2017-2018 Academic Catalog and Student Handbook [Archived Catalog]
Course Descriptions
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Other Courses |
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ENG 101 - English Composition 1 3 Unit(s)
This course develops written communication skills with an emphasis on understanding the writing process, analyzing readings, and practicing writing for personal and professional applications.
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Other Courses |
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ENG 201 - English Composition 2 3 Unit(s)
English Composition II is a course designed to give students guided practice drafting, revising and editing a research project. In addition to reviewing the writing process, students learn research techniques, citation techniques, documentation formats, and critical analysis of written topics.
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Other Courses |
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ENV 100 - Introduction to Environmental Science with Lab 4 Unit(s)
This environmental science course is designed to introduce the major areas relating to contemporary ecological and environmental issues. This course will cover the scientific principles necessary to understand the interrelationships of the natural world and adverse human impacts, to define and analyze environmental problems, and to examine alternative solutions to resolve or prevent them. The one credit laboratory component is intended to supplement introductory environmental science learnings.
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Other Courses |
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GEN 300 - Success at Pacific Oaks 3 Unit(s)
This course helps develop the skills and strategies necessary to succeed as an adult learner at Pacific Oaks College. Through readings, discussion, and writing assignments, students assess and strengthen their skills in critical thinking, ethical decision-making, problem-solving, reflection and self-understanding. The course also provides an introduction to educational goal setting, accessing resources successfully, personal management, and communication.
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Other Courses |
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MUS 100 - Global Music and Culture 3 Unit(s)
This course is an introduction to world music from various cultures and time-periods. The course will focus on the cultural sources of world musical practices, on characteristics of rhythm, melody and composition, and on musical instruments. Students will reflect on how the music promotes self-understanding and the role of music as ritual, aesthetic experience, mode of communication, and artistic expression.
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Other Courses |
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NUTR 100 - Human Nutrition 3 Unit(s)
This nutrition science course is designed to introduce the major scientific principles of nutrition across a human lifespan (from pregnancy to birth, through childhood, adolescence, adulthood and senior age). This course introduces current scientific thoughts and findings in the field of nutrition including dietary practices to prevent or treat certain disease conditions and the use of supplements. Students will evaluate dietary intake and understand how nutrition is related to larger issues regarding hunger, the global environment, and consumer concerns.
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Early Childhood Education |
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ECE 301 - Foundations of ECE and Current Issues in the Education of Young Children 3 Unit(s)
This course explores the foundations of early childhood education from birth through age eight. Students will examine theories, history, curriculum, program applications, current issues and trends, and best practices.
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ECE 305 - Cognitive Development: How Children Learn 3 Unit(s)
This course explores the cognitive development of young children with consideration of biological and environmental influences. It provides an overview of the fundamental theories and principles of cognitive development and the learning process of children. The course covers topics such as: theories of cognitive development, motivation, memory, learning and brain development.
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ECE 306 - Play in Childhood 3 Unit(s)
This course is an exploration of play as a human adaptive function with a distinct developmental course, beginning in infancy and varying in content and mode from culture to culture. Emphasis will be placed on the ability to observe children’s play and to make use of these observations in planning for a child; the importance of the physical environment; and the setting up of environments for play that will engage children in using the skills that are pre-requisites for academic learning. Cultural and gender issues and ways to support cultural expression and non-sexist play opportunities will be examined. Although our focus will be on early years, we will address the integrative and transformative function of play as it contributes to the lives of individuals throughout the life span.
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ECE 320 - Creating Inclusive Learning Environments 3 Unit(s)
This course explores values, policies, and practices that support the right of every infant and young child (and his or her family) to participate in a broad range of activities and contexts. Students will be introduced to issues of power and privilege; theories and models of cultural diversity; and educational policy related to issues of access and equity. The focus of the course is to integrate knowledge of various cultural frameworks into the development of inclusive learning environments that provide access to early childhood Education in a diverse society.
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ECE 332 - Introduction to Special Education: Early Childhood Education 3 Unit(s)
This course will provide students with a working knowledge of the history and legal precedence for providing early intervention (EI) and early childhood special education (ECSE) services, characteristics of young children with special needs and their families, and effective instructional techniques for working with this population. Students participate in field experiences throughout the semester. This is a 3 unit course totaling 45 total hours: 30 hours of instructional time (online or on-ground) and 15 hours online instruction through Canvas. Please note that for every 1 hour of instructional time there is an expected 2 hours of out of class requirements allocated for readings, journals, assignments, etc..
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ECE 341 - Social, and Emotional Foundations in Early Childhood Education 3 Unit(s)
This course will examine core concepts of social, emotional, and moral development, including attachment, temperament, personality, identity, and social competence. The works of such theorists as Erikson, Vygotsky, Bowlby, and Kohlberg will be critically analyzed, and students will be introduced to current research in the field of early childhood development.
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ECE 351 - The Creative Arts in Early Childhood Education 3 Unit(s)
Through activity-based instruction, this course introduces students to creative experiences designed to help early childhood educators develop curriculum in art, music, and movement. Students will also study the physical and motor development of young children.
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ECE 361 - Child, Family, and Community Partnerships in Early Childhood Education 3 Unit(s)
This course examines the requisite knowledge and skills for successfully establishing, supporting, and maintaining respectful collaborative relationships between today’s diverse families, schools/ centers, and community resources. Students will also be introduced to inclusive programs for children and schools that serve young children with and without special needs.
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ECE 365 - Technology in Early Childhood Education 3 Unit(s)
This course provides an introduction to the use of technology to facilitate teaching and learning in Early Childhood Education. The course focuses on the effective use of instructional media and computers in the classroom. Emphasis is placed on the selection, operation, and evaluation of hardware and software for Educational use with young children.
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ECE 370 - Infants and Toddlers 3 Unit(s)
This course examines and analyzes theoretical frameworks and contemporary research on infant and toddler development (prenatal - 2 years). Emphasis will be placed on the developmental milestones of infancy and toddlerhood. Students will explore the environmental influences on development such as parenting, poverty, second language acquisition, disability, prejudice, and policy.
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ECE 380 - Healthy Living in Early Childhood 3 Unit(s)
This course introduces students to an overview of health, safety and nutritional needs of young children and early childhood practices that ensure the health and well-being and safety of each child in a group setting, reinforcing wellness at home and at school. Topics include: the foundations of optimal nutrition for toddlers, preschoolers, and school-age children, foodborne illness, food safety, promoting healthful practices, evaluating children’s health and development.
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ECE 390 - Diversity, Equity & Social Justice in ECE 3 Unit(s)
This class will introduce foundational concepts, models and rationale for developing anti-bias curriculum, with a particular focus on early childhood education and developmentally appropriate practice. Attitudes and behaviors towards others in the areas of gender, race, culture, abilities and class will be addressed. Other content will include: developmental issues, curriculum models, analysis of resources/materials and beginning advocacy tools. The importance of self-introspection and critical thinking will be stressed.
