition theory, language development theory, literacy methods, and psychological and socio-cultural factors that have an impact on language learning.
|
| |
-
EDU60990A - Advanced Mentoring(2.5 units)
Standard Interns, Student Teachers, and Early Completion Option (ECO) students are expected to complete, submit, and verify their credentialing documentation to be recommended for a Preliminary Credential as a program completer. If this documentation is not filed and verified by the credential department after the completion of the final term, the student is required to register in Advanced Mentoring per California Commission on Teacher Credentialing (CTC) requirements; failure to meet course requirements will result in continuous enrollment. Resources will be accessible to facilitate the completion of the requirements. It is the responsibility of the student to ensure that requirements are met to be a Program Completer for the period of validity per CTC.
Student Teachers may self-elect to enroll for this this additional support and guidance; Extended Enrollment allows a Student Teacher to remain enrolled in current program and to be recommended for a Preliminary Credential when they become a Program Completer. If a Student Teacher does not self-elect to enroll, the student will be responsible for satisfying requirements from changes that may have occurred within the curriculum, catalog, or CTC before being recommended for a Preliminary Credential.
|
| |
-
EDU60990B - Advanced Mentoring(2.5 units)
Standard Interns, Student Teachers, and Early Completion Option (ECO) students are expected to complete, submit, and verify their credentialing documentation to be recommended for a Preliminary Credential as a program completer. If this documentation is not filed and verified by the credential department after the completion of the final term, the student is required to register in Advanced Mentoring per California Commission on Teacher Credentialing (CTC) requirements; failure to meet course requirements will result in continuous enrollment. Resources will be accessible to facilitate the completion of the requirements. It is the responsibility of the student to ensure that requirements are met to be a Program Completer for the period of validity per CTC.
Student Teachers may self-elect to enroll for this this additional support and guidance; Extended Enrollment allows a Student Teacher to remain enrolled in current program and to be recommended for a Preliminary Credential when they become a Program Completer. If a Student Teacher does not self-elect to enroll, the student will be responsible for satisfying requirements from changes that may have occurred within the curriculum, catalog, or CTC before being recommended for a Preliminary Credential.
|
| |
-
EDU60991A - Advanced Mentoring(1 unit)
Standard Interns, Student Teachers, and Early Completion Option (ECO) students are expected to complete, submit, and verify their credentialing documentation to be recommended for a Preliminary Credential as a program completer. If this documentation is not filed and verified by the credential department after the completion of the final term, the student is required to register in Advanced Mentoring per California Commission on Teacher Credentialing (CTC) requirements; failure to meet course requirements will result in continuous enrollment. Resources will be accessible to facilitate the completion of the requirements. It is the responsibility of the student to ensure that requirements are met to be a Program Completer for the period of validity per CTC.
Student Teachers may self-elect to enroll for this this additional support and guidance; Extended Enrollment allows a Student Teacher to remain enrolled in current program and to be recommended for a Preliminary Credential when they become a Program Completer. If a Student Teacher does not self-elect to enroll, the student will be responsible for satisfying requirements from changes that may have occurred within the curriculum, catalog, or CTC before being recommended for a Preliminary Credential.
|
| |
-
EDU60991B - Advanced Mentoring(1 unit)
Standard Interns, Student Teachers, and Early Completion Option (ECO) students are expected to complete, submit, and verify their credentialing documentation to be recommended for a Preliminary Credential as a program completer. If this documentation is not filed and verified by the credential department after the completion of the final term, the student is required to register in Advanced Mentoring per California Commission on Teacher Credentialing (CTC) requirements; failure to meet course requirements will result in continuous enrollment. Resources will be accessible to facilitate the completion of the requirements. It is the responsibility of the student to ensure that requirements are met to be a Program Completer for the period of validity per CTC.
