Learning and Teaching

Department of Learning And Teaching

The Department of Learning and Teaching offers a Combined BA/MEd Teacher Education Program (CTEP) offered in conjunction with the College of Arts and Sciences, an undergraduate Education Minor and options for pursuing a California Teaching Credential. The department offers a Multiple Subject Credential, primarily designed for working in an elementary school setting, a Single Subject Credential for middle and high school settings and an Education Specialist Credential designed for working with special education students.

Combined BA/MEd Teacher Education Program (CTEP)

The Combined BA/MEd Teacher Education Program (CTEP) allows students to earn a BA in Liberal Studies, a preliminary Multiple Subject teaching credential, and an MEd in Curriculum and Instruction in five-years. Students complete the BA in Liberal Studies at the end of the fourth year of the program, will be eligible for the preliminary Multiple Subject teaching credential after the ninth semester (4.5 years), once the full-time student teaching has been completed, and receive the MEd in Curriculum and Instruction after completion of the fifth year.

Education Minor

The minor is open to all students interested in pursuing careers in education-related fields as well as those who aim to contribute to the educational community as volunteers, researchers, parents, and community members. Students will gain valuable knowledge about PK-12 schools, students, learning processes, the impact of structural, linguistic, cultural and economic factors on student success and teaching.

Credential Programs

In the State of California classroom teachers are credentialed by the Commission on Teacher Credentialing (CTC) upon the recommendation of colleges and universities with approved teacher education programs. At the University of San Diego, it is possible for students to graduate in four years with a bachelor’s degree and a teaching credential in several areas; the preliminary Multiple Subject Credential for teaching in elementary education, the preliminary Education Specialist Credential with Mild to Moderate Authorization that prepares students to teach across K-12 settings and the preliminary Single Subject Credential for teaching in secondary education.

The Commission on Teacher Credentialing (CTC) regularly revises program requirements to meet new standards.

Combined BA/MEd Teacher Education Program (CTEP)

USD offers a five-year Combined BA/MEd Teacher Education Program (CTEP) Program offered jointly by the College of Arts and Sciences and the School of Leadership and Education Sciences, resulting in the conferral of a BA in Liberal Studies, a preliminary Multiple Subject teaching credential, and an MEd in Curriculum and Instruction. The CTEP program allows students to complete the BA in Liberal Studies at the end of the fourth year of the program, will obtain the preliminary Multiple Subject teaching credential after the ninth semester (4.5 years), once the full-time student teaching has been completed, and receive the MEd in Curriculum and Instruction after completion of the fifth year. Please contact Margaret Daley, mdaley@sandiego.edu, PhD, Liberal Studies Program Director, for additional details as program sequencing will vary.

Multiple Subject Credential

USD offers a Multiple Subject Credential program that prepares students for teaching in self-contained settings in elementary schools and some middle school classrooms. This program may be completed along with the Liberal Studies major, which helps prepare students in the subjects taught in elementary classrooms or along with any other undergraduate major.

Students demonstrate subject-matter competence by passing the CSET: Multiple Subject examination. A description of the Liberal Studies major is contained in the College of Arts and Sciences section of this course catalog. Depending on the number of units with which students enter USD, it may be necessary for students to take coursework during the Summer Sessions, Intersession, and/or carry 18 units during several semesters of undergraduate study in order to complete the requirements for the liberal studies major and professional teacher preparation in four years. Students may choose to complete some of their professional preparation coursework, such as student teaching, as graduate students. Students complete their undergraduate major and the following professional preparation coursework:

Prerequisite for Credential Program (3 units)
ENGL 377Development of the English Language3

Professional Education Courses

EDUC 381CMulticultural and Philosophical Foundations in a Global Society3
EDUC 382Psychological Foundations of Education in a Diverse Society3
EDUC 383PMethods of Teaching Reading and Language Arts in Elementary3
EDUC 384CMethods of Teaching English Language and Academic Development in Crosscultural Contexts3
EDUC 385PElementary Curriculum and Methods for Global Classrooms6
EDSP 389PHealthy Environments and Inclusive Education in a Global Society3
EDUC 490SStudent Teaching Seminar for Multiple Subject Credential 23
EDUC 490PStudent Teaching for the Multiple Subject Credential 29
1

EDUC 490S must be taken concurrently with EDUC 490P.

Students interested in pursuing a Multiple Subject Credential should contact Nancy Hanssen at nhanssen@sandiego.edu or (619) 260-4159 for more information.

