The following courses are included as part of the preliminary multiple subject credential. Check individual programs for specific course requirements.

EDUC 610: Directed Initial Student Teaching: Multiple Subject (2 units)

This is a field experience course where students are placed in a classroom four mornings a week, for 12-14 weeks, supported by a university mentor and a weekly seminar course. In the seminar, students process their experience by writing reflective journals, completing school context assignments and creating the first draft of their teaching portfolio. Initial student teaching provides an arena for student teachers to apply what they are learning in foundations, curriculum and methods courses in the classroom and to process the challenges they encounter in the field in a supportive context. This experience prepares students for Directed Final Student Teaching.

EDUC 630: Directed Final Student Teaching: Multiple Subject (8 units)

Directed Final Student Teaching is an intense semester of full-time, focused teaching under the guidance of a master teacher with support from a university mentor. The student teaching seminar provides additional support to candidates. Students have the opportunity to share concerns that arise at their school sites. In addition, during the seminar candidates prepare for three summative assessments: TPA4, the teaching portfolio and the exit interview.

EDUC 633A: Extended Initial Directed Student Teaching: Multiple Subject (1 unit)

Students process their experience by writing reflective journals, completing a series of inquires regarding their school site and classroom and developing the first draft of their teaching portfolio. Initial student teaching provides the opportunity for student teachers to apply what they are learning in foundations, curriculum and methods courses through completing field-based assignments. They do so with the support of a highly qualified master teacher. This field experience course requires that students are placed in a classroom for approximately six hours per week and attend monthly Saturday morning seminars.

EDUC 633B: Extended Initial Directed Student Teaching: Multiple Subject (2 units)

EDUC-633 A and B are equivalent to EDUC-610. Extended Initial Directed Student Teaching provides a way for working students to complete their initial student teaching requirement while continuing to work by extending the field experience over two semesters. These field experience courses require that students are placed in a classroom for approximately six hours per week (usually two half days per week) and attend monthly Saturday morning seminars. The content of the monthly seminars is the same as described in EDUC-610.

EDUC 639: Final Student Teaching (8 units)

Directed Final Student Teaching is an intense semester of full-time, focused teaching under the guidance of a master teacher with support from a university mentor. The student teaching seminar, which meets regularly throughout the semester, provides additional support to candidates.

EDUC 641: Foundations of Education: Multiple Subject (4 units)

This course will study influential philosophies, theories and perspectives regarding the nature of learning, the impact of various societal forces on that learning and the aims of education in a diverse society. Together, as members of a community of inquiry, participants will consider their visions of what education should be and how these visions can influence their practices as teachers.

EDUC 642: Language and Literacy: Theory and Practice (4 units)

This course examines language--both oral and written--and children using language. In learning to closely observe students, students learn to analyze the strategies students use as they read and write and to use their observations as a guide for instructional decisions. These observations and field experience are integrated with a study of research in the fields of language acquisition, linguistics, reading and writing.

EDUC 643: Teaching Elementary Math (3 units)

This course looks at mathematics as well as effective mathematics teaching. The focus is to understand the curriculum and strategies that make mathematics learning available to all children. How children develop mathematics understanding and how assessments help guide meaningful instructional practices are examined.

EDUC 644: Teaching with Technology (1 unit)

This workshop-style course provides hands-on opportunities for teaching candidates to develop technology skills that are appropriate to the classroom. Candidates develop an understanding of how they can enrich the curriculum with technology innovations. All candidates develop technology skills by creating a Web quest.

EDUC 645: Curriculum Design and Implementation: Multiple Subject (3 units)

This course focuses on curriculum design and implementation. State-adopted content standards are examined within a framework of responding to the needs of all learners. Various methods of assessment, models of teaching and strategies of classroom organization and behavior management are also examined.

EDUC 646: Language and Literacy: Theory and Practice II (3 units)

This course extends the study of language, language users and language learning begun in the Language and Literacy I course. Woven through this study are theories of language acquisition and second language learning. Students extend their knowledge of and experience with planning a balanced, comprehensive reading/language arts program. They develop their ability to state a clear rationale for effective language arts pedagogy based on knowledge of their students, what they know about learners and language, current research and theoretical work and state guidelines.

EDUC 647: Teaching Elementary Science (2 units)

This course uses active participation in hands-on, minds-on science activities. This approach allows candidates time to construct new knowledge and skills about elementary science education. Demonstrations and strategies for effective science education are modeled by the instructor in the areas of earth, life and physical science. Students also perform various hands-on activities.

EDUC 648: Teaching Fine Arts and Physical Education (1 unit)

This workshop-oriented class provides candidates with three workshops facilitated by classroom teachers who have expertise in three areas: visual arts, performing arts and physical education. Each workshop will address the following topics: K-12 standards for the discipline; best practices for teaching the arts and P.E.; developing a compelling rationale for including the arts and P.E.; including strategies to differentiate lessons for special needs students and English learners; hands-on, motivational learning experiences for candidates in the arts and P.E.

EDUC 691: Foundations of Education (4 units)

In this course, students will study influential philosophers, theories and perspectives regarding the nature of learning, the impact of various societal forces on that learning and the aims of education in a diverse society. Together, as members of a community of inquiry, students will consider their visions of what education should be and how these visions can influence their practice as teachers.

EDUC 696: Single Subject Methods (2units)

EDUC 697: Introduction to Educational Assessment for Teachers (1 unit)

This course provides an overview of educational assessments, including an overview of qualitative and quantitative measurements. Considers school-wide assessments, student assessments and teacher assessment. The California TPA is introduced and students are instructed on how to use Task Stream, the Web-based assessment system utilized in the School of Education for managing the TPA and other graduate assessments.

EDUC 698: Adolescent Development (2 units)

. The purpose of this course is to provide a detailed outline of cultural, cognitive, affective, biological and psychosocial issues associated with adolescent development. Course material is organized around positive developmental cues reflecting recent changes in the field of adolescent psychology. As such, the course emphasizes prevention strategies from a risk/resiliency framework. The positive developmental thesis will underscore the significance of identity achievement in the adolescent. Attention will be given to pedagogical and classroom management issues.

SED 605: Health Education and the Exceptional Child (3 units)

This course is designed to develop an understanding of the psychological characteristics, cognitive styles, behavioral patterns and accompanying learning problems of exceptional children. Students learn to apply the concepts of these differences and their implications to the educational experience and lifestyle of a person with a disability. Students learn to adapt and modify the general education/core curriculum to include a person with a disability into the least restrictive environment and to effectively participate in the IEP process. Students learn the basic components of physical and mental development as it pertains to good health and a balanced system of maintenance. This information is aligned to the basic health curriculum K-12. Issues on drug, alcohol and smoking use are studied and discussed as they pertain to an individual's health, learning performance, the social impact on the school environment and long range effects for adulthood. Students are required to connect this knowledge to disabling situations where health/mental or physical limitations exist. This course satisfies both the mainstreaming and health requirements for the clear credential components.