Education (EDUC)

Issues associated with the successful transition from high school or community college to Cal Poly. Links fostered between student needs and campus resources. Coverage of academic policies and procedures, university study skills, goal setting, career planning, wellness and other topics relevant to student success. Not open to students with credit in UNIV 100. Credit/No Credit grading only. 1 lecture, 1 activity. Crosslisted as EDUC/UNIV 125.

Study of theories and research about the development and learning of children and young adolescents within diverse backgrounds, and application to teaching in public school settings. Observations/interactions with children in school settings. 3 lectures, 1 activity. Participation in public schools requires mandated fingerprint clearance. Crosslisted as CD/EDUC 207.

Directed group study of selected topics. The Class Schedule will list topic selected. Total credit limited to 8 units. 1 to 4 lectures.

Historical, philosophical, and social foundations of public education in relation to school curriculum, instruction and dispositions of effective teachers. Structured observation and participation in K-12 public schools with attention to instructional practices for diverse learners. 2 lectures, 1 activity. Participation in public schools requires mandated fingerprint clearance.

Individual investigation, research, studies or surveys of selected problems. Total credit limited to 8 units, with a maximum of 4 units per quarter.

Subject-specific instructional methodologies in Health and Physical Education (PE). Design and implementation of elementary school instruction to address state-adopted content standards for Health and Physical Education in the State of California. Course may be offered in classroom-based or online format. 2 lecture, 1 laboratory.

Developing and supporting teachers of Color in elementary and secondary (K-12 ) education. Focus on the structural factors associated with underrepresentation of teachers of Color, culturally sustaining pedagogies, and resources to support teachers of Color. 4 seminars.

Social, cultural, historical, political, economic, and educational factors and systems in Latin America and the United States that have contributed to and shaped Latino/a individual and group identity. How factors affect individual acculturation in California and the United States and influence how Latino/as experience and participate with schooling in the United States. Course may be offered in classroom-based or online format. 3 seminars, 1 activity.

Inquiry into the social, historical, philosophical and psychological foundations of education with an emphasis on applying educational theory to practice. Prepares Single Subject Credential Program students for classroom teaching. Course may be offered in classroom-based or online format. 3 lectures.

The role of culture, status, identity, and human development in public school experiences of diverse learners. Organization and management of secondary school classrooms as related to adolescent development and issues of access to learning. 4 lectures.

Principles, methods and practices of organizing curriculum, instruction, and assessment for secondary school subject areas, with an emphasis on backward design in curriculum development and assessment. Site visits to local schools to allow analysis of planning, instruction, and assessment in secondary school classrooms. 4 lectures.

Theories and application of literacy learning, assessment and second language acquisition in content classrooms. Observation of classrooms, tutoring English language learners, designing and teaching literacy lessons, planning and implementing assessments across content areas. Recognition of the role of culture in language acquisition. Course may be offered in classroom-based or online format. 3 lectures.

Fieldwork in the secondary classroom related to literacy, language and culture for Agriculture Education candidates. Includes 1-3 hours of observation each week. Participation in public schools requires mandated fingerprint clearance. Credit/No Credit grading. 1 activity.

Differentiated instruction and further theoretical knowledge and skills needed for successful teaching of linguistically and culturally diverse learners, as well as students with special learning needs. PACT assessments embedded in course prepare credential candidates for the teaching event. 3 lectures.

Fieldwork in the secondary classroom related culturally responsive teaching in diverse classrooms for Agriculture Education candidates. Includes 1-3 hours of observation each week. Participation in public schools requires mandated fingerprint clearance. Credit/No Credit grading. 1 activity.

Patterns of classroom organization, application of reading programs, approaches, methods in English and Spanish, and supervised field experiences in elementary classrooms with bilingual students. Course may be offered in classroom-based or online format. 3 seminars, 1 activity.

Theories, methods, materials and assessment involved in the instruction of emergent bilingual students. Bilingual, transitional, and English only programs compared across a historical framework. Emphasis on an integrated language arts approach; theories of language acquisition. 3 seminars, 1 activity. Participation in public schools requires mandated fingerprint clearance.

Introduction of foundational topics in literacy teaching and learning in K-8 schools with diverse populations. Examination of concepts and theories underlying literacy learning and instruction, and relating research-based patterns of reading and writing development to features of the learner and learning environments. Participation in public schools requires mandated fingerprint clearance. 3 seminars, 1 activity.