Additional Requirements

Students committed to earning a preliminary Multiple Subject Credential must complete the following steps:

  • Declare an undergraduate major
  • Pass the CBEST
  • Obtain a Certificate of Clearance from the Commission on Teacher Credentialing
  • Formally apply and be admitted to the teacher credential program as a multiple subject candidate
  • Take HIST 117 at USD, or an approved equivalent course at another college, or pass a U.S. Constitution examination
  • Pass the RICA (Reading Instruction Competencies Assessment)—to be taken upon completion of EDUC 383P
  • Pass the CSET: Multiple Subject three-part examination prior to applying to student teach
  • Formally apply for and successfully complete a full-time semester of student teaching with seminars (EDUC 490P and EDUC 490S). Admission to the Multiple Subject Credential program does not guarantee acceptance into student teaching. Go to here for the complete list of requirements
  • Earn a grade of B- or higher in all professional preparation classes
  • Earn a grade of C- or higher in all upper-division courses
  • Complete all California Credential application papers and pay proper fees

Students are urged to meet regularly with the teacher credential undergraduate programs coordinator and the credential analyst, Andrea Cash, andreacash@sandiego.edu, or (619) 260-4821, at the School of Leadership and Education Sciences to ensure appropriate course selection and progress toward their credential.

Education Specialist Credential (Special Education) - Mild/Moderate Authorization

USD offers a Preliminary Education Specialist Credential with Mild to Moderate Authorization that prepares students to teach in kindergarten, grades 1 through 12, and classes organized primarily for adults through age 22 in services across the continuum of program options available. This program may be completed along with the Liberal Studies major, which helps prepare students in the subjects taught in elementary classrooms or along with any other undergraduate major.  Depending on the number of units with which students enter USD, it may be necessary for students to take coursework during the Summer Session, Intersession, and/or carry 18 units during several semesters of undergraduate student in order to complete the requirements for the undergraduate major and professional teacher preparation in four years. Students may choose to complete some of their professional preparation coursework, such as student teaching as graduate students. Students will complete their undergraduate major and the following professional preparation coursework:

Educational Specialist Courses

Prerequisite for Credential Program (3 units)
ENGL 377Development of the English Language3
EDUC 375PInclusive Curricula for Learners 5-223
EDUC 383PMethods of Teaching Reading and Language Arts in Elementary3
EDUC 384CMethods of Teaching English Language and Academic Development in Crosscultural Contexts3
EDSP 370PAssessment Identification to Transition Special Education3
EDSP 371PPositive Behavior and Instruction Management in SPED3
EDSP 373PCollaboration with Families and Professionals3
EDSP 375PEvidenced Based Inclusive Practices Mild/Moderate 5-223
EDSP 389PHealthy Environments and Inclusive Education in a Global Society3
EDSP 393SPracticum Seminar for Individual Induction Plan IIP2
EDSP 490PStudent Teaching Mild to Moderate Disabilities 36
EDSP 490SStudent Teaching Mild to Moderate Disabilities Seminar 31
1

EDSP 490S must be taken concurrently with EDSP 490P

Important Note: It is possible to obtain the preliminary multiple subject credential in conjunction with the education specialist teaching credential program described above. Additional coursework includes EDUC 381C and EDUC 382 and if the preliminary multiple subject credential is sought, a semester of full-time student teaching in a regular education classroom is also required. Detailed information is available from the School of Leadership and Education Sciences.

Students interested in pursuing an Education Specialist Credential should contact Nancy Hanssen at nahanssen@sandiego.edu or (619) 260-4159 for more information.

Additional Requirements

Students committed to earning an Education Specialist Credential with Mild/Moderate Authorization must complete the following steps:

  • Declare an undergraduate major
  • Pass the CBEST(California Basic Educational Skills Test)
  • Obtain a Certificate of Clearance from the Commission on Teacher Credentialing
  • Formally apply and be admitted to the teacher credential program
  • Take HIST 117 at USD, or an approved equivalent course at another college, or pass a U.S. Constitution examination
  • Pass the RICA (Reading Instruction Competencies Assessment) – to be taken upon completion of EDUC 383P
  • Pass the CSET: Multiple Subject three-part examination prior to applying to student teach
  • Formally apply for and successfully complete a full-time semester of student teaching with seminars (EDSP 490P). Admission to the education special credential program does not guarantee acceptance into student teaching.
  • Go to http://www.sandiego.edu/soles/gateways/current-students/handbooks-forms-policies for the complete list of requirements
  • Earn a grade of B- or higher is required in all professional preparation
  • Complete all California credential application papers and pay proper fees

Students are urged to meet regularly with the teacher credential undergraduate programs coordinator and the credential analyst, Andrea Cash andreacash@sandiego.edu or (619) 260-4821], at the School of Leadership and Education Sciences to ensure appropriate course selection and progress toward their credential.  

