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Education: Early Childhood Education |
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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.
Prerequisite(s): Course open ECS majors and minors only.
Typically Offered Fall & Spring
Grading: GRD
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EDEC 347 - Field Experience in Community Service Agencies
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.
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.
Typically Offered Fall & Spring May Be Repeated No
Teaching Mode: Face to Face & Hybrid Grading: Graded
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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.
Typically Offered Variable Intermittently
Teaching Mode: Face-to-Face & Hybrid. Grading: GRD
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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.
Prerequisite(s): Class open to sophomores, juniors and seniors only.
Typically Offered Variable Intermittently
Teaching Mode: Face-to-Face & Hybrid. Grading: GRD
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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.
Typically Offered Variable Intermittently
Teaching Mode: Face-to-Face & Hybrid.
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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.
Typically Offered Variable Intermittently
Teaching Mode: Face-to-Face & Hybrid. Grading: GRD
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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.
Prerequisite(s): Class open to sophomores, juniors and seniors only
Typically Offered Variable Intermittently
Teaching Mode: Face-to-Face & Hybrid. Grading: GRD
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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.
Prerequisite(s): Class open to sophomores, juniors and seniors only
Typically Offered Variable Intermittently
Teaching Mode: Face-to-Face & Hybrid. Grading: GRD
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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.
Prerequisite(s): Class open to sophomores, juniors and seniors only.
Typically Offered Variable Intermittently
Teaching Mode: Face-to-Face & Hybrid. Grading: GRD
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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.
Typically Offered Variable Intermittently
Teaching Mode: Face-to-Face & Hybrid. Grading: GRD
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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.
Prerequisite(s): Class open to sophomores, juniors and seniors only
GE Category: Satisfies GE Area E (the Integrated Person).
Typically Offered Fall & Spring
Teaching Mode: Face-to-Face, Hybrid & Online. Grading: GRD
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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.
Prerequisite(s): Open to ECS majors only.
Typically Offered Fall & Spring
Grading: GRD
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EDEC 437 - Integrated Curriculum with Field Experience
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.
Prerequisite(s): EDEC 237 and EDEC 220.
Typically Offered Fall & Spring May Be Repeated No
Teaching Mode: Face to Face & Hybrid Grading: Graded
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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.
Prerequisite(s): Juniors and Seniors and ECS and HD Majors only.
Typically Offered Fall & Spring
Grading: GRD
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EDEC 450 - Empowerment and Equity for Children and Families
Unit(s): 3
Questions of social justice and equity are fundamental to our understanding, application, and critique of the ways children are raised. This class will explore strategies to support children within the context of their families, school, and community by critically applying theories and research of child development. There is an emphasis on (1) dual language learners and (2) local community resources available to support families, including those that address issues of poverty and violence and the effects of these on children and their families.
Prerequisite(s): Pre-requisites: ECS or Human Development major or minor; and completion of EDEC 110; and sophomore, junior, or senior only Co-requisite(s): None Crosslisted: None
Typically Offered Fall & Spring May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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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.
Prerequisite(s): Juniors and Seniors and ECS and HD Majors only.
Typically Offered Fall & Spring
Grading: GRD
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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.
Prerequisite(s): Senior in the Early Childhood Studies major.
Typically Offered Fall & Spring
Teaching Mode: Face to Face & Hybrid Grading: Graded
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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(s): Consent of Instructor.
Typically Offered Fall & Spring May Be Repeated Course may be repeated once for credit.
Teaching Mode: Hybrid Grading: GRD
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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.
Prerequisite(s): Class open to sophomores, juniors and seniors only
Typically Offered Variable Intermittently May Be Repeated 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.
Prerequisite(s): Consent of Instructor.
Typically Offered Variable Intermittently May Be Repeated 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.
Prerequisite(s): graduate student in Education or permission of instructor.
Typically Offered Fall Odd Years
Grading: GRD
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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.
Prerequisite(s): graduate student in Education or permission of instructor.
Typically Offered Fall Even Years
Grading: GRD
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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.
Prerequisite(s): graduate student in Education or permission of instructor.
Typically Offered Spring Odd Years
Grading: GRD
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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.
Prerequisite(s): graduate student in Education or permission of instructor.
Typically Offered Spring Even Years
Grading: GRD
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EDEC 547 - Advanced Field Experience
Unit(s): 3
In this online course, students participate in Canvas 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.
Prerequisite(s): Admission to ECE Certificate Program.
Typically Offered Spring Only
Grading: GRD
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EDEC 578 - Project Continuation
Unit(s): 1-3
Typically Offered Variable Intermittently
Grading: CNC
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EDEC 590 - Special Topics in Early Childhood Education
Unit(s): 3
Special topics in the field of Early Childhood Education will be offered on a rotating basis. Students engage in advanced study of theory and research with applications to early childhood education settings.
Prerequisite(s): admission to the School of Education M.A. program.
Typically Offered Variable Intermittently
Teaching Mode: Depending on student and department needs, courses are offered face-to-face, online, or in hybrid format. Grading: GRD
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EDEC 595 - Special Studies
Unit(s): 1-4
Independent study completed under the supervision of a faculty member.
Prerequisite(s): Consent of Instructor.
