School of Education

Donald N. Cardinal, Ph.D., Dean

Mary McNeil, Ed.D., Associate Dean

Donna Cucunato, M.A., Coordinator, Liberal Studies Teacher Preparation

Ky Kugler, Ed.D., ATC, Director, Athletic Training Education Program

E. Mike Madrid, Ph.D., Education Director

Professors: Brown, Cardinal, Ferguson, Montgomery, SooHoo, Tye, Hass, McNeil;

Associate Professors: Brady, Bryan, Busse, Colon-Muniz, Cucunato, Hunter, Kugler, Wilson;

Assistant Professors: Bennett, Bragg, Curwen, Graydon, Miller, Thomas, White-Smith;

Instructors: Osborn, Berardini.

Bachelor of Arts in Liberal Studies Teacher Preparation

Bachelor of Science in Athletic Training

Credential Programs

Master of Arts in Education

Master of Arts in Teaching

Master of Arts in Special Education

Master of Arts in Counseling

Master of Arts in Educational Psychology

Bachelor of Arts in Liberal Studies Teacher Preparation

Liberal studies is a major designed for the individual aiming to teach in an elementary classroom. The curriculum encompasses college instruction in the subjects that are taught in California elementary schools and covered on the California Subject Exam for Teachers (CSET). The program has also been developed to prepare the student to enter into a credentialing program. As a liberal studies student, you will explore new horizons of learning, leading to a lifetime of sharing with young minds.

All of Chapman's liberal studies majors are encouraged to participate in extracurricular activities, such as study abroad, field experiences, various internships and cooperative education experiences. Participation in student governance and community service organizations also helps to complete a well–rounded education.

All courses taken in the major must be taken for a letter grade and passed with a "C" or higher.

liberal studies (13 credits)

education (12 credits)

humanities and language arts (12 credits)

science (4 credits)

one of the following

history and social science (9 credits)

one of the following

athletic training and physical education (3 credits)

Bachelor of Science in Athletic Training

The athletic training education program provides distinctive learning in the art and science of human movement through a bachelor of science degree in athletic training and a minor in physical education and coaching. The comprehensive curriculum is based on philosophical foundations, experiential learning, and scientific principles that in combination prepare students for careers and/or graduate programs in education, athletic training and allied health care professions such as physical therapy, physician's assistant, medicine, occupational therapy and other related fields. Graduation with honors will be considered if a student has a cumulative GPA of 3.500 or higher.

The athletic training education program is accredited by the Commission on Accreditation of Athletic Training Education (CAATE) as an allied health profession providing health care to athletes and others involved in physical activity. The bachelor of science in athletic training curriculum has been developed to meet the criteria established by the National Athletic Trainer's Association Education Council and CAATE standards. The Chapman University athletic training education program allows athletic training students to gain the knowledge, experience, and skills necessary to challenge the Board of Certification, Inc. (BOC) Certification Examination. Graduation from the athletic training education program and success on the BOC examination prepares the student for a career, in numerous settings, as a certified athletic trainer (ATC). In addition, the athletic training education program provides the academic course work and skills necessary to challenge the National Strength & Conditioning Association's certification examination to become a Certified Strength and Conditioning Specialist.

Certified athletic trainers and approved clinical instructors at Chapman University and other affiliated sites provide educational instruction and clinical supervision to athletic training students. Our affiliated sites provide diversity in practice settings, populations, and reflect the standards of practice for the athletic training profession.

Prospective athletic training students must meet competitive admission requirements, beyond Chapman University admission standards, through a secondary application process. Once admitted into the athletic training education program all athletic training students should expect the clinical education portion of the athletic training education program to be a minimum of three years of didactic and clinical requirements. Athletic training students must comply with strict program standards, including but not limited to minimum GPA requirements, cognitive and psychomotor competencies, clinical rotation hours, clinical proficiencies, technical standards, etc. Admission requirements, retention policy, program standards and program application can be found in the athletic training student handbook located on the ATEP website. All courses in the major must be taken for a letter grade.

Pre–Secondary Teacher Preparation

The athletic training education program and the school of education collaboratively assist those athletic training majors who also desire to teach at the secondary school level. Junior level students may apply for consideration to the school of education's teacher credential programs. Upon successful application, students may take courses towards any of the credential programs in addition to those required for their undergraduate athletic training major. Academic accommodations in support of the credential program may also be considered by the director of the athletic training education program. In addition, the physical education and coaching minor is designed for any undergraduate student, and particularly for the liberal studies student interested in teaching in these fields.