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ECE 391 - Supervised Practicum in Early Childhood Education 3 Unit(s)
In this course, students complete at least 120 hours (approximately 17 hours per week) of supervised practicum experience at an approved early childhood education classroom or other setting. The placement is accompanied by a weekly seminar. Seminar topics include cooperative learning, curriculum development, classroom management, differentiating instruction, lesson planning and assessment, and parent-teacher interaction.
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ECE 400 - Action Research in ECE I 1 Unit(s)
In this course, students focus collaboratively on the early childhood education setting as a unit of observation, reflection, and practice. Within the context of this course, students will spend 25 hours observing classrooms in a variety of education settings across the early childhood age span (birth - 8 years). In this introduction to fieldwork, students learn the fundamentals of observation and documentation and will participate in group discussions and self-reflection exercises to integrate their learning experiences. Students will largely focus their attention on the structure and dynamics of the classroom environment; the organization of routines, procedures, and transitions; the classroom management plan; the schedules for days and weeks; and paraprofessional and parent participation. Students will also begin to recognize and identify the behavior of young children in terms of the developmental and cultural theories, models, and concepts presented throughout the program. By observing children in early childhood education settings, students have an opportunity to practice applying their knowledge and to refine their observation and documentation skills prior to placement in an actual ECE classroom setting. This course is the first of a three-part fieldwork series, which must be completed in sequence. The whole series meets the fieldwork requirement for the bachelor’s degree in Early Childhood Education.
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ECE 401 - Action Research in ECE II 1 Unit(s)
In these courses, students will be engaged in a process of inquiry or research in an early childcare setting. Students will engage in a focused study of the environment in an effort to improve the quality of the curriculum or the environment. They will observe, and then collect data, analyze the data in an effort to improve their own practice.
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ECE 402 - Action Research in ECE III 1 Unit(s)
In these courses, students will be engaged in a process of inquiry or research in an early childcare setting. Students will engage in a focused study of the environment in an effort to improve the quality of the curriculum or the environment. They will observe, and then collect data, analyze the data in an effort to improve their own practice.
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ECE 406 - Emergent Curriculum: Reflecting Learner Lives 3 Unit(s)
In this class, students will explore sources of emergent curriculum, focusing upon the community that teachers and learners implement together, utilizing the emergent curriculum process-observation, analysis, collaboration, research and documentation, implications for learners of all ages will be analyzed, with a focus on the early childhood and school age classroom.
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ECE 410 - Portfolio Seminar 3 Unit(s)
Through this course, students will work collaboratively in reflecting/editing their individual professional portfolios based on the learning experiences accumulated through the program. The professional portfolio should reflect the student’s individual professional philosophy as a leader in the field.
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ECE 415 - Family Violence and Child Abuse 3 Unit(s)
Students will examine methods used in the identification of physical, emotional, and sexual abuse and neglect in young children. The course will incorporate an emphasis on identification of child abuse and developing skills for working with children and families. It includes:
- What are child maltreatment, neglect, and abuse?
- What are the risk factors contributing to child abuse?
- How to recognize physical and behavioral indicators of child abuse and maltreatment?
- Understanding the law: Mandated Child Abuse reporting.
- Protective custody
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ECE 417 - Death, Divorce, and Difficult Times 3 Unit(s)
This course will explore impact of death and divorce in the life of a young child. It will include an understanding of the grieving process, and early childhood attachment. Theories of attachment as well as the continuum of possible attachment related behaviors are explained. Methods to facilitate healthy attachment are discussed. It includes:
- What is Early Childhood pain and loss?
- What is grief?
- What are the emotional, cognitive, behavioral, and physical reactions that children can have?
- Why does divorce lower children’s well-being?
- How does inter-parental conflict affect children?
- What interventions might benefit children of divorce?
- What directions should future research in this topic take?
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ECE 418 - Trauma, Culture, and Immigration 3 Unit(s)
Most immigrant families function well in many domains and never come in contact with the child welfare system or child protection systems. But when they do, depending on their country of origin, generational and legal status, reason for emigration, and immigration and resettlement experiences, it becomes especially challenging to untangle the range of factors that contribute to their capacity to protect and nurture their children. Topics will include: Acculturation
- Strengths and challenges faced by immigrant children
- Cultural identity
- Immigration and refugee families
- The impact of the law on young children
- Transgenerational immigration experiences
- Events during migration (e.g., parental separation, hunger)
- Transgenerational acculturation differences
- Discrimination experiences
- Integrating Cultural Values
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ECE 430 - Play, Language, and Literacy 3 Unit(s)
How do young children develop the skills they need to grow up competent in a literate society - language, dramatic play, using tools and materials to represent their experience, and reading? This course is an examination of the development of symbolic behaviors and the role of adults in supporting children’s play, language and literacy. Students will examine developmentally appropriate curriculum and assessment design for diverse literacy learners.
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ECE 432 - Children’s Literature 3 Unit(s)
Students will examine multiple genres of children’s literature from multicultural and international contexts. Texts discussed include picture books, traditional folk and fairy tales, novels, poetry, and informational books. This course will address anti-bias issues in children’s literature. Students will explore when and how to use reading materials and language to meet specific needs, and how to create an environment that encourages positive relationships between children and literacy. 45 Course Hours Total: 30 hours of seat time and 15 hours online instruction through Canvas.
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ECE 435 - STEAM Integration of Science and Technology 3 Unit(s)
This course will focus on instruction and integration of emergent and developing STEAM principles. Students will research, plan, implement and evaluate developmentally appropriate practices integrating strategies and skills to develop integrated Science and Technology experiences for children Candidates will explore activities magnetism, cause and effect, shadows/light, motion, patterns, measuring speed and distance, color and light and nature.
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ECE 436 - STEAM Thinking, Reasoning and Discovering Mathematics 3 Unit(s)
This course will focus on designing, implementing and evaluating appropriate activities and environments for children with a focus on Mathematics, thinking and reasoning blocks, math, woodworking, and engineering with art concepts integrated with emphasis on current research in early childhood education. Participants will broaden their own creativity and imagination through exploring learning activities that can be applied to actual early childhood settings. Students will design age-appropriate classroom and outdoor learning environments that meet state regulations.
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ECE 437 - STEAM Integration of Engineering and Simple Robotics 3 Unit(s)
This course is an exploration of recent learning of Science, Technology and simple robotics. Students will examine developmentally appropriate practices with robotics and the construction of simple robotics with robotic manipulatives, Legos, TECHNIC I, Unit blocks, Lincoln Logs and simple pulleys to provide learning in an engaging and interdisciplinary exploration and personal connections as a powerful learning tool for young children. Candidates will engage in in-depth design instruction in Early Childhood settings in biology, ecology, nature study and environmental science with a focus on Developmentally Appropriate learning environments centered on the use of robotics as manipulatives.
