Apr 26, 2024  
Loyola Marymount University Bulletin 2015-2016 
    
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Loyola Marymount University Bulletin 2015-2016 [ARCHIVED CATALOG]

Course Descriptions

 

Elementary and Secondary Education (EDES)
  

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

    3 semester hours

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

    Special approval required.
  

  • EDES 6103 Curriculum and Instructional Leadership

    3 semester hours

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

    Special approval required.
  

  • EDES 6200 Elementary School Curriculum and Methods

    3 semester hours

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

    Special approval required.
  

  • EDES 6202 Teaching Reading for Today’s Learners

    3 semester hours

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

    This course prepares candidates for the RICA.

    Special approval required.
  

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

    3 semester hours

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

    Special approval required.
  

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

    3 semester hours

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

    Special approval required.

    Prerequisite: EDES 5003 .
  

  • EDES 6330 Methodology for Chinese Language Instruction in Bilingual Settings

    3 semester hours

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

    Special approval required.

    Prerequisite: EDES 5003 .
  

  • EDES 6345 Literacy Fieldwork

    1 TO 3 semester hours

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

    Credit/No Credit grading.

    Special approval required.
  

  • EDES 6350 Linguistics and Reading

    3 semester hours

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

    Special approval required.
  

  • EDES 6351 Assessment in Reading Performance

    3 semester hours

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

    Special approval required.
  

  • EDES 6352 Seminar: The Reading Professional

    3 semester hours

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

    Special approval required.
  

  • EDES 6353 Technology and Reading

    3 semester hours

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

    Special approval required.
  

  • EDES 6354 Reading Development and Instruction

    3 semester hours

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

    Special approval required.
  

  • EDES 6355 Introduction to Reading Difficulties

    3 semester hours

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

    Special approval required.

    Prerequisite: EDES 6202  or EDES 6354 .

    Corequisite: EDES 6356 .
  

  • EDES 6356 Diagnosis and Intervention in Reading - Practicum I

    3 semester hours

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

    Special approval required.

    Prerequisite: EDES 6202  or EDES 6354 .

    Corequisite: EDES 6355 .
  

  • EDES 6357 Diagnosis and Intervention in Reading - Practicum II

    3 semester hours

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

    Special approval required.

    Prerequisites: ESES 6355  or EDES 6356 .
  

  • EDES 6358 Research and Trends in Reading Education

    3 semester hours

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

    Special approval required.

    Prerequisite: EDES 6355  or EDES 6356 .
  

  • EDES 6359 Field Experience - The Reading Professional

    3 semester hours

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

    Special approval required.

    Prerequisites: EDES 6357  and EDES 6358 .
  

  • EDES 6995 Comprehensive Examination

    0 semester hours

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

    Fee required.

    Credit/No Credit.

    Special approval required.
  

  • EDES 6998 Special Studies

    1 TO 3 semester hours

  

  • EDES 6999 Independent Studies

    1 TO 3 semester hours

  

  • EDES 8000 Health Education

    1 semester hours

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

    Fee required.

    Credit/No Credit.

Educational Leadership (EDLA)
  

  • EDLA 489 Leadership Seminar I

    1 semester hours

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

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

  • EDLA 490 Leadership Seminar II

    1 semester hours

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

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

  • EDLA 491 Leadership Seminar III

    1 semester hours

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

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

    Prerequisite: EDLA 489  or EDLA 490 .
  

  • EDLA 498 Special Studies

    1 TO 3 semester hours

  

  • EDLA 499 Independent Studies

    1 TO 3 semester hours

  

  • EDLA 6105 Assessment and Research Methodology

    3 semester hours

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

  • EDLA 6420 An Invitation to Lead

    1 semester hours

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

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

    4 semester hours

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

    Grade of B- or higher required.

    ISLA only.
  

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

    3 semester hours

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

    Grade of B- or higher required.

    ISLA only.
  

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

    4 semester hours

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

    Grade of B- or higher required.

    ISLA only.
  

  • EDLA 6424 Organizational Management for Student Learning

    3 semester hours

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

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

    4 semester hours

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

    Grade of B- or higher required.

    ISLA only.
  

  • EDLA 6426 Instructional Technology for School Leaders

    2 semester hours

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

    ISLA only.
  