Typically Offered Variable Intermittently
Grading: GRD
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Education: Leadership |
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EDEL 580A - Introduction to Educational Leadership and School Management
Unit(s): 3
This course is the introductory course for the Sonoma State University Preliminary Administrative Services Credential program. Candidates examine concepts of leadership, school culture, the dynamics involved in change, democratic decision-making and school governance, diversity, frames of reference, and the roles of an educational leader. Current practices are examined with a view of rethinking schools for the 21st century based on developing educational leadership values.
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program.
Typically Offered Fall Only
Grading: GRD
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EDEL 580B - Advanced Educational Leadership and School Management
Unit(s): 3
This course is designed as the culminating course in the Preliminary Administrative Services Credential Program. The goal of the course is to learn successful strategies and approaches involved in school improvement and ways to develop the school as an organization. Candidates engage in a self-assessment of their skills and abilities and personal theory of leadership in preparation for administrative positions.
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program and EDEL 580A.
Typically Offered Spring Only
Grading: GRD
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EDEL 581 - Management of Educational Personnel: Policies and Procedures
Unit(s): 3
Candidates examine human resource administration as it relates to educational leadership and develop an understanding of the importance and dimensions of issues related to human resources that lead to positive and productive educational settings.
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program.
Typically Offered Spring Only
Grading: GRD
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EDEL 582 - Educational Policy and Politics
Unit(s): 3
This course is an examination of federal, state, and local politics and policy and their effects on school districts and schools. Emphasis is placed on the issues of educational reform, accountability, and finance.
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program.
Typically Offered Fall Only
Grading: GRD
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EDEL 583 - School Law
Unit(s): 4
This course is a study of the governance of schools and the various sources of regulation and allocation of resources impacting education and learning. Case studies and application of various sources of law are explored, including student rights, torts, first amendment issues, special education law, teacher rights, contracts, church and state issues and discipline. School finance leadership and regulations governing budgets are also examined.
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program.
Typically Offered Spring Only
Grading: GRD
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EDEL 584 - Leadership: Community and Family Engagement
Unit(s): 1
This course is part of the requirements for the preliminary administrative credential program. Candidates will examine concepts the role of leaders in promoting genuine and meaningful community and family involvement in the educational process of programs, schools and districts. It includes involving families and other stakeholders in formulating a school vision; methods of building trust, communicating effectively with the community and families, accessing of community services in creating a more holistic approach to education, and the mental health needs of students in schools. Pre-requisite: Admission to the Educational Leadership Credential Program
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program.
Typically Offered Variable Intermittently
Grading: CNC
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EDEL 587A - Beginning Field Experience in Administration
Unit(s): 3
Intensive field experience in school administration that extends learnings and competencies in program coursework.
Prerequisite(s): admission to the Preliminary Administrative Services Credential program and consent of instructor.
Typically Offered Fall Only
Grading: GRD
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EDEL 587B - Advanced Field Experience in Administration
Unit(s): 3
This course is the completion of the fieldwork requirement for the program. Candidates provide evidence that they have successfully met all six administrative standards in their fieldwork experiences. Each student completes field assignments and projects that apply learning to educational settings.
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program and EDEL 587A.
Typically Offered Spring Only
Grading: GRD
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EDEL 588 - Curricular Leadership: Learning and Assessment
Unit(s): 4
In this course, candidates study the relationship between curriculum and learning theory. Three interrelated areas of schooling will be explored. These are the purposes and goals of schooling, learning and cognition, and the role of assessment. Utilizing this information the candidates will assess a curricular aspect within their school setting and develop curricular guides for use in program evaluation.
Prerequisite(s): Admission to the Preliminary Administrative Services Credential Program.
Typically Offered Spring Only
Grading: GRD
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EDEL 589 - Leadership for Diverse Populations and Communities
Unit(s): 2
This course allows candidates to reflect on their own culture and to better understand and the values, points of view from a variety of cultures, ethnic groups, and individuals with special needs. The goals include learning successful strategies and approaches involved in working with diverse communities and how a leader can move their school or district to higher levels of cultural proficiency. The course also looks at the leaders role in promoting learning for all students including those receiving special education services.
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program.
Typically Offered Fall Only
Grading: GRD
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EDEL 595 - Special Studies
Unit(s): 1-4
Typically Offered Fall & Spring
Grading: GRD
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EDEL 596A - Introduction to Advanced Educational Problems
Unit(s): 2
Students will be involved in site-based problem solving and analysis, the generation and field implementation of appropriate solutions, and an evaluation of the chosen solutions. Planning, discussion, monitoring, coaching, and evaluation will occur in a seminar setting.
Prerequisite(s): EDEL 590A, possession of Preliminary Administrative Services Credential, and admission to the Professional Administrative Services Credential program.
Typically Offered Not Recently Offered
Grading: CNC
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EDEL 596B - Completion of Advanced Educational Problems
Unit(s): 2
Same as EDUC 596A.
Prerequisite(s): EDUC 590A, a Preliminary Administrative Services Credential, and admission to the Professional Administrative Services Credential program.
Typically Offered Not Recently Offered
Grading: CNC
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EDEL 596C - Introduction to Collaborative Action Research
Unit(s): 2
Same as EDUC 596A.