Pre–Physical Therapy

The athletic training education program and the department of physical therapy collaborate to determine that the bachelor of science degree in athletic training meets or surpasses the prerequisite coursework for the doctor of physical therapy degree at Chapman University. Graduates from the undergraduate athletic training education program will be given careful consideration along with other qualified applicants for admission to the program, which is the oldest, ongoing physical therapy education program in the United States.

prerequisites for admission consideration (19 credits)

requirements (63 credits)

two of the following for compatible area of study (6-8 credits)

See advisor for list of compatible areas

Minor in Physical Education and Coaching

A minor in physical education and coaching requires a total of 21 credits at least 9 of which must be upper–division. For students interested in teaching physical education, this minor can lead the way to pursuing a secondary or elementary teaching credential. Candidates must pass the appropriate section of the California Subject Examinations for Teachers (CSET).

requirements (15 credits)

physical education focus (6 credits)

coaching focus (6 credits)

Credential Programs

Programs Open to Chapman Undergraduates

Multiple subject credential with bilingual emphasis option (Spanish)

Single subject credential

Special education (education specialist) credential

Please refer to the Graduate Catalog for specific requirements on all credential and graduate programs in education. For admittance to a credential program as an undergraduate student you must complete the application process through the School of Education Office at 714/997-6781.

Multiple Subject Credential Program

The multiple subject credential authorizes the holder to teach all subjects in a self-contained classroom, K–12, as well as preschool and adult education. It is the credential sought by those who wish to teach elementary school (K–6). To obtain a multiple subject credential, candidates must pass the California Subject Examination for Teachers (CSET), and complete the multiple subject teacher credential program.

Single Subject Credential Program

The single subject credential allows the holder to teach in a specific subject area. Candidates must pass the appropriate section of the California Subject Examinations for Teachers (CSET), and complete the single subject teacher credential program.

Special Education Credentials — Level I Mild/Moderate and Moderate/Severe

Chapman University offers special education (education specialist) teaching credentials in both the mild/moderate and the moderate/severe areas.

Course Descriptions – Athletic Training

AT 160 Health Education

Students survey personal and community health problems, particularly as they relate to student life. (Offered every semester.) 3 credits.

AT 162 First Aid and CPR

Successful completion enables students to receive certification cards from the American Red Cross and American Heart Association. (Offered spring semester.) 2 credits.

AT 163 Lifeguard Training

Corerequisite, AT 162, or first aid and CPR certification is required. This course will provide the student with the skills and knowledge to prevent, recognize, and respond to emergencies and to provide care for injuries and sudden illness until advanced medical personnel arrive and take over. The course includes instruction, and potential certification, in first aid, CPR for the professional rescuer, automated external defibrillator (AED), oxygen administration and lifeguarding. A $5 card fee is required. Students must be able to swim 500 yards and retrieve a ten-pound brick from seven feet of water. Card Fee: $5. (Offered spring semester.) 1 credit.

AT 164 Emergency Management in Athletic Training

This course will provide the professional rescuer with the knowledge and skills necessary to manage a variety of emergency situations. The student will learn the essential skills required to help sustain life and minimize pain and consequences of injury or sudden illness until advanced medical help arrives. The course includes instruction, and potential American Red Cross certification, in Blood Borne Pathogens, First Aid, CPR, Oxygen Administration, Auto Injector, Inhaler and Automatic External Defibrillator (AED). $5 card fee. (Offered fall semester.) 3 credits.

AT 202 Non–Traditional/Outdoor and Adaptive Physical Education

Prerequisite, AT 160, or consent of instructor. Students will develop physical skill and leadership skills in non–traditional, outdoor and adaptive physical education activities that are within the physical education curricula of elementary schools, middle schools and secondary schools. (Offered interterm, alternate years.) 3 credits.

AT 204 Prevention and Treatment of Athletic Injuries

Prerequisite, BIOL 204, or 210, or consent of instructor. Corequisite, AT 296. Students develop knowledge and skills in the theory and practical application of current techniques in the prevention, recognition and treatment of athletic injuries. (Offered fall semester.) 3 credits.

AT 211 Education Applications in Individual and Team Sport Activities

This course is designed to develop students' skills and knowledge in five sports commonly taught in grades 4–12; softball, volleyball, basketball, soccer and badminton/tennis. (Offered interterm, alternate years.) 3 credits.

AT 216 Athletic Training Administration

Prerequisite, AT 296. Students develop health care administration knowledge and competencies integral to the practice of athletic training, including legal and ethical responsibilities, financial management and budgeting, documentation and record keeping, and program planning and evaluation. (Offered spring semester.) 3 credits.

AT 250 Fundamentals in Kinesiology

Anatomical, physiological, neurological, biomechanical, and psychological foundational principles, which relate to human movement, are introduced. Each study unit will provide the student with a foundation to build upon for other major courses. Laboratory experiences will include an introduction to the Human Performance Laboratory. (Offered spring semester.) 3 credits.

AT 260 Global Health

Analysis of current health problems in the world with regions including Africa, Asia, the Middle East and the Americas. Political, social and economic reasons for disease outbreak and international health emergencies will be investigated. (Offered every semester.) 3 credits.

AT 261 Women in Sport

Survey of women's historical and contemporary involvement with athletics and sport; the social, cultural and developmental implications of sports participation for women. (Offered every semester.) 3 credits.