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ECE 438 - STEAM Integration of Teaching and Learning STEAM 3 Unit(s)
Candidates will complete 4 hours of field-based experiences at an approved setting. Candidates will identify developmentally appropriate Science, math, Engineering and Art for pre K-3 curriculum. Candidates will develop lesson plans using state standards and Common Core Standards with developmentally appropriate practices, effective assessment, record keeping strategies to inform families on children’s progress.
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ECE 500 - Advanced Seminar in Early Childhood Education 3 Unit(s)
This course critically examines current and emerging theories and research in Early Childhood Education (e.g., brain development in young children; gender identity/expression in Early Childhood) that impact instruction and programming in Early Childhood Education. The course also focuses on differentiating learning environments and curriculum design for infants and toddlers, preschoolers, and school-age (early elementary) to promote developmentally responsive leadership in the delivery of services to both children and the adults who care for them.
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ECE 510 - Understanding Assessment and Research in Early Childhood Education 3 Unit(s)
This course provides a framework for understanding the practical use of research and assessment data in designing, implementing, and evaluating early childhood educational programs. The course provides a review of research terminology and focuses on how educational data are captured and reported. Traditional and alternative data collection methods and their utility in comprehensive reporting for school transition data will be examined. Issues of accessibility and bias will also be explored regarding the application of assessment and research to culturally diverse children and families.
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ECE 520 - Balancing Ethical and Moral Considerations in Leadership in Early Childhood Education 3 Unit(s)
Effective early childhood leadership that is rooted in a commitment to social justice requires the examination of one’s own beliefs, values, morals and assumptions as these inevitably impact one’s practice with children, families and professionals. Accessing these parts of one’s self and evaluating them in light of a leadership role in early childhood education allows opportunities to recognize one’s moral and ethical strengths and assumptions and the ways in which these intersect with those of others in our care. Cultural differences will be considered, and strategies for bridging these differences in service to all children and families will be explored.
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ECE 530 - Public Policy and its Impact on Children and Families 3 Unit(s)
This course explores the role and impact of public policy as it relates to early childhood education. Through an examination of current and historical public educational policy, the course examines the multiple factors that influence the education of young children including emerging scientific research, diverse pedagogical perspectives, historical influences and data, community activism and support systems addressing family well-being. The course also focuses on policies related to the academic qualifications of teachers and administrators in early childhood education and the allocation of resources to ensure quality delivery systems. Students will also critically examine existing policies with regard to the delivery of culturally competent care for children and families and articulate strategies for advocating for public policy change where indicated.
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ECE 540 - Creating Responsive Communities for All Families 3 Unit(s)
Maximizing the potential of every young child requires effective leadership committed to building culturally responsive and inclusive early childhood educational communities for all families. This course emphasizes the importance of understanding what creates community and how it is best nurtured to be responsive to common community needs (e.g., parent education that enhances child growth and development) as well as those unique to particular communities. This course addresses the importance of developing effective communication skills and culturally responsive programs and policies that welcome and celebrate all members of the early childhood educational community. Existing programs and communication strategies will be examined, particularly with regard to the diverse needs of families.
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ECE 600 - The Impact of Privilege and Oppression in Early Childhood Educational Settings 3 Unit(s)
Exploring the cultural contexts of communities from a lens of privilege and oppression opens doors to understanding and considerations for inclusion, equity, advocacy and support in Early Childhood Educational settings. This course explores Early Childhood Educational experiences relevant to such variables as race, ethnicity, gender, socioeconomic status, religion, sexual orientation, gender identity or expression, (dis)ability, and body size. Through self-reflection and critical review of related research and other scholarship, students will examine the historical and current role of privilege and oppression in the delivery of Early Childhood Educational services. Strategies and resources for designing and implementing programs that are intentionally inclusive and welcoming to all will also be addressed.
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ECE 643 - Special Topics in Leadership in Early Childhood Education 2 Unit(s)
Special Topics courses are two-unit elective seminars that deeply address complex issues related to leadership in Early Childhood Education (see Sample list below). Seminars will incorporate lecture, self- reflection, panel discussions relaying personal experiences, and concrete resource development. Students will complete reflective writing assignments and develop a comprehensive resource file which will include research articles regarding the topic, related government policies, list of community-based resource agencies, and agenda for staff development.
Sample Special Topics:
- The impact of immigration policies on families
- Incarceration
- Substance abuse
- Family and community violence
- Effect of media on young children
- ESL and family integration
- Impact of deployment on families and children
- LGBT families in EC Settings
- Gender expansive children
- Foster care and adoption
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ECE 644 - Special Topics in Leadership in Early Childhood Education 2 Unit(s)
Special Topics courses are two-unit elective seminars that deeply address complex issues related to leadership in Early Childhood Education (see Sample list below). Seminars will incorporate lecture, self- reflection, panel discussions relaying personal experiences, and concrete resource development. Students will complete reflective writing assignments and develop a comprehensive resource file which will include research articles regarding the topic, related government policies, list of community-based resource agencies, and agenda for staff development.
Sample Special Topics:
- The impact of immigration policies on families
- Incarceration
- Substance abuse
- Family and community violence
- Effect of media on young children
- ESL and family integration
- Impact of deployment on families and children
- LGBT families in EC Settings
- Gender expansive children
- Foster care and adoption
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ECE 645 - Special Topics in Leadership in Early Childhood Education 2 Unit(s)
Special Topics courses are two-unit elective seminars that deeply address complex issues related to leadership in Early Childhood Education (see Sample list below). Seminars will incorporate lecture, self- reflection, panel discussions relaying personal experiences, and concrete resource development. Students will complete reflective writing assignments and develop a comprehensive resource file which will include research articles regarding the topic, related government policies, list of community-based resource agencies, and agenda for staff development.
Sample Special Topics:
- The impact of immigration policies on families
- Incarceration
- Substance abuse
- Family and community violence
- Effect of media on young children
- ESL and family integration
- Impact of deployment on families and children
- LGBT families in EC Settings
- Gender expansive children
- Foster care and adoption
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ECE 650 - Management of Childcare Programs 3 Unit(s)
This course focuses on issues related to business and fiscal management and theories, models, and methods of human resource management in early childhood educational settings . Students will be introduced to processes such as developing reporting procedures, managing budgets, cultivating boards, and setting priorities based on a set of shared values and objectives. The course addresses how to initiate and operate systems that both balance the budget and communicate strategic priorities. Such concepts as cost effectiveness, benefits analysis, and budget forecasting will also be covered. This course introduces students to. The course also emphasizes the importance of developing responsive and clearly articulated policies and procedures, recruiting and developing effective personnel, and maximizing staff retention. Various policies, practices, and systems in human resource management will be examined, particularly in terms of cultural sensitivity and accessibility to individuals with disabilities.
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ECE 651 - Family Violence and Child Abuse 3 Unit(s)
In this course, students will learn to identify the signs and symptoms of trauma and child abuse. They will examine methods used in the identification of physical, emotional, and sexual abuse and neglect in young children. The course will place emphasis on identification of child abuse. Students will develop skills for working with children and families. The course includes topics such as child maltreatment, neglect and child abuse. Students will learn about both federal and state laws regarding children’s rights and child abuse. They will examine the risk factors contributing to child abuse and understand their mandated reporting duties.
