University General Course Catalog 2022-2023 
    
    Jul 05, 2024  
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University General Course Catalog 2022-2023 ARCHIVED CATALOG: LINKS AND CONTENT ARE OUT OF DATE. CHECK WITH YOUR ADVISOR.

8. Course Descriptions

Note: Sequencing rules in effect for many Math courses prohibit students from earning credit for a lower numbered Math course after receiving credit for a higher numbered Math course. Sequencing rules are included in the course descriptions of applicable courses.
 

Education K-12
  

  • EDUC 506F - Topics in Education

    (1 to 3 units)
    Focus on pedagogical and subject matter development or an understanding of critical issues in Multicultural education. Not applicable toward a degree.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. develop a scholarly project that focuses on pedagogical and subject matter development or an understanding of critical issues in Multicultural education.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 506G - Topics in Education

    (1 to 3 units)
    Focus on pedagogical and subject matter development or an understanding of critical issues in Multiple Literacies. Not applicable toward a degree.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. develop a scholarly project that focuses on pedagogical and subject matter development or an understanding of critical issues in Multiple Literacies.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 506H - Topics in Education

    (1 to 3 units)
    Focus on pedagogical and subject matter development or an understanding of critical issues in Special Education and disability issues. Not applicable toward a degree.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. develop a scholarly project that focuses on pedagogical and subject matter development or an understanding of critical issues in Special Education and Disability issues.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 506I - Topics in Education

    (1 to 3 units)
    Focus on pedagogical and subject matter development or an understanding of critical issues in Emerging issues in teaching diverse learners. Not applicable toward a degree.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. develop a scholarly project that focuses on pedagogical and subject matter development or an understanding of critical issues in teaching diverse learners.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 585A - Supervised Internship

    (6 to 16 units)
    Practical experience in public schools in Integrated elementary/special education,

    Maximum units a student may earn: 16

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Internship/Practicum: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of how children learn and develop, as well as how they differ in their approaches to learning, actively supports student learning.
    2. demonstrate his/her knowledge of the discipline(s) and his/her ability to design and develop a curriculum for which students learn in meaningful ways.
    3. plans and use a variety of instructional materials, knowledge of group and individual motivation, as well as effective verbal and nonverbal communication to create a positive and effective learning environment.
    4. understand and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that promotes continuous intellectual, social, emotional, and physical development of each student.
    5. evaluate the effects of his/her choices and actions on others and who actively seeks out opportunities to grow professionally. The teacher candidate fosters relationships with university and school personnel, colleagues, parents/guardians, and agencies in the larger community to support students learning and well-being.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 585B - Supervised Internship

    (6 to 16 units)
    Practical experience in public schools in Special education,

    Maximum units a student may earn: 16

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Internship/Practicum: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate, in writing and in execution, an ability to render an appropriately challenging lesson and class plan.
    2. demonstrate an ability to manage a classroom, its students, and the many and myriad events that may occur throughout the school day.
    3. actively participate in, and from time to time, lead, student assessments designed to target that student’s classroom performance.
    4. engage with students in the classroom such that a climate of learning is established, promoted and expanded.
    5. model how to behave in a classroom such that everyone is valued and respected.
    6. use instructional technology to support the teaching and learning process.
    7. show an evolving strategy of maintaining accurate and useful student records.
    8. demonstrate professional behavior in all aspects of the field experience.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 585C - Supervised Internship

    (6 to 16 units)
    Practical experience in public schools in Early childhood education.

    Maximum units a student may earn: 16

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Internship/Practicum: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of how children learn and develop, as well as how they differ in their approaches to learning, actively supports student learning.
    2. demonstrate his/her knowledge of the discipline(s) and his/her ability to design and develop a curriculum for which students learn in meaningful ways.
    3. plans and use a variety of instructional materials, knowledge of group and individual motivation, as well as effective verbal and nonverbal communication to create a positive and effective learning environment.
    4. understand and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that promotes continuous intellectual, social, emotional, and physical development of each student.
    5. evaluate the effects of his/her choices and actions on others and who actively seeks out opportunities to grow professionally. The teacher candidate fosters relationships with university and school personnel, colleagues, parents/guardians, and agencies in the larger community to support students learning and well-being.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 585D - Supervised Internship

    (6 to 16 units)
    Practical experience in public schools in elementary education.

    Maximum units a student may earn: 16

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Internship/Practicum: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of how children learn and develop, as well as how they differ in their approaches to learning, actively supports student learning.
    2. demonstrate his/her knowledge of the discipline(s) and his/her ability to design and develop a curriculum for which students learn in meaningful ways.
    3. plans and use a variety of instructional materials, knowledge of group and individual motivation, as well as effective verbal and nonverbal communication to create a positive and effective learning environment.
    4. understand and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that promotes continuous intellectual, social, emotional, and physical development of each student.
    5. evaluate the effects of his/her choices and actions on others and who actively seeks out opportunities to grow professionally. The teacher candidate fosters relationships with university and school personnel, colleagues, parents/guardians, and agencies in the larger community to support students learning and well-being.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 585E - Supervised Internship

    (6 to 16 units)
    Practical experience in public schools in secondary education

    Maximum units a student may earn: 16

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Internship/Practicum: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of how children learn and develop, as well as how they differ in their approaches to learning, actively supports student learning.
    2. demonstrate his/her knowledge of the discipline(s) and his/her ability to design and develop a curriculum for which students learn in meaningful ways.
    3. plans and use a variety of instructional materials, knowledge of group and individual motivation, as well as effective verbal and nonverbal communication to create a positive and effective learning environment.
    4. understand and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that promotes continuous intellectual, social, emotional, and physical development of each student.
    5. evaluate the effects of his/her choices and actions on others and who actively seeks out opportunities to grow professionally. The teacher candidate fosters relationships with university and school personnel, colleagues, parents/guardians, and agencies in the larger community to support students learning and well-being.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 602 - Seminar in Teaching and Learning

    (1 to 3 units)
    Seminars integrate classroom management, assessment of student learning, and home-school relationships. Support performance assessment in teacher education.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. use information obtained from seminars that integrate classroom management, assessment of student learning, and home-school relationships through a scholarly product or project.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 603 - School Administration, Leadership and Community

    (3 units)
    Learn how school administrators identify relationship building resources within the community. Topics include: school partnerships and leadership development, creating informed school communities, working with families as equitable partners in the school setting, and creating and maintaining positive community and media relationships. This course fulfills part of the Nevada State Administrative Leadership endorsement requirement and is aligned with the Professional Standards of Educational Leaders. Accepted for removal of the Parent Involvement and Family Engagement (PIFE) provision if completed after 2/26/2019. (Formerly SNU: ALDR 650)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of historical, social, and cultural issues that influence educational policies and practices.
    2. demonstrate understanding that the ultimate goal of effective school leadership is increased stu-dent achievement.
    3. understand and apply principles of community relations while building partnerships where potentially conflicting ethnic, religious, cultural, political, or linguistic groups live together.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 605 - Evaluation, Assessment, Data, and Student Learning

    (1 unit)
    This class prepares teacher candidates to use assessment to improve student learning. The focus is on understanding summative and formative assessment, implementing technology to manage data, analyzing assessment results, and developing classroom assessment tools.(Formerly SNU: EDUC 405/605)

    Maximum units a student may earn: 1

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 1
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. design formative assessments that match learning objectives with assessment formats to engage learners in demonstrating knowledge and skills.
    2. work independently and collaboratively to examine tests and other performance data to understand students’ progress and to guide planning.
    3. engage students in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.
    4. model and structure processes that guide students in examining their own thinking and learning as well as the performance of others.
    5. effectively use multiple and appropriate types of assessment data to identify student learning needs and to develop differentiated learning experiences.
    6. prepare all students for the demands of particular assessment formats and appropriately modifies assessments or testing conditions for English language learners, students with disabilities, and students who are above grade level.
    7. continually seek innovative ways to employ technology to support assessment practice both to engage students more fully and to assess and address student needs.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 607 - Interdisciplinary Integrated Curriculum Education

    (3 units)
    Integration of subject matter into a functional learning situation. Attention is given to curricular areas and methods of instruction.

