May 20, 2024  
Loyola Marymount University Bulletin 2018-2019 
    
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Loyola Marymount University Bulletin 2018-2019 [ARCHIVED CATALOG]

Course Descriptions

 

Clinical Education (EDCE)
  

  • EDCE 5951 Teaching Performance Assessment Task 2, Subject Designing Instruction

    0 semester hours

    Students enrolled in this course will complete Task 2 of the Teaching Performance Assessment.

    Fee required.

    Credit/No Credit grading.

    Special approval required.
  

  • EDCE 5952 Teaching Performance Assessment Task 3, Assessing Learning

    0 semester hours

    Students enrolled in this course will complete Task 3 of the Teaching Performance Assessment.

    Fee required.

    Credit/No Credit grading.

    Special approval required.

    Prerequisites: EDCE 5950  and EDCE 5951 .
  

  • EDCE 5953 Teaching Performance Assessment Task 4, Culminating Teaching Experience

    0 semester hours

    Students enrolled in this course will complete Task 4 of the Teaching Performance Assessment.

    Fee required.

    Credit/No Credit grading.

    Special approval required.

    Prerequisites: EDCE 5950 , EDCE 5951 , and EDCE 5952 .
  

  • EDCE 5961 Early Childhood Fieldwork 1

    1 semester hours

  

  • EDCE 5962 Early Childhood Fieldwork 2

    1 semester hours

  

  • EDCE 5963 Early Childhood Fieldwork 3

    1 semester hours

  

  • EDCE 5970 Fieldwork 1

    1 semester hours

    This course is designed to enhance the field experiences of teacher practitioners/interns through reflective experiences, supervised teaching, and collaboration between the candidates, university personnel, and the mentor teacher. The course is designed around the needs of the candidates.

    Credit/No Credit grading.

    Interns and Teacher Practitioners only.

    Special approval required.
  

  • EDCE 5971 Fieldwork 2

    1 semester hours

    This course is a continuation of Fieldwork 1.

    Credit/No Credit grading.

    Interns and Teacher Practitioners only.

    Special approval required.

    Prerequisite: EDCE 5970 .
  

  • EDCE 5972 Fieldwork 3

    1 semester hours

    This course is a continuation of Fieldwork 2.

    Credit/No Credit grading.

    Interns and Teacher Practitioners only.

    Special approval required.

    Prerequisites: EDCE 5970  and EDCE 5971 .
  

  • EDCE 5973 Fieldwork 4

    1 semester hours

    This course is a continuation of Fieldwork 3.

    Credit/No Credit grading.

    Interns and Teacher Practitioners only.

    Special approval required.

    Prerequisites: EDCE 5970 , EDCE 5971 , and EDCE 5972 .
  

  • EDCE 5974 Fieldwork Support

    1 TO 3 semester hours

    This course is offered as additional fieldwork support.

    Credit/No Credit grading.

    Intern and Teacher Practitioners only.

    Special approval required.

    Prerequisite: EDCE 5970  or EDCE 5971  or EDCE 5972  or EDCE 5973 .
  

  • EDCE 5976 Elementary Directed Teaching

    6 TO 9 semester hours

    Full-time supervised teaching in two culturally diverse public elementary schools. Supervision by master teacher and university supervisor while working with individuals, small groups, and the entire class. Development of classroom management and teaching strategies that foster academic achievement in all content areas for all students. Attendance at weekly seminar is required.

    Credit/No Credit grading.

    Special approval required.
  

  • EDCE 5977 Secondary Directed Teaching

    6 TO 9 semester hours

    Full-time supervised teaching in one culturally diverse public middle or high school. Supervision by master teacher and university supervisor while working with individuals, small groups, and the entire class. Development of classroom management and teaching strategies that foster academic achievement in all content areas for all students. Attendance at weekly seminar is required.

    Credit/No Credit grading.

    Special approval required.
  

  • EDCE 5978 Directed Teaching with Students with Mild/Moderate Disabilities

    6 semester hours

    Teaching experience with culturally and linguistically diverse students with Mild/Moderate disabilities. Seminar required.

    Lab fee required.

    Credit/No Credit grading.

    Special approval required.
  

