Apr 25, 2024  
Loyola Marymount University Bulletin 2015-2016 
    
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Loyola Marymount University Bulletin 2015-2016 [ARCHIVED CATALOG]

Course Descriptions

 

Economics (ECON)
  

  • ECON 4540 Labor Economics

    4 semester hours

    Modern theories of market and non-market behavior relating to issues of labor and the determination of wages, salaries, and perquisites. Empirical evidence and public policy considerations are always relevant. Topics may include: education, poverty, discrimination, internal job ladders and management systems, collective bargaining, and unemployment.

    Prerequisites: ECON 3100  and ECON 3300 , both with a grade of at least C-.
  

  • ECON 4560 Law and Economics

    4 semester hours

    This course will explore the field of law and economics. We will use standard microeconomic tools to examine torts, contracts, and property law, as well as the theory and empirical evidence on criminal behavior.

    Prerequisites: ECON 3100  and ECON 3300 , both with a grade of at least C-.
  

  • ECON 4580 Health Economics

    4 semester hours

    Access to quality health care remains an important public health problem for a significant part of the population. This course examines the theoretical and empirical analyses of major topics in health care economics, such as the production of health, demand for medical care and health insurance, the physician-firm, the hospital market, and government provided health care.

    Prerequisite: ECON 3100  with a grade of at least C-.
  

  • ECON 4740 Economic Development

    4 semester hours

    This course is about global poverty, with a focus on the market failures that often characterize countries in the developing world and the solutions that countries have adopted to deal with these failures. We will explore how missing or incomplete markets for land, insurance, and credit give rise to the institutions that we see in developing countries, particularly in rural areas. Evidence about important policy debates, such as the role of industrialized countries in the development process, will be discussed in detail.

    Prerequisite: ECON 3100  with a grade of at least C-.
  

  • ECON 4900 Senior Assessment

    0 semester hours

    Assessment of student learning outcomes in the field of economics. Includes a written comprehensive examination, a senior exit interview, and possible additional Department evaluation. ECON 4900 is offered toward the end of the Spring semester only and is required of all economics majors who will have completed 100 hours or more by the end of the Spring semester.

    CR/NC grading only.

    Economics majors only.

    Prerequisite: Registered to complete 100 hours or more by the end of the semester in which it is taken.
  

  • ECON 4998 Special Studies

    1 TO 4 semester hours

  

  • ECON 4999 Independent Studies

    1 TO 4 semester hours

  

  • ECON 5300 Mathematics for Economics

    4 semester hours

    Absolutely necessary for those continuing to graduate school and required for those pursuing the B.S. degree in economics. Review of fundamental mathematical concepts and logic. Treatment of linear algebra, univariate and multivariate calculus, real analysis, and unconstrained and constrained optimization. Applications of mathematical techniques to typical problems in microeconomics and macroeconomics.

    Offered only in the Fall semester.

    Prerequisites: ECON 3100  with a grade of at least C- and MATH 131  (or equivalent) with a grade of at least C. Recommended: MATH 132  (or equivalent).
  

  • ECON 5320 Advanced Econometrics

    4 semester hours

    This branch of economics uses mathematical and statistical tools to analyze economic phenomena. Mathematical formulation, establishment of hypotheses, model construction, data collection, and statistical estimation and inference.

    Required for the B.S. degree in Economics.

    Offered only in the Spring semester.

    Prerequisite: ECON 5300  (or MATH 250 ).
  

  • ECON 5998 Special Studies

    1 TO 4 semester hours

  

  • ECON 5999 Independent Studies

    1 TO 4 semester hours


Clinical Education (EDCE)
  

  • EDCE 410 Elementary Directed Teaching

    9 TO 12 semester hours

    Full-time supervised teaching in two culturally diverse public elementary schools; seminar sessions held throughout the semester, which include instruction in art, music, and physical education.

    Credit/No Credit grading.

    Admission by special approval.
  

  • EDCE 412 Secondary Directed Teaching

    9 TO 12 semester hours

    Full-time supervised teaching in one culturally diverse public middle and/or high school; seminar sessions held throughout the semester support the student in successfully completing his or her teaching.

    Credit/No Credit grading.

    Special approval required.
  

  • EDCE 456 Directed Teaching with Culturally and Linguistically Diverse Students with Mild/Moderate Disabilities

    6 semester hours

    Actual teaching experience with culturally and linguistically diverse students with mild/moderate disabilities. Must have completed prerequisite and professional coursework in Special Education and be approved by the Coordinator of Fieldwork the semester prior to enrolling.

    Credit/No Credit grading.

    Special approval required.

    Corequisite: EDCE 459 .
  
  

  • EDCE 461 Teaching Performance Assessment 1

    0 semester hours

    Students enrolled in the course will complete Task 1 of the Teaching Performance Assessment.

    Fee required.

    Special approval required.
  

  • EDCE 462 Teaching Performance Assessment 2

    0 semester hours

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

    Fee required.

    Special approval required.
  

  • EDCE 463 Teaching Performance Assessment 3

    0 semester hours

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

    Fee required.