    Grading Basis: Graded
    Units of Lecture: 2
    Units of Internship/Practicum: 1
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate integration of subject matter into a functional learning situation with special attention to curricular areas and methods of instruction.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 608 - Educational Research and Reflective Practice

    (3 units)
    Teacher candidates analyze educational research and relate it to their classroom practices. Focus on professional reflection as candidates prepare proposal for the professional project. Graduate level professional writing using APA style is required. (Formerly SNU: EDUC 628)

    Maximum units a student may earn: 3

    Prerequisite(s) Completion of student teaching and all testing requirements; formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. use Professional Language and Writing-APA Style.
    2. use sound practices in Educational Research.
    3. reflect on Teaching Practices.
    4. write Research Article Summaries.
    5. link Professional Organizations Standards, InTASC Standards, Content Standards, and Educational Research.
    6. produce a Professional Project Proposal.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 609 - Professional Project

    (3 units)
    During this graduate level class, candidates complete their approved professional projects with the guidance of an assigned Project Director. At the end of each semester, candidates present their projects to the SNU Masters Project Panel Committee. (Formerly SNU: EDUC 635)

    Maximum units a student may earn: 3

    Prerequisite(s): EDUC 628; successful completion of all M.A.T. testing requirements; formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. use Professional Language and Writing-APA Style.
    2. design a research-based standard-based unit of instruction using the backwards assessment model.
    3. write comprehensive lesson plans that address a broad range of student needs and support progress toward unit goals.
    4. apply selected local, state, or national initiatives within the unit and lessons to address community or school identified needs.
    5. incorporate a variety of standards-based best practices in instructional methods and/or curriculum choices.
    6. create an electronic poster to summarize the project components.
    7. defend the completed unit in a presentation before a select panel of faculty.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 610 - Psychological Foundations of Education

    (3 units)
    This course focuses on explanations of how people learn, including people of ethnic and cultural diversity. Theories and research are included with emphases on practical applications, such as methods used to improve learning and teaching, and how learning relates to motivation, personality, development, creativity, and perception. Current brain-based research and its application are reviewed. (Formerly SNU: EDUC 510)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the stages and characteristics of cognitive, linguistic, and social/moral development.
    2. describe the cognitive processes involved in knowledge construction, memory, and metacognition and the implications for classroom learning and classroom instruction.
    3. compare and contrast theories of motivation and apply motivation theory to classroom situations.
    4. use behavioral learning theories and cognitive learning theories to explain ef-fective classroom management and interventions.
    5. describe and explain the principles of cognitive learning theory and social cognitive theory and explore their implications for modeling, vicarious learning, and self-regulation.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 611 - Project Completion

    (1 unit)

    Candidates enroll in EDUC 699P when an additional semester is needed to complete their professional projects. Maximum units a student may earn 2. (Formerly SNU: EDUC 699P)

     

    updated beginning in Spring 2023

    Maximum units a student may earn: 2

    Prerequisite(s): EDUC 635; formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Lecture: 1
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. use Professional Language and Writing-APA Style.
    2. design a research-based standard-based unit of instruction using the backwards assessment model.
    3. write comprehensive lesson plans that address a broad range of student needs and support progress toward unit goals.
    4. apply selected local, state, or national initiatives within the unit and lessons to address community or school identified needs.
    5. incorporate a variety of standards-based best practices in instructional methods and/or curriculum choices.
    6. create an electronic poster to summarize the project components.
    7. defend the completed unit in a presentation before a select panel of faculty.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 612 - Technology and English Language Acquisition and Development

    (3 units)
    Exploration of the role of technology in second language teaching. This course examines attributes of effective technology-enhanced language learning environments and their relationship to second language acquisition theories and constructs. Focus on research and best practices for using technology to support second language teaching. (Formerly SNU: ELAD 550)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate principles of language pedagogy and of current best practices in teaching English to speakers of other languages; explain how the principles are based on research into language acquisition and the teaching of the various skill areas.
    2. apply current ELAD pedagogy in the creation of effec-tive lesson plans for diverse groups of learners in a va-riety of teaching contexts; integrate new technology into these lesson plans.
    3. articulate current conceptual and theoretical trends, is-sues, and concerns in the fields of applied linguistics and language pedagogy.
    4. prepare critically reflective teachers who understand ed-ucational research and leverage it to improve the effec-tiveness of their teaching practice through the creation of optimal teaching environments for all students.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 613 - Education for a Changing World

    (3 units)
    Examines multicultural issues within a broad sociocultural context, focusing on cultural frames of reference for understanding.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. articulate ways in which social identities such as race, class, and gender intersect in order to influence individual life experiences and/or perspectives.
    2. identify, analyze, and interpret connections between localized events and their global context and identify multiple perspectives pertaining to global issues.
    3. critically examine how one’s configuration within intersecting social forces impacts one’s world view.
    4. demonstrate a basic understanding of the current discourses on globalization and education.
    5. explain how historical and current societal forces impact the status of various groups in current U.S. society.
    6. identify the central challenges and possibilities of cross-cultural communication and understanding in education and other related fields.
    7. develop a plan of action for your future development as a reflective culturally competent practitioner.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 614 - Policies, Critical Issues, and Best Practices for ELL/K-6

    (2 units)
    Addresses the impact of policies and critical issues on instruction for English as a second language development (ESL), and other specially designed academic instructional methods for teaching English language learners, Pre-K-12. Touches on historical methods, theory of language acquisition, best practices models, materials, the integration of standards and the assessment of language and content area skills. This course fulfills part of the Nevada State ELAD endorsement requirement. (Formerly SNU: ELAD 463E/563E)

    Maximum units a student may earn: 2

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 2
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the laws and policies that apply to EL students.
    2. apply best practices when teaching to EL students.
    3. describe current research issues and concerns.
    4. summarize significant research findings in the field.
    5. prepare critically reflective teachers who understand educational research and leverage it to improve the effectiveness of their teaching practice through the creation of optimal teaching environments for all students.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 615 - Teaching Writing in Schools

    (3 units)
    Current theory and related practices in the teaching of writing in grades K-12.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of specific CCSS writing genres through completion of reading study guides and reflections.
    2. work with a writing group to take a writing piece from rough draft through the writing process to completion and discuss changes made as a result of peer feedback.
    3. create a lesson designed to teach students in secondary classrooms that includes research-based components of effective writing instruction.
    4. work collaboratively with a group to design a 60-minute-presentation which will make explicit connections to CCSS and best practices in the teaching of writing.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 618 - Current Issues and Trends in EL Acquisition and Development

    (3 units)
    Information from current research, area specialists and exemplary practitioners will be used to extend appropriate teaching strategies and supplement background knowledge of special topics related to English language learners. Emphasis will be placed on research and analysis of practice related to effectiveness. Students will be permitted to concentrate on a topic of their particular interest. (Formerly SNU: 565)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain current theories concerning the cognitive, affective, social and cultural factors involved in the acquisition and the use of second languages, and apply this knowledge in effective lesson design and classroom interactions.
    2. identify the skills necessary for effective leadership in and outside the classroom; apply these skills to individual professional development in and outside the classroom.
    3. integrate ethical values in learning and teaching.
    4. articulate current conceptual and theoretical trends, issues, and concerns in the fields of applied linguistics and language pedagogy.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 619 - Foundations in Education in Cultural & Linguistic Diversity

    (3 units)
    Students develop an understanding of cultural and linguistic diversity at an individual and societal level and raise their own sensitivity to issues that affect diverse cultural and linguistic groups. Students explore and analyze the issues of language, culture, ethnicity, racism, diversity, and multicultural education, enhancing their ability to develop culturally responsive lesson plans that include strategies for teaching and assessing English language learners. (Formerly SNU: ELAD 570)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate principles of language pedagogy and of current best practices in teaching English to speakers of other languages; explain how the principles are based on research into language acquisition and the teaching of the various skill areas.
    2. demonstrate proficiency in spoken and written English at a level commensurate with the role of a language model by illustrating knowledge of the English language skills and required to explain the English language system.
    3. apply current ELAD pedagogy in the creation of effective lesson plans for diverse groups of learners in a variety of teaching contexts; integrate new technology into these lesson plans.
    4. explain current theories concerning the cognitive, affective, social and cultural factors involved in the acquisition, and the use of second languages and apply this knowledge in effective lesson design and classroom interactions.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 620 - Cultural and Linguistic Diversity Program Leadership