Integration of theory and practice for planning, instruction and assessment in a balanced, comprehensive, research-based K-8 literacy and language arts program to enable children of all abilities and background to read, write, speak, listen and think effectively. 4 seminars.

Curriculum instruction and assessment concepts regarding teaching social studies to culturally diverse students in grades K-8, to promote civic competence and the development of elementary students' knowledge and reasoning in the social sciences. 4 seminars.

History, theories, and practices associated with contemporary bilingual education in California and the U.S. Observation and limited teaching in bilingual classrooms. Approximately one-half of the class taught in Spanish. Course may be offered in classroom-based or online format. 3 seminars, 1 activity.

Curriculum, instruction, and assessment concepts regarding teaching mathematics for understanding to culturally diverse students in grades K-8, with emphasis on using manipulatives to promote elementary students' development of mathematical knowledge and reasoning. 4 seminars.

Curriculum, instruction, and assessment concepts regarding teaching science for understanding to culturally diverse students in grades K-8, with emphasis on teaching via inquiry to promote the development of scientific knowledge and reasoning. 3 seminars, 1 activity.

Clinical experiences involving observation; limited lesson planning, instruction, assessment and reflection; growth as a professional educator and participation in school-related activities in K-8 public school classrooms. Participation in public schools requires mandated fingerprint clearance. Total credit limited to 4 units. Credit/No Credit grading only.

Discussion of contemporary educational issues and classroom practice; reflection on beginning clinical experiences in elementary education and their connection with educational theory and research. Credit/No Credit grading only. 3 seminars.

Characteristics, incidence, and etiology of individuals with exceptional needs. Problems, assessment, and approaches toward accommodating students with exceptional needs in the regular classroom. 3 seminars, 1 activity.

Public school classroom experiences in general education and/or special education classrooms at the elementary level. Teaching individuals and small groups. Total credit limited to 4 units. Credit/No Credit grading only.

Public school classroom experiences in general education classrooms and/or special education classrooms at the secondary level. Teaching individuals and small groups. Total credit limited to 4 units. Credit/No Credit grading only.

Participation in public schools as a student teacher in activities representing different roles of special education teachers. Assumption of a teacher's responsibility for individual and small groups. Minimum 4 days per week. Credit/No Credit grading only.

Tasks, timelines, evaluation rubrics, and academic writing in relation to the Teaching Performance Assessments that are required for teacher credentialing in California. Total credit limited to 2 units. Credit/No Credit grading. 1 seminar.

Educational issues and research, development and assessment of teaching portfolio, completion of materials for a job search, and beginning the first year as a special educator. 3 seminars, 1 activity.

Clinical experiences involving planning, instruction, assessment and reflection; growth as a professional and related activities in K-8 public school classrooms. Participation in public schools requires mandated fingerprint clearance. Credit/No Credit grading only.

Discussion of contemporary educational issues, state education policies and expectations for effective classroom practice; reflection on clinical experiences in elementary education and their connection with educational theory research. Participation in public schools requires mandated fingerprint clearance. Credit/No Credit grading. 3 seminars.

Advanced clinical experiences involving planning, instruction, assessment and reflection; growth as a professional and related activities in K-8 public school classrooms. Credit/No Credit grading only.

Discussion of contemporary educational issues, national education policies and expectations for effective classroom practice; reflection on advanced clinical experiences in elementary education and their connection with educational theory and research. Credit/No Credit grading. Course may be offered in classroom-based or online format. 3 seminars.

Clinical experiences involving observation; limited planning, instruction, assessment and reflection; growth as a professional, and participation in other school-related activities in secondary public classrooms. Credit/No Credit grading only.

Part-time assignment in a classroom (Single Subject only). Includes teaching activities under the direction of a selected cooperating teacher in consultation with a university supervisor. Assignment consists of an entire morning in the classroom (or the equivalent) for one quarter. Credit/No Credit grading only.

Directed group study of selected topics for advanced students. Open to undergraduate and graduate students. The Class schedule will list topic selected. Total credit limited to 8 units. 1 to 4 lectures.

Directed group laboratory study of selected topics for advanced students. Open to undergraduate and graduate students. The Class Schedule will list topic selected. Total credit limited to 8 units. 1 to 4 laboratories.