Prerequisite(s): EDUC 590A, possession of Preliminary Administrative Services Credential, and admission to the Professional Administrative Services Credential program.
Typically Offered Not Recently Offered
Grading: CNC
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EDEL 596D - Completion of Collaborative Action Research
Unit(s): 2
Same as EDUC 596A.
Prerequisite(s): EDUC 590A, possession of Preliminary Administrative Services Credential, and admission to the Professional Administrative Services Credential program.
Typically Offered Not Recently Offered
Grading: CNC
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EDSP 480 - PIP/STSP Practicum/Seminar
Unit(s): 4
This seminar and practicum connects the California Teaching Performance Expectations with university coursework and
the candidate’s special education teaching experience. Seminar involves learning from and supporting other teachers by
sharing individual teaching experiences. Field-based practicum provides support and guidance to candidates in their
K-12 classrooms from university faculty who conference with teachers about their needs, observe and provide feedback
on classroom practices.
Crosslisted: EDSP 481
Typically Offered Fall & Spring
Teaching Mode: Face to Face, Hybrid & Online Grading: Graded
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Education: Multiple Subject |
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EDMS 100 - Explorations in Teaching
Unit(s): 2
This seminar is designed as a reflection space for students who are considering the teaching profession. They will observe and interact with children and teachers in elementary schools, as well as read about forces that shape teachers and issues they confront in our educational system. They will analyze what it means to be a teacher today in our elementary schools, facing the challenges of diversity, equity, and quality of education.
Prerequisite(s): Course restricted to Liberal Studies BA students with a Hutchins School: Blended-Trk 3 Sub-Plan.
Typically Offered Fall Only
Grading: GRD
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EDMS 200 - Being a Teacher in Today’s Schools
Unit(s): 2
This seminar continues the process of exploration, building on ED/LIBS 100, where students discussed what it means to be a teacher in our schools today. Here the focus is on the student in elementary education. From an educational perspective, students will consider what it means to be a student; what forces and circumstances shape their identity and their journey as students in elementary education. Students will elaborate their teaching philosophy throughout the semester, interweaving information from their own lives as students, from the readings, and from their field observations.
Prerequisite(s): Course restricted to Liberal Studies BA students with a Hutchins School: Blended-Trk 3 Sub-Plan.
Typically Offered Spring Only
Grading: GRD
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EDMS 419 - Identity and Agency for Socially Just Classrooms and Communities
Unit(s): 3
Students examine ways in which culture, ethnicity, race, class, gender identity, language, physical/cognitive ability, religion, sexuality, and family structure intersect and impact students’ identity and agency in classrooms and communities. Funds of knowledge, cultural bias, power, and perceptions provide lenses through which students examine social justice and equity. Students identify resources dedicated to these issues. Face-to-Face.
Typically Offered Fall & Spring
Grading: GRD
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EDMS 463 - Teaching Language and Literacy in the Elementary School Grades TK-2
Unit(s): 3-4
Philosophy, goals, and pedagogy for language and (bi)literacy development in Grades TK-2. Approaching language and (bi)literacy from the combined perspectives of theory, research, and practice, participants will study, apply, and develop instruction and assessment tools and strategies to build and support phonemic awareness, phonics skills, vocabulary knowledge, comprehension, and composition. Course content is aligned with California ELD/ELA Framework and state standards.
Prerequisite(s): Admission to a Preliminary credential program or permission of the program coordinator. Variable Credit.
Typically Offered Fall & Spring
Grading: GRD
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EDMS 464 - Teaching Language and Literacy in the Elementary School Grades 3-6
Unit(s): 4
Candidates develop, refine and extend their knowledge of language and literacy instruction for grades 3-6 based on theory, research, and practice. They take a comprehensive approach in supporting childrens development of language, (bi) literacy skills, and academic language proficiency. Course content is aligned with California ELD/ELA Framework and state standards.
Prerequisite(s): Admission to Multiple Subject Credential Program.
Typically Offered Fall & Spring
Grading: GRD
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EDMS 465 - Introduction to Dual-Language Education: Policies, Methods, and Inquiry for Teachers
Unit(s): 3
This course is designed for current teachers and student teachers in dual-language/bilingual contexts in order to refine their practice as educators of dual-language students to: 1) Develop an understanding of the history of bilingual education in the United States; 2)Reinforce understandings of the background and models of bilingual/dual-language education; 3) Develop current research-basedbest practices for teaching dual-language learners in grades tk-12; 4) Introduce theories, issues, and methodologies related to multilingual language acquisition. Pre-requisites: Admission in a teaching credential program or MA program
Prerequisite(s): Pre-requisites: Admission in a teaching credential program or MA program
Typically Offered Spring Only
Grading: GRD
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EDMS 471 - Teaching Social Studies in the Elementary School
Unit(s): 4
Teacher candidates develop pedagogical content knowledge in social studies, exploring K-8 educational practices that promote civic responsibility and cultural understanding. They gain experience with integrating literature, primary documents, secondary resources, technology, hands-on activities, and the arts into social studies curriculum using state/ national standards to inform curricular decisions.
Prerequisite(s): One successful semester in MS Program.