    (3 units)
    Learn to provide program leadership focused on: professional development for English language acquisition programs; recognizing and developing best practices for culturally responsive lessons and curriculum; assessing the cognitive, linguistic, and classroom skills to improve English language acquisition instruction; enhancing cross-cultural communication skills and culturally response practices; and navigating state policies and program planning. (Formerly SNU: ELAD 571)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate principles of language pedagogy and of current best practices in teaching English to speakers of other languages; explain how the principles are based on research into language acquisition and the teaching of the various skill areas.
    2. apply current ELAD pedagogy in the creation of effective lesson plans for diverse groups of learners in a variety of teaching contexts; integrate new technology into these lesson plans.
    3. explain current theories concerning the cognitive, affective, social and cultural factors involved in the acquisition, and the use of second languages and apply this knowledge in effective lesson design and classroom interactions.
    4. articulate current conceptual and theoretical trends, issues, and concerns in the fields of applied linguistics and language pedagogy.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 621 - Educational Research

    (3 units)
    Research conducted considers a current challenge related to teaching English language learners or a specific challenge pertinent to educational leadership in relation to English language learners and how this might be addressed. (Formerly SNU: ELAD 599)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify the skills necessary for effective leadership in and outside the classroom; apply these skills to individual professional development in and outside the classroom.
    2. carry out a detailed literature review using relevant bibliographical resources from print and online resources.
    3. describe current research issues and concerns.
    4. summarize significant research findings in the field.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 622 - Introduction to Social, Emotional, and Academic Development

    (3 units)
    Introduces Social, Emotional, and Academic Development (SEAD) skills and the benefits for creating socially and emotionally sound learning and work environments. Understanding how social-emotional learning impacts both academic achievement and classroom behavior are explored. The SEAD competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills) are introduced and examined. (Formerly SNU: SEAD 501)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate an understanding of the five SEAD competencies, communicated through class discussions, student reflections, quizzes, and a written paper, to apply educational content in the context of real school environment experiences.
    2. examine and identify evidence-based SEAD practices contributing to educational success through case studies and independent research projects, applied to direct experiences in educational environments.
    3. assess and interpret intracultural influences that may impact self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills, by exploring self-identity, values, beliefs, and behaviors.
    4. demonstrate, by means of class discussions and written assignments, a knowledge of how to intentionally implement evidence-based SEAD practices throughout educational work settings.
    5. gain a strategic and practical action plan to embed SEAD competencies in professional practices that achieve teacher candidates’ unique goals (academic, personal, and professional), while using most current SEAD resources for supporting their goals.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 623 - SEAD Practices Supporting NV Policies, Equity, & Issues

    (3 units)
    Introduces educators to current state policies and priorities related to Social, Emotional, Academic Development (SEAD) competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills). Assignments demonstrate how SEAD programming positively supports school, district, and state priorities, while a personalized Action Plan will help class participants progress towards specific SEAD goals. (Formerly SNU: SEAD 502)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate an understanding of the Nevada SEAD policies and critical issues and how they impact school environments.
    2. examine, identify, and apply evidence-based SEAD best-practices that support identified local and state needs, policies, equity, and critical issues.
    3. assess and interpret how intracultural influences may impact work experiences with various student, colleague, and community groups by exploring SEAD applications.
    4. demonstrate how to implement meaningful evidence-based SEAD practices to foster collaboration, supportive interaction, and positive social engagement that reinforce state policies, equity, and critical issues.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 624 - Curriculum Development Mathematics Education

    (3 units)
    Research and curriculum studies dealing with content and procedures of mathematics.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. conduct research and explore curriculum studies dealing with content and procedures of mathematics.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 625 - Curriculum Development Science Education

    (3 units)
    Research and curriculum studies dealing with content and procedures of the science program.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. conduct research and explore curriculum studies dealing with content and procedures of science.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 626 - Curriculum Development Environmental Science Education

    (2 to 3 units)
    Development of the school curriculum in the area of environmental education. Special emphasis is given to school and school-camp programs. Activities for promoting the acquisition of environmental concepts are demonstrated.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: X
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. conduct research and explore curriculum studies dealing with content and procedures of environmental science.


    Click here for course scheduling information. | Check course textbook information
  

  • EDUC 627 - Curriculum Development Social Studies Education

    (3 units)
    Research and curriculum studies dealing with content and procedures of the social studies.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. conduct research and explore curriculum studies dealing with content and procedures of social studies.


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  • EDUC 628 - Policies, Critical Issues, and Best Practices for ELLs/Sec

    (2 units)
    Addresses the impact of policies and critical issues for English as a second language development (ESL), and other specially designed academic instructional methods for teaching English language learners in secondary schools. Touches on historical methods, theory of language acquisition, best practices models, materials, the integration of standards and the assessment of language and content area skills. This course fulfills part of the Nevada State ELAD endorsement requirement. (Formerly ELAD 463S/563S)

    Maximum units a student may earn: 2

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 2
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the laws and policies that apply to EL students.
    2. apply best practices when teaching to EL students.
    3. describe current research issues and concerns.
    4. summarize significant research findings in the field.
    5. prepare critically reflective teachers who understand educational research and leverage it to improve the effectiveness of their teaching practice through the creation of optimal teaching environments for all students.


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  • EDUC 631 - Computer Science Concepts: Impacts in Society and Education

    (3 units)
    This course will cover major computer science concepts and how they impact society and education. Through an exploration of foundational knowledge in computer science and programming, students will use computational thinking to solve problems and gain familiarity with algorithms and programming, computing systems, data, impacts of computing, and the internet. Topics will be covered from an educational perspective with emphasis on how they each impact society, culture and the environment.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. apply computational thinking to computational innovations to examine how they work and explain how they impact society, culture and the environment.
    2. use a variety of programming techniques and control structures to develop algorithms, implement algorithms in code, test solutions and evaluate solutions for efficiency.
    3. identify how computational and algorithmic thinking can be applied to solve problems in society as they relate to equity, diversity and the environment.
    4. describe the fundamental principles that make networks and the internet work, and investigate their impacts on computational development, society and culture.
    5. explain the primary concepts of data exchange, storage and collection, and the impacts of these on society, culture and the environment.
    6. discuss a breadth of computer science concepts, such as robotics, artificial intelligence, Big Data, cybersecurity, human and machine interaction, the internet, and algorithms and programming and explain how they relate to problems of societal concern.
    7. develop solutions to programming problems that require the use of advanced data and control structures.
    8. use research in computer science concepts to describe how changes in computer science education impact society and culture.


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  • EDUC 632 - Methods and Curriculum for Modeling, Teaching, and Implement

    (3 units)
    Introduces practical strategies to embed Social, Emotional, Academic Development (SEAD) competencies and related lessons into instruction and support services from Pre-K to 12th grade and reinforce school community relationships. Course assignments and a personalized action plan leverage SEAD competencies as a way to increase, improve professional impact and workplace outcomes for modeling, teaching, and implementing SEAD. (Formerly SNU: SEAD 503)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. examine methods and curriculum for teaching and implementing SEAD practices in a school/classroom environment.
    2. identify evidence-based SEAD methods and curriculum that contribute to educational success while meeting identified local and state needs.
    3. assess and interpret how intracultural influences may impact work experiences with various student, colleague, and community groups by exploring SEAD applications that address identity, values, beliefs, communication, and behaviors.
    4. demonstrate how to model effective SEAD practices throughout educational work settings to foster collaboration, supportive interaction, and positive social engagement.


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  • EDUC 633 - Assessments, Evaluations, Monitoring, and Improv.Plan/SEAD

    (3 units)
    Introduces educators to practical Social, Emotional, Academic Development (SEAD) assessments. Students gain practical skills to evaluate SEAD growth and its relationship to whole-student success. Personalized action planning will help ensure that class participants are making progress towards their professional goals and SEAD related outcomes. (Formerly SNU: SEAD 504)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate how to assess, monitor, and improve on one’s development of the five SEAD competencies.
    2. examine and identify evidence-based SEAD assessment, evaluation, monitoring, and improvement planning practices contributing to educational success that meet identified local and state needs.
    3. assess and interpret how intracultural influences may impact work experiences with various student, colleague, and community groups by exploring SEAD applications..
    4. demonstrate a knowledge of how to assess and monitor evidence-based SEAD assessment and how to foster collaboration, supportive interaction, and positive social engagement to implement school-wide improvement plans.
    5. Reflect on professional practices that achieve educator candidates’ unique goals (academic, personal, and professional), while using most current SEAD resources for supporting, assessing, and monitoring their goals.