AT 262 The Social, Political and Economic Functions of the Olympics

The social, political and economic functions/influences of the Games will be explored and discussed for those countries and athletes who participate in and host these high profile international sporting events. Historical analysis of the ancient and modern Games, international relations, amateurism, gender issues, doping/drug use, economic gains/losses, corporate sponsorships are only a few of the exciting topics to be discussed. (Offered every semester.) 3 credits.

AT 270 Research Design and Statistical Measurements in Athletic Training

Prerequisite, MATH 110. Emphasis on types of research, research design, common measures and instruments in athletic training, probability, statistical decision making and analysis and writing/publishing the results. (Offered spring semester.) 3 credits.

AT 292 Introduction to Athletic Training

Recommended concurrent enrollment in AT 160, BIOL 204. Students observe daily activity of the Chapman University Athletic Training Facility, certified athletic trainers and athletic training students. Observation includes practice and event preparation, supervision and facility maintenance, as well as clinical activities in the facility and the Chapman University athletic venues. This class may be repeated for credit (maximum 4 credits). Fee: $45 (Offered every semester.) 2 credits.

AT 296 Beginning Athletic Training Procedures and Fieldwork I

Corequisite, AT 204, or consent of instructor. This course is designed for athletic training majors beginning their preparations for the BOC, Inc. Certification Examination and allows the beginning athletic training student, under the supervision of a clinical instructor, to develop and practice their clinical skills at Chapman University and affiliated high schools, community colleges, physical therapy clinics, and/or other athletic training settings. Fee: $95. (Offered fall semester.) 1 credit.

AT 297 Beginning Athletic Training Procedures and Fieldwork II

Corequisite, AT 309. This course is designed for athletic training majors beginning their preparations for the BOC, Inc. Certification Examination and allows the beginning athletic training student, under the supervision of a clinical instructor, to develop and practice their clinical skills at Chapman University and affiliated high schools, community colleges, physical therapy clinics and/or other athletic training settings. (Offered spring semester.) 1 credit.

AT 298 Sports Massage

Differentiate the use of sports massage and how to adapt basic massage techniques included within sports massage.  Identify anatomy, physiology, kinesiology and biomechanical components involved with sports massage assessment and implementation. Also address current perspectives within the massage industry and differentiate between different techniques as myofascial release, orthopedic, clinical, neuromuscular, PNF/MET along with various other techniques implemented. (Offered Interterm, alternate years.) 3 credits.

AT 299 Individual Study

May be repeated for credit. (Offered every semester.) 1–3 credits.

AT 301 Kinesiology

Prerequisite, BIOL 210, or consent of instructor. Corequisite, AT 302. Anatomical and mechanical principles, which relate to human movement, are studied. Biomechanical characteristics of bone, articular cartilage, muscles and nervous system proprioceptors are included. Special emphasis is placed upon the learning of joint structure and the relationship between joint axis and the corresponding force vectors that are applied to the joint. (Offered fall semester.) 3 credits.

AT 302 Kinesiology Laboratory

Prerequisite, BIOL 210, or consent of instructor. Corequisite, AT 301. Anatomical and mechanical principles, which relate to human movement, are studied. Biomechanical characteristics of bone, articular cartilage, muscles and nervous system proprioceptors are included. Special emphasis is placed upon learning of joint structure and the relationship between joint axis and the corresponding force vectors that are applied to the joint. (Offered fall semester.) 1 credit.

AT 306 Introduction to Performance Training for Athletes

Prerequisite, BIOL 210, or consent of instructor. This course is designed for the athletic training major and strength and conditioning professional. Current theories and concepts of physical conditioning will be addressed through a practical and applied approach. Current trends and program designs are also discussed. (Offered spring semester.) 3 credits.

AT 307 Physical Education for the Elementary School

Prerequisite, AT 162 or CPR certification. This course is designed to provide students with a basic understanding of the purpose of physical education and methods for implementing a physical education curriculum in the elementary school. Analyses are made of fundamental movements, which when modified make up the skills of all sport and dance activities. The California Physical Education Framework serves as a foundation for developing lesson plans. (Offered fall semester.) 3 credits.

AT 308 Recognition and Evaluation of Athletic Injuries to the Lower Extremities

Prerequisite, AT 204 or consent of instructor. Corequisite, AT 396. This course is designed for athletic training majors. This course covers anatomy, palpation, evaluation, and recognition of injuries occurring to the lower extremity. Current trends and surgical procedures in the management of these injuries are also discussed. (Offered fall semester.) 3 credits.

AT 309 Recognition and Evaluation of Athletic Injuries to the Upper Extremities

Prerequisite, AT 204, or consent of instructor. Corequisite, AT 297. This course is designed for athletic training majors. This course covers anatomy, palpation, evaluation and recognition of injuries occurring to the upper extremity. Current trends in assessment, management, and surgical procedures of these injuries are also discussed. (Offered spring semester.) 3 credits.

