May 12, 2024  
Loyola Marymount University Bulletin 2016-2017 
    
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Loyola Marymount University Bulletin 2016-2017 [ARCHIVED CATALOG]

Course Descriptions

 

Clinical Education (EDCE)
  

  • EDCE 6995 Comprehensive Examination

    0 semester hours

    The Comprehensive Examination is usually taken during, or immediately following, the last semester of coursework completion. It may be a written and/or oral examination. Candidates should register for the specific section required for their program.

    Fee required.

    Credit/No Credit grading.

    Special approval required.
  

  • EDCE 6998 Special Studies

    1 TO 3 semester hours

  

  • EDCE 6999 Independent Studies

    1 TO 3 semester hours


Elementary and Secondary Education (EDES)
  

  • EDES 401 Applied Educational Psychology for the Childhood and Adolescent Years

    3 semester hours

    A study of the learning environment, the evaluation of learning, and the teaching/learning process. An analysis of the physical, intellectual, emotional, cultural, and ethnic factors affecting development, learning, and behavior. This course is a prerequisite for acceptance into the Multiple and Single Subject Credential Program. Emphasis is placed on implications for teaching and learning in the primary, elementary, middle, and senior high schools. Fieldwork is required.

    Sophomore or higher standing required.
  

  • EDES 402 Teaching Reading in Today’s Elementary Classrooms

    3 semester hours

    This course is designed for provide opportunities to prospective teachers to develop their understanding and ability to teach reading to all students in the elementary grades. Particular emphasis will be placed on strategies which will accommodate culturally and linguistically diverse learners. Consideration is given to the procedures, skills development, organizations, systems of instruction and instructional materials utilized in the development of an effective, balanced and integrated approach to reading instruction in the elementary school that supports literacy development.
  

  • EDES 403 Reading and Content Learning in Middle and Secondary Schools

    3 semester hours

    This course is designed to provide opportunities for prospective teachers to develop understanding of the nature of the reading process in grades 7-12. Emphasis is placed on the role of subject-matter teachers in the overall school reading program. Provides training in a variety of instructional methodologies including strategies designed for culturally and linguistically diverse learners.

    Special approval required.
  

  • EDES 405 Infancy

    3 semester hours

    This course focuses on the first three years of life. It is designed to provide a broad overview of prenatal, infant, and toddler development. Students will advance their understanding of empirical research, application of theory, and analysis. Specifically, theoretical frameworks and contemporary research that have advanced knowledge of infant and toddler development (prenatal to 3 years of age) will be examined and analyzed. Students will be able to demonstrate knowledge of developmental milestones as they are manifested by infants and toddlers as well as be introduced to specific disorders and delays associated with early childhood development. Students will explore the environmental influences on development such as parenting, poverty, second language acquisition, disability, and policy. Field experience will be required.
  

  • EDES 406 Early Childhood

    3 semester hours

    This course focuses on theoretical frameworks and contemporary research that have advanced knowledge of the preschool period (ages 2-8 years) will be examined and analyzed. Students will be able to demonstrate knowledge of developmental milestones exhibited by preschoolers. Students will explore the environmental influences on development such as peer relationships, early childhood education experiences, parenting, socialization, poverty, second language acquisition, disability, prejudice, and policy. Research findings and methods will be utilized to study the transition to formal education and literacy development. Field experience will be required.
  

  • EDES 407 Child, Family, and Community

    3 semester hours

    Students will analyze and interpret current social, cultural, institutional, and psychological factors that influence parents and children including: support systems, family structures, lifestyles, communication, attachment, personality, divorce, single parenting, socioeconomic status, prejudice and discrimination, public policies, physical and mental illness/disability, maltreatment, educational settings, and the media. Core developmental theories and related research findings will be analyzed and explored as they apply to today’s world.
  

  • EDES 408 Early Childhood Education Programs and Curriculum

    3 semester hours

    Students will examine the history of early childhood education as well as contemporary program design and philosophy. An analysis of the impact of public policy in the United States on the ECE field will demonstrate the links between government and the family. Students will gain an understanding of implementing philosophy through environmental space planning, program policies, and curriculum design. Developmentally appropriate practice will be analyzed across all groups of children including those with special needs and second language learners. Students will be able to identify multicultural and anti-bias curriculum as well as advance their cultural competence. Field experience will be required.
  

  • EDES 414 Theories and Policies of Second Language Acquisition

    3 semester hours

    Course content includes theoretical perspectives in first and second language learning, language teaching methodologies, assessment, identification, and program placement for English Language learners. Historical, political, legal, and social factors related to second language acquisition are addressed, including the history of bilingual education models; and the role of parents and paraprofessionals in English language development.

    Sophomore or higher standing is required.

    University Core fulfilled: Flags: Information Literacy, Writing.
  

  • EDES 416 Methodology for Primary Language Instruction in a Bilingual Setting

    3 semester hours

    Consideration is given to current trends and social issues affecting bilingual programs including program characteristics, instructional approaches, and selection and use of primary language materials. Specific emphasis is placed on literacy/biliteracy in the primary language, with an integrated approach to content area instruction. Fluency and literacy in Spanish is required. This course is required for the Bilingual Authorization.

    Special approval required.

    Prerequisite: EDES 414 .
  

  • EDES 418 Bilingualism and Biliteracy

    3 semester hours

    This course focuses on the assessment and implications of the continuum of biliteracy development through analysis of case studies. Research on the complexity of factors that impact biliteracy development for preschool through adolescence students will be discussed. Fluency and literacy in Spanish is required. This course is a requirement of the Bilingual Authorization.

    Special approval required.

    Prerequisite: EDES 414 .
  