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ECE 652 - Separation, Deployment Trauma and Early Development 3 Unit(s)
This course will examine the different ways trauma can affect young children. Students will also understand the impact of deployment on children and will learn to understand the effects of the separation of the child from the parent both in the short or long term. Topics in this course will include causes of stress for children and childhood of trauma. Students will learn ways of enhancing resilience in young children. In this course, students will learn to find referral services for young children who have been exposed to trauma. They will learn about the cycle and stages of deployment, the difficulties faced by the deployed parent and the child, ways to speak to children about deployment and ways to recognize warning signs of trauma in young children.
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ECE 653 - Death, Divorce, and Difficult Times 3 Unit(s)
This course will explore impact of death and divorce in the life of a young child. It will include an understanding of the grieving process. Students will learn about early childhood attachment theories of John Bowlby, Mary Ainsworth and Harry Harlow. Students will examine the emotional, cognitive, behavioral, and physical reactions that children can have. They will look at the ways that inter-parental conflict can affect young children. They will also look at current research into this topic. Students will also examine the interventions that are available that benefit children of divorce or separation.
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ECE 654 - Trauma, Culture, and Immigration 3 Unit(s)
This course will explore trauma experienced by immigrant children and families. Topics will include: the acculturation process, cultural identity and the strengths and challenges faced by immigrant families. Students will learn about both federal and state laws regarding immigration and learn about the problems immigrant families face. Students will also closely examine and understand the role of bias and racial discrimination in immigration experiences and its effect on families and young children.
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ECE 655 - Parent Incarceration and Its Impact 3 Unit(s)
This course will prepare students to understand and implement developmentally appropriate teaching techniques to help children whose parent(s) may be incarcerated. Students will learn about the effects of the arrest and incarceration of a parent on a child. The student will understand the effects of the separation of the child from the parent both in the short or long term. Topics in this course will include the effects of incarceration on infants and young children (0-5). Students will examine the impact that custodial care has on young children. They will also examine the role that gender plays in a parent’s incarceration, and understand the different impact that it has on young girls and boys.
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ECE 656 - Trauma and Early Development 3 Unit(s)
This course will examine the different ways trauma can impact young children. It includes an understanding of the different facets of early childhood trauma and childhood symptoms and related to trauma. Students will examine what causes stress in young children and will learn to identify red flags in related behaviors in young children. Students will learn to identify services for young children who have been exposed to trauma. They will learn to understand the role that resilience has in the life of a child with exposure to trauma, and understand ways of enhancing resiliency in them. They will study the latest research on this topic.
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ECE 660 - Action Research Project 3 Unit(s)
Students completing the Action Research Project will research and study to improve their own classroom practice. They will design and write their independent action research project proposals and implement the proposal in the duration of the class.
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Education |
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ED 305 - Social, Political, and Economic Foundations of Education 3 Unit(s)
This course is designed to provide the teacher candidate with the theory, philosophy, and examples of the social, political, and economic foundations of education. Emphasis in this course will be on historical, legal and ethical, philosophical and political issues that occur in both general education and special education settings. In addition, this course provides both an overview of the teacher certification process in California and focuses on broad educational issues of structures, policies, equity, and what it means to be a teacher in a public school. Specifically, candidates will investigate the following general and special education topics: federal, state, and local structures; governance and demographics; education finance; standardized testing; teacher associations; California laws; school reform trends; and professional development.
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ED 312 - The Art of Teaching Science 3 Unit(s)
The “Art of Teaching Science” course provides an introduction to teaching science to young students at varying developmental levels. Course topics include teaching strategies and methodology, lesson design, instructional planning, and the selection of science materials and resources. A focus of this course will be on equipping the teacher with the skills necessary to foster curiosity, analytic thinking, and scientific inquiry in early elementary students.
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ED 330 - Language And Literacy in A Diverse Classroom 3 Unit(s)
This semester three-unit course focuses on the historical, theoretical, and practical aspects of teaching reading, writing, speaking, and listening to K to 12th grade students in a diverse classroom that consists of a full range of learners. Emphasis is on incorporating state Frameworks and Standards into both general and special education programs that also draws on children’s real-life experiences and knowledge about language. In a language environment that parallels that of a dynamic elementary school classroom, candidates will explore reading and language arts through readings, discussions, activities, observations, and reflection. The unique needs of English Language Learners and students with special needs will be addressed through learning how to organize and manage differentiated reading instruction. Key topics include the reading process, phonemic awareness, and phonics, elements of a balanced reading program including guided reading and the writing process, lesson planning, inclusion, student assessments, children’s literature, enrichment versus deficit models of schooling, and analysis of classroom discourse. Candidates will become skillful at implementing curriculum, instruction, assessment, and management strategies that relate to integrating reading and language arts across the content areas.
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ED 331 - English Learner Methodologies in a Diverse Classroom 3 Unit(s)
This course focuses on the unique needs of English language learners and children with special needs. Candidates explore language, literacy, and content acquisitions for English learners through readings, discussions, activities, reflection and classroom observations. Instruction focuses on the historical, theoretical, and practical aspects of English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) to elementary students in a diverse classroom. Emphasis is on incorporating state Frameworks and ELD standards into a program that also draws on children’s real-life experiences and knowledge about language and literacy. In an environment that parallels that of a dynamic elementary school classroom, students will explore language, literacy, and content acquisition for English learners through readings, discussions, activities, reflection, and classroom observations. The unique needs of English language learners and children with special needs will be addressed throughout the course. Key topics include primary and second language acquisition, the role of language in learning, SDAIE strategies, integrating language development into lesson planning, language learning, assessment, differentiation of instruction, analysis of classroom discourse, and how first language literacy connects to second language development. TPA 1 is introduced here in ED 531 . Prerequisite(s): ED 330
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ED 348 - Cognitive Development and Mathematics 3 Unit(s)
This course focuses on the theoretical and practical aspects of teaching mathematics to students in a diverse classroom. In keeping with the cognitive theories of Piaget, Vygotsky, brain research, and Gardner, emphasis will be placed on the implications of a constructivist theory in terms of the role of the teacher, the classroom environment and student learning. Candidates learn how to actively apply cognitive theoretical content to the development of mathematics skills such as number and number relations, fractions, algebra, statistics and probability. The unique needs of English learners and children with special needs are addressed throughout the course. This course uses the CTC standards for the teaching and learning of mathematics (Math A to F) as a framework for creating developmentally appropriate, mathematics curriculum.