AT 312 Rehabilitation of Athletic Injuries

Prerequisite, AT 204, or consent of instructor. Corequisite, AT 397. Practical techniques in therapeutic exercise, manual therapy, and isokinetic exercise methods are studied. Special consideration is given to prescribing individualized rehabilitation programs. (Offered spring semester.) 3 credits.

AT 314 Athletic Training Modalities

Prerequisite, AT 204, or consent of instructor. Practical techniques in therapeutic modalities including cryotherapy, superficial thermotherapy, electrotherapy, ultrasound, diathermy and mechanical modalities are studied. Special consideration identifies appropriate modalities for various stages of athletic injury management. (Offered fall semester.) 3 credits.

AT 324 Theory of Coaching

The intent of this course is to prepare the student for employment in the field of intermediate/secondary school coaching through experiential learning and discussion of coaching theories, techniques, and legislation. (Offered interterm, alternate years.) 3 credits.

AT 360 Eastern Concepts of Health and Healing

Differences between western and eastern cultures in regard to physical, mental and spiritual health of the individual are analyzed. Eastern approaches which will be evaluated by the student include acupuncture, yoga, meditation, aromatherapy, therapeutic touch and herbal therapy. (Offered every semester.) 3 credits.

AT 395 CAM Physical Modalities

Identify basic differences between various CAM physical modalities and their varied philosophical perspectives of implementation. CAM modalities which will be evaluated by the student include thermotherapy, cryotherapy, electrical stimulation, lasers, magnetic therapy, acupressure, tai qi, yoga, meditation, aromatherapy, biofeedback, and basic level herbal therapy. (Offered every semester.) 3 credits.

AT 396 Intermediate Athletic Training Procedures and Fieldwork I

Corequisite, AT 308. This course is designed for athletic training majors continuing their preparations for the BOC, Inc. Certification Examination and allows the intermediate athletic training student, under supervision a clinical instructor, to further develop and practice clinical skills at Chapman University and approved affiliated high schools, community colleges, physical rehabilitation clinics, and/or other athletic training settings. Fee: $95. (Offered fall semester.) 1 credit.

AT 397 Intermediate Athletic Training Procedures and Fieldwork II

Corequisite, AT 312. This course is designed for athletic training majors continuing their preparations for the BOC, Inc. Certification Examination and allows the intermediate athletic training student, under the supervision of a clinical instructor, to develop and practice their clinical skills at Chapman University and affiliated high schools, community colleges, physical therapy clinics, and/or other athletic training settings. (Offered spring semester.) 1 credit.

AT 398 Athletic Training Fieldwork Travel Course

Prerequisites, AT 296, 297, 396, or consent of instructor. This course is designed for athletic training majors who have achieved junior or senior status and wish to continue their education in athletic training by studying outside of the United States. This course allows the intermediate athletic training student, under the supervision of the faculty and clinical instructors, to develop and practice their clinical skills within a different culture, experiencing unique sport medicine concepts and sport competition opportunities. This course may be audited. Fees: Variable (Offered interterm or summer.) 3 credits.

AT 406 Advanced Performance Training for Athletes

Prerequisite, AT 306, or consent of instructor. This course is designed for the athletic training major and strength and conditioning professional. Current theories, trends and advanced programming of performance training for athletes will be addressed through a practical and applied approach. (Offered spring semester.) 3 credits.

AT 407 School Observation and Teaching

Prerequisite, AT 307, or DANC 440. This course is designed to provide future physical educators with practical experience in the elementary/secondary school environment. It provides observation and micro-teaching experience under the supervision of qualified instructors. In addition, students participate in group visits to physical education classes at sites throughout Orange County. Subsequent discussions of these observations are held weekly. (Offered spring semester.) 3 credits.

AT 410 Pharmacology in Sports Medicine

Prerequisites, CHEM 140, BIOL 365, or consent of instructor. Students will study the therapeutic use of drugs in sports medicine including the legal, moral, and ethical implications of drug administration. Pharmacokinetics of prescription, non–prescription, and performance enhancement drugs and ergogenic aids will be discussed. (Offered spring semester.) 3 credits.

AT 411 Advanced Athletic Training

Prerequisite, AT 204 or consent of instructor. Corequisite, AT 495. Advanced athletic training techniques including medical terminology, clinical examination, and diagnosis with an emphasis on injuries to the abdomen, spine, neck and thorax. Additional study will include assessment and treatment of traumatic head injuries. (Offered fall semester.) 3 credits.

AT 435 Motor Control and Learning

Prerequisites, BIOL 210, 365, 366, or consent of instructor. Analysis of the sensory, perceptual systems involved in neuromuscular performance and motor learning; and performance associated with emphasis on changing motor abilities across a life span. (Offered fall semester.) 3 credits.