  • EDES 420 Chicano/Latino Cultures: An Interdisciplinary Perspective

    3 semester hours

    This course presents a cultural analysis of the diversity within Chicano/Latino groups, particularly as represented in educational settings. Historical, political, and social issues will be addressed, including communicative styles, dialectical differences, and cross-cultural interactions between cultural and linguistic groups. This class is conducted bilingually in Spanish and English. This course is a requirement of the Bilingual Authorization.

    Special approval required.
  

  • EDES 425 Methods in English Language Development and Specially Designed Academic Instruction in English for Elementary Educators

    3 semester hours

    The goals of this course include providing students with opportunities to acquire knowledge, skills, and abilities to deliver comprehensible instruction to English Language Learners (ELLs), ELLs with an Individualized Education Plan (IEP), Individualized Services Plan (ISP), or Section 504 plan in elementary classroom settings. Students will learn how to implement an instructional program that facilitates English language acquisition and development, including receptive and productive language skills, and that logically progresses to the grade level reading/language arts program for English speakers. Additionally, students will acquire and demonstrate the ability to utilize assessment information to diagnose students’ language abilities and develop lessons promoting students’ access and achievement in relation to state-adopted academic standards. This practical course requires the classroom implementation of various activities throughout the semester. Fieldwork hours are required.

    Special approval required.
  

  • EDES 426 Methods in English Language Development and Specially Designed Academic Instruction in English for Secondary Educators

    3 semester hours

    The goals of this course include providing students with opportunities to acquire knowledge, skills, and abilities to deliver comprehensible instruction to English Language Learners (ELLs), ELLs with an Individualized Education Plan (IEP), Individualized Services Plan (ISP), or Section 504 plan in secondary classroom settings. Students will learn how to implement an instructional program that facilitates English language acquisition and development, including receptive and productive language skills, and that logically progresses to the grade level reading/language arts program for English speakers. Additionally, students will acquire and demonstrate the ability to utilize assessment information to diagnose students’ language abilities and develop lessons promoting students’ access and achievement in relation to state-adopted academic standards. This practical course requires the classroom implementation of various activities throughout the semester. Fieldwork hours are required.

    Special approval required.
  

  • EDES 430 Methodology for Chinese Language Instruction in Bilingual Settings

    3 semester hours

    Consideration is given to current trends and social issues affecting bilingual programs including program characteristics, instructional approaches, and selection and use of primary language materials. Specific emphasis is placed on literacy/biliteracy in the primary language, with an integrated approach to content and instruction. Fluency and literacy in Mandarin Chinese is required.

    Special approval required.
  

  • EDES 431 American/Chinese/Chinese American Cultures: An Interdisciplinary Perspective

    3 semester hours

    This course presents a cultural analysis of the diversity within Chinese/American/American Chinese groups, particularly as represented in educational setting. Historical, political, and social issues will be addressed, including communicative styles, dialectical differences, and cross-cultural interactions between cultural and linguistic groups.

    Special approval required.
  

  • EDES 434 Elementary Curriculum and Methods

    3 semester hours

    Designed to provide opportunities for prospective teachers to develop professional knowledge and competence for teaching history/social science, mathematics, and science in kindergarten and grades 1 through 12, this course will deal with purpose, content, procedures and organization, and instruction in those curricular areas as prescribed by the California State adopted frameworks and academic content standards. This course focuses on instructional methods and classroom management for the elementary classroom. Students should acquire skills in classroom discipline, creation of lesson plans, utilizing a variety of instructional and evaluation methods, and classroom teaching. Course shall include all state-mandated content areas including culturally and linguistically diverse teaching techniques/methods for history/social science, mathematics, and science. A fieldwork component will be required.

    Special approval required.
  

  • EDES 484 Methods in Teaching Secondary Languages Other Than English

    3 semester hours

    This class will address the communicative approach to instruction in languages other than English. Major themes to include: proficiency-based instruction, the competency-based classroom/curriculum, critical issues in the reception and the production stages of second language acquisition, strategies to support and achieve these goals.

    Special approval required.
  

  • EDES 485 Methods in Teaching Secondary Social Studies

    3 semester hours

    This course is designed to provide opportunities for prospective teachers to observe, develop, and practice a variety of methods to create positive learning environments, effective discipline, and traditional and alternative assessments. Emphasis is placed on strategies to include and challenge students with widely ranging linguistic and academic abilities, diverse learning styles, and varying cultural backgrounds. Methods and content are closely tied to the California State History - Social Science Framework for grades 6-12. A field experience component will be required.

    Special approval required.
  

  • EDES 486 Methods in Teaching Secondary English

    3 semester hours

    This course addresses the concerns and needs of future English teachers. Major areas covered include developing a multicultural curriculum for all students, creating lesson plans, examining meaning making strategies for reading, instructing the writing process, teaching grammar in context, looking at methods of authentic classroom assessment, and building classroom portfolios. Methods and content are closely tied to the California Common Core State Standards for grades 6-12. A field experience component will be required.

    Special approval required.
  

  • EDES 487 Methods in Teaching Secondary Science

    3 semester hours

    This course prepares secondary science teaching candidates to teach science using an inquiry approach as described in the National Science Education Standards (National Research Council, 1996, 2000) by integrating the three dimensions of A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012), in an effort to meet the student’s performance expectations outlined in The Next Generation Science Standards (NGSS) (National Research Council, 2013). Methods for long- and short-range planning, unit plan design, and creation of authentic assessments are woven together to support teachers in creating effective learning environments for their students. A field experience component will be required.

    Special approval required.
  

  • EDES 488 Methods in Teaching Secondary Math

    3 semester hours

    This course prepares candidates to teach mathematics using a balanced approach, including computational and procedural skills, conceptual understanding, and problem solving/inquiry, outlined in the California Mathematics Framework, National Common Core State Standards (CCSS); Mathematical Practice Standards (MP), and Smarter Balanced Assessment Consortium (SBAC). Methods for long- and short-range planning, unit plan design, and creation of authentic assessments are woven in to support teachers in creating effective learning environments for their students. A field experience component will be required.

