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Undergraduate Education Interdepartmental

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Undergraduate Education Interdepartmental

2019 Fall Term

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2 Units

INTRODUCTION TO EARLY CHILDHOOD EDUCATION

Education Interdepartmental 211

Designed as a foundations course for students in Early Childhood Education who are preparing to teach children from birth to age 8 in inclusive settings. Students will gain an overview of the field, have an opportunity to examine their commitment to the education and well-being of young children, and begin systematic planning for the development of their professional life.


3 Units

DEVELOPMENT OF THE YOUNG CHILD

Education Interdepartmental 213

The focus of this course will be on the development of children from birth through age 8 within the context of the whole lifespan. It will include learning theory, theory and practice of play, developmental milestones, and discussions on current thinking and recent research in developmental psychology.


3 Units

RACE AND RACISM IN SCHOOLS

Education Interdepartmental 250

This course is an interdisciplinary investigation of the historical, ideological, structural, institutional, cultural, and individual manifestations of race and racism in schools. The course also explores the theoretical lens of Critical Race Theory, and offers specific language and concepts with which to understand and discuss racism. Finally, the course explores race as a power dynamic embedded in the structure of schools as a social institution in the United States.


3 Units

INTEGRATED CURRICULUM FOR CHILDREN: AGES 3-5

Education Interdepartmental 320

This course will enable students to plan a curriculum for children ages 3 through 8 with an understanding of integrated curriculum, the project approach and emergent curriculum that are coupled with relevant constructivist theories. An investigation of various early childhood programs will also be an emphasis of this course.


3 Units

WORKING WITH INFANTS, TODDLERS AND THEIR FAMILIES

Education Interdepartmental 322

This course examines relevant theories and pertinent research pertaining to care of infants and toddlers within the family setting and in group care programs. Content includes an examination of legislative action that calls for intervention services for the birth to three population in natural settings, screening and assessment procedures, eligibility criteria for service delivery, working closely with and supporting parents, and team collaboration styles. The relationship between best practices for care of infants and toddlers in community care and policies which support them is considered as well. Students will design and evaluate curriculum activities appropriate for all children, from birth to three years of age.


6 Units

DIRECTED TEACHING A: INFANTS AND TODDLERS

Education Interdepartmental 331

This course provides the student with the opportunity to fully develop practice and reflect upon skills acquired through coursework and previous field experience. Students are placed in both a county Birth-to-Three Program and a community infant/toddler childcare program. High quality inclusive programs are selected (when possible). Students are provided supervision by a Cooperating Teacher, and a University Supervisor. Students will plan and implement instruction for individuals and groups of children, adapt instruction for children with disabilities, conduct assessments, evaluate student performance, collaborate with parents and professionals.


1 Units

REFLECTIVE SEMINAR: APPLICATION OF ISSUES IN EARLY CHILDHOOD EDUCATION

Education Interdepartmental 332

This course provides teachers-to-be with opportunities to reflect upon their course work and classroom experiences, discuss and share educational ideas, monitor professional growth, formulate personal goals and objectives, collaborate with peers, and design new strategies and methods for working with children, parents, and other professionals. Written and oral reflection and other means of creative expression will be practiced with respect to both the content of current courses and field work experiences.


3 Units

AUTHENTIC ASSESSMENT OF YOUNG CHILDREN

Education Interdepartmental 333

This class is designed to assist candidates in acquiring skills related to informal assessment. These skills include the ability to use a variety of observation strategies, apply functional assessment strategies, use play-based and other criterion-referenced instruments, and develop and implement program evaluation strategies. Students will acquire the ability to link assessment results with IEP/IFSP processes.


3 Units

DIRECTED TEACHING B: PRESCHOOL (3-4)

Education Interdepartmental 441

This course provides the student with the opportunity to fully develop their practice and reflect upon skills acquired through coursework and previous field experience. Students are placed in high quality inclusive preschool programs (when possible) and provided supervision by a Cooperating Teacher and a University Supervisor. Students will plan and implement instruction for individuals and groups of children, adapt instruction for children with disabilities, conduct assessments, evaluate student performance and collaborate with parents and professionals.


3 Units

PLANNING FOR INDIVIDUAL NEEDS

Education Interdepartmental 442

This class provides students with the skills to develop and adapt curriculum and instructional strategies to meet the educational needs of young children who require specialized instruction. The emphasis is on the provision of that instruction in the natural environment of the children.