Single Subject Credential

USD offers a single subject credential program, which prepares students for teaching in departmentalized settings in secondary classrooms. This program is completed along with a major in a content area, which helps prepare students in the subject matter they wish to teach. Students demonstrate subject-matter competence by passing the CSET subject matter examination. Math majors may waive the CSET by completing an approved subject matter program. Depending on the approved program requirements and the number of units with which students enter USD, it may be necessary for students to take coursework during the Summer Sessions, Intersession, and/or carry 18 units during several semesters of undergraduate study in order to complete the requirements for an approved program and professional teacher preparation in four years. Students may choose to complete some of their professional preparation coursework, such as student teaching, or all of their professional preparation coursework as graduate students. Specific course requirements for the math approved program can be obtained from the math department in the College of Arts and Sciences. Students will complete the following professional preparation coursework:

Prerequisite for Credential Program (3 units)
ENGL 377Development of the English Language3

Professional Education Courses (30 units)

EDUC 332PCurriculum and Methods of Teaching in Today's Global Secondary Classrooms3
EDUC 334PMethods of Teaching Literacy in Secondary Schools in a Global Society3
EDUC 381CMulticultural and Philosophical Foundations in a Global Society3
EDUC 382Psychological Foundations of Education in a Diverse Society3
EDUC 384CMethods of Teaching English Language and Academic Development in Crosscultural Contexts3
EDUC 491SStudent Teaching Seminar for the Single Subject Credential 23
EDUC 491PStudent Teaching for the Single Subject Credential9
EDSP 389PHealthy Environments and Inclusive Education in a Global Society3
1

EDUC 491S Student Teaching Seminar for the Single Subject Credential must be taken concurrently with EDUC 491P Student Teaching for the Single Subject Credential.

Students interested in pursuing a Single Subject Credential should contact Nancy Hanssen at nhanssen@sandiego.edu or (619) 260-4159 for more information.

Additional Requirements

Students committed to earning a preliminary Single Subject Credential must complete the following:

  • Declare an undergraduate major
  • Pass the CBEST
  • Obtain a certificate of clearance from the Commission on Teacher Credentialing
  • Formally apply and be admitted to the teacher credential program as a single subject candidate
  • Take HIST 117 at USD or an approved equivalent course at another college, or pass a U.S. Constitution examination
  • Pass the CSET subject matter examination prior to applying to student teach or all requirements of the approved math program before student teaching
  • Formally apply for and successfully complete a full-time semester of student teaching and the seminar (EDUC 491P and EDUC 491S). Admission to the single subject credential program does not guarantee acceptance into student teaching. Go to https://www.sandiego.edu/soles/gateways/current-students/handbooks-forms-policies/#dlt_credential for the complete list of requirements
  • Earn a grade of B- or higher in all professional preparation classes
  • Earn a grade of C– or higher in all upper-division courses
  • Complete all California credential application papers and pay proper fees

Students are urged to meet regularly with the teacher credential undergraduate programs coordinator and the credential analyst, Andrea Cash andreacash@sandiego.edu or (619) 260-4821], at the School of Leadership and Education Sciences to ensure appropriate course selection and progress toward their credential.  

Education Minor

The education minor is an 18-unit program of study that includes a lower division introductory course, an educational foundations course and elective courses from the Department of Learning and Teaching and the College of Arts and Sciences. The program has the flexibility to complement an individual’s interest, major and professional goals.

Minor Courses (18 units)

Required Course
EDUC 101Introduction to Teaching and Learning3
Education Foundation Course
Multicultural and Philosophical Foundations in a Global Society
Psychological Foundations of Education in a Diverse Society
Elective Courses
At least six (6) units must be upper division. Up to six (6) units may be taken outside of the Department of Learning and Teaching upon approval by the program advisor12
Elective Options Include:
Children and Media
Sport and Higher Education: The Student Athlete Experience
Student Movements in Education
Changemakers in Education: Building Bridges to College Access
St. Clare's Comparative Education
Spanish for Educators
ENGL 231
Outdoor Leadership
Ethics and Education
Developmental Psychology: Childhood and Adolescence
Theatre in Education
Multicultural and Philosophical Foundations in a Global Society
Psychological Foundations of Education in a Diverse Society

Courses

EDSP 370P | ASSESSMENT IDENTIFICATION TO TRANSITION SPECIAL EDUCATION

Units: 3

Candidates develop skills in using a wide variety of assessment instruments and techniques to inform identification, placement, planning, monitoring and transitioning of students academically, socially and/or behaviorally at-risk. Students will administer formal assessment tests, construct, administer and evaluate informal assessments appropriate from preschool to adulthood in home, school and community settings. Focus is on criteria for becoming competent assessors of at–risk individuals with mild to moderate disabilities. Legal procedures, nondiscriminatory practices (including analysis of CELDT proficiency levels of ELL) and engagement in a district multidisciplinary team provide the framework for making valid assessment decisions. Case studies provide a problem-based opportunity to collaboratively explore the case management role of an education specialist. Candidates will use emerging understanding of assessment as an instructional informant to design, use and analyze formal and informal assessments that help monitor and plan instruction based on response to intervention (RtI). Overarching outcome is to become reliable competent consumers of assessment information to analyze assessment results to inform the IFSP, IEP & ITP decision–making process and ongoing instruction.