    Prerequisites: EDCE 461  and EDCE 462 .

    Concurrent enrollment with EDCE 410  or EDCE 412  required.
  

  • EDCE 464 Teaching Performance Assessment 4

    0 semester hours

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

    Fee required.

    Prerequisites: EDCE 461  and EDCE 462 .

    Concurrent enrollment with EDCE 410  or EDCE 412  required.
  

  • EDCE 498 Special Studies

    1 TO 3 semester hours

  

  • EDCE 499 Independent Studies

    1 TO 3 semester hours

  

  • EDCE 5950 Teaching Performance Assessment Task 1, Subject Specific Pedagogy

    0 semester hours

    Students enrolled in this course will complete Task 1 of the Teaching Performance Assessment.

    Fee required.

    Credit/No Credit grading.

    Special approval required.
  

  • 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.
  

  • 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.
  

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

    3 semester hours

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

    Special approval required.

    Prerequisite: EDES 414 .
  

  • EDES 418 Bilingualism and Biliteracy

    3 semester hours

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

    Special approval required.

    Prerequisite: EDES 414 .
  

  • EDES 420 Chicano/Latino Cultures: An Interdisciplinary Perspective

    3 semester hours

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

    Special approval required.
  

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

    3 semester hours

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

    Special approval required.
  

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

    3 semester hours

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

    Special approval required.
  

  • EDES 430 Methodology for Chinese Language Instruction in Bilingual Settings

    3 semester hours

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

    Special approval required.
  

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

    3 semester hours

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

    Special approval required.
  

  • EDES 434 Elementary Curriculum and Methods

    3 semester hours

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

    Special approval required.
  

  • EDES 484 Methods in Teaching Secondary Languages Other Than English

    3 semester hours

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

    Special approval required.
  

  • EDES 485 Methods in Teaching Secondary Social Studies

    3 semester hours

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

    Special approval required.
  

  • EDES 486 Methods in Teaching Secondary English

    3 semester hours

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

    Special approval required.
  

  • EDES 487 Methods in Teaching Secondary Science

    3 semester hours

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

    Special approval required.
  

  • EDES 488 Methods in Teaching Secondary Math

    3 semester hours

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

    Special approval required.
  

  • EDES 498 Special Studies

    1 TO 3 semester hours

  

  • EDES 499 Independent Studies

    1 TO 3 semester hours

  

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

    3 semester hours

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

    Fieldwork is required.

    Special approval required.
  

  • EDES 5003 Theories and Policies of Second Language Acquisition

    3 semester hours

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

    Special approval required.
  

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

    3 semester hours

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

    Special approval required.

    Prerequisite: EDES 5003 .
  

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

    3 semester hours

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

    Special approval required.

    Prerequisite: EDES 5003 .
  

  • EDES 5251 Methods in Teaching Secondary Languages Other Than English

    3 semester hours

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

    Special approval required.
  

  • EDES 5252 Methods in Teaching Secondary Social Studies

    3 semester hours

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

    Special approval required.
  

  • EDES 5253 Methods in Teaching Secondary English

    3 semester hours

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

    Special approval required.
  

  • EDES 5254 Methods in Teaching Secondary Science

    3 semester hours

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

    Special approval required.
  

  • EDES 5255 Methods in Teaching Secondary Math

    3 semester hours

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

    Special approval required.
  

  • EDES 5256 Methods in Teaching Secondary Art

    3 semester hours

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

    Special approval required.
  

  • EDES 5320 Chicano/Latino Cultures: An Interdisciplinary Perspective

    3 semester hours

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

    Special approval required.
  

  • EDES 5324 Bilingualism and Biliteracy

    3 semester hours

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

    Special approval required.
  

  • EDES 5325 Curriculum and Instructional Leadership in a Bilingual Setting

    3 semester hours

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

    Special approval required.
  

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

    3 semester hours

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

    Special approval required.
  

  • EDES 5400 Developmental Theories

    3 semester hours

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

    Special approval required.
  

  • EDES 5401 Infancy

    3 semester hours

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

    Special approval required.
  

  • EDES 5402 Early Childhood

    3 semester hours

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

    Special approval required.
  

  • EDES 5403 Cognition and Language

    3 semester hours

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

    Special approval required.
  

  • EDES 5404 Child, Family, and Community

    3 semester hours

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

    Special approval required.
  

  • EDES 5405 Early Childhood Education Programs and Curriculum

    3 semester hours

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

    Special approval required.
  

  • EDES 5406 Social and Emotional Development

    3 semester hours

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

    Special approval required.
  

  • EDES 5407 Research Methods and Early Childhood Assessment

    3 semester hours

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

    Special approval required.
  

  • EDES 5408 Early Childhood Education Program Administration

    3 semester hours

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

    Special approval required.
  

  • EDES 5964 Leadership and Clinical Practice

    2 semester hours

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

    Credit/No Credit grading.

    Special approval required.
  

  • EDES 5998 Special Studies

    1 TO 3 semester hours

  

  • EDES 5999 Independent Studies

    1 TO 3 semester hours

  

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

    3 semester hours

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

    Special approval required.
 

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