    Special approval required.
  

  • EDES 498 Special Studies

    1 TO 3 semester hours

  

  • EDES 499 Independent Studies

    1 TO 3 semester hours

  

  • EDES 5001 Applied Educational Psychology for the Childhood and Adolescent Years

    3 semester hours

    A study of the learning environment, the evaluation of learning and the teaching/learning process. An analysis of the physical, intellectual, emotional, cultural, and ethnic factors affecting development, learning, and behavior. This course is a prerequisite for acceptance into the Multiple Subject Credential Program. Emphasis is placed on implications for teaching and learning in the primary and elementary grades.

    Fieldwork is required.

    Special approval required.
  

  • EDES 5003 Theories and Policies of Second Language Acquisition

    3 semester hours

    Course content includes theoretical perspectives in first and second language acquisition, language teaching methodologies, assessment, identification, and program placement for English Language Learners. Historical, political, legal, and social factors related to second language acquisition are addressed, including the history of bilingual education; federal, state, and local legislation; bilingual education models; and the role of parents and paraprofessionals in English language development and instructional programs for linguistic minorities. Fieldwork is required.

    Special approval required.
  

  • EDES 5200 Methodology in English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) for Elementary Educators

    3 semester hours

    Goals of this course include providing students with opportunities to acquire knowledge, skills, and abilities to deliver comprehensible instruction to English Language Learners (ELLs), ELLs with an Individualized Education Plan (IEP), Individualized Services Plan (ISP) or Section 504 plan in all elementary classroom settings. Students will learn how to implement an instructional program that facilitates English language acquisition and development, including receptive and productive language skills, and that logically progresses to the grade level reading/language arts program for English speakers. Additionally, students will acquire and demonstrate the ability to utilize assessment information to diagnose students’ language abilities and develop lessons promoting students’ access and achievement in relation to state-adopted academic standards. This practical course requires the classroom implementation of various activities throughout the semester. Fieldwork hours are required.

    Special approval required.

    Prerequisite: EDES 5003 .
  

  • EDES 5250 Methodology in English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) for Secondary Educators

    3 semester hours

    Goals of this course include providing students with opportunities to acquire knowledge, skills, and abilities to deliver comprehensible instruction to English Language Learners (ELLs), ELLs with an Individualized Education Plan (IEP), Individualized Services Plan (ISP) or Section 504 plan in all secondary classroom settings. Students will learn how to implement an instructional program that facilitates English language acquisition and development, including receptive and productive language skills, and that logically progresses to the grade level reading/language arts program for English speakers. Additionally, students will acquire and demonstrate the ability to utilize assessment information to diagnose students’ language abilities and develop lessons promoting students’ access and achievement in relation to state-adopted academic standards. This practical course requires the classroom implementation of various activities throughout the semester. Fieldwork hours are required.

    Special approval required.

    Prerequisite: EDES 5003 .
  

  • EDES 5251 Methods in Teaching Secondary Languages Other Than English

    3 semester hours

    This class will address the communicative approach to language instruction. Major themes include: proficiency-based instruction; the competency-based classroom/curriculum; critical issues in the reception and the production stages of second language acquisition; strategies to support and achieve these goals.

    Special approval required.
  

  • EDES 5252 Methods in Teaching Secondary Social Studies

    3 semester hours

    This course is designed to provide opportunities for prospective teachers to observe, develop, and practice a variety of methods to create positive learning environments, effective discipline, and traditional and alternative assessments. Emphasis is placed on strategies to include and challenge students with widely ranging linguistic and academic abilities, diverse learning styles, and varying cultural backgrounds. Methods and content are closely tied to the California State Framework for grades 6-12. A fieldwork component will be required.

    Special approval required.
  

  • EDES 5253 Methods in Teaching Secondary English

    3 semester hours

    This course addresses the concerns and needs of future English teachers. Major areas covered include developing a multicultural curriculum for all students, creating lesson plans, examining meaning, making strategies for reading, instructing the writing process, teaching grammar in context, looking at methods of authentic classroom assessment, and building classroom portfolios. Methods and content are closely tied to the California Common Core State Standards for grades 6-12. A field experience component will be required.

    Special approval required.
  

  • EDES 5254 Methods in Teaching Secondary Science

    3 semester hours

    This course prepares secondary science teaching candidates to teach science using an inquiry approach as described in the National Science Education Standards (National Research Council, 1996, 2000) by integrating the three dimensions of A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012), in an effort to meet the student’s performance expectations outlined in The Next Generation Science Standards (NGSS) (National Research Council, 2013). Methods for long- and short-range planning, unit plan design, and creation of authentic assessments are woven together to support teachers in creating effective learning environments for their students. A fieldwork component will be required.

    Special approval required.
  

  • EDES 5255 Methods in Teaching Secondary Math

    3 semester hours

    This course prepares candidates to teach mathematics using a balanced approach, including computational and procedural skills, conceptual understanding, and problem solving/inquiry, outlined in the California Mathematics Framework, National Common Core State Standards (CCSS), Mathematical Practice Standards (MP), and Smarter Balanced Assessment Consortium (SBAC). Methods for long-and short-range planning, unit plan design, and creation of authentic assessments are woven in to support teachers in creating effective learning environments for their students. A fieldwork component will be required.

    Special approval required.
  

  • EDES 5256 Methods in Teaching Secondary Art

    3 semester hours

    This course is designed to provide opportunities for prospective secondary art educators to critically examine the theoretical, historical, psychological, sociological, and practical applications of art education. Projects will involve the development, implementation, and assessment of a successful and socially responsible art education curriculum. A field experience component will be required.

    Special approval required.
  