Typically Offered Fall & Spring
Grading: GRD
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EDMS 474 - Teaching Mathematics in the Elementary School
Unit(s): 3-4
Teacher candidates develop effective strategies and techniques for planning, teaching, assessing, and adapting TK-grade 6 mathematics instruction aligned with California’s standards. They develop understandings of childrens mathematical thinking, language and cognitive development, and diversity in order to teach all students effectively. Learner-centered pedagogy is modeled and analyzed throughout.
Prerequisite(s): Credential Program admission.
Typically Offered Fall & Spring
Grading: GRD
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EDMS 475 - Teaching Science and Visual and Performing Arts in the Elementary School
Unit(s): 3-4
Teacher candidates develop effective strategies and techniques for planning, teaching, assessing, and adapting instruction in all aspects of STEAM (science, technology, engineering, art, mathematics) based on the Next Generation Science Standards (NGSS) and visual and performing arts standards, as well as current research. Assessment in both content areas are explored.
Prerequisite(s): Credential Program admission.
Typically Offered Fall & Spring
Grading: GRD
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EDMS 476S - Multiple Subject Credential Phase 1 Seminar
Unit(s): 2
On-campus seminar. Components include lesson planning, peer observation, digital portfolio, physical education, and classroom management.
Prerequisite(s): Full Admission to the Multiple Subject Credential Program. All post-baccalaureate Multiple Subject candidates must take the course in their first semester in the program. Face-to-Face.
Typically Offered Fall & Spring
Grading: GRD
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EDMS 481A - Intern Supervision
Unit(s): 3
This multiple-session supervision and seminar topics address professional issues faced by MS interns. Issues in education are examined through the perspectives of theoretical and practice-based research and the educational foundations of history, philosophy, sociology, anthropology, and politics of education. Interns will analyze their current classroom practices and influences on their teaching, conduct teacher research, and develop a professional portfolio consistent with their district professional growth plan and intern individual learning plan.
Typically Offered Not Recently Offered
Grading: CNC
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EDMS 481B - Intern Supervision
Unit(s): 3
This multiple-session supervision and seminar topics address professional issues faced by MS interns. Issues in education are examined through the perspectives of theoretical and practice-based research and the educational foundations of history, philosophy, sociology, anthropology, and politics of education. Interns will analyze their current classroom practices and influences on their teaching, conduct teacher research, and develop a professional portfolio consistent with their district professional growth plan and intern individual learning plan.
Typically Offered Not Recently Offered
Grading: CNC
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EDMS 481C - Intern Supervision
Unit(s): 3
This multiple-session supervision and seminar topics address professional issues faced by MS interns. Issues in education are examined through the perspectives of theoretical and practice-based research and the educational foundations of history, philosophy, sociology, anthropology, and politics of education. Interns will analyze their current classroom practices and influences on their teaching, conduct teacher research, and develop a professional portfolio consistent with their district professional growth plan and intern individual learning plan.
Typically Offered Not Recently Offered
Grading: CNC
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EDMS 481D - Intern Supervision
Unit(s): 3
This multiple-session supervision and seminar topics address professional issues faced by MS interns. Issues in education are examined through the perspectives of theoretical and practice-based research and the educational foundations of history, philosophy, sociology, anthropology, and politics of education. Interns will analyze their current classroom practices and influences on their teaching, conduct teacher research, and develop a professional portfolio consistent with their district professional growth plan and intern individual learning plan.
Typically Offered Not Recently Offered
Grading: CNC
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EDMS 482F - Full-Time Student Teaching
Unit(s): 10
Fifteen week supervised student teaching (4.5 days per week) in a diverse elementary school setting. Candidates actively engage in planning, co-teaching, solo-teaching, and assessment in all subject areas, managing the school day for a 2-week take over and completing a state-approved Teacher Performance Assessment and program portfolio. Candidates collaborate with and are observed by mentor teacher, university supervisor and peers.
Prerequisite(s): Prerequisite: EDMS 482P and concurrently enrolled in either EDMS 463 or 464. Co-requisite(s): EDMS 463 or EDMS 464.
Typically Offered Fall & Spring
Grading: CNC
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EDMS 482P - Part-Time Student Teaching
Unit(s): 3
Fifteen week supervised clinical practice (2 days per week) in a diverse elementary school setting. Candidates observe and participate in classroom routines, planning, co-teaching, solo teaching, and assessment in all subject areas in small and whole group setting. Candidates collaborate with and are observed by mentor teacher, university supervisor and peers, managing the school day for a 2-day take over and completing the program portfolio.
Prerequisite(s): Full admission to the Multiple Subject Teacher Credential Program including: Certificate of Clearance, negative TB, exams, and prerequisite courses.
Typically Offered Fall & Spring
Grading: CNC
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EDMS 482S - Student Teaching Seminar
Unit(s): 2
On-site student teaching seminar that covers all aspects of student teaching including the digital portfolio and becoming a reflective educator. Students meet with their supervisors every week on-site. Taken concurrently with EDMS 482F.
Typically Offered Fall & Spring
Grading: CNC
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EDMS 495 - Special Studies
Unit(s): 1-4
Typically Offered Fall & Spring May Be Repeated May be repeated for credit up to 8 units.