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ED 355 - Utilizing and Infusing Technology Into Teaching 3 Unit(s)
This course provides candidates with the knowledge necessary to select, evaluate, and integrate a variety of technologies into their instructional and assessment strategies. The focus of the instruction will be on building competencies in, and the legal and ethical safe use of technology to support student learning and communication strategies geared to the use of technology, including assistive technology for students with disabilities, that cover the following areas: parent and student communication, record keeping, lesson and unit plans, online searches and research, presentations, and creating assessments and evaluations. While this course will prepare candidates to use the technologies related to these strategies, it is expected that candidates will use these skills to also create the required portfolio for this program.
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ED 362 - Teaching Thematically: Social Science and Visual/Performing Arts 3 Unit(s)
In this course, candidates will learn teaching methods used to design thematic lessons in Social Science and Visual and Performing Arts for young children. Candidates will learn how to integrate principles and practices for teaching history/social science and visual/performing arts and how to use a variety of resources to create a culturally inclusive and dynamic learning environment. Lessons developed in this course will reflect the California State Framework for History- Social Science and the Framework for Visual and Performing Arts and the History/Social Science Content Standards for California, demonstrate respect and appreciation for cultural and linguistic diversity, incorporate current technologies, and include multiple historical perspectives and geographic content.
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ED 372 - Healthy Children and Classroom Communities 3 Unit(s)
This course examines how a classroom community promotes the social and academic growth of pupils. Through study, collaborative learning, and reflection, candidates will explore how to create a safe, caring and respectful environment that enhances students’ rights and responsibilities. Also through cooperation, collaboration, choice, self-assessment activities; home-school communication will be discussed and its impact on the classroom community. Students will use the state content standards for teaching Physical Education and Health to develop lesson plans. Students will also examine issues and responsibilities involving class rules and procedures, safety, and bullying, as well as legal and practical issues pertaining to child abuse. The completion of this course satisfies the CA state requirement in health education for the multiple subject and educational specialist credential applicants. Infant, Child and Adult CPR Certification will also be completed at this time.
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ED 378 - Teacher As Leader 2 Unit(s)
This course focuses on the role of the teacher as leader in the classroom and the school. Since this course is generally scheduled during the first session of direct teaching, candidates will receive guidance to prepare their portfolio to demonstrate their commitment to students and their learning, show evidence that they know the subjects they teach and how to teach those subjects to students, and demonstrate that they are members of learning communities that can successfully teach children across the range of different settings in the K-12 classroom. This course must be taken concurrent with ED 393 OR SPED 391.
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ED 379 - Assessment and Management 2 Unit(s)
This course focuses on the role of assessment and classroom management in the classroom. Since this course is generally scheduled during the second session of direct teaching, candidates will receive guidance to prepare their portfolio to demonstrate their commitment to teachers’ thinking systematically and being responsible for managing and monitoring student learning. This course prepares candidate for TPA, Task #4 Making Content Accessible: Candidate for Teaching Credentials incorporate specific strategies, teaching/instructional activities, procedures and experiences that address state-adopted academic content standards for students in order to provide a balanced and comprehensive curriculum. They use instructional materials to reinforce state-adopted academic content standards for students and they prioritize and sequence essential skills and strategies in a logical, coherent manner relative to students’ current manner relative to students’ current level of achievement. Upon completion of the course, candidates will have prepared the portfolio entries for the California Common Standards 1-9. Assignments for this course are an Action Research Project, Signature Assignment, Four Lesson Plans, Self-Assessments, and discussions discourse in class as well as on Canvas. Prerequisite(s): ED 378 This course must be taken concurrent with ED 394 OR SPED 392.
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ED 393 - Directed Teaching Placement Seminar I 3 Unit(s)
Student teachers work in grades Kindergarten, Primary (1-3), or Upper (4-6) at a public [or nonpublic, when approved] elementary school in a placement for the span of 15 weeks on a full time basis. This placement is only to be secured by the Credential Analyst upon completion of the Student Teaching Orientation. As indicated in the Student Teaching Handbook, the candidate will gradually advance to a two-week complete take-over in which he/she is in charge of curricular planning, implementation, assessment, and classroom management.
This seminar course supports the Student Teaching experience through additional classroom inquiry and reflection on appropriate instructional strategies for learners with disabilities, the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task 3 “Assessing Learning” as a performance-based measure of the knowledge and skills taught in this course.
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ED 394 - Directed Teaching Placement Seminar II 3 Unit(s)
In the second half of the Student Teaching seminar, Credential Candidates learn how to set student expectations based on their knowledge of typical and atypical development. Candidates also develop and implement behavior support plans and design accommodations that promote successful education and social experiences. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates explore school and community demographics and consider methods for teaching diverse populations. Finally, they illustrate the ability to coordinate, direct, and communicate effectively with other special education service providers, general education teachers, paraprofessionals/instructional assistants, and volunteers for useful instructional activities using methods that promote positive behavior and social skills for building constructive relationships between all students. It is through this course that each candidate completes the CalTPA task 4 “Culminating Learning” as a performance-based measure of the knowledge and skills taught in this course. Finally, candidates complete an Individual Develop Plan that assists them in transitioning into their Clear Credential Program. Seminar discussion topics will include, but are not limited to, developmental theories, diversity: an anti-bias approach, reflection, soliciting for feedback, collaborating with colleagues, professional development, and professional responsibility, integrity, and ethical conduct. Prerequisite(s): ED 393
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ED 509 - Learning Theories and the Social, Political, and Economic Factors that have Influenced Education 3 Unit(s)
This course is designed to provide all teacher candidates with an understanding of various learning theories and the intersection of social, political, and economic factors which have influenced education in the United States. Candidates will explore their own epistemology and the various cultural, economic, political, and social influences that have shaped their view of the teaching and learning process. Emphasis will be placed on the history of ethical and legal decisions which have impacted current educational systems, assessments, and curricular decisions that impact learning environments. Candidates will learn about constructivism as it relates to the distinct Pacific Oaks mission and core values and how to integrate these values into teaching students at various developmental levels. In addition, this course will provide candidates with an overview of the teacher certification process in California, federal and state laws that govern education, and current reform trends.
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ED 530 - Advanced Language and Literacy in a Diverse Classroom 3 Unit(s)
This semester three-unit course focuses on the historical, theoretical, and practical aspects of teaching reading, writing, speaking, and listening to K to 12th grade students in a diverse classroom that consists on a full range of learners. Emphasis is on incorporating state Frameworks and Standards into both general and special education programs that also draws on children’s real-life experiences and knowledge about language. In a language environment that parallels that of a dynamic elementary school classroom, candidates will explore reading and language arts through readings, discussions, activities, observations, and reflection. The unique needs of English language learners and students with special needs will be addressed through learning how to organize and manage differentiated reading instruction. Key topics include the reading process, phonemic awareness and phonics, elements of a balanced reading program including guided reading and the writing process, lesson planning, inclusion, student assessments, children’s literature, enrichment versus deficit models of schooling, and analysis of classroom discourse. Candidates will become skillful at implementing curriculum, instruction, assessment, and management strategies that relate to integrating reading and language arts across the content areas. 45 hours total: 30 hours of seat time and 15 hours online instruction through Canvas.
