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Education: Early Childhood Education |
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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
May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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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
May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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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
May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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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
May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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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
May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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EDEC 411 - Infant and Toddler Development
Unit(s): 3
In this course you will learn about the unique ways in which infants and toddlers (0 to 3 year-olds) learn and interact with the world around them. You will examine theories that guide infant/toddler development, engage in critical analysis of systemic racism and bias in caring for infants and toddlers, explore culturally responsive approaches to working with infants, toddlers and their families, learn research methods used to study infants and toddlers, understand rapid changes in the brain during the first three years of life, study the role of the caregiver (parental and non-parental) in infant/toddler development and analyze early interventions and strategies that support the well-being of infants, toddlers and their families.
Prerequisite(s): Class open to sophomores, juniors and seniors only.
Typically Offered Variable Intermittently
May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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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: Graded
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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 and HD majors only.
Typically Offered Fall & Spring
May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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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 & Online 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
May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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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): ECS or Human Development major or minor; and completion of EDEC 110; and sophomore, junior, or senior only
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
May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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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
May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online 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: Graded
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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 Yes How many times? 3 Maximum units for credit
12
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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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.
Teaching Mode: Face-to-Face Grading: Student Option
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EDEC 531 - Play and its Role 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 MA in ECE or consent of instructor
Typically Offered Summer Only
May Be Repeated No
Teaching Mode: Online Grading: Graded
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EDEC 532 - Social and Emotional Development
Unit(s): 3
Students will learn about children’s emotional, social and moral development from birth through age eight; the impact of race, gender, income, and ethnicity on children’s social and emotional development; the main contributions of major theorists to moral development theory and research; the design of inclusive and developmentally appropriate educational experiences that promote social and moral development (Social and Emotional Learning) for children with diverse backgrounds and characteristics; different procedures to assess children’s social and emotional competencies; attachment theory, and how these principles apply to early education and child-care settings; how children develop and view friendships.
Prerequisite(s): Graduate student in MA-ECE or permission of instructor.
Typically Offered Spring Even Years
Teaching Mode: Online Grading: Graded
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EDEC 535 - The Visionary Leader in ECE Programs
Unit(s): 3
Students will critically examine theories, research, and policies related to leadership and professionalism in early childhood education and care. Students will develop leadership skills in ethics, staff development, collaboration, and professional communication.
Prerequisite(s): Graduate student in MA-ECE or permission of instructor.
Typically Offered Summer Only
May Be Repeated No
Teaching Mode: Online Grading: Graded
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EDEC 536 - Policy and Advocacy for Early Childhood Professionals
Unit(s): 3
Students will understand early care and education systems and policies, and the cultural context of leadership. They will identify, analyze, and implement: advocacy skills to promote social justice in early childhood settings; collaboration strategies with diverse families and community organizations; conflict resolution strategies; systems and change development; adult and community development; and advocacy and policy formation.
Prerequisite(s): Graduate student in MA-ECE or permission of instructor.
Typically Offered Spring Even Years
May Be Repeated No
Teaching Mode: Online Grading: Graded
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EDEC 537 - Administration and Supervision in Early Childhood Education
Unit(s): 3
Students will learn about theory, research, and practice regarding planning and administering early childhood programs in a diverse context. Topics are: program design and evaluation; regulations, accreditation criteria and assessment; creation of quality learning environments; principles of financing and budgeting; nutrition, health and safety services; collaborations with families and communities.
Prerequisite(s): Graduate student in MA-ECE or permission of instructor.
Typically Offered Fall Even Years
May Be Repeated No
Teaching Mode: Online Grading: Graded
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EDEC 538 - Children’s Thinking and STEM Experiences
Unit(s): 3
Students will learn the cognitive development of children from birth through middle childhood. They will study major theories and research to gain a deep understanding of the following topics: brain development and the impact of early experiences, educational supports for optimal cognitive development, the role of culture and family
in cognitive development, applications for math and science learning, and assessment methods and approaches.
Prerequisite(s): Graduate student in MA-ECE or permission of instructor.
Typically Offered Spring Even Years
May Be Repeated No
Teaching Mode: Online Grading: Graded
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EDEC 539 - Families, Culture, and Inclusivity
Unit(s): 3
This course prepares students to work with children and families from diverse backgrounds. Class participants will study the dynamic interactions of race, culture, gender, socio-economic status, language and other factors as they relate to the care and education of children from diverse families. Students will explore the diversity of family systems; sociocultural factors affecting the child’s development, and the socializing influences of community. The coursework aims to help students become thoughtful and effective professionals by promoting the development of their knowledge, attitudes, and skills around collaborating and communicating with diverse families and communities.
