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Economics |
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ECON 403C - Seminar in International Finance
Unit(s): 4
The goal of this course is to explain movements in the trade balance, exchange rates, national output, and inflation. The first portion of the course develops building blocks regarding these movements. The second part of the course develops a theoretical framework which we will use to analyze policy issues such as the sustainability of the U.S. trade deficit, the Asian currency crisis, the Argentine crisis, the European Monetary Union and the Euro, the debt crisis, the international monetary system, and capital market integration.
Grading: GRD
Prerequisite(s): ECON 303, ECON 304, ECON 305 and ECON 317 or equivalents with consent of instructor. Do not take this class without these prerequisites.
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ECON 404 - Seminar in Macroeconomic Theory
Unit(s): 4
A study of theories dealing with inflation, unemployment, macro-economic policies, equilibrium, and disequilibrium. Topics may include: investment, growth theory, monetary theory, international trade, aggregate demand and supply, comparative statics, post-Keynesian economics, and recent theoretical developments and policy issues.
Grading: OPT
Prerequisite(s): ECON 304, ECON 305, ECON 317 and ECON 217 or equivalent.
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ECON 405 - Seminar in Microeconomic Theory
Unit(s): 4
This course is devoted to explorations of economic theory and policy issues and is designed to deepen student understanding of economic theory learned in ECON 305.
Grading: OPT
Prerequisite(s): ECON 304, ECON 305, ECON 317 and MATH 165, or equivalents or consent of instructor.
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ECON 408 - Seminar in Math Applications in Economics
Unit(s): 4
Applications of mathematical techniques in economics. Construction of micro- and macroeconomic models using calculus and linear algebra. Topics include: optimization, competition, supply and demand, national income, growth theory, general equilibrium, disequilibrium, and dynamics. Recommended for students considering graduate study in economics or business.
Grading: OPT
Prerequisite(s): ECON 304, ECON 305, ECON 317 and MATH 161, or equivalents or consent of instructor.
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ECON 411 - Seminar in Public Economics
Unit(s): 4
Applications of economic theory to public project analysis for students seeking careers in the public sector. Topics include: resource allocation, modeling and simulation, decision theory, fiscal impact analysis, benefit-cost analysis, government investment criteria, and project evaluation.
Grading: OPT
Prerequisite(s): ECON 304, ECON 305 and ECON 317 or consent of instructor.
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ECON 417 - Seminar in Econometrics and Forecasting
Unit(s): 4
This course is devoted to explorations of statistical applications and theory used to analyze economic phenomena and is designed to deepen the student’s understanding of econometric and forecasting techniques learned at a basic level in ECON 317.
Grading: OPT
Prerequisite(s): ECON 317, ECON 304 and ECON 305, or consent of instructor.
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ECON 419 - Seminar in Managerial Economics
Unit(s): 4
An exploration of the problems facing American firms in competing in a global economy. Topics include: product markets, production efficiency, technology, competitive markets, generic industry environments, and competitive strategies. Students will write and present case studies of firms and industries.
Grading: GRD
Prerequisite(s): ECON 304, ECON 305, ECON 317.
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ECON 421 - Seminar in Labor Economics
Unit(s): 4
An analysis of the theory of labor supply and demand. Topics include: wage determination and the theory of human capital, labor force participation, antipoverty programs, the causes and consequences of wage inequality, theories of race and gender discrimination, the role and effects of labor unions, and the effects of the minimum wage on employment and income.
Grading: GRD
Prerequisite(s): ECON 304, ECON 305 and ECON 317, or consent of instructor.
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ECON 426 - Seminar in History of Economic Thought
Unit(s): 4
The interaction of economic thought, economic policy, and political ideology from mercantilism to the present day. The works of Smith, Malthus, Ricardo, Marx, Marshall, Keynes, and the post-Keynesians are discussed in the context of the economic problems of their times. Satisfies GE Area D5 (Contemporary International Perspectives).
Grading: OPT
Prerequisite(s): ECON 204, ECON 205, or consent of instructor. Teaching
Teaching Mode: Mode: Face-to-Face, Hybrid and Online.
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ECON 432 - Seminar in U.S. Economic History
Unit(s): 4
Economic development of the United States since the American Revolution. Topics to be covered include: capital formation and the growth of business concentration, the distribution of national income; problems of agriculture, growth of the labor movement, patterns of inflation and depression, and the impact of international relationships on U.S. economic development.
Prerequisite(s): ECON 204 or ECON 205 and ECON 304 , ECON 305 and ECON 317 or consent of instructor.
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ECON 440 - Seminar in Industrial Organization
Unit(s): 4
Economists understand firm behavior by applying a simple rule for profit maximization: Marginal Revenue equals Marginal Cost. Models of perfect competition and monopoly are the simplest applications of this rule, but fail to explain many of the things firms do in real markets. Industrial Organization (IO) is motivated by observed deviations from the classical models of perfect competition and monopoly. Topics include models of price discrimination, product differentiation, oligopoly, entry deterrence, collusion, etc. in order to understand how different market institutions lead to different restatements of the profit maximization rule.