EDSP 371P | POSITIVE BEHAVIOR AND INSTRUCTION MANAGEMENT IN SPED

Units: 3

Knowledge and strategies to provide skills to identify, manage and monitor our own behavior and the behavior of others across learning settings and social situations. A cross section of theories, models, legal and ethical variables relevant to orchestrating learning across K-22 settings where individuals with mild to moderate disabilities are receiving instructional, social, behavioral and transition life-skill services. This includes English Language Learners with concomitant special education needs, student exhibiting traits associated with autism spectrum disorder, other health impaired, traumatic brain injury, learning disabilities and mild to moderate retardation. The use of positive behavioral interventions and functional behavior analysis will be discussed and students will demonstrate appropriate skills using these strategies.

EDSP 373P | COLLABORATION WITH FAMILIES AND PROFESSIONALS

Units: 3

This course is designed to provide students with the skills required to work effectively with the families of children and youth with disabilities and with the network of service providers and community agencies with which these families interact. Focus will be on understanding family coping processes, development of communication and problem solving skills, active listening, utilization of parent interview techniques in family assessment and methods for accessing educational and developmental service delivery systems. There will be a strong emphasis on the development of cultural competence as candidates learn to understand family systems and family life stages, transition challenges, the importance of collaborative parent-professional relationships, parent advocacy, and development of cooperative intervention programs.

EDSP 375P | EVIDENCED BASED INCLUSIVE PRACTICES MILD/MODERATE 5-22

Units: 1-3

Focus is on curriculum and instruction planning and delivery that addresses the individual needs of students with mild to moderate exceptionality that maintains the integrity of age appropriate state mandated content area standards. The course also focuses on the dual instructional planning and delivery needs for individuals with a primary disability of specific learning disabilities, mild/moderate mental retardation, other health impairment, emotional disturbance, and autism spectrum disorders within the disability area, in kindergarten, grades 1 through 12, and classes organized primarily for adults in services across the continuum of program options available. Planning and delivery of instruction concurrently attends to the need of English Language Learning and the diversity of student, parent and community norms. Theory, practice and research are integrated into activities designed to provide education specialists with a multiplicity of strategies and techniques for working with students, paraeducators, general educators and ancillary professionals across the spectrum of inclusive education options. This course stresses the development and implementation of individual educational plans (IEPs) and individual transition plans (ITPs) aligned with CA content standards. Fieldwork: a 25-hour fieldwork commitment in order to complete the assignments and meet the performance–based competencies for this course is required. The regular consistent field-experience must provide sufficient time to complete the pact project. Intern candidates must meet with the instructor to determine if their district contract special education placement meets all or some of the fieldwork requirements for this course.

EDSP 389P | HEALTHY ENVIRONMENTS AND INCLUSIVE EDUCATION IN A GLOBAL SOCIETY

Units: 3

This course provides candidates an overview of two critical areas relative to teaching school-age populations in contemporary schools: (1) creating supportive, healthy environments for student learning, and (2) teaching special populations in general education. A comparative international perspective of the foundations, pedagogy practices and service delivery options for individuals with disabilities and their families builds an understanding of cultural and personal considerations for service delivery within a classroom. Personal, family, school, community and environmental factors related to students’ academic, physical, emotional and social well being are addressed as well as the effects of student health and safety on learning. Candidates learn and apply skills for communicating and working constructively with students, their families and community members and how to access site-based and community resources and agencies in order to provide integrated support to meet the individual needs of each student. Characteristics and service delivery needs of individuals with disabilities from birth through adulthood are also investigated. Legally mandated categorical disabilities are discussed in terms of the individual, family, education, and ancillary service issues. There is a primary focus on how educational, behavioral, social, ecological, transitional, and vocational needs of exceptional students can be addressed in general education settings. Discussion covers a multiplicity of strategies and techniques recommended for integrated service delivery for individuals with special needs in general education and in local communities. Course requires site visitations to five different types of settings serving individuals with special needs.

EDSP 393S | PRACTICUM SEMINAR FOR INDIVIDUAL INDUCTION PLAN IIP

Units: 2

The purpose of the Practicum Seminar for Individual Induction Plan is support participants in sharing, discussing, analyzing and evaluating their current practice in creating positive classroom environments. Through sharing of personal student teaching experiences, participants will address current educational issues affecting children in our schools. Topics that may be discussed are effective classroom management, instructional methods for all children, parent involvement, professional development, education law, resume writing, interview strategies, and professional collaboration. (Pending Fall 2015 Approval.).

