EDUG 500 • Mission Statement Development (.5 unit)
Teaching candidates will take the first step in developing a reflective professional classroom philosophy. Candidates will evaluate their philosophical bias related to the classroom. This reflection will result in the development of a “Mission Statement” which will guide the individual’s professional development and instructional integrity.
EDUG 558 • Preparing to Teach Special Populations in the General Education Classroom (.5 unit)
Preparing to Teach Special Populations prepares candidates with basic knowledge, skills and strategies for teaching special populations, including students with disabilities, students on behavior plans, and gifted and talented students in the general education classroom. Each candidate learns to create a positive, inclusive climate of instruction for all special populations in the general classroom.
EDUG 501 • Assessing Socio/Cultural Diversity (.5 unit)
Individuals will become familiar with the cultural and individual diversity of the school community. The individual will complete a comparative study of their worldview, including cognitive and affective preferences, in relation to those of their prospective students. The results will be applied to the development of curriculum and a classroom management plan for use during the teaching experience.
EDUG 506 • Subject Matter Standards and Applications (1 unit)
In this course, candidates strengthen their subject matter expertise and application by familiarizing themselves with subject matter content standards and learning methods for teaching various subject matter disciplines (Math, Science, Social Studies, etc.). Working with their cohort faculty leader and expert practitioners, students will begin developing lessons focusing on particular subject matter disciplines, integrating appropriate content standards.
EDUG 507 • Assessing Student Learning (.5 unit)
Assessment plays an important role in the classroom to guide the teacher’s instruction and promote student accountability. This course introduces teacher candidates to the role of formative and summative assessment in guiding instruction and enhancing student motivation in the classroom setting. To this end, candidates are introduced to the principles of sound assessment, including matching appropriate assessment methods (selected response, essay, performance assessment and personal communication) with achievement targets (knowledge, skills, understanding, products, and dispositions).
EDUG 510 • Deductive Methods (1 unit)
An effective lesson requires an effective plan. A lesson plan provides a map whereby the teacher will stimulate the child’s attention, explain and give examples of the content, check for the child’s understanding, and guide the child in the application of the new learning. In this course, individuals will develop lesson plans for several curricular units of study, critique peer lesson plans, and “practice-teach” one of the lessons.
EDUG 511 • Inductive Methods (1 unit)
Using inductive models of instruction, candidates will develop lesson plans, which enhance students’ critical thinking skills. The inductive discovery activities will be compared with deductive methodology.
EDUG 512 • Cooperative Methods (.5 unit)
After a lecture or a discovery activity, students need the opportunity to independently apply the information presented by the teacher. One of the most effective way for students to apply the new information is in cooperative groups. Teachers will learn to organize and facilitate cooperative groups and competitive teams. The lesson adaptations will include: logistical consideration, activity development and directions, social skill development, individual/group accountability and assessment.
EDUG 514 • Curriculum Unit Planning (1 unit)
The California content standards and frameworks provide an overview of the content and cognitive skills that students in public schools must experience throughout their education. This course helps teachers to connect the subject matter content and standards to appropriate performance tasks and instructional strategies, as they learn to plan curriculum units.
EDUG 520 • Classroom Management (1 unit)
The novice teacher’s first concern revolves around the ability to keep students on task. Research suggests that management of space, time, resources and information is the key. Candidates will develop classroom procedures, an implementation plan, a management plan, and a reinforcement system and conflict resolution skills. Teachers will focus on keeping their students on task with the least possible effort.
EDUG 521 • Parent and Community Relations (.5 unit)
Parent involvement in the classroom has been demonstrated to improve student rapport, classroom management and cognitive outcomes. This course helps teachers to communicate effectively during parent conferences and parent meetings. A major focus of the course will be to develop mechanisms to partner with parents by forming volunteer systems representative of the culturally diverse classroom
EDUG 522 • Politics and Ethics for Teachers (.5 unit)
This course is designed to cover the professional and ethical behaviors, which contribute to teacher success in a school community. Teachers develop a resume, a professional growth plan, and study the Commission on Teacher Credentialing “Rules for Professional Conduct.”
EDUG 540 • Cross-Cultural Studies for Educators (3 units)
To meet the challenges of an ever-changing multicultural classroom, teachers need an understanding and appreciation of cultural diversity utilizing in-depth anthropological perspectives. This course will explore the definition of culture, its mechanisms for adaptation, acculturation, and assimilation. This course will foster an appreciation of cultural diversity as a product of cross-cultural contact, raise issues for teaching within a multicultural classroom, and demonstrate appropriate responses, communication techniques and strategies suited to educating those with differing world view ideologies.