  • EDES 5320 Chicano/Latino Cultures: An Interdisciplinary Perspective

    3 semester hours

    This course presents a cultural analysis of the diversity within Chicano/Latino groups, particularly as represented in educational settings. Historical, political, and social issues will be addressed, including communicative styles, dialectical differences, and cross-cultural interactions between cultural and linguistic groups. This class is conducted bilingually in Spanish and English. This course is a requirement of the Bilingual Authorization.

    Special approval required.
  

  • EDES 5324 Bilingualism and Biliteracy

    3 semester hours

    This course focuses on the assessment and implications of the continuum of biliteracy development through analysis of case studies. Research on the complexity of factors that impact biliteracy development for preschool through adolescence students will be discussed.

    Special approval required.
  

  • EDES 5325 Curriculum and Instructional Leadership in a Bilingual Setting

    3 semester hours

    Theory and application of curriculum development to bilingual instructional programs. These include design, organizational patterns and resources, materials and media, change strategies, and evaluation.

    Special approval required.
  

  • EDES 5330 Chinese/American/American Chinese Cultures: An Interdisciplinary Perspective

    3 semester hours

    This course presents a cultural analysis of the diversity within Chinese/American/American Chinese groups, particularly as represented in educational settings. Historical, political, and social issues will be addressed, including communicative styles, dialectical differences, and cross-cultural interactions between cultural and linguistic groups.

    Special approval required.
  

  • EDES 5400 Developmental Theories

    3 semester hours

    Students will critically analyze core theories regarding the historical and philosophical roots of developmental science. Students will also evaluate contemporary theories of child development. Students will connect research findings and empirical methods with theory and practice.

    Special approval required.
  

  • EDES 5401 Infancy

    3 semester hours

    This course focuses on the first three years of life. It is designed to provide a broad overview of prenatal, infant, and toddler development. Students will advance their understanding of empirical research, application of theory, and analysis. Specifically, theoretical frameworks and contemporary research that have advanced knowledge of infant and toddler development (prenatal to 3 years of age) will be examined and analyzed. Students will be able to demonstrate knowledge of developmental milestones as they are manifested by infants and toddlers as well as be introduced to specific disorders and delays associated with early childhood development. Students will explore the environmental influences on development such as parenting, poverty, second language acquisition, disability, and policy. Field experience will be required.

    Special approval required.
  

  • EDES 5402 Early Childhood

    3 semester hours

    This course focuses on theoretical frameworks and contemporary research that have advanced knowledge of the preschool period (ages 2-8 years) will be examined and analyzed. Students will be able to demonstrate knowledge of developmental milestones exhibited by preschoolers. Students will explore the environmental influences on development such as peer relationships, early childhood education experiences, parenting, socialization, poverty, second language acquisition, disability, prejudice, and policy. Research findings and methods will be utilized to study the transition to formal education and literacy development. Field experience will be required.

    Special approval required.
  

  • EDES 5403 Cognition and Language

    3 semester hours

    Students will analyze core cognitive theories in-depth, including an understanding of how these theories developed and related historical and contemporary research findings. Students will also examine core theoretical issues related to language and demonstrate knowledge of how the components of language are learned. Students will also be introduced to specific disorders and delays associated with cognition and language and gain knowledge in the identification and treatment for children with special needs. Additionally, students will examine the development of bilingual children and the needs of second language learners in education.

    Special approval required.
  

  • EDES 5404 Child, Family, and Community

    3 semester hours

    Students will analyze and interpret current social, cultural, institutional, and psychological factors that influence parents and children including: support systems, family structures, lifestyles, communication, attachment, personality, divorce, single parenting, socioeconomic status, prejudice and discrimination, public policies, physical and mental illness/disability, maltreatment, educational settings, and the media. Core developmental theories and related research findings will be analyzed and explored as they apply to today’s world.

    Special approval required.
  

  • EDES 5405 Early Childhood Education Programs and Curriculum

    3 semester hours

    Students will examine the history of early childhood education as well as contemporary program design and philosophy. An analysis of the impact of public policy in the United States on the ECE field will demonstrate the links between government and the family. Students will gain an understanding of implementing philosophy through environmental space planning, program policies, and curriculum design. Developmentally appropriate practice will be analyzed across all groups of children including those with special needs and second language learners. Students will be able to identify multicultural and anti-bias curriculum as well as advance their cultural competence. Field experience will be required.

    Special approval required.
  

  • EDES 5406 Social and Emotional Development

    3 semester hours

    Core theories of social and emotional development will be critically analyzed and applied in the contemporary world as well as recent research findings. Students will demonstrate knowledge in core components of social development including self-concept, identity, temperament, personality behavior, peer relationships, parent-child relationships, socialization, social competence, and environmental influences such as childcare, schools, communities, culture, and the media. Students will demonstrate knowledge in core components of emotional development including attachment, identification of feelings, emotional regulation, risk and resiliency. Field experience will be required.

    Special approval required.
  

  • EDES 5407 Research Methods and Early Childhood Assessment

    3 semester hours

    Students will gain knowledge in planning and conducting research as well as further advance their written communication skills. Students will critically evaluate published research. Students will use and apply various observation techniques such as narrative records, running records, time sampling, and event sampling to the understanding of child behavior and developmental processes. Students will demonstrate data analysis skills. Students will gain knowledge in the assessment of both typical and atypical development. Students will explore issues of professional ethics related to working with parents and teachers when special needs in children are identified and require intervention. Field experience will be required.

    Special approval required.
  

