Jun 26, 2024  
Loyola Marymount University Bulletin 2019-2020 
    
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Loyola Marymount University Bulletin 2019-2020 [ARCHIVED CATALOG]

Course Descriptions

 

Elementary and Secondary Education (EDES)
  

  • 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 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.

    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. This class is conducted bilingually in Chinese and English. This course is a requirement of the Bilingual Authorization.

    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 6001 Theory and Applications in Developmental Reading 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, and literacy techniques for English Language Learners. Approaches, methods, processes, and techniques for teaching literacy skills in grades PK-12 are discussed.
  

  • EDES 6002 Assessing the Reading Performance of Struggling Readers

    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.
  

  • EDES 6003 Detection and Diagnosis of Literacy 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.
  

  • EDES 6004 Looking at the Classroom Culture through a Linguistic Lens

    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.
  

  • EDES 6005 Resourcing and Implementing Technology for Effective 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 nationally and locally, the digital divide, gender and ethnic bias, evaluation and appropriate use of educational technologies and assistive technologies.
  

  • EDES 6006 Literacy Curriculum and Design Implementation

    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 the 2015 Every Student Succeeds Act (ESSA).
  

  • EDES 6007 Critical Analysis of Current Literacy Education in Urban Schools

    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.
  

  • EDES 6008 Motivating All Readers in the Content Areas

    3 semester hours

    This course examines the teaching of reading in and across subject matter disciplines. It will provide research-based foundational knowledge to help teachers make sound instructional decisions for struggling readers with regards to content-area reading instruction and intervention methods for middle school, high school, and adult readers in urban and under-resourced settings.
  

  • EDES 6009 Evidence-Based Strategies in Reading for Emergent Bilingual Learners

    3 semester hours

    This course will explore the role language differences plays in learning to read and comprehend English. Since most major urban centers in the US have a large percentage of language minority students, teachers need to be aware of evidence-based strategies and practices that will promote and encourage learning for all children.
  

  • 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 6340 Educational Linguistics

    3 semester hours

    An in-depth study of the interrelationship between language and schooling. Classroom-based analysis of contexts of language variation and usage is emphasized, with a focus on language testing, the teaching of phonology, vocabulary and grammar, and discourse analysis.
  

  • 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 nationally 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 6441 Universally Designed Curriculum and Instruction and Assistive Technology

    1 semester hours

    This course will prepare educators to design curriculum and instruction to meet the varying abilities of all students. The principles of Universal Design for Learning (UDL) as well as the components of Assistive Technology (AT) will be the content of the course. Candidates will be able to design lessons incorporating the UDL principles and the appropriate use of AT to maximize the learning for all students. Content-specific clinical practice is a required component of this course.

    Admission to Catholic Inclusive Education Certificate program required.
  

  • EDES 6442 Socio-emotional Learning and Positive Behavior Support

    3 semester hours

    Candidates will learn the principles of socio-emotional learning as they relate to student success in school and in daily living. Candidates will learn how to implement strategies of positive behavior support in order to promote self-esteem and self-advocacy and maximize instructional time. Content-specific clinical practice is a required component of this course.

    Admission to Catholic Inclusive Education Certificate program required.

    Prerequisite: EDES 6441 .
  

  • EDES 6443 Assessment and Instruction for Students with Varying Abilities

    3 semester hours

    Candidates will be prepared to assess students with a range of abilities in order to plan appropriate instruction for the students. Candidates will know how to implement evidence-based informal and formal assessment strategies in order to monitor student progress utilizing tiered levels of support based on laws and policies for Catholic schools. Content-specific clinical practice is a required component of this course.

    Admission to Catholic Inclusive Education Certificate program required.

    Prerequisite: EDES 6441 .
  

  • EDES 6444 Practicum in Catholic Inclusive Education

    2 semester hours

    Candidates will participate in a digitally supervised practicum in order to develop the expertise required for candidates to demonstrate the knowledge and skills required for Catholic inclusive educators following laws and policies related to Catholic schools.

    Credit/No Credit grading.