  • EDLA 6427 Advocacy from a Legal Perspective

    3 semester hours

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

    Grade of B- or higher required.
  

  • EDLA 6428 Business of Education

    3 semester hours

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

    Grade of B- or higher required.
  

  • EDLA 6429 Specializing in Charter Schools

    3 semester hours

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

  • EDLA 6430 Mission-Focused Leadership in Catholic Education

    3 semester hours

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

  • EDLA 6431 Organizational Leadership in Catholic Education

    3 semester hours

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

  • EDLA 6432 Instructional Leadership in Catholic Education

    3 semester hours

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

  • EDLA 6710 Leadership in Higher Education I

    3 semester hours

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

    Grade of B (3.0) or higher required.

    Admission into the Higher Education Administration Program required.
  

  • EDLA 6711 Foundations of Higher Education

    3 semester hours

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

    Grade of B (3.0) or higher required.
  

  • EDLA 6712 Organization and Administration in Higher Education

    3 semester hours

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

    Grade of B (3.0) or higher required.
  

  • EDLA 6713 Theories of Student Development

    3 semester hours

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

    Grade of B (3.0) or higher required.
  

  • EDLA 6714 Leadership in Catholic Higher Education

    2 semester hours

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

    Grade of B (3.0) or higher required.
  

  • EDLA 6715 Community College Leadership

    2 semester hours

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

    Grade of B (3.0) or higher required.
  

  • EDLA 6720 Fieldwork in Higher Education

    3 semester hours

    This experiential course integrates the theory to practice model by providing students the opportunity to integrate course material into an actual higher education setting and situation. Students will engage in an intensive fieldwork experience in a functional area of a post-secondary institution, and receive supervision and mentoring by an on-site supervisor. In collaboration with their on-site supervisor, students will be required to identify a major need in their respective placement site and create a project/plan that will address the issue that will comprise a portion of their final comprehensive project. Throughout the semester students will also participate in a seminar to reflect and critically assess their fieldwork experience. They will also work with their peers and the seminar faculty leader on their project.

    Grade of B (3.0) or higher required.

    Prerequisites: EDLA 6710 , EDLA 6711 , and EDLA 6712 , all with a grade of B (3.0) of higher.
  

  • 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 influence 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.

    Grade of B (3.0) or higher required.
  

  • 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 various resources within institutions of higher education. The course will cover areas such as: strategic planning; budget creation and management; program planning, implementation, and evaluation, etc. Students will also gain the appropriate knowledge and skills needed for hiring, supervising, and evaluating employees. The course material will prepare students to supervise a program or functional administrative area.

    Grade of B (3.0) or better required.

    Prerequisites: EDLA 6710  and EDLA 6712 , with a grade of B (3.0) or higher in each.
  

  • EDLA 6723 Leadership in Higher Education II

    3 semester hours

    This is the final course for students in the higher education administration program providing 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. Students will explore the importance of reflecting upon higher education issues through the use of moral reasoning in the context of social justice. The course will highlight the responsibility higher education leaders have to integrate reason and values into their daily actions. A portion of this course will also provide students with interviewing skills and the refinement of their final comprehensive project.

    Grade of B (3.0) or higher required.

    Prerequisites: EDLA 6710 , EDLA 6711 , EDLA 6712 , EDLA 6713 , EDLA 6714 , EDLA 6715 , EDLA 6720 , EDLA 6721 , all with a grade of B (3.0) or higher.

    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

  

  • EDLA 6999 Independent Studies

    1 TO 3 semester hours

  

  • EDLA 7001 Leadership for Social Justice in Education

    3 semester hours

    This course examines various approaches to conceptualizing, interpreting, and making operational social justice. The course will review the historical development of the concept of social justice in an interdisciplinary manner. Particular attention will be given to: critically competing ethical and religious theories of justice; sociological factors of schools as institutions of injustice and cultures that can promote an ethos to further justice; the relationships of the ethical theory of justice of educational institutions; and the examination of pedagogy for social justice. The goal of the course is to bring together ethics, sociology of education, and concrete pedagogy.
  