Prerequisite(s): Graduate student in MA-ECE or permission of instructor.
Typically Offered Spring Even Years
May Be Repeated No
Teaching Mode: Online Grading: Graded
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EDEC 540 - Infant and Toddler Development
Unit(s): 3
In this course students analyze theories that guide and ground their understanding of infant-toddler development, evaluate research methods used to study infant-toddler development, deepen their understanding of infant-toddler development across domains and the unique ways in which infants and toddlers learn and interact with the world around them. Students consider the role of the caregiver (parental and non-parental) in infant/toddler development, and evaluate early intervention strategies and approaches that support infants, toddlers and their families. Grading: GRD. Prerequisite(s): graduate student in Education or permission of instructor.
Prerequisite(s): Graduate student in MA-ECE or permission of instructor.
Typically Offered Fall Even Years
May Be Repeated No
Teaching Mode: Online Grading: Graded
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EDEC 541 - Dual Language and Early Literacy Learning
Unit(s): 3
This course examines dual language, early literacy and biliteracy development in young children, birth through age eight. Topics include the nature of language, literacy, bilingualism and biliteracy and the development of languages and emergent literacy in the preschool years through the primary grades. The role of culture, language structure, brain development, exceptionalities, and changing communication technologies on dual language and literacy development is emphasized, and developmentally-appropriate practices that support dual language and early literacy learning at home, in schools, and in child care settings are included.
Prerequisite(s): Graduate Student in MA-ECE or permission of instructor.
Typically Offered Spring Odd Years
May Be Repeated No
Teaching Mode: Online Grading: Graded
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EDEC 542 - Advanced Field Experience
Unit(s): 3
In this online course, students participate in Canvas learning activities and arrange to do 90 hours of fieldwork in an Early Care and Education setting (birth to age 8). Field experiences include observations, designing and implementing inclusive place- and project-based educational activity plans, and collaboration with parents and other ECE professionals to ensure that projects are culturally responsive and developmentally appropriate. In addition to field experiences, students complete professional readings and reflective assignments.
Prerequisite(s): Graduate Student in MA in ECE or Instructor Permission
Typically Offered Spring Only
May Be Repeated No
Teaching Mode: Online Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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EDEC 571 - Research Paradigms in Early Childhood Education
Unit(s): 3
This course includes an examination of research in early childhood settings, types of research design, critical evaluation of research studies and measurement techniques, and understanding of relevant statistical concepts. During this course, students identify their area of interest for the project and narrow the specific focus with help from an advisor and/or faculty member who may become a reader or chair for their work.
Prerequisite(s): Graduate student in MA-ECE or permission of instructor.
Typically Offered Spring Odd Years
May Be Repeated No
Teaching Mode: Online Grading: Graded
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EDEC 572 - Capstone Project
Unit(s): 3
Supervised study for Capstone Project.
Prerequisite(s): Graduate Student in MA-ECE.
Typically Offered Spring Only
May Be Repeated No
Teaching Mode: Online Grading: Graded
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EDEC 578 - Project Continuation
Unit(s): 1-3
Typically Offered Variable Intermittently
Teaching Mode: Face-to-Face Grading: Credit/No-Credit
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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: Face-to-Face, Hybrid & Online Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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Education: Leadership |
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EDEL 530 - Visionary Leadership
Unit(s): 4
As an introductory course in the PASC program, students will develop an understanding of their personal and philosophical leadership philosophy. This course embodies concepts and techniques of leadership, analysis of factors and practices and procedures of individual and group leadership as applied to educational environments. Students are introduced to the importance of vision and the process for developing, sustaining, and communicating that vision to achieve higher student achievement by actively and meaningfully including stakeholders.
Prerequisite(s): Admission to the Preliminary Administrative Services Credential (PASC) Program.
Typically Offered Fall Only
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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EDEL 531 - School Improvement Leadership
Unit(s): 4
This course focuses on analyzing data to identify opportunities for school improvement. It develops the candidate’s knowledge about appropriate and effective school improvement theories and strategies, including communication skills and leading others in improvement and monitoring of these efforts. At the conclusion of this course, students will be able to demonstrate how equity-driven school leaders take personal responsibility for empowering engaged, inspired and successful learners.
Prerequisite(s): Admission to the Preliminary Administrative Services Credential (PASC) Program.