  • EDCE 5981 Special Education Clinical Supervision I

    2 TO 3 semester hours

    This course, offered in a seminar format, is designed to enhance the field experiences of teacher practitioners/interns through reflective discussions that revolve around events in content classes and field experiences, supervised teaching, and collaboration between the candidates, University personnel, and the mentor teacher. This course is designed around the needs of the candidates and meets on a monthly basis. Candidate may request lower unit count (2 semester hours) only if candidate has a prior earned and valid teaching credential.

    Credit/No Credit grading.

    Interns and Teacher Practitioners only.

    Special approval required.
  

  • EDCE 5982 Special Education Clinical Supervision II

    2 TO 3 semester hours

    Candidate may request lower unit count (2 semester hours) only if candidate has a prior earned and valid teaching credential. This is a continuation of EDCE 5981 .

    Credit/No Credit grading.

    Interns and Teacher Practitioners only.

    Special approval required.

    Prerequisite: EDCE 5981 .
  

  • EDCE 5983 Special Education Fieldwork and Seminar 3

    1 semester hours

    This course is a continuation of EDCE 5982 .

    Credit/No Credit grading.

    Interns and Teacher Practitioners only.

    Special approval required.

    Prerequisites: EDCE 5981  and EDCE 5982 .
  

  • EDCE 5984 Special Education Fieldwork and Seminar 4

    2 semester hours

    This course is a continuation of EDCE 5983 , offered in a seminar format, and is designed to enhance the field experiences of teacher practitioners/interns through reflective discussions that evolve around events in content classes and field experiences, supervised teaching, and collaboration between the candidates, University personnel, and the mentor teacher. This course is designed around the needs of the candidates and meets on a weekly basis.

    Credit/No Credit grading.

    Interns and Teacher Practitioners only.

    Special approval required.

    Prerequisites: EDCE 5981 , EDCE 5982 , and EDCE 5983 .
  

  • EDCE 5998 Special Studies

    1 TO 3 semester hours

  

  • EDCE 5999 Independent Studies

    1 TO 3 semester hours

  

  • EDCE 6955 Master’s Thesis I

    1 semester hours

    This course is intended for students working on a master’s thesis. The committee chair provides ongoing support for the master’s thesis.

    Credit/No Credit grading.
  

  • EDCE 6956 Master’s Thesis II

    1 semester hours

    A continuation of Master’s Thesis I for students who have not completed their master’s thesis.

    Credit/No Credit grading.

    Special approval required.
  

  • EDCE 6957 Master’s Thesis III

    1 semester hours

    A continuation of Master’s Thesis II for students who have not completed their master’s thesis.

    Credit/No Credit grading.

    Special approval required.
  

  • EDCE 6965 Action Research Fieldwork Support Course I

    1 semester hours

    This is a field experience course that supports a group of Professional 2042 Clear candidates within the following framework: the candidate will meet weekly with a University Support Provider who will guide the candidate through the individual induction plan process. This process includes individual assessment, observations, conversations, portfolio development and support in the areas designated by the individual induction plan. A small group will meet four times during the semester with the University Support Provider. These meetings are in addition to any feedback sessions that are held between the University Support Provider and candidate. The fifth year University Support Providers will be in contact with the professors who teach the integrated advanced course work to support the collaboration model. Candidates are required to demonstrate competency in the area of the California Standards for the Teacher Profession (CSTP) related to the integrated courses they are currently attending. In order for candidates to receive credit in this course, they must demonstrate competency in the CSTPs and Professional 2042 Clear standards through a portfolio presentation.

    Credit/No Credit grading.
  

  • EDCE 6966 Action Research Fieldwork Support II

    1 semester hours

    This is the continuation of EDCE 6965 , a course that supports a group of Professional 2042 Clear candidates within the following framework: the candidate will meet weekly with a University Support Provider who will guide the candidate through the individual induction plan process. This process includes individual assessment, observations, conversations, portfolio development and support in the areas designated by the individual induction plan. A small group will meet four times during the semester with the University Support Provider. These meetings are in addition to any feedback sessions that are held between the University Support Provider and candidate. The fifth year University Support Providers will be in contact with the professors who teach the integrated advanced course work to support the collaboration model. Candidates are required to demonstrate competency in the area of the California Standards for the Teacher Profession (CSTP) related to the integrated courses they are currently attending. In order for candidates to receive credit in this course, they must demonstrate competency in the CSTPs and Professional 2042 Clear standards through a portfolio presentation.