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  • EDUC 634 - Adolescent Development and Learning

    (3 units)
    Adolescent Development and Learning examines brain research on adolescent development and its implications for preteen and teenage learning and teaching in middle school and high schools. The impact of peer pressure, gangs, and bullying on adolescent learning is addressed. Teacher candidates will develop learning environments and activities that reflect adolescent cognitive, social, and emotional development. Health issues for adolescents are studied. (Formerly SNU: SECD 585)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. evaluate the development of the brain during adolescence, and its impact on student learning.
    2. utilize the technology that is being used by teenagers, and understand why technology is so valued.
    3. demonstrate an awareness of the issues affecting teenagers today: Bullying, cyber-bullying, health issues, technology, relationships, and peer pressure.
    4. categorize curriculum tools that will support a classroom environment focused on developmental circumstances.
    5. assess relevant adolescent themes: cognitive development, health considerations, social/emotional considerations, and development.


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  • EDUC 635 - STEM Education Outreach Experience

    (1 to 3 units)
    Development of STEM educational skills through service, assisted teaching, and tutoring within local secondary schools for non-Education Majors.  STEM education is studied and practiced as a member of the professional STEM community. (EDUC 635, ENGR 635 and SCI 635 are cross-listed; credit may be earned in one of the three.)

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. examine and articulate different tutoring methods used to present scientific and mathematical principles to secondary school students.
    2. critically analyze their own values and assumptions regarding diverse cultures.
    3. evaluate their own areas of strength and opportunities for improvement in communicating scientific and mathematical principles.


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  • EDUC 636 - Practicum

    (1 unit)
    The intent of this clinical experience is to promote the integration of methods and field experiences and to link educational theory and practice. The course instructor will highlight elements of the course and direct students with the assignments and activities in the practicum classroom setting experience. (Formerly SNU: SECD 590)

    Maximum units a student may earn: 1

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Lecture: 1
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. apply, relate and evaluate educational theories, philosophies and content in the context of real classroom experiences.
    2. demonstrate knowledge of the roles and responsibilities of the classroom mentor teacher through direct experiences with teachers in classroom settings.
    3. demonstrate knowledge of the roles and responsibilities of the classroom mentor teacher through direct experiences with teachers in classroom settings.
    4. participate in professional meetings and professional development activities in a school setting.
    5. observe, study, and interact with students of different ages, cultural and linguistic backgrounds and exceptionalities.
    6. participate in a variety of classroom activities: o organize and manage instruction for small groups and/or one-on-one tutoring.
    7. interact with classroom mentor teacher, other professional staff, administrators, paraprofessional staff, parents, and the community with sensitivity and respect.
    8. engage in reflection, critical thinking, problem solving and decision-making related to all aspects of teaching.
    9. analyze personal teaching effectiveness through the use of journals, self-assessment, and study guides.
    10. obtain frequent feedback and coaching from classroom mentor teacher, UNR supervisors, course instructors, and peers related to all aspects of teaching.


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  • EDUC 637 - Advanced Teaching & Learning Strategies in Special Education

    (3 units)
    Development of education programs and curriculum strategies for students with learning disabilities, emotional disabilities, and/or cognitive disabilities. Attention is given to the modification and adaptation of regular classrooms and curricula, including intervention strategies and career planning. It fulfills part of the Nevada State SPED endorsement requirement, and is aligned with the InTASC Standards. (Formerly SNU: SPED 520)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. comprehend educational research and write summaries of research articles using professional language and APA writing style.
    2. use online databases to locate peer-reviewed research articles.
    3. recognize the importance of educational research for improving instructional practices.
    4. demonstrate an understanding of high and low incidence disabilities while co-teaching, classroom accommodations, etc.
    5. identify and describe diversity in the classroom, individual learning styles, and unique patterns of learning and development.
    6. demonstrate communication techniques and discuss innovative ways to involve family and community in the educational experience.
    7. demonstrate understanding of strategies and interventions to support students with high and low incidence disabilities.
    8. develop a differentiated unit plan including specific strategies to implement in a classroom with a variety of skill levels.


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  • EDUC 638 - Collaboration/Transition Issues w/ Families & Professionals

    (3 units)
    Focuses on working effectively with families of students with disabilities; exploring ways of collaborating with classroom teachers and other professionals in planning and adapting curriculum; addressing transition issues and procedures, with attention to the implications of current federal legislation and parents’ rights. Local and national resources are explored. Fulfills part of the Nevada State SPED endorsement requirement, and is aligned with the InTASC Standards. (SNU: Formerly SPED 540)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. comprehend educational research and write summaries of research articles using professional language and APA writing style.
    2. use online databases to locate peer-reviewed research articles.
    3. recognize the importance of educational research for improving instructional practices.
    4. identify transition occurring throughout life and understand how those factors influence students with a disability and are influenced by the educational system etc.
    5. examine the importance of early intervention for students with a disability including the learning environment, teaching practices, and other program components to serve young children.
    6. demonstrate communication techniques and discuss innovative ways to involve family and community in the educational experience.
    7. apply early intervention strategies to promote success for students with any disability.


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  • EDUC 639 - Students w/ Learning Dis, Emotional Problems, & Reltd Disord

    (3 units)
    Focuses on students with mild to moderate disabilities who are included in the regular classroom setting. The development and characteristics of learners with specific learning disabilities, emotional and cognitive challenges and related disorders are explored. Fulfills part of the Nevada Generalist endorsement for special education teaching, and is aligned with the InTASC Standards. (SNU: Formerly SPED 550)

    Maximum units a student may earn: 3

    Prerequisite(s): EDUC 455; EDUC 555; formerly Sierra Nevada University Teacher Education students only.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of the basic concepts and theories about the special needs in the Least Restrictive Environment.
    2. demonstrate understanding of the procedures and processes for the assessment of student learning through a wide variety of assessment tools, and how ethnic and mul-ticultural considerations also impact assessment.
    3. demonstrate understanding of current state and federal legislation regarding special needs students, and the due processes for both school and home.
    4. demonstrate understanding of the eligibility process and the diagnostic instruments used to de-termine the child’s need for special services, including placement procedures and intervention techniques.
    5. describe characteristics of individuals with exceptional needs in public and private school programs and strategies to use for the inclusion of these special needs students.
    6. describe the modification of classroom materials based on assessment tools used for special needs students.


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  • EDUC 641 - Human Development

    (3 units)
    Study human development from conception through old age. Physical, intellectual, social and emotional growth examined in the 8 stages of development (prenatal, infancy, early childhood, school age children, adolescence, early adulthood, middle adulthood and later adulthood) from biological, psychological, socio cultural and life-cycle perspectives. Fulfills part of the Nevada Generalist endorsement for special education teaching, and is aligned with the InTASC Standards. (SNU: Formerly SPED 563)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. comprehend educational research and write summaries of research articles using professional language and APA writing style.
    2. use online databases to locate peer-reviewed research articles.
    3. recognize the importance of educational research for improving instructional practices.
    4. understand, identify and describe the different characteristic of students identified with a disability under IDEA (Individuals with Disabilities Act) co-teaching, classroom accommodations, etc.
    5. identify and describe diversity in the classroom, individual learning styles, and unique patterns of learning and development.
    6. demonstrate communication techniques and discuss innovative ways to involve family and community in the educational experience.
    7. demonstrate an awareness of and examine basic characteristics including physical appearance, health issues, learning and/or communication challenges, behavior challenges, etc.
    8. access common services provided by the school district personnel (i.e.; Speech and Language Therapist, Occupational Therapist, Co-operative Teaching, Behavior Mentor.


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  • EDUC 647 - Parent Involvement and Family Engagement (P-12 Perspective)

    (3 units)
    Focus on building engagement practices and enhancing the inclusion of families in the education process in the preschool settings and beyond.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate the necessary skills to understand and develop sensitivity to effective family communication between the home, school, and community.
    2. analyze the impact of challenges facing families on student learning and academic success in P-12 education.
    3. list and describe different models of family support programs for school success in P-12 education.
    4. demonstrate an awareness of the use of data literacy strategies for family engagement understanding.
    5. display and understanding of the curriculum, organization, and pedagogical delivery of content related to parent involvement and family engagement.


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  • EDUC 650 - Theories of Organizational Leadership and Administration

    (3 units)
    Theories of organizational behavior, managing and leading people within the context of the school organization. The course will address topics such as values-based leadership, professional code, individual motivation, cohesion, team effectiveness, crisis leadership models, change systems, and school design. This course fulfills part of the Nevada State Administrative Leadership endorsement requirement and is aligned with the Professional Standards for Educational Leaders. (SNU: Formerly ALDR 501)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate comprehension of basic theoretical concepts of organizational leadership within various situations.
    2. apply organizational leadership to specific situations.
    3. evaluate organizational leadership theory for application through reflective synthesis.