AT 495 Advanced Athletic Training Procedures and Fieldwork I

Corequisite, AT 411. This course is designed for athletic training majors continuing their preparations for the BOC, Inc. Certification Examination and allows the advanced athletic training student, under the supervision of a clinical instructor, to continue to develop and practice their clinical skills at Chapman University and affiliated high schools, community colleges, physical therapy clinics, and/or other athletic training settings. Fee: $95. (Offered fall semester.) 1 credit.

AT 496 Advanced Athletic Training Procedures and Fieldwork II

Prerequisite, senior standing. This capstone course is designed for athletic training majors making their final preparations for the BOC, Inc. Certification Examination and allows the advanced athletic training student, under the supervision of a clinical instructor, to develop and practice their clinical skills at Chapman University and affiliated high schools, community colleges, physical therapy clinics, and/or other athletic training settings. (Offered spring semester.) 1 credit.

AT 497 General Medical Clinical Experience

Prerequisites, AT 411, 495, or consent of instructor. This course is designed for advanced athletic training majors to further develop their clinical skills under the direct supervision of local health-care professionals. This includes, but not limited to: physicians, physician assistants, nurses, emergency medical technicians, and others. (Offered interterm.) 1 credit.

AT 498 Capstone Seminar in Athletic Training

Prerequisites, AT 411, 495, or consent of instructor. This capstone course will review competencies and prepare students for the BOC, Inc. Certification Examination. Advanced topics will be presented including professional development, administrative responsibilities, and advanced evaluation and rehabilitation techniques by various local health-care professionals. (Offered spring semester.) 3 credits.

AT 499 Individual Study

May be repeated for credit. (Offered every semester.) ½–3 credits.

Course Descriptions – Education

EDUC 295 Education Field Experience

Open to all students: This course is designed to provide students with service experiences at public elementary, middle and secondary schools, and a selection of after-school educational support centers. The course will integrate tutoring and mentoring activities developed to help enrich the learning of children and adolescents with seminar discussions of education topics arising from these activities. Every effort will be made to ensure students are assigned to settings whose students reflect ethnic and racial composition of communities in Orange County. (Offered every semester.) 3 credits.

EDUC 309 Exploring Education in Contemporary America

Prerequisite, ENG 103 or ENG 104. The historical, social, and philosophical foundations of contemporary American public school education, including critical examination of current educational trends and programs. Extensive field trips to a variety of diverse public school settings in Southern California will be included. (Offered interterm.) 3 credits.

EDUC 399 Individual Study

(Offered every semester.) 1–6 credits.

EDUC 401 Foundations of Education

(Same as EDUC 503.) This is a three-part course designed to provide a foundational understanding of the field of education in three broad but interconnected areas: the intertwined history and philosophy of education, the sociology of education, and the development and learning of children/adolescence as it relates to the K-12 classroom. (Offered every semester.) 3 credits.

EDUC 426 Images of Schooling as a Cultural Institution

(Same as EDUC 626.) The class will read novels, plays, and short stories and view films which have schools as their setting, teachers and/or students as their main characters, or education as their primary theme. Selections will include works from a variety of cultures so that cross-cultural comparisons can be made. Each selection will be analyzed in terms of style, imagery, effectiveness, and the insights it provides into the role of schooling in society, educational philosophies, and/or contemporary educational problems and issues. Course projects include a scholarly analysis paper and/or a short story or one-act play. (Offered as needed.) 3 credits.

EDUC 429 Experimental Course

This course is designed to provide additional opportunities to explore experimental areas and subjects of special interest. Repeatable if course topic is different. (Offered as needed.) 3 credits

EDUC 431 Health Education for Teachers

(Same as EDUC 531.) This course provides teachers with a basic understanding of their role in the total school health program and how to create an emotionally healthy classroom environment. Topics that will be examined include: suicide, eating disorders, chronic and communicable disease, dating violence and health risk behaviors such as drug use. The course also examines the California Education Codes regarding parents' rights in the areas of sexuality education, laws regarding child abuse reporting and legal responsibilities regarding student safety. EDUC 431 does not include CPR training. (Offered every semester.) 3 credits.

EDUC 435 Education Workshop Series

(Same as EDUC 635.) This series was established to meet specialized purposes principally for persons already engaged in teaching. (Offered as needed.) 3 credits.

EDUC 451 Educational Applications of Computers

(Same as EDUC 551.) An overview of the range of educational applications of computer technology including computer literacy, computer-assisted instruction, telecommunications, electronic grade books, problem solving, teacher utilities, networked learning environments, simulations, word processing, computer-managed instruction, test construction, computer maintenance, the electronic scholar, lesson authoring, schools of the future. Meets the Professional Clear requirements for classroom application of computers. (Offered every semester.) 3 credits.

EDUC 470 Voice, Diversity, Equity and Social Justice

(Same as EDUC 570.) This course is designed to give experiences that sensitize and prepare future teachers for California's diverse public schools. The content includes diverse perspectives and ways of knowing. It promotes respect for diversity and its many dimensions. Students are encouraged to use this class as a laboratory to uncover assumptions and belief systems that have influenced how people understand those who may seem different. Students are encouraged to share their personal stories and insights. Due to the availability of speakers, current events, and students expressed needs, the course is dynamic and up to date, bringing the class participants and the reality of California schools face to face. (Offered every semester.) 3 credits.