    Credit/No Credit grading.

    Prerequisite: EDCE 6965 .
  

  • 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 continua of biliteracy development through analysis of case studies. Research on the complexity of factors that impact biliteracy development for preschool through adolescent 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/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 setting. Historical, political, and social issues will be addressed, including communicative styles, dialectical differences, and cross-cultural interactions between cultural and linguistic groups. This course is conducted bilingually in Chinese and English. This course is a requirement for the Bilingual Authorization.

    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 501 Teaching and Learning in Diverse Communities

    3 semester hours

    This course examines the teaching and learning environment through an analysis of the physical, intellectual, emotional, cultural and ethnic factors affecting development and learning during childhood and adolescent years. Emphasis is placed on implications for teaching and learning PK-12 schools. Clinical practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 502 Creating and Leading Effective Classroom Environments

    3 semester hours

    This course is designed to provide an overview of the teaching profession, classroom management and leadership through an equity lens. This course will include an analysis of research, theories, and practice. Teacher candidates will acquire a personal understanding of who they are as teachers and recognize how their individuality and personal beliefs affect their views and actions on teaching. Teacher candidates will explore classroom management strategies that create and sustain positive and productive learning environments for all students. The course also includes an analysis of teacher leadership and the characteristics of effective collaborative relationships within and among schools, families, and communities. Each teacher candidate will begin to develop an individual approach to building an inclusive, productive, and well-structured learning environment. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 503 Language Theory and Pedagogy: 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 Learners (ELs), as well as their practical implications for the classroom. A brief overview of historical, political, and legal issues related to second language acquisition are addressed, as well as their impact on existing educational policies. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 504 Assessment to Inform Instruction for Diverse Students

    3 semester hours

    This course will examine best current practices and principles of assessment for diverse students. The characteristics and uses of both formal and informal assessment strategies and instruments and procedures will be studied with emphasis on formative assessment and progress monitoring as well as principles and practices for effective standards-based instruction. Candidates will learn how to design, administer, and interpret a variety of assessment measures to inform instruction. Clinical Practice is a required component of the course.

    Consent of Coordinator required.
  

  • EDES 505 Perspectives and Policies that Guide Education

    2 semester hours

    This course will prepare candidates to know the governmental, political, financial, legal, and historical perspectives of education in California as well as laws specific to students with and without disabilities and students who are English Learners. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 506 Using Technology in the Classroom

    1 semester hours

    This course is designed to build proficiency in the use of effective technology in the K-12 classroom. Students will explore appropriate use of technology for instruction, engagement, communication, professional development, differentiation, and data analysis. In addition, the course examine classroom technology integration as well as Blended Learning educational environments. Clinical Practice is a required component of the course.

    Consent of Coordinator required.
  

  • EDES 507 Integrated Teaching Methods for Diverse Populations

    3 semester hours

    Goals of this course include providing students with opportunities to acquire knowledge, skills, and abilities to deliver comprehensible instruction to English Learners, students with an Individualized Education Plan, Individualized Services Plan, or Section 504 plan in all classroom settings. Students will learn how to implement an instructional program that facilitates English language acquisition and development, including receptive and productive language skills, UDL and MTSS. Students will also acquire and demonstrate the ability to utilize assessment information to diagnose students’ language abilities and develop lessons promoting students’ achievement of state-adopted academic standards in all content areas. This practical course requires participation in, and completion of, clinical practice activities throughout the semester.

    Consent of Coordinator required.
  