EDUG 541 • Philosophy of the Christian School (1 unit)
A study of the educational philosophy of evangelical schools. Major philosophies are discussed and related to teaching within the context of a Christian worldview. Distinctive of Christian philosophy is emphasized. This course meets the Association of Christian Schools International (ACSI) certification requirements for philosophy.
EDUG 543 • Language Acquisition for the Elementary Student (1 unit)
Language, learning and teaching come together to give teacher candidates an overview of the structure of language as well as theories and methods for first and second language acquisition. Emphases include vocabulary development and assessment.
EDUG 544 • Language Acquisition for the Secondary Student (1 unit)
This course focuses on how to move middle and high school students who are non-English speakers into and through English language literacy. Teacher candidates will read and discuss first and second language acquisition theories and the various programs appropriate for students at each level of fluency. By practicing methods of teaching English language development, teacher candidates engage in using strategies, techniques, and methods that have proved successful in fostering high achievement.
EDUG 545 • Specially Designed Academic Instruction in English/SDAIE for the Elementary Student (1 unit)
SDAIE methodology focuses on English language learners’ academic learning skills for mastery of subject matter. Multiple subject teacher candidates learn how to use verbal communication, materials, and instructional strategies for academic proficiency in content areas. Special attention is given to use of SDAIE methodology in the teaching of specific subject-matter content standards.
EDUG 546 • Specially Designed Academic Instruction in English/SDAIE for the Secondary Student (1 unit)
Single subject candidates learn to adapt the curriculum for secondary students who are acquiring English. Information includes analyzing the subject matter to determine content knowledge and academic skills necessary for success, modifying the text for comprehension, adjusting assignments, and classroom discourse, and using visual aids and resources. Special attention is given to use of SDAIE methodology in the teaching of specific subject-matter content standards.
EDUG 547 • The Understanding and Teaching of Reading (1 unit)
Multiple subject candidates consider what it means for a child to be a reader and how to provide instruction from phoneme awareness to word identification and spelling to reading comprehension of narrative and expository texts. Theories, principles of instruction, and techniques are presented that help children become fluent, independent readers.
EDUG 548 • Metacognition and Reading Strategies for Student Learning (1 unit)
Single subject candidates focus on theories and methods which enhance learning across the curriculum for middle and high school students. The course assists candidates in developing teaching methods that ensure that students are successfully comprehending course content, accessing long-term memory, taking effective notes, and communicating learning concepts. Candidates will learn to teach to the strength of each personality type. Candidates also learn the basics of explicit reading instruction at the secondary level.
EDUG 550 • Literacy Classrooms and Instruction (1 unit)
The elements of balanced literacy programs are presented through the design and organization of the classroom environment and through classroom resources and strategies that connect reading, writing, listening and speaking. Multiple subject candidates learn to synthesize theories and instructional principles for effective classroom practice.
EDUG 551 • Literacy in the Content Areas (1 unit)
Single subject candidates learn to write lesson plans for middle and high school students in their particular subject matter area integrating reading, writing, listening, speaking and thinking. Candidates explore the role of language fluency in comprehension and teach an integrated lesson which enhances content mastery.
EDUG 559 • Creating a Supportive and Healthy Environment for Student Learning (.5 unit)
Creating a Supportive and Healthy Environment for Student Learning prepares candidates with basic knowledge, skills and strategies for creating healthy and supportive learning environments in elementary and secondary schools. Candidates also revisit issues related to how personal, family, school, community and environmental factors are related to students’ academic, physical, emotional and social well-being. Candidates learn about the effects of student health and safety on learning and review the legal responsibilities of teachers related to student health and safety.
EDUG 565 • Use of Technology in the Classroom (2 units)
A study of the nature and use of computers in the educational process. An emphasis is placed on Computer Assisted Instruction (CAI) and the selection of software with a “hands on” approach to the use of word processing, spreadsheets, and other programs that are of assistance to educators or are currently used with students in K-12 classrooms. This course meets the CCTC standards for the level 1 technology requirement.
EDUG 570 • Special Topics (1-3 units)
Special topics in education: curriculum, assessment, instruction, community partnerships, classroom management and research.