Grading: OPT
Prerequisite(s): ECON 204, ECON 205, ECON 304, ECON 305, and ECON 317.
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ECON 447 - Seminar in Gender and Economics
Unit(s): 4
The course explores feminist and neoclassical economic contributions to gender analysis. The main focus will be on work, development, and globalization. Topics explored in depth will include the environment, the family, and methodological issues. The diversity of women’s experience, due to their differing racial, class, geographical, and cultural positions will also be emphasized.
Grading: OPT
Prerequisite(s): ECON 204, ECON 205, ECON 304, ECON 305 and ECON 317 or consent of instructor.
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ECON 449 - Seminar in Program Evaluation
Unit(s): 4
This class aims to teach students to apply and interpret the counterfactual model and associated methods in answering policy-relevant questions. The primary focus will be on study design: identifying causal questions and variables of interest, how the question would be answered, necessary assumptions, and potential sources of bias.
Grading: GRD
Prerequisite(s): ECON 304, ECON 305 and ECON 317.
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ECON 454 - Seminar in Behavioral and Experimental Economics
Unit(s): 4
Economics is the study of how people make choices in a world with constraints. In Neoclassical models, behavior is based on assumptions that may or may not be true. Behavioral economics, on the other hand, takes as its starting point actual behavior (observed either experimentally or in naturally occurring situations), using observations to incorporate more realistic psychological foundations. Typically this means enriching the theory rather than replacing it. Experimental methods are particularly useful in this kind of research.
Grading: GRD
Prerequisite(s): ECON 304, ECON 305 and ECON 317.
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ECON 461 - Seminar in Quantitative Marketing: Limited Dependent Variables
Unit(s): 4
This course covers quantitative methods in marketing research. In the course we analyze data on topics relevant to marketing such as pricing, promotion, branding and purchasing behavior. The course will make extensive use of advanced econometrics methods beginning with the multiple regression model and covering binary dependent variable models, unordered and ordered multinomial dependent variable models, limited dependent variable models and duration dependent variable models.
Grading: GRD
Prerequisite(s): ECON 304, ECON 305, and ECON 317
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ECON 462 - Seminar in Quantitative Marketing: Time Series Econometrics
Unit(s): 4
This course covers quantitative methods in marketing analytics. The course will concentrate on theory and application of time series econometrics to marketing topics such as pricing, promotion, branding and marketing return on investment. The course will make extensive use of advanced time series econometrics methods beginning with the multiple regression model.
Grading: GRD
Prerequisite(s): ECON 304, ECON 305, and ECON 317.
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ECON 481 - Seminar in Ecological Economics
Unit(s): 4
An exploration of the sustainable use of three types of capital: natural, human, and financial. Public and private sector solutions are developed to promote the long-term viability of market-based economies. Topics include pollution control, fishery management welfare measurement, performance metrics, and product design.
Prerequisite(s): ECON 204 , ECON 205 , ECON 304 , ECON 305 and ECON 317 , or consent of instructor.
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ECON 488 - Seminar in Economics and Law of Business Regulation
Unit(s): 4
Advanced topics in economic and legal aspects of business regulation.
Prerequisite(s): ECON 204 , ECON 205 , ECON 304 , ECON 305 and ECON 317 .
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ECON 494 - Special Topics in Economics
Unit(s): 1-4
Course of lectures on a single topic or set of related topics not ordinarily covered in the economics curriculum. May be repeated for credit with a different topic.
Grading: OPT
Prerequisite(s): consent of the instructor.
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ECON 495 - Special Studies
Unit(s): 1-4
Open to economics majors only. May be repeated once for credit.
Grading: OPT
Prerequisite(s): consent of the instructor.
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ECON 496 - Tutoring Economics
Unit(s): 2
Intended for advanced students working as tutors in Economics courses.
Grading: CNC
Prerequisite(s): Prerequisite for first semester of tutorial work: concurrent enrollment in ECON 497.
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ECON 497 - Seminar in Teaching Economics
Unit(s): 2
A faculty-directed seminar in teaching methods and concepts for students tutoring in economics. May be repeated up to 8 times for credit.
Grading: CNC
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ECON 499 - Internship
Unit(s): 1-4
May be repeated twice for credit.
Grading: CNC
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ECON 501 - Foundations of Economics
Unit(s): 2-3
This introductory course will focus on using economic models for business decisions. The course will cover the fundamental components of profit maximization as well as macroeconomic analysis and the underlying variables that determine the performance of the economy. Statistical methods Required for estimating and forecasting demand will be explored.
Grading: GRD
Prerequisite(s): a B.A. or B.S. degree.
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ECON 595 - Special Studies
Unit(s): 1-4
Independent study designed in consultation with instructor. Subject matter variable. Students must complete the standard SSU form.
Grading: GRD
Prerequisite(s): consent of instructor.
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Education |
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EDUC 150 - Prospective Teachers
Unit(s): 3
Focuses on realities of the classroom from the teacher’s point of view. Includes child development, teachers’ roles and responsibilities, and the culture of schools in a changing society. Includes an apprenticeship with a teacher.