    Prerequisites: EDES 6441 , EDES 6442 , EDES 6443 , EDLA 6430 , and EDUR 6606 .
  

  • EDES 6445 Policies and Practices for Students with Varying Abilities

    3 semester hours

    Survey of current issues and trends in the education of students with varying abilities, e.g., theoretical instructional systems, use of research findings in program implementation, with an emphasis on the history and critical analysis of inclusive education in Catholic, private, and public schools, including organizational models.

    Completion of Catholic Inclusive Education Certificate required.

    Catholic Inclusion M.A. students only.
  

  • EDES 6446 Capstone Project

    3 semester hours

    This is the capstone course in the Catholic Inclusive Education M.A. program. Students will be expected to complete a research project focusing on Catholic inclusion.

    Credit/No Credit grading.

    Catholic Inclusive Education M.A. students only with a B (3.0) average in program coursework required.

    Prerequisites: EDES 6441 , EDES 6442 , EDES 6443 , EDES 6444 , EDES 6445 , EDLA 6105 , EDLA 6430 , EDLA 6431 , EDUR 6100 , and EDUR 6606 .
  

  • EDES 6608 Research Methods in Special Education

    3 semester hours

    This course will provide candidates with knowledge and skills in the interpretation and application of evidence-based practices and research methodology in special education. Topics include methods for conducting survey research, experimental and quasi-experimental research, and qualitative research. Emphasizes analyses of specific issues in special education.

    Special Education Program only.
  

  • EDES 6609 Advanced Inclusionary Practices for Students with High Incidence Disabilities

    3 semester hours

    This course will examine advanced evidence-based strategies for accommodating and adapting instruction for exceptional learners with high incidence disabilities who may be culturally and/or linguistically diverse.

    Special Education Program only.
  

  • EDES 6610 Special Topics in Special Education

    3 semester hours

    This course will explore current issues related to characteristics, educational methods, and curricula, and questions, problems, concerns, and movements connected to the education of children and youth with learning disabilities, emotional/behavioral disorders, and autism spectrum disorders.

    Special Education Program only.
  

  • EDES 6611 Master’s Professional Project

    3 semester hours

    This course supports an applied research project resulting in a paper that involves original collection or treatment of data and/or results. The Professional Project involves original research and exemplifies a contribution to scholarship. The final Professional Project is a paper of scholarly quality and should address a current area of inquiry.

    Special Education Program only.
  

  • EDES 6900 Educational Studies Capstone Project

    3 semester hours

    In this course candidates will integrate his or her individualized program of study into a problem of practice paper that identifies and describes a real-world issue or problem in education. It will require the integration of literature, course material, learning from previous courses as well as life experience and will utilize that information to complete an evidence-based solution to a real-world problem of practice. The final papers will be presented to a panel of faculty and students. Each cohort of candidates taking the capstone course will meet regularly to share the problems and solutions each student is examining in their problem of practice paper; discuss progress, challenges, and questions; and exchange feedback and ideas across a range of issues in education.
  

  • 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 6101 Foundations of Charter School Leadership: Vision of Learning for Diverse Students, Families, Staff, and Community

    3 semester hours

    This course focuses on educators as leaders and change facilitators. Leadership theory, effective communication, effective group facilitation, community relations, will be analyzed through the specific lens of a charter school leader. Methods to articulate a vision consistent with well-developed educational philosophy will be explored. Candidates will participate in learning 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. Candidates will develop a concept for a new charter school and complete Element I of a standard charter petition that includes Mission and Vision of the school, educational program, learning goals and how those goals inspire and enable self-motivated, competent life-long learners.

    Certificate in Charter School Leadership candidates only.
  

  • EDLA 6102 Charter School Instructional Leadership: Student Learning and Professional Growth for Diverse Students, Families, Staff, and Community

    3 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 school or organization while addressing the specific challenges and needs of a charter school. 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. 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. Candidates will complete crucial elements of their charter petition started in EDLA 6101  with emphasis on the instructional program and curriculum, instructional framework, meeting the needs of numerous sub-groups of students, and teaching methodologies and ongoing professional development (Elements 1, 2, and 3).