EDUG 584 • Beginning Student Teaching (2 units)
Beginning Student Teaching provides candidates with an opportunity to observe, practice, and validate the methods and curriculum they are studying in their professional coursework. During their first full semester in the program, candidates complete Beginning Student Teaching consisting of a minimum of three hours a week (45 hours a semester) at a school site, preferably working with a master teacher who will supervise the student during Advanced Student Teaching in the second semester. Candidates support their master teacher in all aspects of classroom work as assigned, tutor individual students, work with small groups, teach sample lessons, complete classroom-based course assignments, submit assignments and reflect on experiences with their faculty cohort leader, and complete a Professional Portfolio related to their experience. (Lab fee)
EDUG 585 • Advanced Student Teaching (10 units)
Advanced Student Teaching provides candidates with an opportunity to observe, practice, and validate the methods and curriculum they are learning in the professional coursework. Candidates teach in diverse classroom settings, with opportunities to instruct students with diverse backgrounds and levels of skill development under the guidance of a master teacher. Candidates will demonstrate teaching competence in a classroom setting in relation to the standards set by the California Commission on Teacher Credentialing. Candidates will document their instructional planning, lesson presentation, assessment, management, and networking skills in their Professional Portfolio. The Professional Portfolio, begun during their Beginning Student Teaching semester, will be due after sixteen weeks of Advanced Student Teaching. (See catalog for detailed course description – lab fee)
EDUG 590 • Seminars in Education (1-6 units)
Mutual investigation of one topic in education of particular relevance to graduate students in education.
EDUG 591a • Pedagogical Reflection and Practice (1 unit)
In this course, teachers will be introduced to job embedded learning and the “plan-teach-reflect-apply” cycle. While completing CFASST Events 1, 2, and 3, they will study the local context where they are teaching and beginning the process of analyzing the impact of their teaching on student learning. This course is offered in the fall semester for new teachers and trained support providers starting the induction experience.
EDUG 591b • Pedagogical Reflection and Practice (1 unit)
In this course, teachers will develop and implement the Individual Induction Plan. Student work will also be used to conduct an in-depth inquiry in entry-level, monitoring and summative assessment practices. Teachers enroll in this course during the second semester while completing CFASST Events 4-6.
EDUG 591c • Pedagogical Reflection and Practice (1 unit)
New teachers and support providers may obtain one unit of university credit for participating in 15 hours professional growth directly related to SB 2042 completion requirements and CFASST. These hours must be described in the district’s state approved induction program. Teacher attendance and completion of all requirements must be verified by the local BTSA Induction Program Director to receive university credit.
EDUG 591d • Pedagogical Reflection and Practice (2 units)
This course includes an investigation of specific characteristics of the teachers’ class, school, district and community that affect daily teaching. They will analyze the results of several assessments including literacy in primary language to find out about the the prior academic achievement of their students. This data will be used to develop short and long term instructional plans that are also guided by the California Content Standards and Frameworks. Teachers will enroll in this course during the fall semester of the second year of induction while completing CFASST 7, 8, and 9.
EDUG 591e • Pedagogical Reflection and Practice (2 units)
In this course teachers will complete a self-assessment on their level of implementation of the California State Frameworks to assist them in reflecting on their teaching to date. They will participate in the district’s colloquium by sharing a selection of significant work with colleagues. This course is taken by teachers in their final semester of state approved induction and while completing CFASST 10, 11, and 12.
EDUG 591f • Pedagogical Reflection and Practice (2 units)
New teachers and support providers may obtain two units of university credit for participating in 30 hours of professional growth directly related to SB 2042 completion requirements and CFASST. These hours must be described in the district’s state approved induction program. Teacher attendance and completion of all requirements must be verified by the local Induction Program Director to receive university credit.
EDUG 599 • Continuous Registration: Teaching Credential (1 unit)
Prerequisite: Admission to teaching credential program; completion of at least nine units of 500 level credential coursework. This unit does not count toward Master’s degree or credential requirements. Fee is equivalent to one unit of Graduate Education tuition.
Candidates who have not met all testing and/or other credential requirements to continue to Advanced Student Teaching are required to register for EDUG 599. During this semester, the candidate conferences with a faculty cohort leader and /or university supervisor. Continuous registration ends when the candidate is formally recommended for Advanced Student Teaching or withdraws from the program. EDUG 599 will carry a grade of “CE” (Continuing Enrollment) until all requirements are met, at which time the grade will be changed to “CR” (Credit).
EDUG 605 • Current Issues in Education (2 units)
Prerequisites: Regular standing and consent of director. An in-depth investigation of current problems and issues that affect education in America. Students will also study current trends in curriculum, teaching practice, and school organization and evaluate them in terms of the effectiveness of teaching and learning and the quality of life in the school community.