Typically Offered Fall Only
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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EDEL 532 - Professional Growth & Culturally Sustaining Leadership
Unit(s): 4
This course provides candidates with preparation for providing purpose and direction for individuals and groups, shaping school culture and value, facilitating the development of shared strategic vision for the school, formulating goals and planning change efforts with staff, and setting priorities for one’s school in the context of community and district priorities for student and staff needs. Coursework focuses on the development of strategic capacity and vision by building culturally sustaining leadership skills and developing plans to implement the vision in a diverse setting.
Prerequisite(s): Admission to the Preliminary Administrative Services Credential (PASC) Program.
Typically Offered Fall Only
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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EDEL 533 - Instructional Improvement Leadership
Unit(s): 4
This course is designed to have students integrate the competencies developed across the leadership program in a manner that allows them to improve instruction and evaluation. At the conclusion of this course, students will be able to demonstrate the application of principles and practices in assessment of teaching competency; improving instruction and evaluation, development of teaching profiles; and leadership skills in working with teachers to improve instructional strategies.
Prerequisite(s): Admission to the Preliminary Administrative Services Credential (PASC) Program.
Typically Offered Spring Only
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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EDEL 534 - Systems and Organizational Leadership
Unit(s): 4
This course covers a broad range of topics leaders must know and be able to on a daily basis. This course will instruct students on the specifics of California school finance, sources of school law, school governance, functions of school boards, and unions. At the conclusion of this course, students will be able to demonstrate how equity-driven school leaders take personal responsibility for empowering engaged, inspired, and successful learners.
Prerequisite(s): Admission to the Preliminary Administrative Services Credential (PASC) Program.
Typically Offered Spring Only
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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EDEL 535 - Community Leadership
Unit(s): 4
This course is centered around community engagement from a Culturally Sustaining School Leadership perspective. In this course, research will be introduced to delineate the ways in which culture informs educational leadership practice as well as community leadership development and mobilization. Furthermore, students will engage in educational research that shows positive relationships between family/community engagement and educational leaders with student engagement and academic success.
Prerequisite(s): Admission to the Preliminary Administrative Services Credential (PASC) Program.
Typically Offered Spring Only
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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EDEL 595 - Special Studies
Unit(s): 1-4
Typically Offered Fall & Spring
Teaching Mode: Face-to-Face 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
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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.
Typically Offered Fall & Spring
Teaching Mode: Face-to-Face Grading: Graded
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EDMS 422 - College to Career through Service Learning
Unit(s): 3
“College to Career Through Service Learning” is a one unit course designed to connect how service learning can enhance a student’s connection to their future career community. Students will learn about service learning opportunities tailored to their unique career goals, connect with a community partner for a service learning authentic experience, explore recent scholarship about the service learning/career connection, and articulate how their service learning experience adds to their understanding of their future career goals.
Typically Offered Variable Intermittently
May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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 children’s 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
Teaching Mode: Face-to-Face Grading: Graded
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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-based best practices for teaching dual-language learners in grades tk-12; 4) Introduce theories, issues, and methodologies related to multilingual language acquisition.
Prerequisite(s): Admission in a teaching credential program or MA program
Typically Offered Spring Only
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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 children’s 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
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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): EDMS 482P Co-requisite(s): EDMS 463 or EDMS 464
Typically Offered Fall & Spring
Teaching Mode: Face-to-Face Grading: Credit/No-Credit
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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
Teaching Mode: Face-to-Face Grading: Credit/No-Credit
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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
Teaching Mode: Face-to-Face Grading: Credit/No-Credit
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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.
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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EDRL 595 - Special Studies
Unit(s): 1-4
Typically Offered Fall & Spring
Teaching Mode: Face-to-Face Grading: Graded
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Education: Special Education |
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EDSP 217 - Foundations of Social Justice in Special Education
Unit(s): 3
This course will explore multiple perspectives on social justice issues, theories and practices in 21st century special education. The course will provide an opportunity for students to examine the laws and history of special education, the framework of inclusion and universal design, accessibility, school culture, disability culture, social media and schools, leveraging technology, and contemporary efforts towards a more fair and just system of special education.