Student Teachers may self-elect to enroll for this this additional support and guidance; Extended Enrollment allows a Student Teacher to remain enrolled in current program and to be recommended for a Preliminary Credential when they become a Program Completer. If a Student Teacher does not self-elect to enroll, the student will be responsible for satisfying requirements from changes that may have occurred within the curriculum, catalog, or CTC before being recommended for a Preliminary Credential.
|
| |
-
EDU61030 - Pre-Induction(1 unit)
This one-unit course supports teacher candidates in preparing for their individual learning plan and individual induction plan in accordance with state requirements.
|
| |
-
EDU61120 - Applied Linguistics Seminar- Content Area Reading: Single Subject(3 units)
This course is a study of the English Language Development (ELD) and English Language Arts (ELA) standards specific to reading development, strategies and curricular components that facilitate all students’ access to grade appropriate content-area curriculum, and foundational second language acquisition theory and applied linguistics practices pertinent to teaching the English language learner in a mainstreamed class as well as students with low level reading skills engaged in learning throughout the 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 and the knowledge and skills to support success in all curricular areas for students with low level reading skills. Teacher Candidates participate in instruction, activities, and experiences which enable the Candidate to develop strategies and methods for guiding English language learner students and speakers of English students in the development of content-based reading and writing. This reading and writing competency for students in all content areas is to be addressed and assessed for students with varied reading and writing levels as well as varied language backgrounds.
|
| |
-
EDU61990 - Enrollment Extension (Teacher Education)(0 units)
eacher Education Candidates are expected to upload/submit and verify documentation through the Student Portal for clearance to register for Clinical Practice. Candidates not receiving clearance will be registered for this course: prior to Clinical Practice I for Interns and/or Student Teachers and prior to Clinical Practice III for Student Teachers (only). Candidates are required to maintain continuous enrollment until program completion. Candidates will be registered for this course in order to be compliant with the continuous enrollment policy while completing program requirements
|
| |
-
EDU62030 - Professional Learning and Practice(3 units)
This course provides candidates with the foundational tools and knowledge necessary to successfully obtain their teacher certification by the completion of their enrolled program. Requirements of teacher certification for candidate’s state and the teacher education program standards will be explored so candidates will become deeply familiar with the requirements and will be able to establish a solid foundation as they begin their teaching career. Candidates will review program expectations, codes of conduct, academic performance expectations, and various technology tools. Candidates will also be introduced to core concepts in teaching such as content development, co-teaching, co-planning, lesson planning, and various teaching models to support the diverse needs of all learners.
Co-requisite: course may be taken with EDU62040A/EDU62040B or TEL71710
Course must be taken in first Term and prior to Clinical Practice courses.
|
| |
-
EDU62040 - Educational Foundations: The Learner and the Learning Environment(3 units)
|
| |
-
EDU62040A - Educational Foundations: The Learner and the Learning Environment(3 units)
This course provides a survey of the history and major philosophies of education, including the impact of federal, state, and local legislation on education today. The context within which educational philosophy taking place will be explored by identifying the composition of a diversity of learners and the inclusive learning environment. Candidates will build a framework for their personal philosophy of education that will support all learners, providing examples that include instructional strategies, learning outcome goals, and support of content knowledge concepts.
Co-requisite: EDU62030
This course can be taken concurrently with EDU62030 or immediately following EDU62030.
|
| |
-
EDU62040B - Special Educational Foundations: The Learner and the Learning Environment(3 units)
This course provides a survey of the history and major philosophies of education, including the impact of federal, state, and local legislation on special education today. You will examine the protections and rights afforded to elementary and secondary students under the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, specifically the Free and Appropriate Education (FAPE) requirement, the Least Restrictive Environment (LRE) requirement, and the development of Individualized Education Plans (IEPs). The course will also explore legal legislative history and the history of disability and special education in the U.S.
Co-requisite: EDU62030; TEL71710
This course can be taken concurrently with EDU62030 or immediately following EDU62030.
|
| |
-
EDU62050 - Content Knowledge and Instructional Practice IV: Differentiated Learning(3 units)
This course will provide you with the knowledge and tools to successfully implement Differentiated Instruction as a teaching strategy in your future classrooms. You will explore what differentiated instruction looks like, how to create a learning environment that focuses on student readiness and instruction that responds to student variances. You will learn how to determine student learning gaps through a task analysis of state standards that will pinpoint prerequisite skills. Through this process you will also create ongoing formative assessments that will move students towards mastery of those skills. By the end of the course you will understand the importance of student readiness, identify student interests and student learning styles as well as when it is appropriate to differentiate instruction. You will be able to implement a variety of instructional strategies that will differentiate student learning through the content, the process, the product and/or the classroom environment.