    Prerequisite: EDLA 6101 .

    Certificate in Charter School Leadership candidates only.
  

  • EDLA 6103 Specialized Charter School Leadership Preparation with Petition Writing Lab

    4 semester hours

    This course will provide an overview of business aspects and management needs 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. Additionally, candidates will participate in a writing lab to complete the charter school petition.

    Prerequisites: EDLA 6101  and EDLA 6102 .

    Certificate in Charter School Leadership candidates only.
  

  • 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

    This course explores foundational leadership theory and Catholic Church documents to support candidates’ call to leadership. Students examine their vision for education and identify their individual attributes as a leader. This course provides skill building in contemplative practice and critical reflection as a school leader. Certificate candidates establish rapport and community among LMU faculty and their Leadership cohort.
  

  • 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 Spiritual Leadership in Catholic Education

    3 semester hours

    This course provides novice and aspiring administrators with skills, knowledge, and disposition to serve as a spiritual leader in the Catholic school setting. The course focuses on the historical roots of Catholic education as it relates to the mission of the Church in a contemporary context. Students will examine the practices of Religious Education and Catholic identity that promote mature faith formation. Students will analyze 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, catechetical leadership, governance, law, and policy in Catholic education.
  

  • EDLA 6431 Organizational Leadership in Catholic Education

    3 semester hours

    This course prepares novice and aspiring Catholic school administrators to understand the complexities of managing personnel, payroll, tuition, and private school finance, and understand the imperative nature of strategic planning, marketing, board development, and fundraising. Students will also explore the role of ethics in their administration of Catholic school finance. Candidates will investigate, evaluate, and plan the daily operation of Catholic schools in order to achieve organizational goals and lead to the safe, productive operation of schools. There is an emphasis on cultural and linguistic diversity, exceptionality, the successful development of English Language Learners, and the parent-school relationship.
  

  • EDLA 6432 Instructional Leadership in Catholic Education

    3 semester hours

    This course provides the novice 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. The course focuses on three essential questions: What is the purpose of academic excellence in a Catholic school? What are the cultural and organizational dispositions that foster an academically rigorous and doctrinally sound program of education? How does research and practice inform the structural elements that support a culture for learning?
  

  • EDLA 6433 Visions of Learning

    3 semester hours

    This course focuses on Catholic educators as leaders and change facilitators. Emphasis will be on leading the faculty, students, and parents in a spiritual community of faith formed in the teachings of the Catholic Church and the traditions of Ignatian spirituality. Private school law and ethics, governmental intersections, political context, financial impact, legal dimensions of practice, and historical perspectives of all education in the United States will be studied. Leadership theory, effective communication, effective group facilitation, community relations, will be taught and analyzed. Methods to articulate a shared vision consistent with well-developed educational philosophy will be explored within the context of a professional learning community. There will be an emphasis on building intercultural competency, socio-economic and linguistic diversity, Catholic school inclusion, and the parent-school relationship. This course is aligned with the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools for use in planning and assessment.
  

  • EDLA 6434 Student Learning and Professional Growth

    3 semester hours

    This course assists new and aspiring Catholic school administrators in understanding the dynamic relationship between teaching, learning, assessment and leadership. Focus will be placed on individualization of student instruction, evaluation and assessment of instructional practices, skill in design and implementation of instructional sequences, curriculum standards-based instruction for all students, observations, evaluations and interventions, accountability systems, data-based decision making, and professional development. There will be an emphasis on building intercultural competency, socio-economic and linguistic diversity, Catholic school inclusion, and the parent-school relationship. This course is aligned with the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools for use in planning and assessment.
  