Grading: GRD
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Education: Reading and Language |
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EDRL 521A - Language Development in First and Second Languages
Unit(s): 3
Research and theory in oral and written language development in home and subsequent languages, and the relationship between literacy learning and teaching. Special attention is given to factors that promote concept development and confident, effective language use. Attention to the structure of the English language, including phonology, orthography, morphology, syntax, and semantics. Contributions from many fields, (e.g., psycholinguistics, sociolinguistics, anthropology, and developmental psychology) provide perspectives for analysis of language acquisition and learning, evaluation of current educational practice, and planning for effective classroom experiences. Transfer strategies from primary language reading skills into English language reading skills are presented based on the tenets of effective language acquisition.
Typically Offered Fall Only
Grading: GRD
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EDRL 521B - Reading and Language Arts in First and Second Languages
Unit(s): 3
Research, theory, and practice focused on written language development in home and subsequent languages. Students read, discuss, and critique theory and research into processes of reading and writing, with an emphasis on writing and written communication. Includes the theoretical foundation of assessment approaches for documenting reading and language arts progress and the relationship between literacy learning and teaching. Topics include sociolinguistic and psycholinguistic factors in reading and writing development, assessment-based reading and writing instruction for English language learners and struggling readers, emergent literacy at all ages, comprehension and study strategies, instructional planning, and evaluation and intervention approaches. Students develop a comprehensive set of strategies for promoting fluent reading, confident writing, and purposeful conversation for diverse student populations.
Prerequisite(s): approval of the program.
Typically Offered Fall Only
Grading: GRD
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EDRL 522 - Assessment and Teaching in Reading and Language Arts
Unit(s): 3
Principles and procedures for literacy and content learning in English in classrooms with bilingual/bicultural students, as well as the design and selection of materials, methods, and contexts for literacy and content instruction at all ages. This course also focuses a variety of strategies for Specially Designed Academic Instruction in English (SDAIE) Field Studies. Applies to the concentration in Reading/Language.
Prerequisite(s): approval of the program.
Typically Offered Spring Only
Grading: GRD
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EDRL 524 - Literature and Literacy
Unit(s): 3
Study of children’s and adolescents’ literature, authors, and ways of using literature in the classroom.
Prerequisite(s): approval of the program.
Typically Offered Fall Only
Grading: GRD
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EDRL 527A - Clinical Field Experience in Reading and Language Arts
Unit(s): 3-6
Supervised practicum for Certificate candidates. In a Reading and Writing Workshop format, candidates work with K-12 students under the supervision of and in collaboration with clinical faculty and Reading and Language Arts Specialist Credential candidates. Certificate candidates are assigned to students based on the candidate’s prior program coursework and professional background, in order to assure diversity of experience with readers and writers of varying ages and abilities. Certificate candidates conduct formal and informal assessments and plan instruction and intervention for students in the clinic. Based on assessment findings, candidates collaborate in the delivery of appropriate instruction and interventions that utilize learners’ strengths in order to address their needs. Candidates participate in clinical conferences and write reports in which they summarize and critique assessment findings and the success of the instruction. Opportunities will be available for candidates to work with beginning readers, struggling readers at different levels, English language learners, and successful readers and writers.
Typically Offered Summer Only
Grading: GRD
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EDRL 595 - Special Studies
Unit(s): 1-4
Typically Offered Fall & Spring
Grading: GRD
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Education: Special Education |
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EDSP 421A - Effective Practices that Support Students with Diverse Learning Needs
Unit(s): 3
EDCU 421A represents a first course in the study of theoretical orientations, instructional strategies and classroom management to provide inclusive educational support for students with disabilities. The course is designed for Educational Specialist credential candidates in the Mild/Moderate, Moderate/Severe, and Communication Disabilities programs. Course content offers theoretical and conceptual underpinnings of the development of academic skills of students and the development of positive classroom ecologies to support students with special needs. Theoretical and conceptual foundations from a variety of paradigms are developed into applied techniques of instruction and classroom management through a series of readings, exercises, and assignments throughout the course.
Prerequisite(s): Admission to the Education Specialist credential program or permission of the instructor.
Typically Offered Spring Only
Grading: GRD
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EDSP 421B - Early Field Placement
Unit(s): 1
EDSP 421B is an Early Field Placement during which candidates spend approximately 60 hours observing and participating in three special education classrooms or placements. In conjunction with EDSP 421A and the introduction on specific topics, the candidate will observe the teacher and students in the observation classrooms/settings to understand how these topics are operationalized in special education settings. These observations will be discussed further during class and via online discussion forums. The guided exploration of the work of a special education teacher and the ecology of the classroom will enrich the candidate’s understanding of the profession and help to build the foundational knowledge and skills needed to be an effective special education teacher.
Prerequisite(s): Admission to the Education Specialist credential program or permission of the instructor.
Typically Offered Spring Only
Grading: CNC
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EDSP 421C - Using Educational and Assistive Technology
Unit(s): 1
EDSP 421C surveys the use of technology to enhance teaching and learning in special education classrooms. A variety of topics are considered including the roles of technology in teaching and learning, designing lessons that incorporate the effective use of technology and using technology to support special populations. Both theory and practice in the use of educational and assistive technology will be examined through readings, discussions and activities in an online environment.
Prerequisite(s): Admission to the Education Specialist credential program or permission of the instructor.