Typically Offered Variable Intermittently
May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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EDSP 418 - Culturally Responsive Pedagogy- Special Educators
Unit(s): 3
Culturally and linguistically diverse students who qualify for special education services are a unique subset of learners who require instruction that accommodates both diversity and disability. This course will provide an overview of special education history and laws, educational policies related to historically underrepresented populations, overrepresentation of culturally diverse students in special education programs, culturally competent assessment and instruction, and the pedagogy of educating emergent bilinguals receiving special education services. This course will also provide students an opportunity to explore their own implicit/explicit bias, while learning about ablism and societal discrimination of individuals with disabilities
Typically Offered Fall & Spring
May Be Repeated No
Teaching Mode: Face to Face & Hybrid Grading: Graded
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EDSP 421 - Foundations of Special Education Pedagogy
Unit(s): 4
Study of theoretical orientations and instructional strategies to provide inclusive educational support for students with diverse learning needs including children with disabilities and English Language Learners. High leverage practices from special education and a variety of paradigms are developed into applied techniques of instruction 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
May Be Repeated No
Teaching Mode: Hybrid Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Credit/No-Credit
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EDSP 422 - Collaboration and Case Management in Special Education
Unit(s): 4
In this course, 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 and strategies for successful collaboration in the context of special education service delivery requirements and models. Additional emphasis is placed on developing a holistic understanding of the elements of successful collaboration, the importance of self-care in the teaching profession, the comprehensive case management system, as well as planning, implementing and evaluating transition services across the lifespan for all learners. A focused look at developing, monitoring and evaluating IFSP/IEP/ITP is provided. Class readings, course assignments and fieldwork activities are integrated within this class to establish the connection from theory to practice.
Prerequisite(s): Admission to preliminary education specialist credential program
Typically Offered Fall Only
May Be Repeated No
Teaching Mode: Hybrid Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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EDSP 429 - Supporting Students with Physical, Health and Sensory Needs
Unit(s): 4
EDSP 429 provides candidates with the knowledge and skills to support the mobility, sensory, health, and education needs of students with extensive support needs. Course content includes considerations for medical and physical conditions that may affect educational outcomes. There is particular emphasis on collaborative approaches in developing individualized health care plans, optimizing access and learning, and supporting students in general education and specialized settings. EDSP 428 and EDSP 429 require a total of 150 hours of participation and observation in a setting supporting students with extensive support needs
Prerequisite(s): Admission to ESN education specialist credential
Typically Offered Fall Only
May Be Repeated No
Teaching Mode: Hybrid Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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EDSP 430B - Bridging General to Special Education Pedagogies
Unit(s): 1
This course is designed for credentialed multiple or single subject teachers pursuing an Educational Specialist Credential. High leverage and evidence-based practices from special education and a variety of paradigms are developed into applied techniques of instruction through a series of readings, exercises, and assignments throughout the course.
Prerequisite(s): general education credential
Typically Offered Fall & Spring
May Be Repeated No
Teaching Mode: Online Grading: Graded
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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
May Be Repeated No
Teaching Mode: Face-to-Face, Hybrid & Online Grading: Graded
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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 or consent of the instructor.
Typically Offered Not Recently Offered
Teaching Mode: Face-to-Face Grading: Graded
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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 Co-requisite(s): EDSP 465 or EDSP 467
Typically Offered Spring Only
Teaching Mode: Face-to-Face Grading: Graded
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EDSP 460B - Pre-Student Teaching in Special Education
Unit(s): 2
A pre-student teaching placement in which candidates spend approximately 90 hours over the course of 15 weeks observing and participating with a qualified mentor teacher where student teaching will be conducted. The guided exploration of the work of a highly qualified special education teacher and the ecology of the classroom enriches the candidate’s understanding of the profession and enhances knowledge and skills needed to be an effective special education teacher. Twenty hours of videos of model classrooms (general education and other service models) may be used to supplement instructional hours. Candidates will complete Cycle I of the TPA while taking this course.
Co-requisite(s): EDSP 460
Typically Offered Fall & Spring
May Be Repeated No
Teaching Mode: Face-to-Face Grading: Credit/No-Credit
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EDSP 462 - Student Teaching Support
Unit(s): 2
Seminar accompanying culminating clinical fieldwork (internship or student teaching) designed to support and coach candidates with previous general education credentials as they apply the skills and knowledge they’ve learned in coursework to the teaching of individuals with disabilities.
Co-requisite(s): EDSP 465
Typically Offered Fall & Spring
May Be Repeated No
Teaching Mode: Hybrid Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Credit/No-Credit
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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): Admitted to CRED2
Typically Offered Fall & Spring
Teaching Mode: Face-to-Face Grading: Credit/No-Credit
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EDSP 480B - PIP/STP Supervision
Unit(s): 4
Intern and emergency permitted teachers are required by CTC to be supervised in their places of employment. The university supervisor will visit the classroom at least twice, with an additional video or virtual visit to observe and coach the intern.