EDSP 399 | INDEPENDENT STUDY (1-3)

Units: 1-3 Repeatability: Yes (Can be repeated for Credit)

Independent study designed for individual student needs. Students must complete the Application for Independent Study or Research form and obtain the signature of the faculty independent study supervisor, Coordinator of Special Education, Department Chair, and the Associate Dean prior to registration for the course.

EDSP 490P | STUDENT TEACHING MILD TO MODERATE DISABILITIES

Units: 6

Supervised full day semester long student teaching in settings serving individuals with mild to moderate disabilities. This includes individuals with a primary disability of specific learning disabilities, mild/moderate mental retardation, other health impairment, emotional disturbance, and autism spectrum disorders within the disability area, in kindergarten, grades 1 through 12, and classes organized primarily for adults in services across the continuum of program options available. Focus is on curriculum and instruction planning and delivery that addresses the individual needs of students while maintaining the integrity of age appropriate state mandated subject matter standards. Competency is demonstrated in relation to referral, assessment, IEP/ITP/BIP process, instruction, intervention, intervention, program, instructional and materials modification, consultation, coteaching, teacher inservice, behavior planning, and intervention. Theory, practice and research are integrated into activities designed to provide education specialists with a multiplicity of strategies and techniques for working with students, paraeducators, and general educators and ancillary professionals across the spectrum of inclusive education options. This course stresses the development and implementation of individual educational plans (IEPs) and individual transition plans (ITPs). Planning and delivery of instruction concurrently attends to the need of English Language Learning and the diversity of student, parent and community norms. Student teaching is full semester as designated by school district. Candidate follows full day schedule of assigned master teacher. Candidates must attend mandatory seminar classes related to practicum experience and the development of their state required Transitional Individual Induction Plan. Fieldwork fee: $200.

EDSP 490S | STUDENT TEACHING MILD TO MODERATE DISABILITIES SEMINAR

Units: 1

Corequisites: EDSP 490P

Concurrent Enrollment in EDSP 490P and this seminar is required. The seminar will provide students enrolled in student teaching with additional support with their placements. Class meeting will also include reviews of instructional strategies and pedagogical competencies designed to support students with their student teaching experience. (Pending Fall 2015 Approval.).

EDSP 499 | INDEPENDENT STUDY

Units: 1-3 Repeatability: Yes (Can be repeated for Credit)

Independent study designed for individual student needs. Students must complete the Application for Independent Study or Research form and obtain the signature of the faculty independent study supervisor, Coordinator of Special Education, Department Chair, and the Associate Dean prior to registration for the course.

EDUC 101 | INTRODUCTION TO TEACHING AND LEARNING

Units: 3

This course has been developed to help USD undergraduates explore and confirm career interests in education, with a focus on teaching. It is a required course for the Undergraduate Minor in Education. Presenting both historical and current views of teaching and education, this course encourages students to think more deeply, more broadly, and more systematically about what teaching is, what teachers do, and whether teaching is an appropriate career choice for them. In the course students will learn about research and theory-based views of educational history. They will develop an understanding of themselves as learners, explore how children learn, examine teaching practices and various contexts that support teaching and learning and learn to think critically about the contemporary issues related to teacher education. Participating together in learning activities in class will facilitate students’ learning. The expectation is that by the end of the course, students will begin to understand teaching as a profession that is a complex endeavor embedded in a larger organizational and social context.

EDUC 124 | SPORT AND HIGHER EDUCATION: THE STUDENT ATHLETE EXPERIENCE

Units: 3

This course is designed to assist freshmen student-athletes in their quest to achieve a holistic education. Course content is based on the five commitment areas set forth by the NCAA Lifeskills Program. The NCAA Lifeskills Program strives to promote as part of the student-athlete experience: personal development, career development, academic planning, athletic development, and community service-learning. This course will foster development in these specific areas and, in turn, will promote integration of the student athlete into the university community.

EDUC 201 | STUDENT MOVEMENTS IN EDUCATION

Units: 3

From Birmingham to Tianenman Square, college and high school students have formed the foundation of almost every struggle for social and civil rights. In this interactive, rigorous research seminar, students will examine the role and impact of Student Movements on historical and contemporary struggles for educational access. Issues of fair employment, community resources, and suffrage will also be examined. In addition to engaging in readings, viewing films and documentaries, and preparing written responses, students enrolled in the course will conduct and present their own project entitled, “Provoking the Crowd,” centered on a contemporary struggle for educational equity and access. All students will be challenged, along with their classmates, to consider their role and responsibility in the modern day civil rights movement.