Typically Offered Spring Only
Grading: GRD
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EDSP 421D - Healthy Learners & School Environment
Unit(s): 1
In this course, personal, family, school, and community health are the framework for presenting coordinated health education in K-12 schools to teaching credential candidates. Subject matter includes school health laws, universal precautions, common diseases and prevention, drugs, alcohol and tobacco, sexuality, nutrition, fitness, pregnancy, special populations, child abuse, bullying, gender issues, community, diversity, and human ecology. Based upon California Health Framework, meets state credential requirements.
Prerequisite(s): admission to the Education Specialist Credential Program or permission of the instructor.
Typically Offered Spring Only
Grading: GRD
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EDSP 422A - Case Management and Transition Planning in Special Education
Unit(s): 3
In this course and accompanying Seminar, students will explore the communication and collaboration skills necessary for effective case management and transition planning for individuals with exceptional needs. Emphasis is placed on examining the skills, models, and strategies for successful collaboration in the context of special education service delivery requirements and models. Additional emphasis is placed on developing a comprehensive case management system as well as planning, implementing, and evaluating transition services across the lifespan for all learners. Class readings, course assignments, and specific fieldwork activities (EDSP 422B) are integrated within these classes to establish the connection from theory to practice culminating in the development of a case management notebook. Concurrent enrollment in EDSP 422A and EDSP 422B is expected.
Typically Offered Fall Only
Grading: GRD
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EDSP 422B - Participant Observation/Fieldwork
Unit(s): 1
In this course and accompanying Seminar, students will explore the communication and collaboration skills necessary for effective case management and transition planning for individuals with exceptional needs. Emphasis is placed on examining the skills, models, and strategies for successful collaboration in the context of special education service delivery requirements and models. Additional emphasis is placed on developing a comprehensive case management system as well as planning, implementing, and evaluating transition services across the lifespan for all learners. Class readings, course assignments, and specific fieldwork activities (422B) are integrated within these classes to establish the connection from theory to practice culminating in the development of a case management notebook. Concurrent enrollment in EDSP 422A and 422B is expected. Class open to student programs of CRED, CREDC, CRED2, or Group RUCR (admitted to credential).
Typically Offered Fall Only
Grading: CNC
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EDSP 423 - Assessment of Students with Disabilities
Unit(s): 3
In EDSP 423, candidates explore the basic principles and strategies of assessment and the ways that assessment informs curricular and instructional decisions for individuals with diverse special education needs. Candidates learn to use a variety of formal and informal assessments, linking these with progress monitoring to analyze student performance and develop appropriate goals based on findings. Legal, ethical, and diversity issues related to assessment are explored. Eligibility criteria and characteristics of students with disabilities are also a focus of this course.
Prerequisite(s): Admission to Education Specialist Credential program or by permission of the instructor.
Typically Offered Fall Only
Grading: GRD
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EDSP 424 - Positive Behavior Supports for Students with Disabilities
Unit(s): 3
Functional assessment and analysis are used to develop positive behavior support plans for children with more significant behavior needs. The goal of this course is to help candidates learn to promote the social competence, self-management, and communication skills of students with special needs through behavior support.
Prerequisite(s): Admission to the Education Specialist Credential Program or by permission of the instructor.
Typically Offered Fall Only
Grading: GRD
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EDSP 425 - Developing Academic Performance-Mild/Moderate
Unit(s): 4
EDSP 425 is designed to provide candidates in the Education Specialist Mild to Moderate Disabilities Credential Program with a research-based perspective on developing academic performance for students with mild to moderate disabilities. The relationship among assessment, curriculum, and instruction is investigated through the examination and application of a variety of informal assessments, instructional strategies, and curricula within the context of access to the core curriculum and content standards. Curricular modifications and instructional strategies that support students with mild/moderate disabilities in inclusive settings are explored. Coursework follows a “theory into practice” format consisting of classroom simulations, visitations, guided activities, and student projects using field-based lessons.
Prerequisite(s): Admission to the Education Special Credential Program or permission of the instructor.
Typically Offered Fall Only
Grading: GRD
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EDSP 426 - Communication Development: Assessment and Instruction
Unit(s): 4
In this course, students are presented with an overview of typical and atypical communication development in special populations. Evaluation measures, evidence based practices and effective instructional strategies related to the implementation of special education services for students with communication disorders and their families are addressed. Foundational knowledge on intervention techniques, AAC, and second language development is provided. Additional emphasis is placed on the communication and collaboration skills useful in forming productive partnerships with families, school personnel and community service providers. Class readings and course assignments are integrated within this class to establish the connection from special education theory to practice culminating in the development of a communication report.
Prerequisite(s): Admission to the Education Special Credential Program or permission of the instructor.
Typically Offered Fall Only
Grading: GRD
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EDSP 428 - Education of Students with Moderate/Severe Disabilities
Unit(s): 4
EDSP 428 provides candidates in the Education Specialist Moderate to Severe Disabilities Credential Program with a research-based perspective on developing skills that are functionally tied to real world demands and that are required for successful inclusion in school, community, and workplace.
Prerequisite(s): admission to the Education Special Credential program or permission of the instructor.