  • EDES 508 Integrating Early Literacy, Social Studies, and the Arts in a 21st Century Classroom

    3 semester hours

    This course addresses the literacy needs of all PK-5 students. Course content includes evidence-based approaches to early literacy instruction, methods to differentiate instruction in English Language Arts, use of appropriate literacy assessments, and methods to implement effective intervention strategies. Response to Intervention (RTI), literacy needs of ELLs and students with mild-moderate disabilities as well as visual/performing/creative arts will be explored as it relates to literacy instruction. Candidates who successfully complete this class should be prepared for the RICA (Reading Instruction Competency Assessment) exam across all reading domains. This course also prepares candidates to teach the CA History Social Science content standards through lesson design and implementation in order to meet the needs of all learners. Visual and Performing arts standards as well as their integration across curriculum are also addressed. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 509 STEM Integrated Methodology and Elementary Curriculum

    3 semester hours

    This course is designed to provide opportunities for prospective teachers to provide professional knowledge and competence for teaching Science, Technology, Engineering and Math (STEM) literacy. Students will be engaged in long- and short-term planning, implementing lessons using differentiated instruction and creating authentic formative and summative assessments that will be used to drive instruction. This course will be taught using an integrated inquiry approach, and Next Generation Science Standards (NGSS) and the California Common Core State Standards in Math (CA CCSSM) will be explored and implemented. Classroom observation and participation will occur simultaneously with coursework, showcasing authentic classroom environments and effective teaching strategies in action. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 510 Elementary Teaching Seminar

    3 semester hours

    This seminar is taken during the final semester of the program, concurrently with the culminating semester of Clinical Practice. Clinical practice begins on two full days per week for the first seven weeks and the expands to full-time in the last eight weeks. Candidates will be supervised during their student teaching which will take place in one culturally diverse public elementary school. Supervision and support will be provided by a master teacher and LMU fieldwork instructor, while working with individuals, small groups, and the entire class. The seminar will focus on the continued development and support of classroom management, planning, teaching, and assessment strategies that foster academic achievement in all content areas for all students. Attendance at weekly seminar is required. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • EDES 511 Content Literacy for Single Subject Educators

    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. Throughout the course, candidates will engage in learning and putting into practice a variety of instructional methodologies to meet the literacy needs of all learners. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 512 Secondary Content Methodology for Teaching Languages Other than English

    3 semester hours

    This class will address the communicative approach to language instruction. 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. This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 513 Secondary Content Methodology for Teaching Social Science

    3 semester hours

    This course is designed to help prospective teaching candidates observe, collaborate, and develop effective teaching practices aimed at preparing them for the diverse challenges they will face as they enter the education profession. Classes will be structured to create a collaborative learning environment while providing practical activities that prospective teachers will be able to use or adapt once they are teaching a class. 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 Standards for grades 6-12. This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 514 Secondary Content Methodology for Teaching English

    3 semester hours

    This course addressed 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. This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines. Methods and content are closely tied to the California Common Core State Standards for grades 6-12. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 515 Secondary Content Methodology for Teaching Science

    3 semester hours

    This course prepares secondary science teaching candidates to teach science using an inquiry-based approach. 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. Candidate will utilize the 5E model to integrate the three Next Generation Science Standards (NGSS) dimensions (practices, crosscutting concepts, and disciplinary core ideas) to plan instruction, link scientific knowledge to instructional pedagogy, integrate literacy instruction, effectively engage students through inquiry. design measurable learning objectives that drive instruction, create formative and summative assessments, and organize learning to connect to student culture, prior knowledge, interests, goals, and diverse learning needs. This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 516 Secondary Content Methodology for Teaching 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 create effective learning environments for their students. Candidates learn how to plan instruction by linking mathematical/scientific knowledge to instructional pedagogy, design measurable learning objectives that drive instruction implementation, and organize learning to connect to student culture, prior knowledge, interests, goals, and learning needs to include English learners and students with diverse needs. Candidates learn how to anticipate mathematics learning obstacles, student misconceptions, to plan multiple learning opportunities to increase student learning with a focus on students’ mathematical thinking, mathematical representation, mathematical language, mathematics curriculum, culturally responsive instructional planning and implementation, classroom discourse, and assessment (MLD Methodologies). This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 517 Secondary Content Methodology for Teaching Art