  • EDES 5408 Early Childhood Education Program Administration

    3 semester hours

    The focus of this course is to provide an overview of the knowledge and skills necessary to develop and administer an early care and education facility. Instruction will examine the management, supervision, and leadership of early childhood programs that serve children from infancy through age eight within the framework of planning, implementing, and evaluating programs of various sponsorship and purpose. Topics of special consideration will include: leadership and staff management, enrollment and public relations, program philosophy and curriculum, ethics, physical facilities, finance and budget, family and community relations, government/state licensing regulations, program evaluation and accreditation systems, environmental space planning, health and safety issues, in addition to other relevant administrative topics. Moreover, this course covers the history and goals of early childhood education, including laws governing early childhood centers and illustrating how historical and contemporary societal pressures influence early care and education programs with a focus on administrative issues. Fieldwork experience will be required.

    Special approval required.
  

  • EDES 5964 Leadership and Clinical Practice

    2 semester hours

    This course is designed to enhance the field experience of teacher practitioners/interns through reflective discussions that evolve around events in content classes and field experiences, supervised teaching, and collaboration between the candidates and university personnel. The course is customized around the early childhood interests of the candidates.

    Credit/No Credit grading.

    Special approval required.
  

  • EDES 5998 Special Studies

    1 TO 3 semester hours

  

  • EDES 5999 Independent Studies

    1 TO 3 semester hours

  

  • EDES 6080 Advance Course 1: Special Populations, English Language Learners, Health, and Technology

    3 semester hours

    This course integrates the advanced study of technology with the study of teaching English Learners and Special Needs students. The course will address pedagogy and equity for all students by advancing the study of, and methods for, delivering appropriate educational services to students with exceptional needs, and the study of teaching English learners which build upon, extend, and deepen candidates’ subject matter and pedagogic knowledge based on their preliminary credential programs and the California Standards for the Teaching Profession (CSTP). Candidates will address the areas of information literacy, the digital divide, and using technology to create lifelong learners. Health and safety issues, student wellness and resiliency, as well as classroom emergency response plans, are all addressed in the coursework to help candidates maximize learning and maintain well-managed classrooms.

    Special approval required.
  

  • EDES 6081 Advance Course 2: Special Populations, English Language Learners, Health, and Technology

    3 semester hours

    This course integrates the advanced study of technology and the teaching of English Learners and Special Needs students. The course will address pedagogy and equity for all students by advancing the study of, and methods for, delivering appropriate educational services to student with exceptional needs, and the study of teaching English learners which build upon, extend, and deepen candidates’ subject matter and pedagogic knowledge based on their preliminary credential programs and the California Standards for the Teaching Profession (CSTP). Candidates will address the areas of information literacy, the digital divide, and using technology to create lifelong learners. Health and safety issues, student wellness and resiliency, as well as classroom emergency response plans, are all addressed in the coursework to help candidates maximize learning and maintain well-managed classrooms.

    Special approval required.
  

  • EDES 6103 Curriculum and Instructional Leadership

    3 semester hours

    What should students learn and experience in the classroom? Who decides the content and how it should be taught? How will we know that all students have mastered it? From antiquity to the present, human beings have clashed over these fundamental yet highly charged questions regarding the nature of curriculum. Drawing on theory and practice, past and present, this course explores answers to the above questions and looks at the direction of today’s education policies and practices, especially with regard to curriculum standards, accountability, and student assessment under No Child Left Behind.

    Special approval required.
  

  • EDES 6200 Elementary School Curriculum and Methods

    3 semester hours

    This course focuses on instructional methods for mathematics, science, and social studies for the culturally diverse elementary classroom. Students will acquire skills in the creation of lesson plans utilizing a variety of instructional and evaluation methods, and classroom teaching. Course will include all state mandated content areas. A field experience component will be required.

    Special approval required.
  

  • EDES 6202 Teaching Reading for Today’s Learners

    3 semester hours

    This course considers linguistic, physiological, psychological, and cultural concerns which address the literary needs of all students, including English Language Learners and students with disabilities. Course content includes evidence-based approaches to language arts/literacy instruction, assessment, differentiated instruction, Response to Intervention (RTI), literacy needs of ELLs and students with mild-moderate disabilities, as well as methods, processes, and techniques for teaching literacy skills in grades K-12. Fieldwork is required.

    This course prepares candidates for the RICA.

    Special approval required.
  

  • EDES 6203 Reading and Content Learning in Middle and Secondary Schools

    3 semester hours

    This course is designed to provide opportunities for those seeking a secondary credential to develop an understanding of the nature of reading and how it impacts content area learning. Emphasis is placed on the role of subject-matter teachers in the overall school reading program. The course provides training in a variety of instructional methodologies including strategies designed for culturally and linguistically diverse students. Fieldwork is required.

    Special approval required.
  

  • EDES 6320 Methodology for Primary Language Instruction in a Bilingual Setting

    3 semester hours

    Consideration is given to current trends and social issues affecting bilingual programs including program characteristics, instructional approaches, and selection and use of primary language materials. Specific emphasis is placed on literacy/biliteracy in the primary language, with an integrated approach to content and instruction. Fluency and literacy in Spanish is required.

    Special approval required.

    Prerequisite: EDES 5003 .
  

  • EDES 6330 Methodology for Chinese Language Instruction in Bilingual Settings

    3 semester hours

    Consideration is given to current trends and social issues affecting bilingual programs including program characteristics, instructional approaches, and selection and use of primary language materials. Specific emphasis is placed on literacy/biliteracy in the primary language, with an integrated approach to content and instruction. Fluency and literacy in Mandarin Chinese is required.

    Special approval required.

    Prerequisite: EDES 5003 .
  

  • EDES 6345 Literacy Fieldwork

    1 TO 3 semester hours

    Supervised fieldwork experiences will focus on the direct application of classroom knowledge and training. Candidates will demonstrate their knowledge and skills in the area of literacy and will include reflective discussions focusing on the lessons observed.

    Credit/No Credit grading.

    Special approval required.
  