  • EDLA 7002 Moral and Ethical Leadership

    3 semester hours

    This course examines ethics in education, moral development theory, and leadership theory. Emphasis will be placed on the role of the individual in the development of principles and practices of just and caring leadership. Critical inquiry into the responsibility of leaders for the protection and promotion of democratic schooling and global citizenship is highlighted.
  

  • EDLA 7004 Organizational Theory and Change

    3 semester hours

    This course will focus on organizational theory and culture, systemic change, and supervision of programs and personnel. The role of the leader as an agent for transformative change, an informed implementer of technology to reduce the digital divide, and facilitator for community collaboration is examined.
  

  • EDLA 7005 Educational Change and Innovation

    3 semester hours

    This course provides an in-depth examination of educational policy making processes, through the lens of education reform movements and the political nature of these issues, utilizing a historical and ideological approach. The course will focus on the history and analysis of national, state, and local policies, processes, standards, and reform movements applied to general and special education. An additional focus of the course will be the analysis of the equity and adequacy issues governing school finance.
  

  • EDLA 7020 Situated Inquiry in Education

    3 semester hours

    This introductory course provides educational leaders with an integrated methodological approach to practitioner research through school and classroom-based research. A survey of quantitative and qualitative methods will be the basis for situated inquiry in which candidates are introduced to field-based, problem-solving research, survey research methodology, program evaluation research, and technology. Candidates will improve skills in the development of research instruments and tools for data collection.
  

  • EDLA 7021 Quantitative Research in Education

    3 semester hours

    This advanced quantitative research course focuses on a variety of quantitative research designs and statistical methods for examining data from diverse educational settings, including survey construction and implementation, correlation and prediction research, and causal-comparative design. This will cover univariate and multivariate methods utilizing desktop statistical software.

    Prerequisite: EDLA 6105  or equivalent.
  

  • EDLA 7022 Qualitative Research in Education

    3 semester hours

    This advanced research course focuses on a variety of qualitative research methods and designs for diverse educational settings, including ethnography, observations, interviews, and case studies. The research will be focused through the lens of social justice.
  

  • EDLA 7023 Doctoral Colloquia

    2 semester hours

    The doctoral colloquia are designed to support doctoral candidates in completing research, analyzing data, further developing leadership skills, and investigating career opportunities. Special topics will address these issues.

    Credit/No Credit.
  

  • EDLA 7040 Context and Current Topics in Public Education

    3 semester hours

    This seminar explores the historical, philosophical, and structural issues in public education. The seminar will include a discussion and analysis of the current issues defining and challenging public P-12 education.
  

  • EDLA 7042 Management of Fiscal/Human Capital

    3 semester hours

    The recruitment, management, and assessment of fiscal and human resources will be explored through the lends of social justice. This course includes the following: national, state, and local funding and fiscal management; human resource recruitment, retention, and evaluation; equity analysis of resources for diversity; strategies for building effective learning communities; and an analysis of the equity and adequacy issues governing school finance.
  

  • EDLA 7043 Legal and Policy Issues in Education

    3 semester hours

    Candidates examine legal frameworks of national, state, and local government and educational entities. The focus of the course will be on the political and sociological forces affecting general education programs, services for students with exceptional needs, and other categorical programs. Course topics include laws affecting education and the application of legal principles to current policies and practices.
  

  • EDLA 7045 Transformational Leadership for Student Achievement

    3 semester hours

    This course examines components of reflective leadership and the relationship to educational achievement for diverse populations. This course will emphasize a sociocultural perspective which will guide the exploration of leadership related to accountability, instruction and assessment. The theory and practice of transformational leadership informed by a social justice perspective will be foundational components.
  

  • EDLA 7049 Research Seminar

    2 semester hours

    This course focuses on the practitioner researcher’s formulation of research questions, preparation of the design and methodology to be used in the researcher’s study of education. The outcome of this course will be the design and methodology chapter of the candidate’s dissertation.

    Credit/No Credit grading.
  

  • EDLA 7060 Context and Current Topics in Private Education

    3 semester hours

    This seminar explores the historical, philosophical, structural, and theological issues in Catholic, private, and charter schools, as well as non-public schools serving students with exceptional needs. The seminar will include a discussion and analysis of the current issues defining and challenging Private K-12 education and the influence of Catholic social teaching in these topics.
  