Grading: GRD
Prerequisite(s): consent of instructor.
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EDUC 250 - Teaching in a Changing World
Unit(s): 3
This course is designed to provide an introduction to the classroom from teachers’ points of view. Areas of content include child and adolescent development, teachers’ roles and responsibilities, the culture of schools in a changing society, as well as an apprenticeship with a practicing teacher. Particular emphasis will be on teacher decision-making. Institutional changes that could improve teacher and student performance will also be explored. Each student will spend 30 hours observing and participating in an assigned public school classroom.
Grading: GRD
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EDUC 291 - Mentoring in School Based Programs
Unit(s): 4
Open to students who are tutoring in the community. Focus is on the profiles of mentors and mentees and how their individual and mutual relationships are affected: learning styles and strategies, self-esteem, perceived locus of control, communication, stress/anxiety, use/misuse of tutoring strategies, diversity, and social/family and educational systems. A wide variety of techniques and skills are used and developed by class participants to empower their tutees and to enhance their own effectiveness as a tutor/human being. May be repeated for credit.
Grading: Cr/NC only. Certificate received upon successful completion of training. Instructor permission required to enroll in the course.
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EDUC 295 - Community Involvement Program
Unit(s): 1-4
CIP involves students in the community, performing such tasks as tutoring. Students receive 1 to 4 units, depending on the specific tasks performed. A total of 6 units of CIP credit may be applied toward a degree. Forty five hours of fieldwork is mandatory per unit. May be repeated for credit.
Grading: CNC
Prerequisite(s): Recommend to have EDUC 250 as prerequisite, but not required.
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EDUC 329 - The Migrant Experience
Unit(s): 2
An examination of the migrant plight in our society and educational system through study of the literature and by a direct, active contact with the migrant community.
Grading: Grade only.
Prerequisite(s): functional Spanish language skills and participation in the mini-corps program, or consent of instructor.
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EDUC 390 - Selected Topics in Education
Unit(s): 1-4
May be repeated for credit under different topic.
Grading: OPT
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EDUC 395 - Community Involvement Program
Unit(s): 1-4
CIP involves students in the community, performing such tasks as tutoring, coaching, and reading for the blind. Students receive 1 to 4 units, depending on the specific tasks performed. A total of 6 units of CIP credit may be applied toward a degree.
Grading: Cr/NC only.
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EDUC 417 - School and Society
Unit(s): 3
A critical examination of current issues in today’s schools and future directions in education through the perspectives of history, philosophy, sociology, anthropology, and the politics of education. Content includes: trends, movements, and issues of the development of our present-day school systems and current educational practice; development of an individual philosophy of education through examination and evaluation of educational philosophies from early Greek through modern/post-modern thought; analysis of American society and its effect on the functioning of schools; the role of explicit and implicit cultural assumptions in educational contexts; and the influence of federal, state, and local governing agencies, the knowledge industry, and special-interest groups on education. Satisfies GE, Area D1 (Individual and Society). Restricted to: juniors, seniors CRED, CREDC, CREDP, CRED2, plan of EDUC-MA and to credential student group (RUCR).
Grading: GRD
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EDUC 443A - Observation/Participation in Multicultural Settings
Unit(s): 2
Grading: CNC
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EDUC 481 - Development of a Creative Classroom
Unit(s): 3
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EDUC 484 - Introduction to Multimedia and Web Authoring
Unit(s): 3
Students learn to use technology to improve teaching and learning in any setting or organization where education and communication are critical. Multimedia authoring and Web design using graphics, text, and sound to convey information and ideas is an integral part of the class. Teaching and learning projects that are innovative and consistent with exemplary instruction practices form the core activities of the class. These projects focus on the development of learning and the design of educational Web sites.
Grading: Grade only.
Prerequisite(s): permission of the instructor.
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EDUC 490 - Selected Topics in Education
Unit(s): 1-4
A course designed according to the interest of a particular faculty member, providing opportunities for diversification in content and reading. May be repeated for credit under different topic.
Grading: GRD
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EDUC 495 - Special Studies
Unit(s): 1-4
May be repeated for credit up to 8 units.
Grading: GRD
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EDUC 501 - Teacher Induction and Support: Inquiry
Unit(s): 3
EDUC 501 is one of two courses in the Sonoma State Teacher Induction and Support Program. This course is intended to meet the needs of teacher candidates who hold a preliminary single subject, multiple subject or education specialist credential and need to clear this credential through an Induction program. Course taught in face-to-face or online modes. Course repeatable for credit. Fall & Spring
Grading: GRD
Prerequisite(s): Class open to CREDC or CRED2 or MA plus CREDC/CRED2 only.