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  • EDUC 651 - Exploring School Finance

    (3 units)
    Students investigate principles and practices utilized in collecting, distributing, and managing district and school revenues, with emphasis on specific state regulation. Topics include collective bargaining practices, capital facilities development, financial and managerial accounting. This course fulfills part of the Nevada State Administrative Leadership endorsement requirement and is aligned with the Professional Standards for Educational Leaders. (Formerly SNU: ALDR 502)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the role of local and federal taxation in relation to school finance.
    2. identify and apply legal theories to school finance.
    3. describe mechanisms for assessing equity and adequacy in school finance.
    4. identify various types of school finance formulas and how they relate to issues of educational equity and adequacy.
    5. describe the relationship between school/district budgets and academic achievement.


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  • EDUC 652 - Understanding School Law

    (3 units)
    The rights and responsibilities of students, teachers, and educational practitioners in relation to school programs and operations as determined by state and federal laws and court decisions. Topics include student residency, attendance and discipline; freedom of speech; search and seizure; FERPA; IDEA; LRE; employee rights. This course fulfills part of the Nevada State Administrative Leadership endorsement requirement and is aligned with the Professional Standards for Educational Leaders. (Formerly SNU: ALDR 503)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. comprehend legal issues in relation to public education, school programs, and other operations.
    2. determine whether a current professional environment is in compliance with state and/or federal laws.
    3. evaluate and synthesize appropriate theory to practice through the comple-tion of a reflective synthesis at a satisfactory level.


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  • EDUC 653 - Leadership and Supervision: Considerations for Instruction

    (3 units)
    Examine the principles and theoretical base of supervision to improve instructional and professional practices. Topics include the structure and significance of school reform, teaching and learning theories, Standards Theory, leadership and followership, and the change process. This course fulfills part of the Nevada State Administrative Leadership endorsement requirement and is aligned with the Professional Standards for Educational Leaders. (Formerly SNU: ALDR 504)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify and recognize the characteristics of different philosophies of education.
    2. examine the elements of the adult learning process in relation to supervision.
    3. analyze the purpose of directive/indirective control supervision and supervisory conferences.
    4. apply observation skills and assistance strategies to improve teacher performance.
    5. apply staff development strategies in schools.


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  • EDUC 654 - Developing School Personnel

    (3 units)
    Analysis of factors in selection, evaluation, and development of teachers and administrators. Topics include: the work environment; compensation and benefits; administering employee contracts; conflict resolution; discipline and dismissal; legal issues in personnel management. This course fulfills part of the Nevada State Administrative Leadership endorsement requirement and is aligned with the Professional Standards for Educational Leaders. (Formerly SNU: ALDR 505)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify and discuss the basic theoretical concepts of evaluation as related to staff building and team development.
    2. discuss basic applications of evaluation to create a team building program.
    3. evaluate and synthesize appropriate theory to practice through the completion of a reflective synthesis at a satisfactory level.


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  • EDUC 655 - Curriculum Design and Development in Education

    (3 units)
    Concepts, strategies and resources associated with planning, implementing and evaluating school curricula. Topics include: constructivist principles, invitational learning, cooperative learning, outcome-based education, multiculturalism, learning styles, multiple intelligences and curricular change. This course fulfills part of the Nevada State Administrative Leadership endorsement requirement and is aligned with the Professional Standards for Educational Leaders. (Formerly SNU: ALDR 506)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. employ theoretical concepts of curriculum as related to program planning and curriculum trends.
    2. apply basic theories of curriculum in the creation of a Program Develop-ment Plan.
    3. evaluate and synthesize appropriate theory to practice through the comple-tion of a reflective synthesis at a satisfactory level.


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  • EDUC 656 - School Administration, Leadership and Accountability

    (3 units)
    Examine the evaluation processes that school administrators use to improve teaching, student achievement and outcomes. Topics include: leadership, faculty evaluation, and engaging faculty in the assessment process. View videos of classroom instruction and plan evaluation using NEPF. This course fulfills part of the Nevada State Administrative Leadership endorsement requirement and is aligned with the Professional Standards for Educational Leaders. (Formerly SNU: ALDR 615)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of historical, social, and cultural issues that influence educational policies and practices.
    2. demonstrate understanding of the ultimate goal of effective school leadership is student achievement.
    3. evaluate and apply principles of accountability in school administration through the use of reflective synthesis.


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  • EDUC 657 - School Administration, Leadership and Ethics

    (3 units)
    Examines the moral and ethical issues facing school administrators with focus on the impact of public policy on school operations. Topics include: ethical leadership, culturally sensitive curriculum, student tracking/detracking, standardized testing, and students’ safety and rights. This course fulfills part of the Nevada State Administrative Leadership endorsement requirement and is aligned with the Professional Standards of Educational Leaders. (Formerly SNU: ADR 630)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of historical, social, and cultural issues that influence educational policies and practices.
    2. demonstrate understanding of the ultimate goal of effective school leadership is increased student achievement.
    3. understand and apply, the role of an educational leader, ethical practices in relationships with students, staff, parents, and members of the community.


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  • EDUC 658 - Elementary Practicum

    (1 unit)
    The intent of this clinical experience is to promote the integration of methods and field experiences and to link educational theory and practice. The course instructor will highlight elements of the course and direct students with the assignments and activities in the practicum classroom setting experience. (Formerly SNU: ELEM 490.590)

    Maximum units a student may earn: 1

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student; SNU: EDUC 565.

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Internship/Practicum: 1
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. apply and relate educational theories, philosophies, and content in the con-text of real classroom experience.
    2. gain knowledge of the roles and responsibility of classroom teachers.
    3. participate in a variety of professional learning and development, parent teacher conferences, and school-based activities.
    4. observe, interact, and reflect on culturally responsive teaching practices and strategies to access students’ background knowledge and cultural at-tributes.
    5. experience using various technologies in the classroom setting.
    6. practice using assessment and data as tools for student learning.
    7. obtain feedback, analyze teaching observation data, and reflect on its use for improving teaching and learning.


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  • EDUC 659 - Student Teaching Seminar

    (8 units)
    This course provides full-time supervised teaching in schools. Students are required to attend weekly seminar throughout the term. (Formerly SNU: ELEM 495/595; SPED 595; EDUC 595; SEC 595)

    Maximum units a student may earn: 8

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Internship/Practicum: 8
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. reflect on personal pedagogy, self-awareness, and emotional intelligence.
    2. identify culturally responsive teaching and strategies to access students’ background knowledge and cultural attributes,
    3. practice using various technologies in the classroom setting.
    4. use assessment and data as tools for student learning.
    5. develop personalized and actionable teaching improvement plans.


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  • EDUC 661 - Teaching Methods of Reading (Middle School)

    (3 units)
    A comprehensive, research-based reading instruction course including: phonics, vocabulary, spelling, meaning/patterns, writing, adolescent literature. Emphases on skills needed for content area reading and comprehension including study skills and ongoing assessment and diagnostic techniques. Developmental methods for students who are delayed, culturally diverse, or who have learning differences and/or difficulties are also taught. (Formerly SNU: SECD 501)

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 2
    Units of Discussion/Recitation: 1
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain trends and identify recent legislation affecting middle school read-ing practices.
    2. describe the major components and factors affecting the reading process.
    3. explain the various relationships between reading, writing, and thinking and create opportunities to increase metacognition as a reading-study strategy.
    4. identify strategies to develop meaningful vocabulary in a content area, develop and implement relevant lesson plans that incorporate vocabulary activities, and design and implement writing-to-learn activities for content areas.
    5. select activities to assess prior knowledge of a content area text, create advance organizers, and develop strategies to assist students in compre-hending text structures.
    6. develop effective questioning strategies and evaluate the effectiveness of questioning strategies.
    7. identify areas for skill development in teaching reading and describe rele-vant study skills that support student learning.


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  • EDUC 662 - Teaching Methods of Reading (Secondary)

    (3 units)
    Research based comprehensive reading instruction including the study of: phonics, vocabulary, spelling, meaning/patterns, writing, and adolescent literature with emphasis on skills needed for content area reading and comprehension including study skills, ongoing assessment, and diagnostic techniques. Developmental methods that are effective with students who are delayed, culturally diverse, or have learning differences and/or difficulties. Focusing on the secondary-school learner.