    3 semester hours

    This seminar builds off early fieldwork experiences and examines the theoretical, historical, and practical issues of art education. The content will be based on the Visual and Performing Arts Framework and California Student Academic Content Standards for Visual Arts. The class provides a context in which to engage in a critical dialogue about the multiple components and issues of arts education for practicing professionals. Through study of important historical as well as contemporary examples of successful models of arts education students will learn, on a very practical level, about the development, implementation, and assessment of a successful and responsible art education curriculum. Projects will involve creating a unit of standards-based lesson plans that demonstrate both theoretical and practical applications of the following: teaching methods, classroom practices, assessment, technology, community and collaboration, teacher preparation and content issues such as multiculturalism, artists and art history, and integration of academic disciplines and state standards into art education. Throughout this course, students will develop and expertise needed to foster secondary students’ capabilities, creativity, imagination, and artistic growth while designing and standards-based curriculum and lessons. Students will discover how artistic perception, creative expression, historical and cultural context, and aesthetic valuing can help them and their students think critically and analytically. Pre-service teachers will also learn the importance of connecting and applying visual arts to other art forms, subject areas, and to careers. Students will develop competency in using technology as a presentation and a research/problem-solving tool. Students will compile course material into a teaching resource portfolio and a professional portfolio. Portfolios will include all class projects and demonstration of understanding exhibited through written and presented materials. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 518 Secondary Teaching Seminar

    3 semester hours

    This seminar is taken during the final semester of the program, concurrently with the culminating semester of Clinical Practice. Clinical practice begins on two full days per week for the first seven weeks and then expands to full-time in the last eight weeks. Candidates will be supervised during their student teaching which will take place in one culturally diverse public middle or high school, in the candidate’s content area. Supervision and support will be provided by a master teacher and LMU fieldwork instructor, while working with individuals, small groups, and the entire class. The seminar will focus on the continued development and support of classroom management, planning, teaching, and assessment strategies that foster academic achievement in all content areas for all students. Attendance at weekly seminar is required. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • EDES 519 Clinical Supervision 1

    1 semester hours

    This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

    The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate’s preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • EDES 522 Elementary Clinical Supervision 2

    1 semester hours

    This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

    The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate’s preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • EDES 523 Elementary Clinical Supervision 3

    1 semester hours

    This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

    The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate’s preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • EDES 524 Elementary Clinical Supervision 4

    2 TO 5 semester hours

    This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

    The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate’s preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • EDES 532 Secondary Clinical Supervision 2

    1 semester hours

    This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

    The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate’s preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • EDES 533 Secondary Clinical Supervision 3

    1 semester hours

    This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

    The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate’s preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • EDES 534 Secondary Clinical Supervision 4

    2 TO 5 semester hours

    This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

    The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate’s preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • 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 5101 Teaching and Learning in Diverse Communities

    3 semester hours

    This course examines the teaching and learning environment through an analysis of the physical, intellectual, emotional, cultural, and ethnic factors affecting development and learning during childhood and adolescent years. Emphasis is placed on implications for teaching and learning in PK-12 schools. Clinical practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 5102 Creating and Leading Effective Classroom Environments

    3 semester hours

    This course is designed to provide an overview of the teaching profession, classroom management and leadership through an equity lens. This course will include an analysis of research, theories, and practice. Teacher candidates will acquire a personal understanding of who they are as teachers and recognize how their individuality and personal beliefs affect their views and actions on teaching. Teacher candidates will explore classroom management strategies that create and sustain positive and productive learning environments for all students. The course also includes an analysis of teacher leadership and the characteristics of effective collaborative relationships within and among schools, families, and communities. Each teacher candidate will begin to develop an individual approach to building an inclusive, productive, and well-structured learning environment. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 5103 Language Theory and Pedagogy: 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 Learners (ELs), as well as their practical implications for the classroom. A brief overview of historical, political, and legal issues related to second language acquisition are addressed, as well as their impact on existing educational policies. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 5104 Assessment to Inform Instruction for Diverse Learners

    3 semester hours

    This course will examine best current practices and principles of assessment for diverse students. The characteristics and uses of both formal and informal assessment strategies and instruments and procedures will be studied with emphasis on formative assessment and progress monitoring as well as principles and practices for effective standards-based instruction. Candidates will learn how to design, administer, and interpret a variety of assessment measures to inform instruction. Clinical Practice is a required component of the course.