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EDUC 504 - Teacher Induction and Support: Reflective Practice
Unit(s): 3
EDUC 504 is one of two courses in the Sonoma State Teacher Induction and Support Program. This course is intended to meet the needs of teacher candidates who hold a preliminary single subject, multiple subject or education specialist credential and need to clear this credential through an Induction program. Course taught in face-to-face or online modes. Course repeatable for credit. Fall & Spring
Grading: GRD
Prerequisite(s): Class open to CREDC or CRED2 or MA plus CREDC/CRED2 only.
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EDUC 509 - Organization, Administration, and Supervision of Reading
Unit(s): 3
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EDUC 510 - SDAIE in Content-Area Classes
Unit(s): 3
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EDUC 511 - Professional Induction Plan: Supervised Development
Unit(s): 1
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EDUC 538 - Development of Language and Thinking: Infancy-Middle Child
Unit(s): 3
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EDUC 568 - Evaluation in Education
Unit(s): 3
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EDUC 570 - The Reflective Educator
Unit(s): 3
Students should take this course at the beginning of the M.A. program. The focus of this course is on philosophical, historical, social, and psychological perspectives in education. Students will examine these perspectives while being encouraged to examine and reflect upon their own professional practices in education. In this course, students will have assignments that can be part of a reflective portfolio that they will continue to modify throughout their M.A. program. The portfolio is intended to be cumulative throughout the graduate core courses.
Grading: GRD
Prerequisite(s): admission to M.A. in Education Program.
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EDUC 571 - Research Paradigms in Education
Unit(s): 3
This course is designed to be taken midway in the Master of Arts degree program. This course focuses on becoming a critical consumer of research and includes among its goals the development of skills in the analysis and critique of educational research. The course serves to acquaint students with basic principles and techniques of educational research. It also provides students with an opportunity to integrate knowledge of these principles through analyses of action research projects that may serve as the foundation for the culminating master of arts degree project.
Grading: GRD
Prerequisite(s): EDUC 570 or other MA courses.
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EDUC 572 - Supervised Study for Cognate Project
Unit(s): 3
Grading: CNC
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EDUC 573 - Supervised Study: Individual Exam
Unit(s): 3
Grading: CNC
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EDUC 574 - Introduction to Classroom Research and National Board Certification
Unit(s): 1-3
This is an introductory course that supports teachers preparing for the National Board for Professional Teaching Standards certification. National Board (NB) certification is available for general and special education teachers and counselors of students from preschool through grade 12 in a variety of areas. The purpose of this course is to provide an overview of the NB certification process. Specifically, students become familiar with the National Board’s five core propositions, certificate area standards, and assessment measures and procedures required for certification. In addition, students will learn about the application process and potential sources of funding. The units from this course can be applied to an M.A. degree in Education at Sonoma State University.
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EDUC 575A - Conducting Research on Teaching
Unit(s): 3
This is a second of three courses that support teachers working toward National Board certification. It is also intended for any student interested in conducting action research in schools and classrooms. Students examine exemplary teaching practices and learn about strategies for action research, self-assessment, and reflection on teaching practice. Using their own classrooms as sites for ongoing action research, students apply various research methodologies and engage in data collection through observation, videotaping, and examination of artifacts. In addition, students analyze data and share findings through descriptive, analytical, and reflective writing. Those pursuing National Board certification will also focus on analysis and assessment of National Board portfolio entries, and develop action plans for their National Board portfolios. The units from this course can be applied to an M.A. degree in Education at Sonoma State University.
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EDUC 575B - Conducting Research on Teaching
Unit(s): 4
This is a second of three courses that support teachers working toward National Board certification. It is also intended for any student interested in conducting action research in schools and classrooms. Students examine exemplary teaching practices and learn about strategies for action research, self-assessment, and reflection on teaching practice. Using their own classrooms as sites for ongoing action research, students apply various research methodologies and engage in data collection through observation, videotaping, and examination of artifacts. In addition, students analyze data and share findings through descriptive, analytical, and reflective writing. Those pursuing National Board certification will also focus on analysis and assessment of National Board portfolio entries, and develop action plans for their National Board portfolios. The units from this course can be applied to an M.A. degree in Education at Sonoma State University.
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EDUC 576 - Research, Reflection, and Professional Practice
Unit(s): 4
This course is designed for teachers to enhance their professional practice through research and reflection. Working collaboratively, teachers complete their portfolios required for National Board certification. In preparation for Assessment Center exercises, teachers engage in extensive review of current and historical perspectives on teaching and learning in their certificate areas. The units from this course can be applied to an M.A. degree in Education at Sonoma State University.
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EDUC 578 - Project Continuation
Unit(s): 1-3
Designed for students working on their thesis or master’s project but who have otherwise completed all graduate coursework toward their degree. This course cannot be applied toward the minimum number of units needed for completion of the master’s degree.
Grading: CNC
Prerequisite(s): permission of the graduate coordinator.
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EDUC 588 - Educational Curriculum
Unit(s): 3
Grading: GRD
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EDUC 595 - Special Studies
Unit(s): 1-4
Independent study designed in consultation with an instructor.
Grading: GRD
Prerequisite(s): students must complete the standard SSU form and secure the required approvals during the first week of classes.