EDUC 499 Individual Study

Prerequisites, consent of the dean of the School of Education and approval of petition. An opportunity for specialized study in an area of concern to the student and a certain amount of flexibility in programming for superior students. Not intended as a substitute for an established course. (Offered every semester.) 1–3 credits.

Course Descriptions – Education Credential Courses

The prerequisite for the following credential courses is acceptance to the undergraduate credential program through the School of Education. The credential courses EDUC 400, 402, 403, 404, 424, 425, 430, 432, 439, 442, 443, 471, 483 are cross-listed with graduate courses.

EDUC 400/400B Literacy and Learning: Elementary Reading

(Same as EDUC 500/500B.) Prerequisites, acceptance in the Multiple Subjects CLAD or BCLAD or Special Education Credential Program. Corequisite, EDUC 400P/500P. This course explores the components of balanced, comprehensive literacy instruction, and the research basis for the provisions of effective literacy teaching and learning relevant to students from varied cultural and linguistic backgrounds, as well as students with identified disabilities. Twenty hours of coaching while tutoring one-to-one with an elementary age student ensures the opportunity to bridge theory with practice. Study units are grounded in the principles of the California Standards for the Teaching Profession and the School of Education Vision Tree. (Bilingual emphasis also offered as 400B/500B). (Offered every semester.) 3 credits.

EDUC 400P PRAXIS: Literacy and Learning: Elementary Reading

(Same as EDUC 500P.) This course is the fieldwork component that accompanies EDUC 400/500, Literacy and Learning in the 21st Century: Elementary Reading in the Multiple Subject Credential Program. (Offered every semester.) 1 credit.

EDUC 402 Second Language Acquisition for Elementary Students

(Same as EDUC 501.) Corequisite, EDUC 402P/501P. This course explores current theories on language acquisition and the practical applications of theoretical knowledge as they pertain to students at the elementary level. It focuses on language acquisition, assessment and literacy development from a socio-psycholinguistic point of view, including socio-cultural and political factors. It addresses the State ELD standards, assessment, planning for literacy and content area instruction and current language development program options. A minimum of 15 hours of authentic experiences in the field is required. (Offered every semester.) 3 credits.

EDUC 402P PRAXIS: Second Language Acquisition for Elementary Students

(Same as EDUC 501P.) This course is the fieldwork component that accompanies EDUC 402/501, Second Language Acquisition, Literacy, and Learning for Elementary Students in California Schools in the Multiple Subject and Single Subject Credential Programs. (Offered every semester.) 1 credit.

EDUC 403 Spanish Language Acquisition, Literacy and Learning for Bilingual Settings

(Same as EDUC 502.) Prerequisites, EDUC 400/500, EDUC 402/501. This course is designed specifically for candidates seeking the bilingual emphasis multiple subject credential. It reinforces first and second-language acquisition theory as it relates to diverse alternative bilingual settings in California including dual immersion, developmental/maintenance, and transitional bilingual education. Each of the models is introduced and used for exploration in how they best meet the needs of students in each of these alternatives in California. Policy and practice is reviewed and used as a backdrop for understanding the current controversy in public schools as well as the role of parents. Best practices for developing and reinforcing bilingualism and biliteracy are clearly presented and used for planning and delivering instruction. Students engage in a Spanish language literacy and integrated content project in a designated bilingual program school with a group of students in one of the three models. Spanish fluency is required for the course. (Offered as needed.) 3 credits.

EDUC 404 Second Language Acquisition for Secondary Students

(Same as EDUC 504.) Corequisite, EDUC 404P/504P. This course explores current theories on language acquisition and the practical applications of theoretical knowledge as they pertain to students in secondary school. The course focuses on dealing with language acquisition and assessment and literacy development from a socio-psycholinguistic point of view. (Offered as needed.) 3 credits.

EDUC 404P PRAXIS: Second Language Acquisition for Secondary Students

(Same as EDUC 504P.) Corequisite, EDUC 404/504. This course is the fieldwork component that accompanies EDUC 404/504, Second Language Acquisition for Secondary Students. Fieldwork experiences are designed to extend candidates' affective and cognitive understanding of major ideas and emphases developed in the program and course work. (Offered as needed.) 1 credit.

EDUC 424 Secondary Teaching Strategies in Cross-Cultural Language and Academic Development I

(Same as EDUC 524.) Corequisite, EDUC 424P/524P. This course covers the historical background and present functions and organization of the American secondary school, characteristics of and appropriate methods of teaching and learning in the 12-18 age group, methods of assessing student progress, classroom management models, and the creation of instructional environments appropriate for the development of language and content literacy in the multicultural, multiethnic, multilingual, classroom. Guided by the California Standards for the Teaching Profession (CSTP), students will 1) consider implications for the creation of a positive, safe classroom environment, 2) develop a classroom organization and management plan, and 3) develop lesson plans in their subject area incorporating integrated and thematic teaching/learning and other SDAIE strategies founded upon the need for students to be social and communicative in their learning. (Offered every semester.) 3 credits.