    Consent of Coordinator required.
  

  • EDES 5105 Perspectives and Policies that Guide Education

    2 semester hours

    This course will prepare candidates to know the governmental, political, financial, legal, and historical perspectives of education in California as well as laws specific to students with and without disabilities and students who are English Learners. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 5106 Using Technology in the Classroom

    1 semester hours

    This course is designed to build proficiency in the use of effective technology in the K-12 classroom. Students will explore appropriate use of technology for instruction, engagement, communication, professional development, differentiation, and data analysis. In addition, the course examines classroom technology integration as well as Blended Learning educational environments. Clinical Practice is a required component of the course.

    Consent of Coordinator required.
  

  • EDES 5107 Integrated Teaching Methods for Diverse Populations

    3 semester hours

    Goals of this course include providing students with opportunities to acquire knowledge, skills, and abilities to deliver comprehensible instruction to English Learners, students with an Individualized Education Plan, Individualized Services Plan, or Section 504 plan in all classroom settings. Students will learn how to implement an instructional program that facilitates English language acquisition and development, including receptive and production language skills, UDL and MTSS. Students will also acquire and demonstrate the ability to utilize assessment information to diagnose students’ language abilities and develop lessons promoting students’ achievement of state-adopted academic standards in all content areas. This practical course requires participation in, and completion of, clinical practice activities throughout the semester.

    Consent of Coordinator required.
  

  • EDES 5108 Integrating Early Literacy, Social Studies, and the Arts in a 21st Century Classroom

    3 semester hours

    This course addresses the literacy needs of all PK-5 students. Course content includes evidence-based approaches to early literacy instruction, methods to differentiate instruction in English Language Arts, use of appropriate literacy assessments, and methods to implement effective intervention strategies. Response to Intervention (RTI), literacy needs of ELLs and students with mild-moderate disabilities as well as visual/performing/creative arts will be explored as it relates to literacy instruction. Candidates who successfully complete this class should be prepared for the RICA (Reading Instruction Competency Assessment) exam across all reading domains. This course also prepares candidates to teach the CA History Social Science content standards through lesson design and implementation in order to meet the needs of all learners. Visual and Performing arts standards as well as their integration across curriculum are also addressed. Clinical practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 5109 STEM Integrated Methodology and Elementary Curriculum

    3 semester hours

    This course is designed to provide opportunities for prospective teachers to provide professional knowledge and competence for teaching Science, Technology, Engineering and Math (STEM) literacy. Students will be engaged in long and short term planning, implementing lessons using differentiated instruction and creating authentic formative and summative assessments that will be used to drive instruction. This course will be taught using an integrated inquiry approach and Next Generation Science Standards (NGSS) and he California Common Core State Standards in Math (CA CCSSM) will be explored and implemented. Classroom observation and participation will occur simultaneously with coursework, showcasing authentic classroom environments and effective teaching strategies in action. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 5110 Elementary Teaching Seminar

    3 semester hours

    This seminar is taken during the final semester of the program, concurrently with the culminating semester of Clinical Practice. Clinical practice begins on two full days per week for the first seven weeks and then expands to full-time in the last eight weeks. Candidates will be supervised during their student teaching which will take place in one culturally diverse public elementary school. Supervision and support will be provided by a master teacher and LMU fieldwork instructor, while working with individuals, small groups, and the entire class. The seminar will focus on the continued development and support of classroom management, planning, teaching, and assessment strategies that foster academic achievement in all content areas for all students. Attendance at weekly seminar is required. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • EDES 5111 Content Literacy for Single Subject Teachers

    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. Throughout the course, candidates will engage in learning and putting into practice a variety of instructional methodologies to meet the literacy needs of all learners. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 5112 Secondary Content Methodology for Teaching Languages Other than English

    3 semester hours

    This class will address the communicative approach to language instruction. 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. This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 5113 Secondary Content Methodology for Teaching Social Science

    3 semester hours

    This course is designed to help prospective teaching candidates observe, collaborate, and develop effective teaching practices aimed at preparing them for the diverse challenges they will face as they enter the education profession. Classes will be structured to create a collaborative learning environment while providing practical activities that prospective teachers will be able to use or adapt once they are teaching a class. 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 Standards for grades 6-12. This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 5114 Secondary Content Methodology for Teaching 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. This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines. Methods and content are closely tied to the California Common Core State Standards for grades 6-12. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 5115 Secondary Content Methodology for Teaching Science