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EDUC 598 - Developing a Thesis/Project
Unit(s): 3
This is the final course in the graduate core courses in Education. This course develops students’ abilities to carry out a thesis or project and provides basic information for planning and implementing the master of arts degree proposal. The main goal is to provide students with knowledge to begin their thesis or project. Time is provided for students to assess progress in the program and to complete portfolio development.
Grading: GRD
Prerequisite(s): completion of all M.A. coursework or taken in final semester of M.A. coursework.
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EDUC 599 - Supervised Research for Thesis/Project
Unit(s): 3
Supervised Research provides students with guidance in the completion of their research project. Under the direction of the committee chair, and in consultation with all committee members, students will complete the thesis or project that was developed in EDUC 598 Developing a Thesis/Project. Following completion of the research project, students will participate in a formal presentation of their work to faculty and colleagues.
Grading: CNC
Prerequisite(s): completion of EDUC 598. Advancement to candidacy approved.
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Education: Curriculum and Teaching |
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EDCT 544 - Curriculum, Teaching, and Learning in the Content Areas
Unit(s): 3
Examination of curriculum, teaching, and learning in the context of a particular content area as taught in K-12 schools. This course extends and applies the more general theories, practices, and research in curriculum, teaching, and learning established in EDCT 585 and EDCT 586. Intended for students in the appropriate Subject Area Cohort Track in the Curriculum, Teaching, and Learning M.A. program.
Grading: GRD
Prerequisite(s): EDCT 585 and EDCT 586. Open to grad students only.
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EDCT 552 - Educational Technology Praxis
Unit(s): 3
Educational Technology Praxis requires students to take a reflexive stance towards the initiation and integration of technological skills and knowledge in authentic instructional contexts and settings. The practical application of technology will be grounded within current perspectives and trends of new media technologies and take into account educational frameworks of learning, design, and pedagogical practice.
Grading: GRD
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EDCT 556 - Technology, Pedagogy, and Society
Unit(s): 3
This course relates pedagogical theories to technology integration strategies at various levels of education. The content is focused on how technology and learning are situated, how socio-cultural issues relate to and influence technological access and use, and power and privilege. Age, gender, race/ethnicity, social class, sexual orientation, language, and social capital and its intersections will also be analyzed.
Grading: GRD
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EDCT 557 - Project Management for Educational Technology
Unit(s): 3
This course considers how a small-scale Educational Technology research project can be conducted in an education environment. Case studies will be reviewed to offer practical tools and applied research strategies to students prior to conducting their own Educational Technology thesis or cognate project.
Grading: GRD
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EDCT 559 - Educational Media and Information Literacy
Unit(s): 3
This course focuses on critical media and information literacy and issues related to researching, creating, and evaluating media in the Internet and Information Age. The course also highlights the origins and threads of cultural studies, media education, and digital literacy in an effort to better map and analyze both the field of digital media and learning and the evolution of digital participation and citizenship.
Grading: GRD
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EDCT 560 - Instructional Design and Technology
Unit(s): 3
Instructional Design and Technology is a practical course that offers participants training in advanced instructional design methods and relates these to learning theories and pedagogical practices introduced in other Educational Technology courses. Advanced techniques will concentrate on evaluating and using a range of interactive instructional design authoring tools.
Grading: GRD
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EDCT 562 - Educational Technology Mentorship
Unit(s): 3
Students will apply educational technology theory and methods through mentorship experiences. Such experiences may include working in the School of Education, Faculty Center, University Library, as well as with public or private partners in an educational or training capacity that utilizes technology. Mentorships require faculty approval, and a minimum of 45 hours of work per unit per semester, including regular consultation with, and evaluation by, the faculty sponsor. May be repeated for credit.
Grading: CNC
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EDCT 585 - Curriculum Development: Theory, Practice, and Evaluation
Unit(s): 3
Analyses of sociopolitical, economic, and cultural influences on curriculum development, instructional processes, and learner achievement in a variety of instructional settings. Study of the structures of various disciplines, the roles of participants, and other variables in staff and curriculum development. Evaluation of alternative theoretical models for constructing and changing curricula.
Grading: GRD
Prerequisite(s): consent of instructor and approval of the School of Education.
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EDCT 586 - Teaching and Learning: Research and Application-Classroom
Unit(s): 3
An analysis of teaching and learning strategies and instructional variables as they relate to diverse groups of learners. Research will be analyzed in terms of the major paradigms of the field of education. Also included is a review of recent developments in the evaluation of classroom performance and achievement. Required for the Curriculum, Teaching, and Learning program.
Grading: GRD
Prerequisite(s): consent of instructor and approval of the School of Education.