Typically Offered Spring Only
Grading: GRD
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EDSP 430 - Introduction to Special Education
Unit(s): 3
Students with disabilities are members of school communities around the nation and must be educated to the extent possible with their peers. Special education theory, pedagogy, legislation, public policy, and advocacy related to the education and inclusion of students with special needs into the least restrictive environment are introduced. Eligibility categories in special education, characteristics of students with disabilities, and implications for teaching are discussed. Evidence-based practices, such as Universal Design for Learning, Multi-tiered systems of support, and assistive technology will be introduced. Thirty hours of required field experience. May be taught as hybrid. Students in credential programs only.
Typically Offered Fall & Spring
Grading: GRD
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EDSP 432 - Young Children with Special Needs
Unit(s): 4
An introduction to theories, research, and practices related to providing appropriate services for young children with special needs (birth through 8). Topics include: early identification of exceptional needs; collaborative partnerships for inclusive education; the role of parents; strategies and resources for supporting the educational, social, behavioral, and/or medical needs of young children; and the requirements of special education laws.
Prerequisite(s): Junior or Senior standing.
Typically Offered Fall & Spring
Grading: GRD
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EDSP 433 - Teaching Adolescents with Special Education Needs
Unit(s): 3
Effective teaching practices for secondary-aged students with special needs and giftedness, with emphasis on academic and social needs, as well as teachers’ responsibilities in the Individual Education Program (IEP) process. Candidates develop strategies for collaborating with families and other educators. Course includes field experiences and online activities.
Prerequisite(s): Concurrent enrollment in EDSS 458/Student Teaching or consent of the instructor.
Typically Offered Not Recently Offered
Grading: GRD
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EDSP 460 - Teaching Event Seminar
Unit(s): 2
This seminar accompanying the student teaching experience (EDSP 465 or EDSP 467) is designed to support student teachers as they apply the skills and knowledge they’ve learned in coursework to the teaching of individuals with special needs. Through the seminar, they will also complete a teaching event demonstrating their competence as special educators as well as receive guidance and support aimed at a successful student teaching experience.
Prerequisite(s): Admission to the Education Specialist Mild/Moderate Disabilities Credential program, Corequisite: EDSP 465 or EDSP 467.
Typically Offered Spring Only
Grading: GRD
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EDSP 465 - Practicum: Mild/Moderate Disabilities
Unit(s): 11
EDSP 465 represents the student teaching component of the Mild/Moderate Disabilities credential program. Credential candidates student teach for 12 or more weeks under the guidance and supervision of a master teacher in the schools as well as a University supervisor from SSU.
Prerequisite(s): Admission to the Education Specialist Mild/Moderate Disabilities Credential Program, completion of requirements described in handbook. Co-requisite(s): EDSP 460.
Typically Offered Spring Only
Grading: CNC
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EDSP 466 - Practicum in Second Credential Area
Unit(s): 2
To fulfill CTC requirements of clinical fieldwork and supervision, candidates pursing a second education specialist credential participate in 12 weeks of full-time, supervised student teaching. University supervisors observe, support, and coach candidates in their classrooms
Prerequisite(s): Prerequisite: Admitted to CRED2
Typically Offered Fall & Spring
Grading: CNC
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EDSP 467 - Practicum: Moderate/Severe Disability
Unit(s): 11
EDSP 467 represents the student teaching component of the Moderate/Severe Disabilities credential program. Credential candidates student teach for 12 or more weeks under the guidance and supervision of a master teacher in the schools as well as a University supervisor from SSU.
Prerequisite(s): Admission to the Education Specialist Mild/Moderate Disabilities Credential Program, completion of requirements described in handbook. Co-requisite(s): EDSP 460.
Typically Offered Spring Only
Grading: CNC
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EDSP 481 - Internship Practicum/Seminar
Unit(s): 4
Seminar and practicum connecting the California Standards
for the Teaching Profession with university coursework and the candidate’s special education teaching experience. Seminar involves learning from and supporting other teachers by sharing individual teaching experiences. Practicum provides support and guidance to candidates in their classrooms from university faculty who conference with teachers about their needs, observe and provide feedback on
classroom practices.
Prerequisite(s): Restricted to students accepted to Education Specialist Preliminary Credential program.
Typically Offered Fall & Spring May Be Repeated Yes
Teaching Mode: Hybrid Grading: GRD
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EDSP 490A - Educating Students with Autism Spectrum Disorders
Unit(s): 3
This course intends to provide class participants with an overview of characteristics, etiology, and prevalence of autism spectrum disorders. An additional aim of this course is to supply participants with the knowledge and skills necessary to support the learning of children with autism spectrum disorders including instructional strategies, classroom organization, and teaming with families and professionals.
Typically Offered Not Recently Offered
Grading: GRD
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EDSP 490B - Autism Spectrum Disorders: Seminar and Fieldwork
Unit(s): 2
This practicum and attached seminar will provide candidates with the opportunity to implement evidence-based practices with students diagnosed on the autism spectrum. Candidates will also engage in progress monitoring and the selection and administration of appropriate assessment measures. The seminar will extend candidate understanding of the service delivery options available to students with Autism Spectrum Disorders.
Typically Offered Not Recently Offered
Grading: GRD
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EDSP 495 - Special Studies
Unit(s): 1-4
Typically Offered Variable Intermittently May Be Repeated May be repeated for credit up to 8 units.