EDUC 301 | CHANGEMAKERS IN EDUCATION: BUILDING BRIDGES TO COLLEGE ACCESS

Units: 3

This course is designed to support students in developing the knowledge, skills, and dispositions appropriate to mentoring children in PK-12 settings. Through readings, class discussions, and practical experiences, students will learn about issues affecting student learning. There will be an emphasis on mentoring a diverse population of students. Each USD student enrolled in the course will concurrently be placed at a mentoring site and assigned to work with an individual child or small group of children. The course will be adapted each semester to meet the specific demands of the mentoring sites and partner with educational programs such as AVID, Summerbridge, Balboa Elementary, and Kearny High School. Readings, placements, and, where appropriate, program-specific trainings will support students in their mentoring assignment.

EDUC 304 | ST. CLARE'S COMPARATIVE EDUCATION

Units: 3

The course is broadly organized into four sections. The first part provides an overview of the UK education system, the second a comparison of key themes in UK education, the third introduces relevant international comparisons and benchmarks, and the fourth is based around student contributions based on their US and UK experiences. Throughout the course, the students will be asked to draw on their experience gained in UK classrooms. They will also be provoked to take an active and critical position on the various reading tasks requested of them as these relate to their classroom experience.

EDUC 307 | SPANISH FOR EDUCATORS

Units: 3

This course targets the skills needed to provide students with the Spanish language such as vocabulary and phrases needed to communicate with Spanish speaking students, school personnel, families, and visitors. Students will be able to speak, read, and write using Spanish for classroom instruction, health care, educational administration, special needs and extracurricular activities, among other areas. The class emphasizes practice through authentic activities such as games and role-playing.

EDUC 332P | CURRICULUM AND METHODS OF TEACHING IN TODAY'S GLOBAL SECONDARY CLASSROOMS

Units: 3 Repeatability: Yes (Can be repeated for Credit)

Prerequisites: EDUC 381C (Can be taken Concurrently) and EDUC 382 (Can be taken Concurrently)

Formal admission to the credential program. A general curriculum and methods course emphasizing best practices in curriculum design, assessment, and instructional methodologies. Candidates practice various teaching techniques, writing objectives, lesson and unit planning, close examination of student work, classroom management, and subject matter applications. A 50-hour practicum is required in a secondary school.

EDUC 334P | METHODS OF TEACHING LITERACY IN SECONDARY SCHOOLS IN A GLOBAL SOCIETY

Units: 3

Prerequisites: EDUC 381C (Can be taken Concurrently) and EDUC 382 (Can be taken Concurrently)

The focus will be on teaching literacy in the content areas. Students will develop a cultural lens. During the course of this semester, we will examine current issues, theories, and practices in secondary literacy from local, national, and global perspectives. Students will also design and deliver learning activities for diverse student populations, participating in a community of practice by supportively critiquing each other’s efforts. A 50-hour practicum is required in a secondary school. Grade level and site are appropriate to the student’s credential and must involve the teaching of reading and/or other language arts and communication skills. Prerequisites: Prior or concurrent enrollment in EDUC 381C and EDUC 382. Additional Prerequisite: Formal admission to the credential program.

EDUC 353 | CURRICULUM AND PROGRAMS IN CHARACTER EDUCATION

Units: 3

The purpose of this course is to enable candidates to examine the historical development of character education programs in the U.S., to investigate research findings about selected programs, to examine character education programs in state and local school districts, to assess commercial curricula and programs and to examine best practices using a specific set of standards. Another purpose is to assist candidates in planning, organizing, implementing and evaluating character education curricula and programs in a school and community.

EDUC 354 | CHARACTER BASED CLASSROOM MANAGEMENT

Units: 3

This course will enhance candidates’ knowledge and skills in fostering the social-emotional growth of students. It will examine effective school and classroom disciplinary policies and practices based on the school’s core values and investigate ways to promote civility and citizenship (community service learning) in schools and in homes. It will also introduce candidates to several effective character-based discipline plans such as the “Raising Responsibility Plan,” “Win-Win Discipline,” “Second Chance,” and “Discipline With Dignity.”.

EDUC 356 | INSTRUCTIONAL STRATIGIES IN CHARACTER EDUCATION

Units: 3

This course examines several instructional strategies that have been found effective for teaching character development. Among the strategies to be studied are those that relate to literature-based programs, the importance of language, cooperative learning, teaching for thinking, conflict resolution and parental involvement. The course also offers candidates the opportunity to examine the research on each of these strategies and to evaluate the effectiveness of these strategies for meeting their school and program expectations.

EDUC 360 | TEACHING PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS

Units: 3

This course provides a foundation for teaching health and physical education in elementary schools. It integrates the six broad goals of physical education (activity, fitness and wellness, movement, social interactions, self-realization, individual excellence) with health education principles and practices. The focus includes physical education theory, research and activities from a global perspective.

EDUC 368 | CHARACTER AND ATHLETICS

Units: 3

This course examines the interplay between character and athletics. Students will investigate and critique programs that are designed to enhance the character of athletes. Students will examine specific programs in the sports industry that claim that their programs contribute to one’s character development. Students will interact with USD athletic department leaders, and discuss/debate current issues that promote or negate character development.