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EDCT 595 - Special Studies
Unit(s): 1-4
Grading: GRD
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EDEC 160A - Social Justice in Childhood and Adolescence
Unit(s): 4
In this first year learning community, students study how inequality and privilege affect the identities, learning, and development of children and adolescents. Through analysis of children¿s literature, social justice case studies, and theirown experiences, students apply social justice theory to authentic examples of inequality. Students also participate in transition curriculum designed to build college and leadership skills. A passing grade in the fall semester fulfills 3 units ofGE Area A3 (Oral Communication); a grade of C- or better in the spring semester fulfills 3 units of GE Area A3 (critical thinking). Open to First Year students only. Fall Only
Grading: GRD
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EDEC 160B - Social Justice in Childhood and Adolescence
Unit(s): 4
In this first year learning community, students study how inequality and privilege affect the identities, learning, and development of children and adolescents. Through analysis of children¿s literature, social justice case studies, and theirown experiences, students apply social justice theory to authentic examples of inequality. Students also participate in transition curriculum designed to build college and leadership skills. A passing grade in the fall semester fulfills 3 units ofGE Area A3 (Oral Communication); a grade of C- or better in the spring semester fulfills 3 units of GE Area A3 (critical thinking). Open to First Year students only. Spring Only
Grading: GRD
Prerequisite(s): EDEC 160A required
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Education: Early Childhood Education |
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EDEC 178 - Introduction to ECS Major and Digital Portfolio
Unit(s): 1
In this course students learn about the requirements and responsibilities of the Early Childhood Studies (ECS) major, and learn about ethical and legal requirements in field placements and professional life. They will understand the purpose of the senior portfolio in the ECS major, learn about different types of portfolios, and practice building a digital portfolio. Pre-requisites: Declared ECS major. Grading: Credit/No Credit only. Course is not Repeatable.
Grading: CNC
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EDEC 201 - Foundations of Early Care and Education
Unit(s): 4
This course provides an introduction to the theory and research that underlie professional work with young children. Topics include: historical views on childhood and play, influential theorists, historical and contemporary models of early childhood education, principles of developmentally and culturally appropriate practice, contemporary issues in early care and education, professional ethics, and professional career development.
Grading: GRD
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EDEC 220 - Observing Child Development in the First 8 Years
Unit(s): 4
Students will learn the major developmental milestones, research findings, and theories covering the social, emotional, physical, and cognitive development of children from conception through eight years old. Students will concurrently study observation techniques for documenting and assessing children’s growth and development. Includes 24 hours of field work in an Early Childhood setting. Students must sign the School of Education Field Experience Agreement before starting at their field site.
Grading: GRD
Prerequisite(s): EDEC 178, and open to sophomores and above.
Teaching Mode: Course taught in face-to-face and hybrid modes.
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EDEC 237 - Creating Environments for Young Children
Unit(s): 4
This course presents an overview of knowledge and skills related to planning and implementing developmentally and culturally appropriate curriculum and environments for young children from birth to eight years old. Students examine how to create and use the physical environment as the foundation for promoting activities that support learning and development, with an emphasis on language and literacy development and the essential role of play. Includes 24 hours of field work in an infant/toddler, preschool, transitional kindergarten, or kindergarten classroom that has been approved by the instructor. Students must sign the School of Education Field Experience Agreement before starting at their field site. Course open to sophomores and above.
Grading: GRD
Prerequisite(s): EDEC 220.
Teaching Mode: Course taught in face-to-face and hybrid modes.
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EDEC 247 - Physical Development and Health in Childhood
Unit(s): 3
In this course, students will study the factors that promote optimal physical development and health in childhood. Students will consider practical applications of this knowledge in a variety of organizations that serve young children. Students will also study the basics of parent education, so that they can work effectively with parents to keep children safe and to see that children receive needed health services. Pre-requisite: ECS major in the Early Childhood Development concentration. Repeatable.
Grading: GRD
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EDEC 270 - Families and Children in Diverse Societies
Unit(s): 4
Class participants will study the dynamic interactions of race, culture, gender, socioeconomic status, and other factors as they relate to the care and education of children from diverse populations. Students will explore the diversity of family systems, sociocultural factors affecting the child’s development, and the socializing influences of community. The coursework helps students becomes more informed and effective professionals and community members by promoting the development of the knowledge, dispositions, and skills needed to work effectively with families and children in a pluralistic society.
Grading: GRD
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EDEC 347 - Community Services for Children and Families
Unit(s): 2
Students will complete a field placement (at least 45 hours) in an approved agency or organization that serves children in a non-education/non-child care setting. Students will perform tasks set by the placement agency, attend weekly class meetings, and complete readings and assignments related to working effectively with diverse children and families. Students must sign the School of Education Field Experience Agreement before starting at their field site.
Grading: GRD
Prerequisite(s): EDEC 220, declared ECS Major with a concentration in Early Childhood Development, junior or senior standing. This course can be taken one time only.
Teaching Mode: Course taught in face-to-face and hybrid modes.
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EDEC 405 - iPlay: Child Development in the Digital Age
Unit(s): 3
Students will study theories and research in child development and early childhood education to answer questions about how adults should use technology with children, how to judge when technology use by children might be inappropriate or harmful, and how to find resources for supporting the use of technology with young children.
Grading: GRD
Teaching Mode: Course taught in face-to-face and hybrid modes.