1 Units

FIELD STUDY: KINDERGARTEN (4K OR 5K)

Education Interdepartmental 443A

Being involved in an early childhood classroom enables students to apply theoretical understandings regarding positive discipline approaches for young children and the adaptation of both curriculum and the environment to meet individual needs and abilities. Students will practice written and oral reflection. It is expected that reflective thinking will assist the student in accommodating their beliefs and knowledge of theory to classroom realities. A concurrent seminar will allow students to pose classroom practice problems, negotiate solutions, and share insights while being exposed to multiple viewpoints.


1 Units

FIELD STUDY: SPECIAL EDUCATION (3 THROUGH 8)

Education Interdepartmental 443B

Being involved in an early childhood classroom enables students to apply theoretical understandings regarding positive discipline approaches for young children and the adaptation of both curriculum and the environment to meet individual needs and abilities. Students will practice written and oral reflection. It is expected that reflective thinking will assist the student in accommodating their beliefs and knowledge of theory to classroom realities. A concurrent seminar will allow students to pose classroom practice problems, negotiate solutions, and share insights while being exposed to multiple viewpoints.


1 Units

FIELD STUDY: EARLY ELEMENTARY (1ST THROUGH 3RD GRADE)

Education Interdepartmental 443C

Being involved in an early childhood classroom enables students to apply theoretical understandings regarding positive discipline approaches for young children and the adaptation of both curriculum and the environment to meet individual needs and abilities. Students will practice written and oral reflection. It is expected that reflective thinking will assist the student in accommodating their beliefs and knowledge of theory to classroom realities. A concurrent seminar will allow students to pose classroom practice problems, negotiate solutions, and share insights while being exposed to multiple viewpoints.


3 Units

MATHEMATICAL CONCEPTS DEVELOPMENT IN EARLY CHILDHOOD EDUCATION

Education Interdepartmental 449

This three-credit course will help students learn how to assess mathematical skills in young children from kindergarten through 3rd grade as well as develop and identify instructional strategies that support children's engagement in mathematical thinking. Students observe and reflect on individual children's approaches to mathematical thinking and prepare and implement integrated lessons intended for children early elementary grades.


1 Units

REFLECTIVE SEMINAR: CAPSTONE SEMINAR

Education Interdepartmental 451

This course allows pre-service teachers to reflect upon their coursework and classroom experiences, discuss and share educational ideas, monitor professional growth, formulate personal goals and objectives, collaborate with peers, share new ideas, design and evaluate strategies and methods for working with children, parents and other professionals. Written and oral reflection and other means of creative expression is practiced in class.


3 Units

INTEGRATED CURRICULUM FOR CHILDREN 6 THROUGH 8

Education Interdepartmental 452

This course is designed to increase students' understanding of how to combine different subject areas, such as literacy, math, art, music, science within one thematic unit based on an understanding of how children learn and develop. Initially, students will study related theory and explore a variety of instructional methods. A field component will allow students to apply their knowledge by planning and implementing a series of classroom experiences with children in primary classrooms. Subsequent reflection and class discussion will address implementation problems and seek solutions.


5 Units

DIRECTED TEACHING C: CONSULTATION IN EARLY CHILDHOOD

Education Interdepartmental 461

This course provides students with the opportunity to develop their practice and reflect upon skills acquired through coursework and previous field experience. Students are placed in programs serving children with disabilities. A Cooperating Teacher and University Supervisor provide supervision. Students plan and implement instruction, adapt instruction, conduct assessments, evaluate student performance, collaborate with parents and professionals.


5 Units

DIRECTED TEACHING D: CHILDREN FIVE THROUGH EIGHT YEARS

Education Interdepartmental 462

Students have the opportunity to fully develop, practice and reflect upon skills acquired through coursework and previous field experiences. Placed with an educator teaching at a kindergarten through third grade level, students plan and implement instruction for individuals and groups of children, adapt instruction for children with special needs, conduct assessments, evaluate student performance, collaborate with parents and professionals.


2 Units

REFLECTIVE SEMINAR: PHASE FOUR PORTFOLIO

Education Interdepartmental 465

Student Teaching Seminar provides a forum to develop a portfolio and to begin their professional career. The course is intended to ensure that the well-prepared teacher is a reflective practitioner who continually evaluates the effects of choices and actions on others (students, families, and other professionals in the learning community) and who actively seeks opportunities to grow professionally.


3 Units

TEACHING ACROSS CULTURES: PEOPLE AND CULTURES OF ECUADOR

Education Interdepartmental 470

This course ties together student teachers' study abroad experience while teaching in Ecuador. Course learning activities include visiting archeological sites, villages inhabited by indigenous populations, readings, and lectures. Students experience the geographical diversity of the Ecuadorian Andes and learn from interactions with local people and guest speakers.

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