EDUC 375P | INCLUSIVE CURRICULA FOR LEARNERS 5-22

Units: 3

This course is designed to provide education specialist candidates with subject-specific pedagogical knowledge and skills across the CA state-adopted academic K-12 content standards. Candidates will explore and implement inclusive best practices in curriculum design, assessment and instructional methodology. An emphasis is placed on co-teaching, response-to-intervention, differentiated instruction and alignment of IEP learning outcomes within grade/age appropriate California k-12 content standards expectations. Candidates practice instructional strategies, design of learning outcomes, inclusive focused lesson and unit lesson planning, close examination of individual and class-wide student work, and classroom, individual and curriculum management. Focus centers around research grounded methods that address the learning needs of at–risk students, students with special needs, students with English Language Learning needs, students with concurrent special education & ELL needs and students whose ability to keep pace with age appropriate curriculum requires differential instruction. Candidates will learn to design and provide ongoing assessment of the principles of transference and generalization to facilitate learners’ readiness at key transition points between 5 to 22 years of age educational opportunities. This course meets part of the CTC requirements for a Preliminary Education Specialist Credential with Mild/Moderate Authorization. Field Experience: The course requires 20-hours of structured practicum experience. Field experience is evenly divided in an elementary and a secondary setting. The practicum sites must be in an inclusive classroom setting that includes students with IEPs and English Language Learners. The field sites provide the settings for designing, delivery and assessment of the mandatory course embedded signature assignments. Candidates complete both an elementary and secondary subject matter focused PACT aligned project. An intern candidate may complete all or some of the components of this field experience in his or her contract classroom, providing the setting allow the intern to complete all components of the centerpiece assignment.

EDUC 379 | SOLES EXPERIMENTAL TOPICS COURSE

Units: 1-3 Repeatability: Yes (Can be repeated for Credit)

This course number is used by SOLES for experimental topics courses. The title and content of each 379 course will vary by topic and program/department. If more than one 379 course is offered during a single semester, section numbers will allow for identification of the course.

EDUC 381C | MULTICULTURAL AND PHILOSOPHICAL FOUNDATIONS IN A GLOBAL SOCIETY

Units: 3

This course examines philosophical, sociological, and historical foundations of multicultural education. Issues related to the education of diverse learners in a global society will also be explored. The research on multicultural and multiethnic education will be evaluated in light of current school reform movements. Community service-learning is required.

EDUC 382 | PSYCHOLOGICAL FOUNDATIONS OF EDUCATION IN A DIVERSE SOCIETY

Units: 3

The psycho-physical development of children through adolescence is studied, with emphasis on the developmental aspects of the psychology of learning. Includes observations of children and adolescents in school settings.

EDUC 383P | METHODS OF TEACHING READING AND LANGUAGE ARTS IN ELEMENTARY

Units: 3

This course assists in the development of a personal theory of the reading process and a repertoire of strategies consistent with that theory. Students explore relationships among reading, writing, and the language arts. The course stresses the use of children’s literature including an international children’s literature and global perspective to promote reading and ways to create environments that support literacy development throughout the world. This course prepares students for the RICA exam.

EDUC 384C | METHODS OF TEACHING ENGLISH LANGUAGE AND ACADEMIC DEVELOPMENT IN CROSSCULTURAL CONTEXTS

Units: 3

This course aims to provide candidates with socio-cultural knowledge, pedagogical skills and dispositions to support English language learners from diverse cultures and languages. This course examines the theoretical perspectives of second language (L2) acquisition and effective practices and programs for the development of oral, reading, writing and academic language proficiency of learners in the cross-cultural classroom. Candidates implement literacy assessments and use strategies and develop lesson plans for English language development as a second language and for Specially Designed Academic Instruction in English. Course Content includes acquiring awareness about the education of minority students globally. The course includes 20 hours of community service learning.

EDUC 385P | ELEMENTARY CURRICULUM AND METHODS FOR GLOBAL CLASSROOMS

Units: 6

This course is designed to provide candidates with subject-specific pedagogical knowledge and skills in the following areas: mathematics, science, history-social science, the visual and performing arts, and physical education. In each major subject area candidates learn to use appropriate instructional strategies and materials, plan and implement instruction that fosters student achievement of state-adopted academic content standards, and interrelate ideas and information within and across the major subject areas. Candidates learn to assist students to develop as globally competent citizens who possess knowledge of other world regions, cultures, and global issues. 50-hour practicum.

EDUC 394 | SPECIAL TOPICS IN CHARACTER EDUCATION

Units: 1-3

The main purpose of this course (academy) is two-fold: to offer candidates the opportunity to interact with leaders in character education; and to examine the leadership roles of teachers, administrators, counselors and others in implementing, maintaining and evaluating character education at the school-site and in school districts.