    Maximum units a student may earn: 3

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 2
    Units of Discussion/Recitation: 1
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain trends and identify recent legislation affecting high school reading practices.
    2. describe the major components and factors affecting the reading process.
    3. explain the various relationships between reading, writing, and thinking and create opportunities to increase metacognition as a reading-study strategy.
    4. identify strategies to develop meaningful vocabulary in a content area, develop and implement relevant lesson plans that incorporate vocabulary activities, and design and implement writing-to-learn activities for content areas.
    5. select activities to assess prior knowledge of a content area text, create advance organizers, and develop strategies to assist students in compre-hending text structures.
    6. develop effective questioning strategies and evaluate the effectiveness of questioning strategies.
    7. identify areas for skill development in teaching reading and describe relevant study skills that support student learning.


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  • EDUC 668 - Administrative Internship

    (6 units)
    Practical experience in the students Administrative Leadership Endorsement under close supervision and direction of local school system personnel and university staff members. Experience areas selected by student, advisor, Site Mentor, and SNU Supervisor. (Formerly SNU: ALDR 605)

    Maximum units a student may earn: 6

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Internship/Practicum: 6
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. comprehend and apply basic theoretical concepts to leadership situations.
    2. analyze components of best practices in relation to the betterment of the community-at-large.
    3. evaluate and synthesize appropriate theory to practice through a variety of administrative experiences as related to the Professional Standards for Educational Leaders.


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  • EDUC 671 - Teaching with Technology

    (1 unit)
    This class is designed to provide an overview of techniques in classroom uses of computers and other devices. Hands-on simulation activities using PC and Macintosh products related to teaching major and teacher utility needs. Topics include contemporary technology used in schools and presentation of multimedia project production. (Formerly SNU: EDUC470.570)

    Maximum units a student may earn: 1

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Graded
    Units of Lecture: 1
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. create and present a digital portfolio.
    2. interact with current software, apps, and programs in order to build a professional digital portfolio.
    3. access and apply standards, to collaboratively create learning activities.
    4. evaluate technology integration models through collaborative discussion forum to determine effective technology integration in classroom.
    5. engage in professional learning environments, networks, and communities in order to grow with colleagues through interactions that enhance practice, support student learning, and advance the profession.
    6. construct knowledge around accessing and evaluating digital resources for student use or student-teacher use.
    7. develop a technical support strategy and classroom management plan for integrating classroom technology.


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  • EDUC 672 - History and Organization of Libraries

    (3 units)
    Evolution of libraries and description of principal fields of library service, their organization, and special problems.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of the historical development of library services in the United States.
    2. understand and analyze essential values of library service, including access, equity, and confidentiality.
    3. understand and analyze key themes related to the organization of libraries.
    4. understand and apply principles of historical analysis, including evaluation of evidence.
    5. apply principles learned to plan and implement improvements in library sciences.


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  • EDUC 673 - Selection and Acquisition of Library Materials

    (3 units)
    Theories, principles, and practices of selecting books and other library materials with particular emphasis on public, special and school libraries.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. define the meaning of selection within a library setting.
    2. recognize the need for community analysis, conduct a community analysis and evaluate the analysis for selecting, organizing, managing and maintaining a collection of materials.
    3. describe the impact of institutions’ mission and vision on collection development decisions.
    4. identify essential components of a collection development policy, including a request for reconsideration of materials procedure.
    5. write a mission and vision statement that reflects the needs of the library.
    6. evaluate selection tools.


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  • EDUC 674 - Cataloging and Organization of Library Materials

    (3 units)
    Cataloging of books and other library materials. Includes practice in working with Dewey and Library of Congress classification systems, principles of entry and cross referencing and organization of periodicals.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. define the basic principles of cataloging practice and how it fits into the profession of librarianship.
    2. accurately interpret a MARC record from a librarian standpoint and for a user.
    3. describe the impact of cataloging decisions on user retrieval.
    4. apply current standards and tools of bibliographic description and subject analysis to catalog and classify materials in different formats at beginner level.
    5. identify appropriate match points for copy cataloging.
    6. describe the basic workings of modern integrated library systems and how the various processes of cataloging and classification impact them.


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  • EDUC 675 - Supervised Library Practice

    (1 to 4 units)
    Opportunities for supervised library practice under the direction of a professionally trained librarian in a school situation.

    Maximum units a student may earn: 4

    Grading Basis: Graded
    Units of Internship/Practicum: X
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. further develop his/her knowledge of school library procedures and policies and their application.
    2. demonstrate active participation in the learning process with both teachers and students.
    3. demonstrate ability to apply principles of learning and learning theory derived from classes previously completed within the program.
    4. demonstrate ability to create collaborative lessons that utilize the research process.
    5. demonstrate ability to assist individuals or groups in the application/integration of both technology and print resources as tools for research.
    6. demonstrate ability to engage in reflective practice by maintaining a journal of library activities and experiences.
    7. create library programming based on appropriate library practices.


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  • EDUC 676 - Administration of the School Library

    (3 units)
    Includes functions of school library. Relationship of library to schools total instructional program. Preparation of library budget. Other problems of library administration.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of the requirements of the Western Council of State Libraries Library Practitioner Core Competencies.
    2. demonstrate understanding of core competencies for school media specialists as identified in the literature.
    3. demonstrate understanding of the differences between public and school libraries and the nuts and bolts of services each provide.
    4. identify management issues and potential solutions for implementation.
    5. demonstrate understanding of personnel including volunteers.
    6. identify policies and procedures and how they are implemented.
    7. develop a basic budget for a library or for a project as implemented in a library.
    8. demonstrate understanding of how facilities planning enhances library usage.
    9. build a strategic plan.
    10. identify collaborative opportunities in a community or statewide.
    11. identify marketing opportunities for a library.
    12. demonstrate ability to incorporate theory and research from professional literature into the practice of librarianship.


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  • EDUC 677 - Technology in the Library

    (3 units)
    Use of technology in library settings and in the study of library science. Software, hardware, the Internet, library automation and emerging trends.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of the basic types of 21st century computre hardware and software.
    2. demonstrate understanding of the basic types of systems and networking.
    3. identify the issues and options involved in security/privacy, firewall, filtering, and anti-virus protection.
    4. demonstrate knowledge of library automation systems in general.
    5. demonstrate knowledge of Broadband, cloud computing, social media, the Internet, and the World Wide Web.
    6. find and access electronic databased and other digital resources such as digital books and linked data.
    7. demonstrate digital literacy knowledge to aid teaching of basic computer and Internet use to customers.
    8. develop a technology plan for their library.
    9. demonstrate understanding of technological and policy trends impacting the future direction of library and information science.
    10. incorporate theory and research from professional literature into the practice of librarianship.


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  • EDUC 678 - Bibliography and General Reference

    (3 units)
    Reference skills for public and school libraries. Covers basic reference tools, including electronic resources, and understanding of the reference process in the digital age.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. effectively analyze the desire and need for information among various populations.
    2. demonstrate understanding of the role of reference and research services in libraries.
    3. demonstrate understanding of the “reference interview”, i.e., the process of determining someone’s information needs.
    4. effectively use, compare, and evaluate a wide range of information sources used to answer questions and provide research assistance, including: local libraries, regional, and national library catalogs; online article, e-book, and other databases licensed by libraries; web search interfaces.
    5. demonstrate knowledge of informed referrals to other libraries and information providers.
    6. effectively plan and deliver library and research-related instruction to various student and adult audiences.
    7. demonstrate understanding of information cycles in news, business, and government, as well as academic and professional fields.
    8. understand and apply ethical principles in providing references and research assistance.
    9. demonstrate understanding of basic principles of accessibility related to providing and using information.
    10. demonstrate understanding of assessment of reference and research services in libraries.


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  • EDUC 680 - Multicultural Concerns in Diverse Educational Settings

    (3 units)
    In-depth comparative examination of issues related to educational equity and social justice in pluralistic communities in the United States and around the world.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify the challenges and possibilities that the changing school demographics pose on education/educators.
    2. recognize the connections between culture, identity, and education.
    3. critically examine the current leading discussions on globalization and citizenship and develop a framework for attending to the needs of culturally diverse students.
    4. demonstrate ability to translate into practice key elements of multicultural education theory.
    5. demonstrate expertise in an area of multicultural education theory or practice of special relevance to you.
    6. document ongoing growth as a reflective practitioner engaged in lifelong learning and discovery.