Full-time assignment in a classroom (Single Subject only). Includes teaching activities under the direction of a selected cooperating teacher in consultation with a university supervisor. Assignment consists of an entire teaching day in the school for one quarter. Credit/No Credit grading only.

Advanced study planned and completed under the direction of a member of the department faculty. Open only to graduate students who have demonstrated ability to do independent work. Enrollment by petition. Total credit limited to 8 units.

Examination of technology-supported instruction with special focus on the use of technology to enable constructivist learning experiences for K-12 students. A survey of advanced technologies including Web-based tools, apps, digital story telling, and media production. Course offered online only. 3 seminars, 1 activity.

Financing public schools in America: historical and current sources and types of funding. District level and site level funding and budgeting including priorities and purchasing procedures. Financial implications of personnel contracts and obligations. 3 seminars, 1 activity.

Legal aspects of school administration including unions, collective bargaining, and contract administration. Governing roles of federal, state, and local agencies including boards and district administrators. 3 seminars, 1 activity.

Principles of organization, management, sustainability, and regenerative practices, leadership and their relationship to educational effectiveness and productivity. Activity experience in the application of management theory in schools. This course meets the requirements of the Cal Poly Sustainability Learning Objectives (SLO). 3 seminars, 1 activity.

Concepts of planning and decision making in educational administration that utilize a wide range of data gathering and analysis procedures. 3 seminars, 1 activity.

Supervision, management, and evaluation of educational curriculum and educational programs. Current trends in program management including mapping, monitoring, alignment. 3 seminars, 1 activity.

Principles and processes for the supervision and evaluation of certificated and classified staff including legal, research, and professional considerations. 3 seminars, 1 activity.

Examination of issues that affect educational leaders implementing and managing large-scale collaborative action research projects. Application of interventions based on action research findings. 2 seminars.

Supervised fieldwork in school administration for supervision at the elementary and secondary level. Assignments must encompass three of the four academic quarters and must involve some multicultural experience. Total credit limited to 18 units, only 9 of which may be applied toward master's degree. Credit/No Credit grading only.

Demonstration of exemplars of professional practice keyed to standards for the California Preliminary Administrative Services Credential. Class meets two (2) times per quarter. Faculty meet individually with students as to address portfolio development on a case-by-case basis. Credit/No Credit grading only. 1 activity.

Supporting students' literacy development across school subjects -- English language arts, mathematics, science, social studies -- through an integrated instructional approach focusing on critical literacy as meaning-making, accommodating diverse students including English language learners and students with special needs. 4 seminars.

Principles of authentic pedagogy and development of a classroom learning community. Examination of the role of classroom culture and advanced instructional strategies to foster conceptual development and disciplinary ways of knowing in diverse classrooms. Course may be offered in classroom-based or online format. 4 seminars.

Perspectives, principles and practices for designing curriculum to foster authentic instruction using integrative approaches. Emphasis on designing for the development of multiple literacies. Course may be offered in classroom-based or online format. 4 seminars.

The relationship between theory, research and practice in English Language Arts. Emphasis is on reading processes and principles and advanced teaching practices for the English Language Arts with attention to working with diverse students including English language learners and students with special needs. 4 seminars.

Examines social justice education approaches inside and outside the classroom. Prepares graduate students to develop an action-oriented project that includes strategies for advocating for marginalized students. Course may be offered in classroom-based or online format. 4 seminars.

Advanced field experience and practical application of master's degree emphasis for general and special education teachers, school administrators and school support personnel. Total credit limited to 12 units for specialist credentials. Total credit limited to 6 units for the master's degree. Credit/No Credit grading only.

Standards-based principles and advanced pedagogical practices for mathematics instruction in diverse classroom settings. 4 seminars.

Principles and practices of organizing and administering special education, reading, counseling, and other support programs. Assessment and placement procedures, middle management's role, overview of specially funded programs, historical precedents and future trends. 3 seminars, 1 activity.

Advanced studies and skills in educational consultation. Emphasis on the collaborative and consultative role of the special educator with a wide range of individuals from diverse cultural backgrounds including school personnel, parents, outside agencies, and paraprofessionals. 3 seminars, 2 activities.

Overview of principles of reading instruction, elements of the language arts program including literature-based reading, content area reading, and the role of phonics, emergent literacy, and diagnosis of reading problems for special education teachers. 3 seminars, 2 activities.