EDUC 399 | INDEPENDENT STUDY

Units: 1-3 Repeatability: Yes (Can be repeated for Credit)

Independent study designed for individual student needs. Students must complete the Application for Independent Study or Research form and obtain the signature of the faculty independent study supervisor, Department Chair, and the Associate Dean prior to registration for the course.

EDUC 451P | EXTENDED PRACTICUM

Units: 2

Prerequisites: EDUC 467S

During Extend Practicum, credential candidates will spend a minimum of two periods observing in a secondary classroom. In one of those periods the candidate will take increasing responsibility and will teach at least one unit independently.

EDUC 467S | EXTENDED PRACTICUM SEMINAR

Units: 3

Prerequisites: EDUC 451P (Can be taken Concurrently)

Credential Candidates share, discuss and evaluate their current practice in creating positive classroom environments. Through readings, observations, reflections and sharing personal experiences, students will address current educational issues affecting school children with an emphasis on diverse populations.

EDUC 490P | STUDENT TEACHING FOR THE MULTIPLE SUBJECT CREDENTIAL

Units: 9

Prerequisites: EDUC 490S (Can be taken Concurrently)

Supervised student teaching assignments are in selected classrooms of participating school districts throughout San Diego County. Students work full time for 16 weeks, with their level of responsibility increasing as the semester progresses. Candidates for student teaching must file a Student Teaching Application, with evidence of fingerprint clearance, passing CBEST score, and passing CSET scores (if applicable) by October for a spring semester student teaching placement, and by March for a fall semester student teaching placement (contact the Field Experience Office for the exact date each semester). In order to be admitted into student teaching, all other credential program requirements must be completed by the end of the prior semester. Go to https://www.sandiego.edu/soles/gateways/current-students/handbooks-forms-policies/#dlt_credential for the complete list of requirements. Fieldwork fee: $200. Students must register for EDUC 490S – Student Teaching Seminar for Multiple Subject Credential concurrent with this course.

EDUC 490S | STUDENT TEACHING SEMINAR FOR MULTIPLE SUBJECT CREDENTIAL

Units: 3

Prerequisites: EDUC 490P (Can be taken Concurrently)

Students are required to take this 3 unit seminar concurrent with EDUC 490P – Student Teaching for the Multiple Subject Teaching Credential. Seminar meetings are mandatory and include reviews of instructional strategies and pedagogical competencies designed to support students with their student teaching experience. Specific time and date of the seminar is announced each semester by the Director of Field Experience.

EDUC 491P | STUDENT TEACHING FOR THE SINGLE SUBJECT CREDENTIAL

Units: 9

Prerequisites: EDUC 491S (Can be taken Concurrently)

Supervised student teaching assignments are in selected classrooms of participating school districts throughout San Diego County. Students work full time for 20 weeks, with their level of responsibility increasing as the semester progresses. Candidates for student teaching must file a Student Teaching Application, with evidence of fingerprint clearance, passing CBEST score, and passing CSET scores (if applicable) by October for a spring semester student teaching placement, and by March for a fall semester student teaching placement (contact the Director of Field Experiences for the exact date each semester). In order to be admitted into student teaching, all other credential program requirements must be completed by the end of the prior semester. Go to www.sandiego.edu/soles/students/policies.php for the complete list of requirements. Fieldwork fee: $200. Students must register for EDUC 491S – Student Teaching Seminar for Single Subject Credential concurrent with this course.

EDUC 491S | STUDENT TEACHING SEMINAR FOR THE SINGLE SUBJECT CREDENTIAL

Units: 3

Prerequisites: EDUC 491P (Can be taken Concurrently)

Students are required to take this 3 unit seminar concurrent with EDUC 491P – Student Teaching for the Single Subject Teaching Credential. Seminar meetings are mandatory and include reviews of instructional strategies and pedagogical competencies designed to support students with their student teaching experience. Specific time and date of the seminar is announced each semester by the Director of Field Experience.

EDUC 499 | INDEPENDENT STUDY

Units: 1-3

Independent study designed for individual student needs. Students must complete the Application for Independent Study or Research form and obtain the signature of the faculty independent study supervisor, Department Chair, and the Associate Dean prior to registration for the course.

Chair

Maya Kalyanpur, PhD

Faculty

Viviana Alexandrowicz, PhD

Donna Barnes, PhD

Sandy Buczynski, PhD

James Fabionar, PhD

C. Bobbi Hansen, EdD

Nancy Hanssen, MEd

Lea Hubbard, PhD

Rebekka Jez, EdD

Heather Lattimer, EdD

Sarina Molina, EdD

Reyes Quezada, EdD

Joi Spencer, PhD

Suzanne Stolz, EdD