  • EDLA 7940 Preliminary Review Design

    1 semester hours

    This course is designed to assist candidates as they engage in thoughtful consideration of an area in educational leadership for social justice that is of interest to them. The culmination of this course is the Preliminary Review. Students must successfully complete the Preliminary Review process in order to continue in the doctoral program.

    Credit/No Credit grading.
  

  • EDLA 7950 Dissertation Proposal Design

    2 semester hours

    A seminar designed to assist candidates in the development and design of the dissertation proposal.

    Prior to beginning the research phase of the dissertation, candidates will be required to submit a proposal to the Institutional Review Board (IRB) for approval.

    Institutional Review Board approval required.

    Credit/No Credit.
  

  • EDLA 7951 Dissertation Seminar I

    2 semester hours

    Seminar designed to support doctoral candidates in development research design, conducting literature research, and collecting data.

    Credit/No Credit.
  

  • EDLA 7952 Dissertation Seminar II

    2 semester hours

    Seminar designed to support doctoral candidates in completing research and analyzing data.

    Credit/No Credit.
  

  • EDLA 7953 Doctoral Seminar I

    2 semester hours

    Candidates will enroll in 2 semester hours each semester leading to completion and acceptance of dissertation. Credit/No Credit.
  

  • EDLA 7954 Doctoral Seminar II

    2 semester hours

    Candidates will enroll in 2 semester hours each semester until completion and acceptance of dissertation. Credit/No Credit.
  

  • EDLA 7955 Doctoral Seminar III

    2 semester hours

    Candidates will enroll in 2 semester hours each semester until completion and acceptance of dissertation. Credit/No Credit.
  

  • EDLA 7990 Advancement to Candidacy

    0 semester hours

  

  • EDLA 7998 Special Studies

    1 TO 3 semester hours

  

  • EDLA 7999 Independent Studies

    1 to 3 semester hours


Educational Support Services (EDSS)
  

  • EDSS 427 Creating Effective Classrooms in Diverse Settings

    3 semester hours

    This course is designed to prepare candidates to be able to demonstrate knowledge and skills in managing environments for diverse learners that are safe and effective and that facilitate positive self-esteem and self-advocacy. In addition, the candidate will be prepared to demonstrate knowledge of behavioral management strategies, varying communication styles that impact learning and laws, and regulations for promoting behavior that is positive and self-regulatory.
  

  • EDSS 436 Creating Collaborative Partnerships

    3 semester hours

    This course is designed to prepare candidates to be able to collaborate and communicate effectively with individuals with disabilities and their parents, other family members and primary care givers, school administrators, general and special education teachers, specialists, paraprofessionals, and community agency and related service personnel. The candidate will learn how to work in partnership to be able to design, implement, and evaluate integrated services that reflect transitional stages across life span for all learners.
  

  • EDSS 440 Introduction to the Culturally and Linguistically Diverse Student with Exceptional Needs

    3 semester hours

    General survey of exceptionalities affecting normal child development. Causation, diagnosis, treatment, programs, and resources are included. Implications of recent legislation for the disabled will be emphasized.
  

  • EDSS 443 Informal Assessment and Individual Education Program (IEP) Development for Students with Exceptional Needs

    3 semester hours

    A survey of strategies for assessing and teaching FEP and LEP students in all areas of exceptionality.
  

  • EDSS 444 Observation and Participation in General and Special Education Programs

    3 semester hours

    Direct contact experience observing and working with FEP and LEP students in all areas of exceptionality. A minimum of 100 clock hours must be spent with three exceptionalities.

    Credit/No Credit.
  

  • EDSS 445 Special Education: Advocacy and the Law

    3 semester hours

    This course examines federal and California special education law with particular emphasis on the Individuals with Disabilities Education Improvement Act (IDEA 2004) and the Rehabilitation Act of 1973. The first half of the course will involve reading of material that will give a legal and practical background to the specifics of the law, its purpose, and how it is implemented by school districts. This background will serve as a foundation for the students to effectively advocate (with proper supervision) for their clients during the clinical portion of the class. The overall goal of the course is to give students insight into how to work with families and school personnel and how to ultimately avoid the pitfalls of noncompliance. The second half of the course will be a supervised clinical experience where students will handle a special education case. This will include: interviewing potential clients, analysis of facts, and advocacy at an IEP. Depending on the facts of the case, students may also file a state complaint and prepare a case for mediation and/or for due process hearing.
  