  • EDLA 6435 Transforming Organizations

    3 semester hours

    This course assists new and aspiring Catholic school administrators in developing skills in transformational leadership to design, plan, and implement strategic planning processes to support and sustain educational achievement. The implementation of a professional learning community in the Catholic school context will emphasize ongoing and continuous improvement as a cultural expression of ongoing and continuous planning strategies to benefit student learning. Strategic planning for Catholic schools brings all aspects of the educational enterprise together and includes all stakeholders as relevant to all functional areas: including curriculum, human resources, facilities, technology design for education systems. There will be an emphasis on building intercultural competency, socio-economic and linguistic diversity, Catholic school inclusion, and the parent-school relationship. This course is aligned with the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools for use in planning and assessment.
  

  • 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, and the field of higher education. The course focuses on 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.

    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 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 implications of key historical issues and landmark events.
  

  • EDLA 6712 Organization and Administration in Higher Education

    3 semester hours

    Students will be introduced to the organizational structures of higher education institutions and the 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.
  

  • EDLA 6713 Theories of College Student Development

    3 semester hours

    Theories of College Student Development will provide an intensive introduction to the theoretical and research theories on the American college student in order to inform practice and inquiry in higher education administration. A survey of various student development theories will be presented throughout the course. The impact of college on student development and learning will be highlighted. Students will analyze and apply theories.
  

  • 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 faith based institutions.
  

  • 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 the distinctive leadership issues in community colleges while also exploring the student experience at community colleges.
  

  • EDLA 6720 Fieldwork in Higher Education

    3 semester hours

    This experiential course incorporates the theory to practice model by providing students the opportunity to integrate course material into a higher education setting. Students will engage in a fieldwork experience in a functional area of a post-secondary institution and receive supervision by an on-site supervisor. Throughout the semester students will participate in a seminar to reflect and critically assess their fieldwork experiences.

    Credit/No Credit grading.

    Higher Education majors only.
  

  • EDLA 6721 Higher Education Law and Public Policy

    3 semester hours

    This course assists students in becoming knowledgeable about fundamentals of law that directly and indirectly influences the teaching, learning, and administrative environments of higher education institutions in both the public and private sectors. The policy issues which surround the application of law in college and university settings will also be considered.

    Higher Education majors only.
  

  • EDLA 6722 Resource Management in Higher Education

    3 semester hours

    This course will introduce students to issues, practices, and policies involved with the management of resources within institutions of higher education. The course will cover areas such as strategic planning, budgeting and program planning, implementation, and evaluation. Students will also gain the knowledge and skills needed for hiring, supervising, and evaluating employees.

    Higher Education majors only.
  

  • EDLA 6723 Leadership in Higher Education II

    3 semester hours

    This course provides students the opportunity to synthesize their academic coursework and field experience through critical reflection and analysis, while also instilling and providing them skills to serve as reflective practitioners. This course will also provide students with job search and transition skills and the opportunity to refine their final comprehensive project.

    Higher Education majors only.

    Corequisites: EDLA 6722  and EDLA 6995 .
  

  • EDLA 6840 Spirituality and Leadership in Catholic School Teaching

    3 semester hours

    This course will engage students to view their role as spiritual leaders who participate in creating a culture of renewal in U.S. Catholic elementary and high schools. Throughout the course students will deepen their understanding of their vocation as Catholic school teachers, while critically reflecting and analyzing the spiritual and faith practices of their respective schools. Students will be introduced to basic foundations of Catholicism, new paradigms for religious education, and contemporary issues in the Church. They will explore the spirituality of K-12 students, ecclesiological issues flowing from Vatican II, evangelization, and social justice issues in Catholic education.

    PLACE only.
  

  • EDLA 6950 Advanced Research Methods

    3 semester hours

    An advanced research methods course focusing on: the nature of educational research, statistical methods, qualitative methods, and survey design.

    Special approval required.

    Prerequisite: EDLA 6105 .
  

  • EDLA 6951 Advanced Research Design

    1 semester hours

    An advanced research design institute intended for students accepted into the master’s thesis option. The course will focus on: framing the research question, choosing appropriate methodology, reviewing the literature, reliability and validity, and writing the master’s thesis proposal. Acceptance in Master’s Thesis Option required.

    Prerequisite: EDLA 6950 .
  

  • EDLA 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.
  

  • EDLA 6998 Special Studies

    1 TO 3 semester hours

 

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