Using norm referenced, criterion referenced, and curriculum based testing for assessing academic, behavioral, and physical status of individuals with exceptional needs, including English language learners, for referral purposes. Instructional and evaluation decisions regarding exceptional students in school settings. 3 seminars, 2 activities.

Basic guidance techniques for teachers working with exceptional individuals and their families. Career selection, preparation, and counseling. Transition from school to work, and community resource utilization. 3 seminars, 2 activities.

Assessment of students whose behavior impedes either their own learning or the learning of other students. Strategies for facilitating proactive educational, environmental and social-emotional techniques for supporting students with challenging behavior. 3 seminars, 2 activities.

Overview of the counseling profession, history, philosophy, theory and ethics. Required activity. Course may be offered in classroom-based or online format. 3 seminars, 1 activity.

Initiation of critical analysis of personal beliefs and attitudes regarding counseling in a diverse society. Focus on a variety of approaches to explore the beliefs and attitudes of the student in counseling settings, and examination of strategies considered effective in working with diverse populations. 3 seminars, 1 activity.

Focus on the study and application of career development theories in career counseling. Utilizing appraisal instruments, community referral resources, occupational information, computerized retrieval systems, and personal and social data and required activities. 3 seminars, 1 activity.

Theories and practice of counseling with special emphasis on the counseling process. Emphasis of conditions of counseling, counseling techniques, counseling diverse populations and the counselor as a professional helper. 3 seminars, 1 activity.

Theory and practice of group counseling, client selection, group structure, process and termination, and application of theories to specific developmental groups. Communication and facilitation skills emphasized with relevant ethics and law. 3 seminars, 1 activity.

Exploration of the roles and competencies of the student development specialist in higher education. Review of relevant developmental theory with emphasis on practical implementation. Explore current issues and trends in higher education, and organizational framework. 4 seminars.

Consideration of legal, ethical, cultural and related professional issues as they affect the practice of counseling. 3 seminars, 1 activity.

Assessment in the form of tests, scales, measures, and other instruments with college and community college students, young adults, and postsecondary program evaluation. An understanding of culturally appropriate tests and measures, collaboration with stakeholders in the review and interpretation of assessments, test scores, and measures. 3 seminars, 1 activity.

Development of skills in planning, organizing, coordinating, and delivering programs that generate systemic change through establishing collaboration among stakeholders. Emphasis on social action and its role in the counseling profession. 3 seminars, 1 activity.

Theory and practice of individual counseling, process and termination, and application of theories to specific developmental issues working with college and community college students and young adults. Communication and facilitation skills emphasized, working with diverse populations and following legal and ethical guidelines. 3 seminars, 1 activity.

Directed group study of selected topics for graduate students. Open to undergraduate and graduate students. The Class Schedule will list topic selected. Total credit limited to 8 units. 1 to 4 lectures.

Practical application of higher education counseling and student affairs coursework in colleges and community settings. Seminars with university staff included. Total credit limited to 24 units. Credit/No Credit grading only. Maximum of 12 units may be applied toward MS in Higher Education, Counseling and Student Affairs.

Explanation of social construction of knowledge, and the philosophical basis of quantitative and qualitative research. Introduction to professional literature search techniques and to professional organizations as a basis for educational inquiry. The Class Schedule will list topic selected. Total credit limited to 12 units. Course may be offered in classroom-based or online format. 3 seminars, 1 activity.

Historical, organizational, legal and philosophical characteristics of education in the United States. Emphasis on the analysis of contemporary issues focusing on these characteristics. The Class Schedule will list topic selected. Total credit limited to 12 units. Course may be offered in classroom-based or online format. 4 seminars.

Cultural characteristics of educational institutions and practice. Review of theory and research relating to the social and organizational context in which learning and teaching takes place. The Class Schedule will list topic selected. Total credit limited to 12 units. Course may be offered in classroom-based or online format. 4 seminars.

Educational research methodologies, application of inferential and descriptive statistics, critical analysis of research designs and data collection techniques. The Class Schedule will list topic selected. Total credit limited to 12 units. Course may be offered in classroom-based or online format. 3 seminars, 1 activity.

Application of social science research techniques to problems in education and human services. Capstone experience for the School of Education master's inquiry course sequence. Completion of an inquiry project required. 2 seminars, 2 activities.

Completion and presentation of the results of an action research project that addresses a meaningful question in the practice of education. Total credit limited to 6 units. Credit/No Credit grading only.