Prerequisites: EDU62630, EDU62380 or EDU62480
Co-requisite: EDU62390 or EDU62490 or EDU68880B or EDU68900B
|
| |
-
EDU62120 - Content Knowledge and Instructional Practice II: Literacy Pedagogy(3 units)
|
| |
-
EDU62120A - Content Knowledge & Instructional Practice II: Literacy Pedagogy(3 units)
Academic content in English Language Arts, which is critical to learner development and content acquisition across various subjects, is presented in this course. This research-based methodology course addresses Reading and Language Arts in cross-culturally and linguistically diverse classrooms. This course will provide the foundation for effectively integrating literacy instruction across the curriculum. Candidates will examine the reading process from phonemic awareness to reading comprehension and learn how to effectively implement research-based strategies in the classroom and in lesson planning. Candidates will also learn about common types of reading problems for students and research-supported methods for overcoming those problems. Technology tools available to enhance, reinforce, and supplement instruction will be explored and candidates will have the opportunity to implement reading assessments and interpret the results within various content areas.
Prerequisites: EDU62350 or EDU62280, EDU62360 or EDU62460
Co-requisite: EDU62370 or EDU62470
|
| |
-
EDU62120B - Content Knowledge & Instructional Practice II: Literacy Pedagogy(3 units)
This course will provide the foundation for effectively integrating literacy instruction across the curriculum. You will learn how to effectively implement research-based reading strategies in your classroom and in lesson planning to support a diversity of learners and the inclusive learning environment. Technology tools available to enhance, reinforce, and supplement instruction will be explored.
Prerequisites: EDU62350 or EDU62280, EDU62360 or EDU62460
Co-requisite: EDU62370 or EDU62470
|
| |
-
EDU62280 - Content Knowledge and Instructional Practice I: Secondary Methods(3 units)
Secondary Methods explores the concerns common to secondary instruction: classroom management, instructional planning, assessment planning, differentiated instruction, and integrating technology into instruction. You will apply the California State Framework and the Common Core State Standards (CCSS) to design a unit, with accompanying lesson plans, to create a safe learning environment that promotes student growth. You will develop the ability to plan multi-faceted instruction within your specific content area that is appropriate to the developmental characteristics and learning styles of diverse students. Your unit of instruction will demonstrate blended-learning principles of personalized learning and balance online and classroom-based experiences. Emphasis will be placed on the integration of technological resources specific to your content areas.
Prerequisites: EDU62030, EDU62040A or EDU62040B
Co-requisite: EDU62360 or EDU62460
|
| |
-
EDU62330 - Content Knowledge and Instructional Practice V: 21st Century Approaches(3 units)
|
| |
-
EDU62340 - Content Knowledge and Instructional Practice V: Math Pedagogy and 21st Century Approaches(3 units)
This course will provide the construct for how K-12 students think about and learn mathematics. You will explore research-based mathematics pedagogy which develop students’ ability to think critically and demonstrate computational thinking and problem-solving skills in math. Developmentally appropriate strategies and supports for designing instruction for all learners to provide access and equity in your math practice will be analyzed. You will learn how to effectively integrate technology and content standards across the curriculum to support students’ conceptual understanding and procedural fluency in mathematics.
Prerequisites: EDU62030, EDU62040A or EDU62040B
|
| |
-
EDU62350 - Content Knowledge and Instructional Practice I: Elementary Methods(3 units)
The purpose of this course is to provide teacher candidates enrolled in the multiple subject pathway and educational specialist pathway with the methodologies and tools to plan and provide instruction and assessments based on data analysis across multiple subjects. You will develop an understanding of your state mandated professional teaching standards, your content standards and how to work with diverse populations. Emphasis will be placed on strategies for integrating STEM, writing across the curriculum, and co-teaching models to support an inclusive educational environment.
Prerequisites: EDU62030, EDU62040A or EDU62040B
Co-requisite: EDU62360 or EDU62460
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
… Forward 10 -> 20 |
Print this Page