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ED 531 - Teaching and Learning Methodologies for English Language Development 3 Unit(s)
This course focuses on the unique needs of English language learners and children with special needs. Candidates explore language, literacy, and content acquisitions for English learners through readings, discussions, activities, reflection and classroom observations. Instruction focuses on the historical, theoretical, and practical aspects of English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) to elementary students in a diverse classroom. Emphasis is on incorporating state Frameworks and ELD standards into a program that also draws on children’s real-life experiences and knowledge about language and literacy. In an environment that parallels that of a dynamic elementary school classroom, students will explore language, literacy, and content acquisition for English learners through readings, discussions, activities, reflection, and classroom observations. The unique needs of English language learners and children with special needs will be addressed throughout the course. Key topics include primary and second language acquisition, the role of language in learning, SDAIE strategies, integrating language development into lesson planning, language learning, assessment, differentiation of instruction, analysis of classroom discourse and how first language literacy connects to second language development. TPA 1 is introduced here in ED 531 . Prerequisite(s): ED 530
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ED 532 - Teaching and Learning Methodologies for English Language Development 3 Unit(s)
This course focuses on the unique needs of English language learners and children with special needs. Candidates explore language, literacy and content acquisition through readings, discussions, activities, reflections and classroom observations. Instructional focus on the historical , theoretical and practical accepts of English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) for elementary students in a diverse classroom. Emphasis is on incorporating Common Core standards and ELD standards into a program that also draws on children’s real life experiences and knowledge. The unique needs of English language learners with special needs will be addressed throughout the course. MA students will devote significant time to working with one English language learner and using CELDT results as well as their own assessment data to assist that learner in improving their reading, writing, listening and speaking skills in order to move up at least one level on the next CELDT assessment. For example, beginners (EL 1) would move up to early intermediate or above (EL 2) and intermediate would move up to intermediate or above (EL 3).Further, candidates will develop a SIOP lesson Plan. Candidates will include differentiation for EL special needs students.
Further, MA candidates will complete an in-depth research project revolving around the California English Language Development Test or CELDT. Students will learn about the assessment, how it is administered, and why the classification of English learners based upon their CELDT results is so critical. Key topics include primary and secondary language acquisition , the role of language in learning, SDAIE strategies, integrating language development into lesson planning, assessment and differentiation of instruction. Candidates will review and complete a Cummin’s 4 Quadrant, BIC’s ( Basic Interpersonal Communication Skills) and CALP’s, (cognitive Academic language Proficiency) quadrant document, and identify the four variances of how EL students use language. 45 hours total: 30 hours of seat time instruction and 15 hours of online instruction through CANVAS.
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ED 549 - Contemporary Methodologies in Teaching Mathematics 3 Unit(s)
This course focuses on the advanced theoretical and practical aspects of teaching mathematics to students in a diverse classroom. In keeping with the cognitive theories of Piaget, Vygotsky, brain research, and Gardner, emphasis will be placed on the implications of a constructivist theory in terms of the role of the teacher, the classroom environment and student learning. This methodology course addresses the planning of content-specific instruction and delivery of content consistent with state adopted (K-8) mathematics standards and the language needs of all learners. The interrelated components of a balanced program of mathematics and the fostering of positive attitudes toward mathematics are stressed. This course includes instruction in how to model concepts and teach learners to solve problems using multiple strategies and to anticipate, recognize and clarify mathematical misunderstandings that are common among (K-8) learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through 15 hours of fieldwork experience. Technology for teaching and learning is integrated in the course. It is through this course that each student completes the CalTPA task “Designing Instruction” as a performance- based measure of the knowledge and skills taught in this course.
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ED 555 - Advanced Utilizing and Infusing Technology into Teaching 3 Unit(s)
This course provides candidates with the knowledge necessary to select, evaluate, and integrate a variety of technologies into their instructional and assessment strategies. The focus of the instruction will be on building competencies in, and the legal and ethical safe use of technology to support student learning and communication strategies geared to the use of technology that cover the following areas: parent and student communication, record keeping, lesson and unit plans, online searches and research, presentations, and creating assessments and evaluations. While this course will prepare candidates to use the technologies related to these strategies, it is expected that candidates will use these skills to also create the required portfolio for this program.
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ED 556 - Utilizing Technology for Learning in the 21st Century Classroom 3 Unit(s)
This course focuses on the epistemologies, pedagogies, and learning theories that impact the development of an integrated Science, Social Studies, and Visual and Performing Arts curriculum unit. Topics in these content areas will be approached through hands-on learning, critical thinking, and using the community as a real-world text to design and implement effective learning experiences for diverse classroom environments. Students will also develop an understanding of the relationship between theory and practice by creating a thematic unit that demonstrates their ability to think creatively, plan instruction based on statewide standards, and utilize school and community resources. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched.
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ED 560 - Integrated Thematic Instruction: Methods of Teaching Social Science and Visual/Perf. Arts 3 Unit(s)
In this course, candidates will learn teaching methods used to design thematic lessons in Social Science and Visual/Performing Arts. Candidates will learn how to integrate principles and practices for teaching history/social science and visual/performing arts and how to use a variety of resources to create a culturally inclusive and dynamic learning environment. Lessons developed in this course will reflect the California State Framework for History - Social Science and the Framework for Visual and Performing Arts and the History/Social Science Content Standards for California, demonstrate respect and appreciate for cultural and linguistic diversity, incorporate current technologies, and include multiple historical perspectives and geographic content.
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ED 573 - Healthy Children and Classroom Communities: Cultivating a Safe and Productive Learning Environment 3 Unit(s)
In ED 573, candidates will examine how a classroom community will promote the social/emotional, academic, and the physical health of k-8 pupils. Through collaborative learning and reflection, candidates will explore how to create a safe, caring and respectful environment that enhances students’ rights and responsibilities. Candidates will use the state content standards for teaching Physical Education and Health to develop lesson plans. Candidates will also examine issues and responsibilities involving class rules and procedures, safety and bullying, gender diversity, as well as legal and practical issues pertaining to child abuse. Candidates explore the delivery of instruction in the content areas in which they seek their credential with extensive research, practice, and reflection. Topics will include: a) lesson planning and formative assessment, b) classroom management, c) active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, d) formative assessment to differentiate instruction for all learners, and e) Modifications for diverse learners and learners with exceptionalities are researched. The completion of this course will satisfy the CA state requirement in health education for the Multiple Subject and Education Specialist credential applicants. Infant, Child and Adult CPR Certification will also be completed at this time.
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ED 578 - Advanced Teacher as Leader 2 Unit(s)
This course focuses on the role of the teacher as leader in the classroom and the school. Since this course is generally scheduled during the first session of direct teaching, candidates will receive guidance to prepare their portfolio to demonstrate their commitment to students and their learning, show evidence that they know the subjects they teach and how to teach those subjects to students, and demonstrate that they are members of learning communities that can successfully teach children across the range of different settings in the K-12 classroom. This course must be taken concurrent with ED 593 OR SPED 591 .