Prerequisite(s): Employment as teacher under emergency permit Co-requisite(s): EDSP 481
Typically Offered Fall & Spring
May Be Repeated Yes How many times? 3 Maximum units for credit
12
Teaching Mode: Face-to-Face Grading: Credit/No-Credit
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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: Graded
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EDSP 481B - Intern Supervision
Unit(s): 4
Intern and emergency permitted teachers are required by CTC to be supervised in their places of employment. The university supervisor will visit the classroom at least twice, with an additional video or virtual visit to observe and coach the intern.
Co-requisite(s): EDSP 481 OR 460 OR 461 Crosslisted: 480B
Typically Offered Fall & Spring
May Be Repeated Yes How many times? 5 Maximum units for credit
20
Teaching Mode: Face-to-Face Grading: Credit/No-Credit
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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.
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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
Teaching Mode: Face-to-Face Grading: Graded
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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.
Prerequisite(s): Admission to Early Childhood Special Education Added Authorization (ECSE-AA) program OR MA program Co-requisite(s): Concurrent enrollment in EDSP 522B for students in ECSE-AA.
Typically Offered Spring Only
Teaching Mode: Face-to-Face & Hybrid Grading: Graded
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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. Not for MA credit.
Prerequisite(s): Admission to ECSE-AA certificate Co-requisite(s): Concurrent enrollment in EDSP 522A.
Typically Offered Spring Only
Teaching Mode: Face-to-Face & Hybrid Grading: Credit/No-Credit
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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: Graded
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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: Credit/No-Credit
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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
Teaching Mode: Face-to-Face Grading: Graded
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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.
Teaching Mode: Face-to-Face Grading: Graded
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EDSP 599 - Supervised Research for Thesis/Project or Cognate
Unit(s): 3
Supervised Research provides students with guidance in the completion of their culminating project. Under the direction of the committee chair, and in consultation with all committee members, students will complete the thesis or cognate that was developed in EDMS 597 . Following completion of the research project, students will participate in a formal presentation of their work to faculty and colleagues.
Prerequisite(s): Admission to the MA Education program or instructor consent.
Typically Offered Fall & Spring
May Be Repeated No
Teaching Mode: Face to Face & Hybrid Grading: Credit/No-Credit
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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
Teaching Mode: Face-to-Face Grading: Graded
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EDSS 418 - Development in Adolescence and Emerging Adulthood
Unit(s): 3
An analysis of adolescent development and contemporary adolescent experiences as it addresses the central question of how adolescents differ from adults and children in terms of development. Examination of specific dimensions of adolescent development include physical, cognitive, psychological, social, sexual, moral, and spiritual. Course content is appropriate for those planning to pursue careers in psychology, counseling, social work, and education.
Prerequisite(s): Restricted to: juniors, seniors CRED, CREDC, CREDP, CRED2, plan of EDUC-MA and to credential student group (RUCR).
Typically Offered Fall & Spring
Teaching Mode: Face-to-Face Grading: Graded
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EDSS 442 - Equity and Agency in Teaching and Learning
Unit(s): 3
Course explores theory, research and pedagogy related to teaching and learning in heterogeneous, secondary classroom settings. Concerns and experiences common to all teachers are addressed. The course focuses on issues of social justice and ways to implement equitable practices within teaching and the institution of education as a whole.
Prerequisite(s): admission to the Single Subject Credential Program, EDUC 417 and EDSS 418
Typically Offered Fall Only
Teaching Mode: Face-to-Face Grading: Graded
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EDSS 443A - Creating Effective Learning Communities: Field Settings
Unit(s): 4
Focused and systematic observation and structured participation, including co-teaching and limited solo teaching, in heterogeneous, secondary classroom settings leading to a supervised student teaching experience.
Prerequisite(s): admission to the Single Subject Credential Program, EDUC 417, EDSS 418. Must be taken concurrently with EDSS 443B.
Typically Offered Fall Only
Teaching Mode: Face-to-Face Grading: Credit/No-Credit
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EDSS 443B - Creating Effective Learning Communities: Seminar
Unit(s): 3
Emphasizes positive approaches to discipline consistent with restorative justice and trauma-sensitive approaches. Guides students’ observations with emphasis on classroom management and provides continuity between the Single Subject program and observation placements. Prepares students for successful student teaching via classroom management plans.
Prerequisite(s): EDUC 417, EDSS 418 Co-requisite(s): EDSS 443A
Typically Offered Fall Only
Teaching Mode: Face-to-Face Grading: Graded
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