  • EDES 6350 Linguistics and Reading

    3 semester hours

    This course provides opportunities to study teaching as a linguistic process for creating and maintaining classroom culture. The course emphasizes a holistic exploration of the influences of language interactions (examining language attitudes and practices through discourse analysis), language structure (phonology and phonetics, morphology and syntax), language assessment, and language/literacy development as foundations for first and second language and literacy acquisition.

    Special approval required.
  

  • EDES 6351 Assessment in Reading Performance

    3 semester hours

    Principles of assessment, evaluation, and prognostic procedures in reading. Use of effective formal and informal assessments and evaluation instruments for all students. Communication of assessments results to stakeholders; alignment of assessment with instructional programs.

    Special approval required.
  

  • EDES 6352 Seminar: The Reading Professional

    3 semester hours

    This course is designed to help students gain research skills and knowledge about literacy contexts, theories, practices, and the ways in which the social and cultural dimensions of literacy influence, and are influenced by, educational policies. Students will evaluate historical, educational, and social research to prepare for a final PowerPoint presentation.

    Special approval required.
  

  • EDES 6353 Technology and Reading

    3 semester hours

    This course is designed to explore the impact that technology has on reading instruction. Through individual and group projects, using a variety of media, topics cover children and adolescent literature, current research, emerging trends, and practical classroom applications. Inquiry into topics such as: educational technology policies, both notationally and locally, the digital divide, gender and ethnic bias, evaluation and appropriate use of educational technologies and assistive technologies.

    Special approval required.
  

  • EDES 6354 Reading Development and Instruction

    3 semester hours

    This graduate course considers linguistic, physiological, psychological, and cultural concerns which address the literacy needs of all learners, which include differentiated instruction, Response to Intervention (RTI), and literacy techniques for English Language Learners. Approaches, methods, processes, and techniques for teaching literacy skills in grades P-12 are discussed. This course meets the requirements for the Master’s degree in Reading Instruction and is a required course for the Reading and Literacy Added Authorization.

    Special approval required.
  

  • EDES 6355 Introduction to Reading Difficulties

    3 semester hours

    This course is a study of the detection and diagnosis of literacy difficulties of elementary, middle, and high school students. It includes an introduction and examination of methods and materials best suited for correcting reading deficiencies as well as techniques for promoting better reading, writing, and study habits.

    Special approval required.

    Prerequisite: EDES 6202  or EDES 6354 .

    Corequisite: EDES 6356 .
  

  • EDES 6356 Diagnosis and Intervention in Reading–Practicum I

    3 semester hours

    This practicum includes an in-depth study of prescriptive teaching techniques. Students learn to assess and plan intervention strategies to help develop literacy skills in children who are struggling with the reading process. Included among the techniques are: specific skill and psychological tests, screening tests of vision and hearing, as well as interpreting and writing case studies.

    Special approval required.

    Prerequisite: EDES 6202  or EDES 6354 .

    Corequisite: EDES 6355 .
  

  • EDES 6357 Diagnosis and Intervention in Reading–Practicum II

    3 semester hours

    This course includes methods for diagnosing and providing appropriate and innovative intervention approaches for meeting the needs of students with severe reading difficulties. Candidates will gain knowledge and experience, practice skills acquired in course work, and demonstrate competency in leadership skills.

    Special approval required.

    Prerequisite: ESES 6355  or EDES 6356 .
  

  • EDES 6358 Research and Trends in Reading Education

    3 semester hours

    In this course, candidates will engage in a critical analysis of literacy research that examines current models of the reading process and their influence on the curriculum, as well as instructional and assessment issues in reading language arts. Emphasis will be placed on the understanding of how students from a variety of socio-cultural and linguistic backgrounds learn to read.

    Special approval required.

    Prerequisite: EDES 6355  or EDES 6356 .
  

  • EDES 6359 Field Experience - The Reading Professional

    3 semester hours

    The purpose of the fieldwork component for the Reading Specialist Credential is two-fold. First, it provides experience in the teaching of reading in grades P-12. Secondly, it provides opportunities for candidates to experience and participate in the variety of duties associated with a leadership position in a school and/or school district.

    Special approval required.

    Prerequisites: EDES 6357  and EDES 6358 .
  

  • EDES 6995 Comprehensive Examination

    0 semester hours

    The Comprehensive Examination is usually taken during, or immediately following, the last semester of coursework completion. It may be written and/or oral examination. Candidates should register for the specific section required for their program.

    Fee required.

    Credit/No Credit.

    Special approval required.
  

  • EDES 6998 Special Studies

    1 TO 3 semester hours

  

  • EDES 6999 Independent Studies

    1 TO 3 semester hours

  

  • EDES 8000 Health Education

    1 semester hours

    This course will introduce health concepts, skills, and behaviors important for today’s students to make informed choices. Candidates will be able to gather, interpret, evaluate, and use health information and topics in their future activities as teachers. The course consists of four modules: 1) overview of the California health framework and consumer and community health resources; 2) personal health with a focus on nutrition and tobacco, drugs, and alcohol use; 3) health choices that impact communicable and chronic diseases; and 4) the role of environmental health with a focus on injury prevention and safety.

    Fee required.

    Credit/No Credit grading.

Educational Leadership (EDLA)
  

  • EDLA 489 Leadership Seminar I

    1 semester hours

    This course is designed to develop student leaders’ understanding of the basic concepts of personal and group leadership development. Participants will define an issue facing student leaders and identify a theoretical framework to address the issue. The class integrates readings, written reflection, in-class exercises, and a group project.

    Permission of instructor and concurrent leadership position in a student organization required.
  

  • EDLA 490 Leadership Seminar II

    1 semester hours

    This course develops student leaders’ understanding of the basic concepts of personal and group leadership development. Participants will apply a theoretical framework to an issue facing student leaders, create an implementation plan, and develop an evaluation process. The class integrates readings, written reflection, in-class exercises, and a group project.