Grading: GRD
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EDSP 502 - Advanced Pedagogy in SPED
Unit(s): 3
Candidates will deepen their understanding of pedagogies most effectively and equitably used to support the learning and behavioral needs of children with disabilities as well as children with disabilities who are also English language learners. Multiple assessment measures, including progress monitoring tools, will be linked to instructional planning to differentiate lessons according to student needs within the context of grade level standards and curriculum frameworks.
Typically Offered Spring Even Years
Grading: GRD
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EDSP 513 - Current and Emerging Research and Practice in Special Education
Unit(s): 3
EDSP 513 is part of the Level II Education Specialist Credential Program. The course will critically examine emerging research on varied issues impacting special educational policy and practice. The value of empiricism as a philosophy, and data-based teaching practices will be explored. The issues surrounding quantitative and qualitative measurement along with varied conceptualizations of validity, reliability, and accountable practice will be explored via assigned readings and individual projects. These projects will require students to assess the research-based merits of selected special educational practices. Candidates will be required to triangulate various quantitative and qualitative measures of educational and policy effectiveness in order to render empirically informed conclusions about differential effects of various practices in the field of special education.
Prerequisite(s): admission into the Professional Level II Education Specialist Credential Program.
Typically Offered Fall Odd Years
Grading: GRD
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EDSP 515 - Advanced Legal Issues in Special Education
Unit(s): 3
EDSP 515 is part of the Professional Level II Education Specialist Credential Program. Advanced legal issues faced by teachers, administrators, and parents in special education are addressed. Topics include entitlement to services, procedural due process, complaint resolution, least-restrictive environment, provision of related services, parent participation, shared decision-making, and other related legal issues. Candidates review federal legislation, case law, and statutory requirements within the context of understanding the legal framework underlying special education and providing services, which are legally, as well as programmatically, sound.
Prerequisite(s): admission into the Professional Level II Education Specialist Credential Program as well as EDUC-MA students.
Typically Offered Spring Odd Years
Grading: GRD
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EDSP 522A - Family Partnerships in Early Childhood Special Education
Unit(s): 3
Build collaborative partnerships with the families of young children with disabilities. Develop the knowledge and skills to engage in culturally competent practices and be responsive to the needs, priorities and concerns of families. Collaborate with families to implement routines based interventions. Emphasis on family systems theory and family centered practice. Prerequisites: Admission to Early Childhood Special Education Added Authorization (ECSE-AA) program OR MA program; Concurrent enrollment in EDSP 522B for students in ECSE-AA.
Typically Offered Spring Only
Teaching Mode: Face-to-Face & Hybrid. Grading: GRD
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EDSP 522B - Early Intervention Program Fieldwork
Unit(s): 1
Students will participate in an early intervention program for infants and toddlers. Practicum activities are linked to instruction and assignments in EDSP 522a: Family Partnerships in Early Childhood Special Education. Students are required to observe, implement assessments, design and deliver instruction, work closely with families and early childhood professionals and engage in reflection. Prerequisites: Admission to ECSE-AA certificate; Concurrent enrollment in EDSP 522A. Not for MA credit.
Typically Offered Spring Only
Teaching Mode: Face-to-Face & Hybrid. Grading: CNC
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EDSP 523A - Assessment and Instruction in Early Childhood Special Education
Unit(s): 1
Overview of assessment and instructional practices utilized in early childhood special education. Conduct developmentally appropriate assessments. Acquire a repertoire of developmentally appropriate instructional strategies, assistive technologies, and other supports for young children in natural and inclusive environments. Design and implement interventions that address specific learning needs, are developmentally, culturally, and individually appropriate and reflect family concerns and priorities.
Typically Offered Spring Only
Teaching Mode: Face-to-Face & Hybrid. Grading: GRD
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EDSP 523B - Preschool Students with Disabilities Program Fieldwork
Unit(s): 1
Students will observe and work with preschool aged (ages 3-5) students with a disability in an early childhood classroom. Practicum activities are linked to instruction and assignments in EDSP 523a: Assessment and Instruction in Early Childhood Special Education. Students are required to observe, implement assessments, design and deliver instruction, work closely with families and early childhood professionals and engage in reflection.
Typically Offered Spring Only
Teaching Mode: Face-to-Face & Hybrid. Grading: CNC
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EDSP 590 - Critical Issues in Special Education
Unit(s): 3
Education 590 examines advanced issues surrounding current and critical issues in special education. Students will engage in self-directed inquiry exploring emerging theories and research in the field of special education. Further, the course will focus on the importance of understanding and respecting differing perspectives and positions related to special education theory and research.
Prerequisite(s): admissions to the Professional Level II program, M.A. program, or consent of the instructor.
Typically Offered Fall Even Years
Grading: GRD
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EDSP 595 - Special Studies
Unit(s): 1-4
Typically Offered Variable Intermittently May Be Repeated Course may be repeated for credit.
Grading: GRD
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Education: Single Subject |
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EDSS 410 - Fieldwork and Seminar in Science Teaching and Learning
Unit(s): 3
45 hours of observation in middle/high school science classrooms, plus a weekly seminar. Students begin to view school science from the vantage point of a teacher. Intended primarily for students completing the Foundational Level General Science subject matter preparation program or considering a career in science teaching.
Typically Offered Fall Only
Grading: GRD
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