EDUG 606 • Introduction to Educational Research (4 units)
Prerequisites: EDUG 605 or concurrent enrollment. This course enables graduate students in education to become acquainted with literature on research methodologies, and to develop an understanding of such methodology in light of educational research. The goal is to become a critical reader of research reports, and a consumer and producer of research. To this end, a series of research assignments will enable the student to apply his/her learning and to develop skills in interpreting research designs and research literature.
EDUG 609 • Curriculum Design and Teaching (2 units)
Prerequisites: EDUG 605 and consent of director. This course will provide students with the opportunity to examine historical, philosophical, and sociopolitical influences on the curriculum of American public schooling. Curriculum design, implementation and evaluation strategies will be considered. The role of teachers and others in curriculum decision making will be explored, particularly as it relates to educational change. Particular emphasis will be given to state curriculum documents and curricular recommendations of professional associations.
EDUG 610 • Educational Assessment and Evaluation (4 units)
Prerequisites: EDUG 605, 606 and 609 (or concurrent enrollment with EDUG 609). This course will focus on qualitative and quantitative assessment instruments that are needed to evaluate the potential and progress of children throughout the instructional process. The course will cover both individual and program evaluation methods (includes formal and informal methods of assessment).
EDUG 611 • Advanced Models of Teaching (3 units)
This course explores varied strategies of instruction, culminating in the identification and study of fifteen models of teaching. Students will examine relationships among theories of learning and instruction, as well as various instructional alternatives.
EDUG 612 • Theories of Learning and Teaching (3 units)
This course examines principles of teaching that can be derived from psychological theories and research, including behavioral, cognitive, and social theories.
EDUG 613 • Spiritual Formation for Teachers (3 units)
This course will provide teachers with the opportunity to explore the spiritual dimensions of teaching, drawing upon the history of Christian spiritual formation literature in relation to the calling to teach. Students will read classics of Christian spirituality, examine writings about the teaching vocation, and connect the two through personal reflection on the spiritual dimensions of their own teaching experience.
EDUG 614 • Curriculum Leadership and Collaboration (3 units)
This course is about teacher learning, evaluating and organizing high quality professional development. Candidates will study and practice high yield strategies for improving professional practice including peer coaching, collaboration, study groups and learning teams. Well-designed evaluations will inform candidates about the effectiveness of professional development practices and guide the content, form and structure for creating teacher-led learning community. The literature on professional development and reviews of modern professional development programs along with practical guidance will be covered in this course.
EDUG 670 • Special Topics (1-3 units)
Special topics in education; curriculum, assessment, instruction, community partnerships, classroom management and research.
EDUG 680 • Individual Studies (1-6 units)
An individual study initiated by the student who must develop a written prospectus of the proposed study and secure an appropriate sponsoring faculty member to supervise and evaluate the study. Up to a maximum of six credits of individual study may be applied toward degree requirements. Permission of the Director of the Graduate Program is required.
EDUG 690 • Seminars in Education (1-6 units)
Mutual investigation of one topic in education of particular relevance to graduate students in education.
EDUG 699 • Continuous Registration: Master’s Study (1 unit)
Prerequisite: EDUG 610 and advancement to candidacy. Continuation of independent project study. Credit does not count toward Masters degree requirements. (Fee equivalent to one unit hour of tuition.) EDUG 699 will carry a grade of “CE” (continuing enrollment) until all course requirements are met, at which time the grade will be changed to “CR” (credit).
Christian Education Administration Courses
EDAG/CLSG 624 • Change and Strategic Planning (3 units)
Prerequisites: Regular standing and consent of director. An examination of change within congregations and religious organizations with a view to understanding the relationship between the organization structures and its environment. Alternative strategic planning, problem solving, and program evaluation models will be explored in light of intentional mission and ministry. This course is offered by the Leadership Studies component of the M.A. in Religion.
CLSG 632 • Team Building and Conflict Management (3 units)
An exploration of team building as integral to preventing conflict and the role of conflict in healthy team formation. Participants will examine the nature of conflict, how it develops within individuals, relationships, and organization as well as the methods for managing conflict effectively.
CLSG 646 • Leadership and Character Development (3 units)
An exploration of the interior life of the leader in order to understand how character, spirituality and personal ethics of the leader influence interpersonal relationships and the public roles of leadership in the workplace.