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EDEC 406 - Positive Guidance
Unit(s): 3
Students will study principles and strategies of positive guidance for children with and without special needs from birth to age eight. Topics include: development of pro-social skills, the art of encouragement, understanding and preventing challenging behaviors, bullying prevention, and family involvement.
Grading: GRD
Teaching Mode: Course taught in face-to-face and hybrid modes.
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EDEC 407 - Multicultural Children’s Literature
Unit(s): 3
This course surveys multicultural literature for children (infancy-middle childhood). It addresses the use of literature to promote children.s cognitive, socio-emotional, language, and literacy development in a variety of early childhood settings. Special attention is given to diverse children, including dual language learners. Class open to sophomores, juniors and seniors only. Course taught in face-to-face or hybrid modes. Variable Intermittently
Teaching Mode: Course taught in face-to-face and hybrid modes.
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EDEC 408 - Science, Literacy, and Play: Exploring the Natural World with Young Children
Unit(s): 3
Students will study content and pedagogical strategies for working with children in natural/outdoor environments through integrating the sciences, emergent and early literacy, and play. Course emphasis is on the inter-related nature of living systems and teaching the sciences using a play-based approach. Topics include: the role of the adult in teaching the natural sciences, issues and trends in exploring nature with children, and creating developmentally and culturally appropriate environmental science and literacy experiences for young children.
Grading: GRD
Teaching Mode: Course taught in face-to-face and hybrid modes.
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EDEC 409 - Play in Early Childhood
Unit(s): 3
In this course, students will explore the variety and importance of play in early childhood development. Topics will include: defining play and types of play; play in different developmental stages (infants, toddlers, early and middle childhood); the benefits of play for physical, socio-emotional, cognitive and language development; traditional and digital toys and games; play in school; and play in relation to gender, culture, and special needs.
Grading: GRD
Teaching Mode: Course taught in face-to-face and hybrid modes.
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EDEC 410 - Language Development
Unit(s): 3
This course explores language development from 0-8 years of age, covering the main language acquisition theories of how children construct meaning, build grammar(s), and use language as social practice. Course includes a focus on meeting the needs of Dual Language Learners with developmentally, culturally and linguistically appropriate practices.
Grading: GRD
Teaching Mode: Course taught in face-to-face and hybrid modes.
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EDEC 411 - Infant and Toddler Development
Unit(s): 3
Students will learn theory and research in infant and toddler development and will consider the implications for agencies and programs that serve children under the age of three. Course topics include attachment theory, stage theories of infant and toddler development, developmental growth and milestones, early brain development, ACES, resilience, and positive guidance.
Grading: GRD
Teaching Mode: Course taught in face-to-face and hybrid modes.
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EDEC 412 - Brain Development
Unit(s): 3
Students will learn theory and research on brain development and will consider the implications for early childhood professionals who work with young children. Course topics include brain architecture, gene-environment interaction, toxic stress, executive function, and self-regulation, resilience, and the importance of play for healthy brain development.
Grading: GRD
Teaching Mode: Course taught in face-to-face and hybrid modes.
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EDEC 420 - Child Development in Family, School, and Community
Unit(s): 3
Students will explore the physical, cognitive, social, emotional, moral, and language development of children from birth through adolescence. The course covers major theories of child development, including critiques and application of the theories as they relate to children from a variety of cultural and family backgrounds. The impact of child-rearing beliefs, poverty, gender issues, and language development are studied as they relate to developmentally-based practices in educational settings. Students will learn effective school-family communication practices for a diverse society, individualized curriculum to meet the needs of diverse learners, and community resources available to support families. This course can be applied to the Child Development Permit and Satisfies GE Area E (the Integrated Person).
Grading: GRD
Teaching Mode: Course taught in face-to-face, hybrid, and online modes.
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EDEC 435 - Leadership on Behalf of Children and Families
Unit(s): 4
In this course, students will study and apply the principles and strategies that underlie effective administration of programs for young children and families and effective advocacy on behalf of young children and families. Students will build and use leadership skills in the areas of identifying priorities, organizational planning, guiding staff, communicating clearly, and working collaboratively with community partners. Present-day early childhood advocacy issues will be explored and students will engage in leadership efforts that engage their newly developed understandings and skills.
Grading: GRD
Prerequisite(s): junior- or senior-level standing.
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EDEC 437 - Integrated Curriculum in Early Childhood Classrooms
Unit(s): 4
In this course, students will learn to plan and implement developmentally and culturally appropriate curriculum for children in early elementary classrooms. Through study of professional resources and participation in an instructor-approved classroom, students will create learning and assessment opportunities that enable young children to construct knowledge through an integrated approach that includes all curriculum areas and that aligns with relevant state and professional standards. Includes 24 hours of fieldwork in an early elementary setting. Students must sign the School of Education Field Experience Agreement before starting at their field site.
Grading: GRD
Prerequisite(s): EDEC 237 and EDEC 220.