    Permission of instructor and concurrent leadership position in a student organization required.
  

  • EDLA 491 Leadership Seminar III

    1 semester hours

    A capstone leadership experience for advanced student leaders, this class combines readings, in-class activities, and experiential involvement as a peer educator with research and creation of a comprehensive leadership portfolio.

    Permission of instructor and concurrent leadership position in a student organization required.

    Prerequisite: EDLA 489  or EDLA 490 .
  

  • EDLA 498 Special Studies

    1 TO 3 semester hours

  

  • EDLA 499 Independent Studies

    1 TO 3 semester hours

  

  • EDLA 6105 Assessment and Research Methodology

    3 semester hours

    Essential descriptive statistics; basic concepts of psychological and educational assessment. Overview of individual and group tests and inventories; test construction and evaluation; alternative assessment; and comprehensive testing programs. Preparation in designing and implementing a research study and competence in reviewing and using the professional literature.
  

  • EDLA 6420 An Invitation to Lead

    1 semester hours

    Administration candidates will participate in opportunities to establish rapport and community among LMU faculty and their Administration Leadership cohort: Charter, Public non-Charter and Catholic. This course will detail the Administration Leadership Programs, with a focus on the candidates’ call to leadership, their school vision, their attributes as a leader, and how “residency/fieldwork experience” will bridge the gap between theory and practice. There will be strong emphasis on cultural and linguistic diversity.
  

  • EDLA 6421 Vision of Learning for Diverse Students, Families, Staff, and Community and Residency/Fieldwork Component

    4 semester hours

    This course focuses on educators as leaders and change facilitators. Governmental, political, financial, legal, and historical perspectives of education in the United States will be studied. Leadership theory, effective communication, effective group facilitation, community relations, will be analyzed. Methods to articulate a vision consistent with well-developed educational philosophy will be explored. Candidates will participate in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in practical setting. There will be a strong emphasis on cultural and linguistic diversity, special education and the successful development of English Language Learners, and the parent-school relationship.

    Grade of B- or higher required.

    ISLA only.
  

  • EDLA 6422 Responding to Diversity: Access, Equity, and Educational Opportunity

    3 semester hours

    This course provides candidates with a variety of opportunities to examine their own biases related to student diversity, explore ways in which to uncover the biases of others within the school community, and guide all stakeholders through collaborative dialog about important issues related to their own diverse school community. Administration candidates will develop a repertoire of strategies used to guide all stakeholders in defining standards that promote a culture of high expectations for all students. The course will challenge candidates to design and facilitate professional development opportunities for both parents and teachers. This course specifically addresses access, equity, and educational opportunity issues as they relate to the schooling process for historically underserved and disenfranchised students. The major themes covered in the course are: the role of schooling in a democratic society, socio-cultural perspectives of the schooling process, biculturalism and critical pedagogy, and institutional agents and supportive schools.

    Grade of B- or higher required.

    ISLA only.
  

  • EDLA 6423 Student Learning and Professional Growth for Diverse Students, Families, Staff, and Community and Residency/Fieldwork Component

    4 semester hours

    This course assists candidates to understand the role that learning, leadership, leading for learning, and learning leaders play in the practice of being a reflective practitioner. Candidates will learn how to lead learning both directly and indirectly in their organization. This class provides candidates with a variety of opportunities to consider teaching the challenge of driving instruction through curriculum and professional teaching standards, observations, evaluations and interventions, accountability systems, professional development and data-driven decision making. Candidates will participate in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in a practical setting. There will be a strong emphasis on cultural and linguistic diversity, special education and the successful development of English Language Learners, and the parent-school relationship.

    Grade of B- or higher required.

    ISLA only.
  

  • EDLA 6424 Organizational Management for Student Learning

    3 semester hours

    A survey of strategies for creating a school culture in which children with disabilities are included, based on a variety of frames, including political, economic, and legal, to serve students, families, staff, and community. Candidates will participate in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in a practical setting. There will be a strong emphasis on cultural and linguistic diversity, special education and the successful development of English Language Learners, and the parent-school relationship.
  

  • EDLA 6425 Transforming Organizations for Diverse Students, Families, Staff, and Community and Residency/Fieldwork Component

    4 semester hours

    Administrative candidates study how to plan, organize, implement, manage, facilitate, and evaluate the daily operations of schools. This management approach stresses systems models, needs assessment, management plans, administering contracts, technology use, management information systems, decision making processes, problem solving, decentralization, and accountability in a diverse cultural setting. Candidates will participate in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in a practical setting. There will be a strong emphasis on cultural and linguistic diversity, special education and the successful development of English Language Learners, and the parent-school relationship.

    Grade of B- or higher required.

    ISLA only.
  

  • EDLA 6426 Instructional Technology for School Leaders

    2 semester hours

    This graduate-level course is intended to provide candidates with the core foundational skills to lead a school with appropriate and effective instructional and administrative technologies. The dynamic nature of technology development and innovation requires strategies to ensure service populations are informed and skilled. The course will examine the theoretical educational models and how they impact instructional technology as well as technology research and decision making, planning for the future, classroom integration, assessment and analytics, professional development, communication, administrative technology, leadership, and school-wide technology adoption.

    ISLA only.
  

  • EDLA 6427 Advocacy from a Legal Perspective

    3 semester hours

    This hands-on leadership course examines the school leaders, as advocate, as his/her comprehensive duty to ensure school/district compliance with CA Education Code and local, state, and federal mandates so to make certain success for ALL students. Important legal and ethical issues will be explored via a case study approach; enhancing the candidate’s analytical and problem-solving skills. The course will represent a microcosm of the opportunities, challenges and issues which school leaders encounter. Additional focus will be placed on compliance with special education and disability rights law, with an emphasis on cultural competency, English language learners, and non-traditional learning environments, i.e., charter schools. Candidates will participate in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in a practical setting. There will be a strong emphasis on cultural and linguistic diversity, special education and the successful development of English Language Learners, and the parent-school relationship.