EDUC 424P PRAXIS: Secondary Teaching Strategies in Cross-Cultural Language and Academic Development I

(Same as EDUC 524P.) This course is the fieldwork component that accompanies EDUC 424/524, Secondary Teaching Strategies in Cross-Cultural Language and Academic Development I in the Single Subject Credential Program. (Offered every semester.) 1 credit.

EDUC 425 Secondary Teaching Strategies in Cross-cultural Language and Academic Development II

(Same as EDUC 525.) Prerequisites, EDUC 424/524, 430/530, 432/532. Corequisite, EDUC 483/583. This builds upon the constructivist, student-centered foundations of learning development introduced in EDUC 424/524 and considers the following: 1) the practical application of English language development theory and models to content area teaching and critical thinking in multicultural, multiethnic, multilingual classroom, 2) the similarities and differences between English language development and SDAIE content development as they apply to single-subject curriculum planning, 3) group development theory and process, 4) assessment practices in a diverse classroom, and particularly how they relate to both the state and district standards and the needs of the diverse population, 5) complementing, enhancing, and promoting the development of student voice in secondary school teaching and learning. Students will develop a semester unit plan, cross-cultural curriculum strategies/resources, and assessment tools. This class will also provide students with an opportunity to examine their own practices in directed teaching. (Offered every semester.) 3 credits.

EDUC 430 Secondary Subject Matter Methods

(Same as EDUC 530.) Prerequisite, EDUC 424/524. Corequisite, EDUC 430P/530P. This course, taught separately for each content area by clinical faculty, is about understanding and experiencing content area instruction. Using the California Content Standards as the base, candidates learn to create constructivist content lesson plans, adapt different models of teaching to meet student needs, plan for interdisciplinary curriculum development, adapt lessons for specially designed academic instruction in English (SDAIE), use multiple measures, including formal and informal academic and language assessments to inform planning, modifications and use of support personnel, and classroom community building. A minimum of 15 hours of field experiences is required for this course. (Offered every semester.) 3 credits.

EDUC 430P PRAXIS: Secondary Subject Matter Methods

(Same as EDUC 530P.) Prerequisite, EDUC 424/524. This course is the fieldwork component that accompanies EDUC 430/530, Secondary Subject Matter Methods in the Single Subject Credential Program. (Offered every semester.) 1 credit.

EDUC 432 Content Area Literacy

(Same as EDUC 532.) Corequisite, EDUC 432P/532P. An introductory course in the study of literacy processes and their relationship to the secondary school curricula and adolescent lives. Areas of focus will include the integration of reading and writing in the content areas, literacy assessment, vocabulary strategies, comprehension strategies, the use of fiction and non-fiction across the curriculum, literacy resources, including online resources, and variations in literacy instruction for students from diverse linguistic and socio-economic backgrounds. (Twenty hours of a content case study is required in addition to the class time.) (Offered every semester.) 3 credits.

EDUC 432P PRAXIS: Content Area Literacy

(Same as EDUC 532P.) This course is the fieldwork component that accompanies EDUC 432/532, Content Area Literacy in the Single Subject Credential Program. (Offered every semester.) 1 credit.

EDUC 439, 442 Teaching and Learning in the Culturally Diverse Classroom I, II

(Same as EDUC 540, EDUC 541.) Corequisite for EDUC 439/540 is EDUC 439P/540P. Prerequisite for EDUC 442/541 is EDUC 439/540. Corequisite for EDUC 442/541 is EDUC 442P/541P. These two courses are taught in sequence over two semesters and provide understanding of the dynamics of California classrooms. The courses focus on creating a democratic learning community while adhering to the California content standards. Students learn long and short-term planning, models of teaching, and interdisciplinary curriculum development. Students become familiar with methods to increase learning opportunities by addressing diverse learning styles and needs. Students will employ specially designed academic and language assessments to inform planning, will learn to make modifications and how to use support personnel. Classroom experiences model instructional strategies and practices from the California State Frameworks and skills required for instruction using the California Standards. These courses will help prepare teacher candidates for the Teaching Performance Assessments. A minimum of 15 hours of field experience is required for each course. Bilingual (Spanish) emphases also offered as 439B/540B, 442B/541B. (Offered every semester.) 3, 3 credits.

EDUC 439P PRAXIS: Teaching and Learning in the Culturally Diverse Classroom I

(Same as EDUC 540P.) This course is the fieldwork component that accompanies EDUC 439/540, Teaching and Learning in the Culturally Diverse Classroom I in the Multiple Subject Credential Program. (Offered every semester.) 1 credit.