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EDEC 447 - Children’s Emotional Development and Mental Health
Unit(s): 3
In this course, students will deepen their understanding of children’s emotional development from birth through age eight, and learn about common mental health problems in early childhood. Topics include the role of sociocultural context, risk and protective factors, attachment and temperament, resilience, common mental health problems, and mental health observation and screening tools. Pre-requisite: Junior or senior standing in the Early Childhood Development concentration. Repeatable.
Prerequisite(s): Junior or senior standing and ECS majors only.
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EDEC 460 - Introduction to Research in Early Childhood Studies
Unit(s): 4
This course provides an overview of quantitative and qualitative research methods commonly used to study young children. Topics will include research methods, the role of context in research, common early childhood psychological measurement tools, observational techniques, research ethics, library research strategies, and evaluating research reports.
Grading: GRD
Prerequisite(s): Juniors and Seniors and ECS and HD Majors only.
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EDEC 478 - ECS Senior Portfolio
Unit(s): 1
In this seminar, students will compile and reflect upon their academic experiences at Sonoma State University and in the Early Childhood Studies major. Final portfolios will be presented to faculty and students in the Early Childhood Studies program. Students must be in their final semester in order to enroll.
Grading: GRD
Prerequisite(s): Senior in the Early Childhood Studies major.
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EDEC 480 - Teaching Assistant and Leadership in Early Childhood Studies
Unit(s): 3
Students will be introduced to topics related to teaching in higher education as they become more effective teaching assistants. Topics include principles and techniques of student engagement, reliable and effective assessment of students’ work, strategies to support a diverse body of students including those are non-native English speakers. Prerequisite: consent of instructor. Taught in hybrid mode. Course may be repeated once for credit. Fall & Spring
Grading: GRD
Teaching Mode: Hybrid
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EDEC 490 - Special Topics in Early Childhood Studies
Unit(s): 1-4
A course designed according to the interests of a particular faculty member, providing opportunities for diversification in content and reading. May be repeated for credit under a different topic. Only one topic per semester.
Grading: GRD
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EDEC 495 - Special Studies
Unit(s): 1-4
Independent study completed under the supervision of a faculty member. May be repeated for credit up to 8 units.
Grading: OPT
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EDEC 531 - The Role of Play in Development and Learning
Unit(s): 3
Students will examine theories from developmental psychology, education, and anthropology to look at the role of play in human experience, from infancy to adulthood. Topics include play’s relationship to learning in all areas of development and academic disciplines, history of play, effects of technology and culture on children’s play, gender development and play, play environments, play therapy, and play as a tool for developmentally and culturally sensitive curriculum and assessment.
Grading: GRD
Prerequisite(s): graduate student in Education or permission of instructor.
Teaching Mode: Taught fall semester of odd years.
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EDEC 532 - Social-Moral Development in ECE
Unit(s): 3
Students will explore theories and research addressing social and moral development from infancy through middle childhood. Topics include: attachment and its role in social and moral development, research on the development of prosocial behavior and the ability to take the perspective of others, cultural value differences, gender identity and gender role socialization, development of friendships, resiliency and at-risk children, curriculum that promotes children’s social and emotional development, and working with parents to promote children’s social and emotional development. Students will plan, implement, and report on action research projects that answer specific questions dealing with social, moral, and emotional development in early childhood education.
Grading: GRD
Prerequisite(s): graduate student in Education or permission of instructor.
Teaching Mode: Taught fall semester of even years.
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EDEC 535 - Lead Adv for Children and Families
Unit(s): 3
Students will critically examine research, theories, and policies related to administration of programs that serve children and families. Students will develop leadership skills in the areas of teaching adults, administering programs, and advocating effectively for children and families within and outside of early care and education programs.
Grading: GRD
Teaching Mode: Taught spring semester of odd years.
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EDEC 538 - Cognitive and Language Development in Early and Middle Childhood
Unit(s): 3
This course addresses the development of children from birth through middle childhood with emphasis on the relationships between language development and cognitive development. We will study the ideas of major theorists – Piaget, Erikson, Bruner, Vygotsky, Mead, and others – who address the development of children’s representational thinking, language, and cross-cultural and family influences on development and learning. We will also explore current research on brain development in the first five years of life from a critical perspective and with an emphasis on practical implications. We will study current research and theories of cognitive, social, and emotional development as related to oral, written, and spoken language development in home and in school/care environments, including in environments where children are learning more than one language.
Grading: GRD
Prerequisite(s): graduate student in Education or permission of instructor.
Teaching Mode: Taught spring semester of even years.
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EDEC 547 - Advanced Field Experience
Unit(s): 3
In this online course, students participate in Moodle learning activities and arrange to do 60 hours of fieldwork in an Early Care and Education setting (birth to age 8). Field experiences include observations, designing and implementing educational activity plans, and collaboration with parents and other ECE professionals. The focus of the course is integrated curriculum, with an emphasis on project-based learning. In addition to field experiences, students complete academic and professional readings and reflective assignments. Pre-requisite: Admission to ECE Certificate Program. Offered in online teaching mode.
Grading: GRD
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EDEC 578 - Project Continuation
Unit(s): 1-3
Grading: CNC
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