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ED 579 - Advanced Assessment and Management 2 Unit(s)
This course focuses on the role of assessment and classroom management in the classroom. Since this course is generally scheduled during the second session of direct teaching, candidates will receive guidance to prepare their portfolio to demonstrate their commitment to teachers thinking systematically and being responsible for managing and monitoring student learning. This course prepares candidate for TPA, Task #4 Making Content Accessible: Candidate for Teaching Credentials incorporate specific strategies, teaching/instructional activities, procedures and experiences that address state-adopted academic content standards for students in order to provide a balanced and comprehensive curriculum. They use instructional materials to reinforce state-adopted academic content standards for students and they prioritize and sequence essential skills and strategies in a logical, coherent manner relative to students’ current manner relative to students’ current level of achievement. Upon completion of the course, candidates will have prepared the portfolio entries for the California Common Standards 1-9. Assignments for this course are an Action Research Project, Signature Assignment, Four Lesson Plans, Self-Assessments, and discussions discourse in class as well as on Canvas. Prerequisite(s): ED 578 This course must be taken concurrent with ED 594 OR SPED 592 .
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ED 593 - Directed Teaching Placement I 3 Unit(s)
Student teachers work in grades Kindergarten, Primary (1-3), or Upper (4-6) at a public [or nonpublic, when approved] elementary school in a placement for the span of 15 weeks on a full time basis. This placement is only to be secured by the Credential Analyst upon completion of the Student Teaching Orientation. As indicated in the Student Teaching Handbook, the candidate will gradually advance to a two-week complete take-over in which he/she is in charge of curricular planning, implementation, assessment, and classroom management. This seminar course supports the Student Teaching experience through additional classroom inquiry and reflection on appropriate instructional strategies for learners with disabilities, the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes CalTPA task 3 “Assessing Learning” as a performance- based measure of the knowledge and skills taught in this course.
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ED 594 - Directed Teaching Placement II 3 Unit(s)
In the second half of the Student Teaching seminar, Credential Candidates learn how to set student expectations based on their knowledge of typical and atypical development. Candidates also develop and implement behavior support plans and design accommodations that promote successful education and social experiences. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates explore school and community demographics and consider methods for teaching diverse populations. Finally, they illustrate the ability to coordinate, direct, and communicate effectively with other special education service providers, general education teachers, paraprofessionals/instructional assistants, and volunteers for useful instructional activities using methods that promote positive behavior and social skills for building constructive relationships between all students. It is through this course that each candidate completes the CalTPA task 4 “Culminating Learning” as a performance-based measure of the knowledge and skills taught in this course. Finally, candidates complete an Individual Develop Plan that assists them in transitioning into their Clear Credential Program. Seminar discussion topics will include, but are not limited to, developmental theories, diversity: an anti-bias approach, reflection, soliciting for feedback, collaborating with colleagues, professional development, and professional responsibility, integrity, and ethical conduct. Prerequisite(s): ED 593
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ED 693 - Research in the Art of Teaching 3 Unit(s)
This is an introductory course in the fundamental concepts, principles, and methods of educational research. It is a survey course that serves as a foundation for practitioners who have little or no experience in educational research. The four general goals of the course are to enable students to: become literate in the basic concepts, principles, and techniques of educational research; acquire basic skills in the analysis and interpretation of research data; appreciate the underlying cognitive processes involved in conducting educational research as a form of thinking and problem-solving; acquire the skills associated with the critical reading and evaluation of the educational research literature and engage in collaborative action research.
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ED 694 - Action Research in Accomplished Teaching 3 Unit(s)
This course guides candidates through a four-step process will help them to plan a small action research project to explore questions about integrating culture into the study of foreign languages, implement action plans for designing cultural explorations, and collect information to assess their instructional innovations. As a result of these tasks, candidates interrogate their commitment to students and their learning, their knowledge of the subjects they teach and how to teach those subjects to students, their ability to manage and monitor student learning, how to think systematically about their practice and learn from experience, and working as members of learning communities.
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SPED 542 - Behavior Assessments, Interventions, and Positive Support Methods 3 Unit(s)
This course explores the relationship between teacher choices, academic task and classroom environment in encouraging and discouraging student self-esteem, behavior and achievement. Four models of behavior management will be discussed from a social systems perspective: psychodynamic, behavioral, environmental, and constructivist. Analysis of behavior will be discussed in relation to antecedents and consequences of target behaviors as highlighted by a case study approach. Teacher candidates will develop skills in designing whole class management systems, as well as individualized programs (positive behavior support plans) consisting of data collection on target behaviors, identification of replacement behaviors with specific behavioral goals and objectives, and appropriate reinforcement strategies.
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SPED 552 - Communication and Collaboration: Developing Student, Family, and School Community Partnerships 3 Unit(s)
This class explores the spectrum of interpersonal and interactive collaboration and communication skills, including problem solving, empathic listening, mediation, and conflict resolution. Specifically candidates learn how to communicate, collaborate, and consult effectively with students with or without disabilities, their parents or primary caregivers, general and special education teachers, and transdisciplinary IEP team members. Also included are effective communication strategies with IEP team members, counseling strategies, co-teaching techniques, and cross-cultural issues, which are integrated throughout the course. Skills to develop professional and staff development are explored.
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SPED 563 - Teaching Students with Mild/Moderate Disabilities Creating Inclusive Learning Environments 3 Unit(s)
In this course, Special Education and Multiple Subject credential candidates will explore the impact of various disabilities on development and learning, and how different cultural settings can impact both exceptional groups of learners and students with disabilities. In addition, candidates will learn about the various laws that govern special education and students with disabilities, including the development and implementation of an Individualized Education Program (IEP). Emphasis is placed on how to create an inclusive educational environment that benefits all learners in a diverse classroom and school community. Candidates will learn how to collaborate effectively between the General Education and Special Education teachers using Universal Instructional Design principles to plan differentiated instructional strategies, integrate assistive technology when appropriate, and ensure meaningful access to curricula through accommodations and modifications.
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HD 300 - Early Childhood Themes and Life Cycle Issues 3 Unit(s)
Each stage of life poses a task to be accomplished. These tasks appear as challenges and bring the chance for growth, but also a fear of failure and discomforting disequilibrium. Themes which begin in early childhood - attachment, separation, autonomy, accomplishment and failure - recur later in the life cycle. Understanding of their beginnings and knowledge of psychosocial developmental theories enable adults to be aware of the resolution of these themes in their own lives, as well as in children’s lives. This class meets the research competency.
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HD 303 - The Earliest Years 3 Unit(s)
This course will focus on the significance of earliest childhood, from birth to age three, in the human life cycle, with emphasis on trust and autonomy, sensory-motor explorations, and the beginning of language and play. Students will examine the range of typical and atypical development in diverse cultural contexts in the preschool years. Observation of child behavior from the perspective of its meanings for the child will be included. Students will develop skill in designing culturally relevant and inclusive home and group care environments for optimum development of caring relationships and learning.