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  • EDUC 681 - Teaching Methods of Physical Education/Health

    (3 units)
    This course is a comprehensive introduction to the methodology of teaching in secondary schools: current trends in teaching methods and techniques; creation and use of materials as applied in curricular presentation. This course presents methods, theories, and successful practice for teaching in student’s field of study (e.g., science, math, English), including technology and strategies for reaching exceptional and limited English proficiency (LEP) students. Additional classroom strategies are introduced as well as ideas to move students from the concrete to the abstract. Participants will take away practical ideas and tools to use as they embed methods/theories into their own learning. [SNU: SECD515)

    Maximum units a student may earn: 3

    Prerequisite: Must be a previously enrolled SNU student who is part of the teach out.

    Grading Basis: Graded
    Units of Lecture: 2
    Units of Discussion/Recitation: 1
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. plan and implement instruction based upon knowledge of subject matter, students, and curriculum goals.
    2. recognize and develop culturally relevant lessons in a community context.
    3. use multiple assessment strategies to inform instruction and differentiation focused on student reflection and engagement.


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  • EDUC 682 - Teaching Methods of Speech/Drama

    (3 units)
    Course Description This course is a comprehensive introduction to the methodology of teaching in secondary schools: current trends in teaching methods and techniques; creation and use of materials as applied in curricular presentation. This course presents methods, theories, and successful practice for teaching in student’s field of study (e.g., science, math, English), including technology and strategies for reaching exceptional and limited English proficiency (LEP) students. Additional classroom strategies are introduced as well as ideas to move students from the concrete to the abstract. Participants will take away practical ideas and tools to use as they embed methods/theories into their own learning. SNU 518

    Maximum units a student may earn: 3

    Prerequisite: Only available to SNU students who are part of the teach out.

    Grading Basis: Graded
    Units of Lecture: 2
    Units of Discussion/Recitation: 1
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. articulate methods to integrate 21st century skills into lesson planning and delivery to engage students in the learning process.
    2. develop learning outcomes specific to his/her content area using professional standards.
    3. develop a unit plan that incorporates all essential elements of a lesson, follows adopted standards, specifies instructional strategies to be used, and includes informal and formal formative and summative assessments.


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  • EDUC 683 - Teaching Methods of Arts

    (3 units)
    This course is a comprehensive introduction to the methodology of teaching in secondary schools: current trends in teaching methods and techniques; creation and use of materials as applied in curricular presentation. This course presents methods, theories, and successful practice for teaching in student’s field of study (e.g., science, math, English), including technology and strategies for reaching exceptional and limited English proficiency (LEP) students. Additional classroom strategies are introduced as well as ideas to move students from the concrete to the abstract. Participants will take away practical ideas and tools to use as they embed methods/theories into their own learning. [SNU: SECD 519]

    Maximum units a student may earn: 3

    Prerequisite: Only available to SNU students who are part of the teach out.

    Grading Basis: Graded
    Units of Lecture: 2
    Units of Discussion/Recitation: 1
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. articulate methods to integrate 21st century skills into lesson planning and delivery to engage students in the learning process.
    2. develop a unit plan that incorporates all essential elements of a lesson, follows adopted standards, specifies instructional strategies to be used, and includes informal and formal formative and summative assessments.
    3. know a range of evidence-based instructional strategies, resources, and how to use them effectively.


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  • EDUC 689 - STEM and Society

    (3 units)
    Science, Technology, Engineering, and Mathematics and societal and ethical issues, problems, and advances including ethical, historical and contemporary concerns and technological advancement.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. distinguish between sound and unsound interpretations of scientific information through cogent reasoning and research methods in science, technology, engineering and mathematics (STEM) as it relates to a societal concern and associated ethical issues from multiple perspectives as demonstrated through written research and presentation to class.
    2. identify a societal issue with related ethical implications (that are both the same and different from your own stance) within an associated STEM advancement and design a solution for solving an identified issue using the engineering design process and appropriate scientific research methods.
    3. articulate the ways in which society is transformed by advances in STEM and be able to integrate, synthesize and apply knowledge of the relationships within these disciplines for broader interdisciplinary contexts through weekly readings and reflections.


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  • EDUC 690 - Alternative Route to Licensure Internship

    (2 units)
    This clinical experience promotes integration of methods and supervised field experiences to link theory and practice. Assignments and activities will be highlighted to direct students in the classroom setting.

    Maximum units a student may earn: 2

    Prerequisite(s): formerly Sierra Nevada University Teacher Education student.

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Internship/Practicum: 2
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate knowledge of roles and responsibilities of classroom (mentor) teacher through direct experiences in classroom settings, faculty meetings, IEP meetings and discipline situations in twenty-day internship.
    2. observe, plan and teach lessons including technology and formative assessment strategies.
    3. construct a portfolio notebook binder to include updated resume, draft letter of interest to administrators, CR management, artifacts, lesson plans, SNU lesson plan, daily mentor log, journal entries and final reflection.
    4. obtain frequent feedback and coaching from mentor teacher, SNU supervisors and course instructor and peers during twenty-day internship.


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  • EDUC 692 - Education Independent Study

    (1 to 3 units)
    Action or library research in an appropriate area of educational specialties.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. examine an issue of his or her choice and demonstrate knowledge and skills with a strong emphasis on using evidence and scholarly research to explore a topic approved by his or her advisor.


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  • EDUC 693 - Education Independent Study

    (1 to 3 units)
    Action or library research in an appropriate area of curriculum, teaching, and learning.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. examine an issue of his or her choice and demonstrate knowledge and skills with a strong emphasis on using evidence and scholarly research to explore a topic approved by his or her advisor.


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  • EDUC 694 - Special Problems in Education

    (1 to 3 units)
    Specialized instruction designed to develop breadth of understanding in current curriculum and instruction topics for elementary, secondary and special education teachers.

    Maximum units a student may earn: 6

    Grading Basis: Satisfactory/Unsatisfactory
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. examine an issue of his or her choice and demonstrate knowledge and skills with a strong emphasis on using evidence and scholarly research to explore a topic approved by his or her advisor.


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  • EDUC 695 - Education Topics

    (1 to 6 units)
    Specialized instruction designed to develop depth in understanding of current education problems of the in-service teacher. May be repeated when course content differs; maximum of 6 units may be applied toward any degree.

    Maximum units a student may earn: 12

    Grading Basis: Graded
    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. examine a topic or topics of his or her choice with the approval of his or her advisor, one that reflects research and scholarly writing in the relevant field of study.


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  • EDUC 697 - Education Workshop/Project

    (1 to 3 units)
    Emerging problems in curriculum, teaching, and learning.

    Maximum units a student may earn: 12

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. develop a project or scholarly writing that reflects advanced knowledge and skills in a relevant field of study at a level expected of a graduate student.


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  • EDUC 699 - Education Field Studies

    (2 to 3 units)
    Intensive study on organization and interpretation of data relative to selected problems such as curriculum development, parent-teacher relations, grouping of pupils.

    Maximum units a student may earn: 12

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. conduct an intensive study on organization and interpretation of data relative to selected problems such as curriculum development, parent-teacher relations, or grouping of students through a scholarly research project.


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  • EDUC 700 - Teaching Fractions and Proportional Reasoning

    (3 units)
    The purpose of this course is to deepen understanding of how to teach fractions and proportional reasoning in order to support student learning. Students will explore research on how to teach these concepts while deepening their understanding of the content. The content of this course is aligned with the Common Core Standards.

    Grading Basis: Graded
    Units of Lecture: 2 units: 100-minutes per week X 15 weeks
    Units of Discussion/Recitation: 1 unit: 150-minutes per week X 15 weeks
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of how to teach fractions and proportional reasoning.
    2. assess student thinking.
    3. plan and teach lessons using a learning trajectories approach.


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  • EDUC 710 - Multicultural Education for Practicing Teachers

    (3 units)
    The aim of this class is to enhance practicing teachers’ capacity as culturally responsive professionals who can critically analyze, develop, and implement inclusive curricula and assessments.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate increased awareness and understanding of how race and ethnicity, along with other aspects of diversity, impact students’ identities and lives in schools.
    2. create inclusive and equitable instructional, pedagogical, and assessment practices.
    3. showcase their capacity for professional cultural competency in interacting with students and families.
    4. express reflexivity in identifying strengths and possible areas of improvement in one’s teaching practice.
    5. indicate aptitude in seeking resources that can be used to enhance one’s practice.