  • EDSS 452 Psychological and Educational Assessment

    3 semester hours

    Basic concepts of psychological testing, measurement, and evaluation applicable to the rationale, construction, evaluation, use, and interpretation of tests, rating scales, etc.; essential statistics. Practice required.

    Senior class standing required.
  

  • EDSS 453 Introduction to the Study of Disability and Special Education

    3 semester hours

    This course introduces students to the field of disability studies and special education. The difference between the two fields are carefully examined, discussed and explored. The course introduces key components and theories underlying disability studies and foundational components of the special education system. The course explores disability through a historical, social, linguistic, cultural, economic, and political context. This course also explores how disability is portrayed in society and reviews traditional stereotypes emerging from the disability rights movement. In regards to Special Education, this course will emphasize current laws and procedures pertaining to the appropriate education for children with disabilities and review major relevant issues affecting the field of special education including inclusion, advocacy, collaborating with diverse families and educational professionals, and transition processes.
  

  • EDSS 454 Major Issues and Foundations of Special Education

    2 semester hours

    Candidates will receive an overview of the characteristics of diverse learners with high incidence disabilities with a view towards developing an understanding of these characteristics as they impact learning, behavior, and socialization. The course will also emphasize current laws and procedures regarding the appropriate education of these students and review major issues including Universal Design for Learning (UDL), inclusion, advocacy, assistive technology, Response to Intervention (RTI), early intervention, collaborating with diverse families and educational professionals and transition planning.

    Prerequisite:

      or  .
  

  • EDSS 455 Development of IEPs for Students with Exceptional Needs

    1 semester hours

    This course will provide essential information regarding the development of Individualized Education Programs (IEPs) for students with exceptional needs. Candidates will learn the general components of an IEP and how to develop student present level of performance (PLOP) and goals.

    Prerequisite:

      or  .
  

  • EDSS 475 Teaching and Assessing Students with Mild/Moderate Disabilities

    3 semester hours

    Principles and techniques for diagnosing learning and behavioral strengths and weaknesses in children and youth with specific learning disability, mental retardation, other health impairments, or serious emotional disturbance. Additional emphasis is placed on effective techniques and methods in working with culturally and linguistically diverse youth. Development of teaching strategies, goals, and objectives suitable for direct intervention, implementation of individual instructional programs, and evaluation of program approaches and effectiveness.
  

  • EDSS 476 Policies and Issues in Education for Diverse Learners with Disabilities

    3 semester hours

    Survey of current issues and trends in the psychology and education of students with learning handicaps, e.g. theoretical instructional systems, use of research findings in program implementation, counseling, career guidance, and program evaluation with emphasis on history and practices of bilingual education, including organizational models and instructional strategies.
  

  • EDSS 492 Behavior and Classroom Management Techniques for Teachers

    3 semester hours

    Explores current, alternative approaches to classroom discipline, management, and organization. Focuses on how teacher behavior, the learning task, and the classroom environment affect student behavior.
  

  • EDSS 498 Special Studies

    3 semester hours

  

  • EDSS 499 Independent Studies

    1 TO 3 semester hours

  

  • EDSS 5002 Survey of Second Language Acquisition Theories

    2 semester hours

    Course content includes theoretical perspectives in first and second language learning, language teaching methodologies, assessment, identification, and program placement for Limited English Proficient students with and without disabilities. 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.
  

  • EDSS 5300 Introduction to Teaching and Learning in General and Special Education

    2 semester hours

    This course will provide initial instruction in the essential themes, concepts, and skills related to the duties of a special educator before the candidate assumes intern/teaching responsibilities.

    Admission to program required.
  

  • EDSS 5301 Managing Learning Environments

    2 semester hours

    This course is designed to prepare candidates to be able to demonstrate knowledge and skills in managing environments for diverse learners that are safe and effective for students.

    Admission to program required.
  

  • EDSS 5998 Special Studies

    3 semester hours

 

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