    3 semester hours

    This course prepares secondary science teaching candidates to teach science using an inquiry-based approach. 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. Candidates will utilize the 5E model to integrate the three Next Generation Science Standards (NGSS) dimensions (practices, crosscutting concepts, and disciplinary core ideas) to plan instruction, link scientific knowledge to instructional pedagogy, integrate literacy instruction, effectively engage students through inquiry, design measurable learning objectives that drive instruction, create formative and summative assessments, and organize learning to connect to student culture, prior knowledge, interests, goals, and diverse learning needs. This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 5116 Secondary Content Methodology for Teaching 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 create effective learning environments for their students. Candidates learn how to plan instruction by linking mathematical/scientific knowledge to instructional pedagogy, design measurable learning objectives that drive instruction implementation, and organize learning to connect to student culture, prior knowledge, interests, goals, and learning needs to include English learners and students with diverse needs. Candidates learn how to anticipate mathematics learning obstacles, student misconceptions, to plan multiple learning opportunities to increase student learning with a focus on students’ mathematical thinking, mathematical representation, mathematical language, mathematics curriculum, culturally responsive instructional planning and implementations, classroom discourse, and assessment (MLD Methodologies). This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 5117 Secondary Content Methodology for Teaching Art

    3 semester hours

    This seminar builds off early fieldwork experiences and examines the theoretical, historical, and practical issues of art education. The content will be based on the Visual and Performing Arts Framework and California Student Academic Content Standards for Visual Arts. The class provides a context in which to engage in a critical dialogue about the multiple components and issues of arts education for practicing professionals. Through study of important historical as well as contemporary examples of successful models of arts education students will learn, on a very practical level, about the development, implementation, and assessment of a successful and responsible art education curriculum. Projects will involve creating a unit of standards-based lesson plans that demonstrate both theoretical and practical applications of the following: teaching methods, classroom practices, assessment, technology, community and collaboration, teacher preparation and content issues such as multiculturalism, artists and art history, and integration of academic disciplines and state standards into art education. Throughout this course, students will develop the expertise needed to foster secondary students’ capabilities, creativity, imagination, and artistic growth while designing and standards-based curriculum and lessons. Students will discover how artistic perception, creative expression, historical and cultural context, and aesthetic valuing can help them and their students think critically and analytically. Pre-service teachers will also learn the importance of connecting and applying visual arts to other art forms, subject areas, and to careers. Students will develop competency in using technology as a presentation and a research/problem-solving tool. Students will compile course material into a teaching resource portfolio and a professional portfolio. Portfolios will include all class projects and demonstration of understanding exhibited through written and presented materials. Clinical Practice is a required component of this course.

    Consent of Coordinator required.
  

  • EDES 5118 Secondary Teaching Seminar

    3 semester hours

    This seminar is taken during the final semester of the program, concurrently with the culminating semester of Clinical Practice. Clinical practice begins on two full days per week for the first seven weeks and then expands to full-time in the last eight weeks. Candidates will be supervised during their student teaching which will take place in one culturally diverse public middle or high school, in the candidate’s content area. Supervision and support will be provided by a master teacher and LMU fieldwork instructor, while working with individuals, small groups, and the entire class. The seminar will focus on the continued development and support of classroom management, planning, teaching, and assessment strategies that foster academic achievement in all content areas for all students. Attendance at weekly seminar is required. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • EDES 5119 Clinical Supervision 1

    1 semester hours

    This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

    The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate’s preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • EDES 5122 Elementary Clinical Supervision 2

    1 semester hours

    This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

    The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate’s preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • EDES 5123 Elementary Clinical Supervision 3

    1 semester hours

    This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

    The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate’s preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
  

  • EDES 5124 Elementary Clinical Supervision 4

    2 semester hours

    This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

    The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate’s preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements. Offered on a Credit/No Credit basis only.

    Consent of Coordinator required.
 

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