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HD 305 - Cognitive Development: How Children Learn 3 Unit(s)
Students will actively investigate the implications of cognitive developmental theory for early childhood Education and the elementary classroom. Objectives of the class include: 1/ analysis of basic constructivist theories, primarily those of Piaget and Vygotsky; 2/ exploration of the cultural and developmental perspectives of cognitive theory; and 3/ application of theory to the diverse Educational needs of children. Emphasis will be placed on the implications of constructivist theory in terms of the role of the teacher, the classroom environment and the curriculum.
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HD 311 - Play Across the Lifespan 3 Unit(s)
This course is an exploration of play as a human adaptive function with a distinct development progression, beginning in infancy and extended throughout the lifespan. Varying in content and mode from culture to culture, emphasis will be placed on the ability to observe play across an age-range and to make use of these observations in planning for play-based opportunities. This includes recognizing the importance of the physical environment in setting up spaces for play that will engage participants in using the skills that are requisites for lifelong learning. Ways to support cultural expression and nonsexist play opportunities will be analyzed as part of the examination of the impact of anti-bias issues and diversity on one’s play. Although our focus begins with the early years, we will address the integrative and transformative functionof play as it contributes to the lives of individuals across the lifespan.
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HD 320 - Contemporary Urban Adolescents 3 Unit(s)
This class will focus on several issues that affect the quality of life of adolescents in urban areas. Subjects for study will include: unemployment and underemployment; gangs and other peer pressures; early sexuality; teen pregnancy; AIDS and other sexually transmitted diseases; and drugs. We will examine these topics from a developmental perspective and visit programs that are addressing them.
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HD 335 - Human Development: The Elder Years 3 Unit(s)
Shifting demographics, increased life expectancy, advances in medical technology, economic and financial realities: all these add to the challenges of navigating the later years with grace and dignity. This class provides theory as well as experiential learning. For those who are working with aging populations, interacting with and caring for aging parents or contemplating the aging process, here is an opportunity to explore relevant issues at both the macro and micro level, including deconstructing stereotypes.
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HD 341 - Communication for Empowerment 3 Unit(s)
This class will empower students to make connections with other people. Four areas of communication will be addressed: active listening for meaning; fluent, concise and organized writing; active, appropriate, and engaging group facilitation and leadership; and articulate, organized verbal communication and presentation of self. In addition, students will develop and strengthen their ability to think critically, integrating the subjective and objective, in all the areas of communication. They will examine the impact of their values and biases on communication across cultural, racial, class and gender lines.
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HD 361 - Social and Political Contexts of Human Development 3 Unit(s)
The diverse social, economic and political contexts of our society affect the socialization of the individual and his/her understanding of human development. A primary focus of this course will be the examination of attitudes and behaviors toward gender, socio-economic status, race/ethnicity, disability, sexual orientation and privilege/entitlement, along with the historical and contemporary contexts within which specific theories of human development were created and perpetuated. Students will be challenged to examine these influences on their growth and perceptions of behaviors, define ethics within a context of societal power differentials and search for meaningful responses to address them. Prerequisite(s): Completion of HD 300
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HD 363 - Education for Critical Consciousness 3 Unit(s)
Paolo Freire taught adults in Brazil; Sylvia Ashton Warner taught children in New Zealand. Both taught oppressed populations and believed that people learn through what they are passionate about. Their work will be read and discussed along with that of other theorists who have similar beliefs about such issues as moral development, relationships and literacy/curriculum.
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HD 364 - Community as a Context for Development 3 Unit(s)
The social dynamics that we experience in community in our life influences our growth, identity, and our worldview. We all develop as unique individuals in the context of complex communities. We experience communities in different ways, through different institutions; i.e., home, family, classroom, neighborhood, third spaces, etc. This class focuses on the theoretical and practical aspects of building, reflecting and including “community” in our learning spaces throughout our lives. Students will be expected to create strategies, which uses community to enhance learning and building a sense of belonging. This class will explore community building as an avenue to examine and promote cultural competence and social equity. We will create a learning community as we explore other communities.
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HD 371 - Working with Bicultural Children 3 Unit(s)
This course focuses on the methodological issues as they relate to effectively working with bicultural children. Learning theory and motivational concepts based upon research with bicognitive children will be examined. Bicultural curriculum and bilingual program components will be discussed. Students will be required to participate in several on-site classroom observations in bicultural and bilingual settings. Particular emphasis will be placed on integrating the principles of bicultural development into the practical application of an effective Educational approach.
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HD 380 - Children’s Autobiographical Narratives as Social Justice Curriculum 3 Unit(s)
This course will explore the use of children’s narratives as a means of developing anti-bias / culturally inclusive curriculum which supports children’s development as advocates for social change. This course will involve observations in the field as well as participants collecting and documenting children’s narratives. These narratives will be used to develop and implement anti-bias /culturally inclusive curriculum and build participatory classroom communities which empower children in their development as social change agents.
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HD 381 - Human Development and Social Change 3 Unit(s)
This course will examine the importance of promoting positive social change in times of national stress. Students will explore the connection between their own personal growth and the act of evoking actual change, and will learn useful practices based in storytelling, art, performance, and action research. Readings will be assigned from feminists’ theory, cultural studies, critical race theory, participatory democracy, and other frameworks for social change. To put their new thinking into action, each student will design a project proposing actual change at an organization, school, community or government agency. If a student already has an ongoing project addressing social change, this course can be used to improve that project.
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HD 390 - Developing Anti-Bias Curriculum: Teaching Our Values to Our Children 3 Unit(s)
This class will introduce foundational concepts, models and rationale for developing anti-bias curriculum, with a particular focus on early childhood Education and developmentally appropriate practice. Attitudes and behaviors towards others in the areas of gender, race, culture, abilities and class will be addressed. Other content will include: developmental issues, curriculum models, analysis of resources/materials and beginning advocacy tools. The importance of self-introspection and critical thinking will be stressed.
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HD 406 - Emergent Curriculum: Reflecting Learner Lives 3 Unit(s)
In this class, students will explore sources of emergent curriculum, focusing upon the community that teachers and learners implement together, utilizing the emergent curriculum process-observation, analysis, collaboration, research and documentation. Implication for learners of all ages will be analyzed, with a focus on the early childhood and school age classroom.
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HD 411 - Working with Adults 3 Unit(s)
Students are introduced to a rationale and methodology for working with adults in Educational, professional and other settings. Topics covered will include adult development, supervising adults, staff evaluation, leadership style, effective communication, and problem solving. Emphasis is on valuing diversity and respecting individuals; active, experiential learning; the interaction between theory and practice; and the impact of social contexts on oneself and others. Students will use observation to enhance their understanding of the challenges inherent in working with adults. They will develop strategies to facilitate adult empowerment and learn to advocate responsibly in diverse settings.
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