    Grade of B- or higher required.
  

  • EDLA 6428 Business of Education

    3 semester hours

    This course focuses on providing education leaders with knowledge of concepts and current practices in the management of business functions in schools. Course will emphasize practical issues related to budgeting and finance, operations, and human resource development. Candidates will learn to filter business management decisions and practices through the lens of learning and achieving equity for students. Candidates will participate in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in a practical setting. There will be a strong emphasis on cultural and linguistic diversity, special education and the successful development of English Language Learners, and the parent-school relationship.

    Grade of B- or higher required.
  

  • EDLA 6429 Specializing in Charter Schools

    3 semester hours

    This course will provide an overview of management for running effective charter schools. Course will emphasize the unique aspects of charters as public schools that possess a substantial amount of autonomy in exchange for high levels of public accountability. Candidates will learn how effective practices in budgeting and finance, operations, human resource development, facilities management, governance, and fundraising contribute to high levels of student achievement in charter schools.
  

  • EDLA 6430 Mission-Focused Leadership in Catholic Education

    3 semester hours

    This course will provide new and aspiring administrators with the historical roots of Catholic education as it relates to the mission of the Church in a contemporary context. It will further examine the practices of Religious Education and Catholic Identity that promote mature faith in adults as well as children within and beyond the Catholic school setting. This course will present an analysis of the theological, philosophical, historical, and sociological aspects of American Catholic education, with a focus on policy implications for the contemporary context of the Catholic Church. Topics to be discussed include fostering a Christian climate in the school community, principled-based leadership, catechetical leadership, the role of discipleship, lifelong faith development, and service activities that empower people to become leaders in social justice.
  

  • EDLA 6431 Organizational Leadership in Catholic Education

    3 semester hours

    This course is designed to give new and aspiring administrators theory and research in Catholic school leadership, management, organizations, change facilitation, and decision making within the context of the Catholic Church and its educational institutions. Candidates will be able to plan, organize, implement, manage, facilitate and evaluate the daily operation of Catholic schools in ways that achieve organizational goals and lead to the safe, productive operation of schools. This course will specifically focus upon the role and responsibilities associated with governance, strategic planning, human resource administration, school finance, accounting, public relations, marketing, development, admissions, and educational law as it pertains to Catholic schools.
  

  • EDLA 6432 Instructional Leadership in Catholic Education

    3 semester hours

    This course will provide the new and aspiring administrator with the necessary knowledge and skills for curriculum development, instruction, and assessment in Catholic elementary and secondary schools. Candidates will articulate a vision for student learning consistent with a well-developed Catholic school philosophy and explore ways to lead individuals and groups toward the accomplishment of common goals and objectives in a collaborative environment. This course will focus on the evaluation and use of technological resources available to the globalized learning community of the present and future.
  

  • EDLA 6710 Leadership in Higher Education I

    3 semester hours

    This course serves as an introduction to the Higher Education Program as well as higher education leadership. The course details the Higher Education Program with a focus on the students’ call to leadership, their vision of higher education, and their attributes as a leader. Students will be introduced to the habit of reflection and begin to learn the skills of becoming reflective practitioners who will serve as transformative leaders. Students will also be introduced to services and skills necessary for successful graduate-level academic work such as the library, academic resources, APA writing style, and graduate-level writing style. Throughout the course, students will participate in opportunities to establish rapport and community among their cohort, LMU faculty, and various external partners.

    Grade of B (3.0) or higher required.

    Admission into the Higher Education Administration Program required.
  

  • EDLA 6711 Foundations of Higher Education

    3 semester hours

    This course provides an overview of the history of higher education and its relationship to American society. There is interplay between academic institutions and the political and institutional structures at all levels. These relationships are analyzed in both historical and critical frameworks. Various elements of the academia will be considered such as: academic freedom, student life, equity and accessibility, etc. Students will gain an understanding of the purposes and missions of American higher education, as well as the importance of key historical issues and landmark events.

    Grade of B (3.0) or higher required.
  

  • EDLA 6712 Organization and Administration in Higher Education

    3 semester hours

    Students will be introduced to the basic organizational structures of higher education institutions, and the role of major functional areas within these institutions. This course will provide students with practical and theoretical understandings of educational organizations to examine how they are organized and governed, while also studying features of various elements in structures and processes that are essential to the functioning of a university such as culture, authority, technology, power, environment, decision loci, and strategic planning.

    Grade of B (3.0) or higher required.
  

  • EDLA 6713 Theories of Student Development

    3 semester hours

    Theories of Student Development will provide an intensive introduction to the theoretical and research literature on the American college student in order to inform practice and inquiry in higher education administration. A holistic and in-depth analysis of various student development theories (i.e., cognitive, ecological, psychological, spiritual, post-modern, non-traditional) will be covered throughout the course. The impact of college on student development and learning will be highlighted.

    Grade of B (3.0) or higher required.
  

  • EDLA 6714 Leadership in Catholic Higher Education

    2 semester hours

    This course will provide students with an understanding of the role of faith based colleges and universities in American higher education, along with the various philosophical tenets and values that guide their educational mission. Students will also examine how these tenets and values impact the practice of leadership at Catholic and other based institutions.

    Grade of B (3.0) or higher required.
  

  • EDLA 6715 Community College Leadership

    2 semester hours

    This course will provide an overview of the historical development and role of community colleges in American higher education. Students will gain an understanding of leadership issues distinctive of community college leadership while also exploring the student experience at community colleges.

    Grade of B (3.0) or higher required.
 

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