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  • EDUC 740 - Social Class and Schooling

    (3 units)
    Study of research and practice on the relationship of social class to PK-12 and higher education.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain foundational concepts and terminology related to social class and contemporary schooling (e.g., cultural capital and the digital divide).
    2. describe how students’ social class relates to their educational experiences in general and in various subject areas.
    3. articulate the role family, community, and teachers play in students’ educational experiences in relation to social class.
    4. analyze how other social identities (e.g., gender and race/ethnicity) intersect with social class as they relate to education.
    5. implement strategies and access resources for improving education for students of different social classes.


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  • EDUC 741A - Issues in Teaching in Diverse Educational Settings

    (3 units)
    Exploration of teaching and learning issues related to: Multiple literacies,

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze, evaluate, and synthesize course readings integrating issues related to issues of diversity.
    2. develop interventions designed to meet the needs of students in high needs schools.


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  • EDUC 741B - Issues in Teaching in Diverse Educational Settings

    (3 units)
    Exploration of teaching and learning issues related to: Multicultural education,

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate familiarity with the theoretical merging of multicultural education and critical multiculturalism, centering on three constitutive dimensions (identities, power, and reflexivity).
    2. perform an in-depth examination of current material and practices (in multiple forms) using critical multicellular frameworks.
    3. co-construct critical multicultural material for use in their current and future careers.
    4. identify ongoing and sustained links between multicultural theory and practice.
    5. critically examine ongoing reflective professional opportunities.


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  • EDUC 741C - Issues in Teaching in Diverse Educational Settings

    (3 units)
    Exploration of teaching and learning issues related to: TESOL,

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and interpret ideas associated with teaching students in high needs schools.
    2. explain and interpret historical and legal underpinnings of issues related to teaching students in high needs schools.


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  • EDUC 741D - Issues in Teaching in Diverse Educational Settings

    (3 units)
    Exploration of teaching and learning issues related to: Students with special needs,

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and interpret ideas associated with the foundational literature in the field of study.
    2. explain and interpret historical and legal underpinnings in the field of study.


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  • EDUC 741E - Issues in Teaching in Diverse Educational Settings

    (3 units)
    Exploration of teaching and learning issues related to: Emerging issues.

    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and interpret ideas associated with teacher education in the field of study.


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  • EDUC 751 - Social Justice and Education

    (3 units)
    Examines the relationship between social justice and education, with a focus on curriculum, pedagogy, and policy.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify the links between identity, power, and difference in relation to social (in)justice.
    2. examine policies, curriculum and pedagogical approaches that promote social justice.
    3. propose socially just educational approaches.


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  • EDUC 760 - LGBTQ+ Issues in Education

    (3 units)
    Study of LGBTQ+ issues and inclusive strategies in K-12 and higher education.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Summer - Even Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. recall and explain key facts and concepts about LGBTQ+ issues in education.
    2. research and present information on a specific topic within LGBTQ+ issues in education.
    3. evaluate presented information and/or products related to LGBTQ+ issues in education.
    4. identify and explain research-based strategies for addressing LGBTQ+ issues in education.


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  • EDUC 761 - Gender Issues in Education

    (3 units)
    Study of gender issues in K-12 and higher education.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. recall and explain key facts and ideas about gender issues in education.
    2. research and present information on a specific topic within gender issues in education.
    3. evaluate presented information and/or products related to gender issues in education.
    4. identify and explain research-based strategies for improving gender issues in education.


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  • EDUC 770 - Graduate Seminar in Reviewing Educational Research

    (3 units)
    Writing scholarly reviews of educational research is the focus of this graduate seminar. Students will learn how to search for empirical and theoretical sources related to a topic of their choosing and write a scholarly review of the literature focused on their area of inquiry.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of current critical educational issues.
    2. demonstrate ability to use basic library research skills.
    3. access and use scholarly literature for the purpose of understanding, developing, and defending a position on a substantive educational issue.
    4. identify and distinguish among types of scholarly sources/publications (e.g., research, theory, policy, practitioner/applied).
    5. present a synthesis and evaluation of a critical educational issue.
    6. demonstrate understanding of key educational organizations and organizations specific to students’ disciplines.
    7. choose areas of inquiry that are of personal and professional interest, as well as of educational importance.


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  • EDUC 771A - Special Topics in Educational Specialties

    (1 to 3 units)
    Selected problems related to educational specialties: Teacher education,

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: X
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and interpret the ideas associated with current controversial topics in special education.


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  • EDUC 771B - Special Topics in Educational Specialties

    (1 to 3 units)
    Selected problems related to educational specialties: Literacy,

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: X
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and interpret the ideas associated with evidence-based practices in special education.


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  • EDUC 771C - Special Topics in Educational Specialties

    (1 to 3 units)
    Selected problems related to educational specialties: Special education,

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: X
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. utilize vocabulary and writing necessary for grant proposal submissions in special education.


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  • EDUC 771D - Special Topics in Educational Specialties

    (1 to 3 units)
    Selected problems related to educational specialties: TESOL,

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: X
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and interpret the ideas associated with the foundational literature in special education.


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  • EDUC 771E - Special Topics in Educational Specialties

    (1 to 3 units)
    Selected problems related to educational specialties: Multiple literacies,

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: X
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify and explain the theoretical frameworks that inform “multiliteracies” as well as each of the “multiple literacies” we will be exploring in this course.
    2. discuss and debate the implications of a multiple literacies framework for Pre-K–12 classrooms, with particular attention to how a broadened conception of literacy can enhance learning and agency for all learners.


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  • EDUC 771F - Special Topics in Educational Specialties

    (1 to 3 units)
    Selected problems related to educational specialties: Multicultural education,

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: X
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and interpret the ideas associated with key issues related to teacher education in special education.


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  • EDUC 771G - Special Topics in Educational Specialties

    (1 to 3 units)
    Selected problems related to educational specialties: Emerging areas,

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: X
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and interpret the ideas associated with supervision and administration in special education.


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  • EDUC 771H - Special Topics in Educational Specialties

    (1 to 3 units)
    Selected problems related to educational specialties: Research.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and interpret the ideas associated with ethical concerns related to research and practice in higher education in special education.


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  • EDUC 776 - Seminar in Multicultural Education

    (3 units)
    Focus on issues central to multicultural education scholarship such as: immigration, globalization, democratic education and citizenship.

    Maximum units a student may earn: 12

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. illustrate knowledge of historical macro-level theories that have been used to understand the multifaceted expressions of globalization.
    2. engage in a critical analysis of current frameworks that attend to the relationship between globalization and education.
    3. demonstrate familiarity with key processes in which highly digitalized spaces impact identity construction of youth.
    4. display mini-specialization in one aspect of globalization and education through the completion of a research project.
    5. demonstrate critical and analytical skills in transferring theory into practice in the development of critical educational responses to globalization.


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  • EDUC 777 - Equity and Diversity in Education Culminating Project

    (3 units)
    Culminating project for students in the Equity & Diversity in Education master’s program.

    Maximum units a student may earn: 3

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Independent Study: 3
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. articulate key criteria for evaluating education research.
    2. locate high-quality scholarly literature and synthesize it into a literature review paper.
    3. develop a research-based practical product for a specific audience.
    4. prepare scholarly work that observes proper writing style and mechanics.


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  • EDUC 779 - Doctoral Seminar in Education

    (3 units)
    Introduction to doctoral study and the expectations of doctoral-level professionals within educational contexts.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. articulate key roles and responsibilities of higher education faculty and know how to prepare for a higher education faculty position.
    2. identify and report hot topics in their own field of study.
    3. explain one or two philosophies or theories in education that resonate with them most strongly and why.
    4. demonstrate a rudimentary ability to critique and design research.
    5. locate high-quality scholarly literature and synthesize it into a literature review paper.


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  • EDUC 780 - Supervised Teaching in Education

    (2 to 3 units)
    Directed experience in college teaching consisting of the preparation, presentation and testing of material for undergraduate students in lectures, discussion sections or labs.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Internship/Practicum: X
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. develop a course syllabus with all required components for a college-level course.
    2. develop teaching materials (e.g., lectures, activities, discussion questions, assignments, tests) that reflect course content for a college-level course.
    3. deliver teaching materials to students enrolled in the course and evaluate delivery making suggestions for appropriate changes.


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