EDUC 442P PRAXIS: Teaching and Learning in the Culturally Diverse Classroom II

(Same as EDUC 541P.) This course is the fieldwork component that accompanies EDUC 442/541, Teaching and Learning in the Culturally Diverse Classroom II in the Multiple Subject Credential Program. (Offered every semester.) 1 credit.

EDUC 443 Teaching and Learning in the Culturally Diverse Classroom III

(Same as EDUC 542.) Prerequisite, EDUC 442/541. Corequisite, EDUC 482/582. This course is the third in a sequence on teaching and learning, and serves as the culminating class to accompany the student teaching experience. The course supports candidates in their planning and delivery of instruction and constructivism; using diverse models of teaching; implementing interdisciplinary curriculum development; application and reflection of planning and delivering a thematic unit as well as content lessons in specific disciplines addressing the California Academic Content Standards. The course requires students to write and modify plans for English learners and students with special needs. It prepares students to address the tasks outlined in Teacher Performance Assessments 3 and 4. Bilingual (Spanish) emphasis also offered as EDUC 443B/542B. (Offered every semester.) 3 credits.

EDUC 471 Collaboration for Inclusive Schooling

(Same as EDUC 571.) This course focuses on collaboration, inclusive schooling, and learning characteristics of students with disabilities, effective teaching strategies, working with diverse families of students with disabilities, legal aspects of special education, and becoming an effective change agent in the schools. Fifteen hours of authentic experiences in the field will be required. This course meets the Mainstreaming requirements for the Clear Multiple/Single Subject Teaching Credential and the Administrative Services Credential and satisfies the course requirement for the following: MS/SS credential, PPS credential - school psychology specialization and the Ed.S. degree in school psychology, and the special education credentials and masters. (Offered every semester.) 3 credits.

EDUC 482 Student Teaching Multiple Subjects

Prerequisites, EDUC 400/500, 402/501, 439/540, 442/541, 470/570, 471/571. Corequisite, EDUC 443/542, 556, passage of CBEST, CSET, admission to teacher education program, successful completion of Constitution course or test requirement, successful completion of RICA, Certificate of Clearance. This fieldwork experience is designed to be completed during the final term of candidates' enrollment in the teacher education program and while candidates are concurrently enrolled in EDUC 542 and EDUC 556. Candidates are required to complete a minimum of 12 weeks of all day, everyday teaching in an appropriate K-12 classroom of a Master Teacher. Student teaching assignments are situated in public schools. Candidates must student teach in a public school in which 25% of the student body is of an ethnicity different from that of the candidate. Candidates are required to assume full teaching responsibilities for a period of at least four weeks. Requires instructor's consent for registration. This course is graded Pass/No Pass only. (Offered every semester.) 3-6 credits.

EDUC 483 Student Teaching Single Subjects

Prerequisites, 404/504, 424/524, 430/530, 432/532, 470/570, 471/571. Co-requisites, EDUC 425/525, 556, passage of CBEST, CSET, successful completion of Constitution course or test requirement, Certificate of Clearance. Requires instructor consent for registration. This student teaching, fieldwork experience is to be completed during the final term of a candidate's enrollment in the teacher education program and while the candidate is concurrently enrolled in EDUC 425/525. The candidate is required to complete a minimum of sixteen (16) weeks teaching in an appropriate single subject classroom, usually in grades 7-12, of a designated Master Teacher. The student teaching assignment must include instruction to English learners and it is recommended that the class composition include a minimum of 25% English learners. The assignment must meet the grade level diversity requirement (i.e., two of the following three grade spans: 7-8, 9-10 and 11-12, if grade level diversity has not been met through previous experience). P/NP. (Offered every semester.) 3-6 credits.

Course Descriptions – Liberal Studies Teacher Preparation

LBST 227 Integrated Science and Mathematics for Elementary School Teachers

Prerequisite, completion of the quantitative inquiry component of the G.E. This course focuses on preparing future elementary school teachers for effective science and mathematics instruction at the K–8 grade levels. Topics include problem-solving strategies, number theory, fractions, decimals, proportions and their applications to geometry, basic geometry, and probability. Special emphasis is placed on applying quantitative dimensions to State Standards. The course will include an integrated laboratory component with special emphasis on modeling science concepts and providing quantitative skills. (Offered every semester.) 4 credits.

LBST 301 Models of Integrated Thinking

Prerequisite, junior standing or consent of liberal studies coordinator. This course is designed to further develop and refine critical thinking with an eye to the senior capstone experience. Students will enhance their skills in acquiring, organizing, and presenting material from various disciplines and perspectives. Students in this course will formulate their own models of inquiry and practice and present their findings and conclusions for class assessment. (Offered as needed.) 3 credits.

LBST 310 Music, Movement and Drama for Teachers

Prerequisite, AT 307. This course examines the connected relationships of music, movement, and drama and their importance as teaching tools in the K–8 classroom. The course explores and evaluates basic music theory, and State Content Standards and Framework, in designing and developing lesson plans. Choreographic studies will be infused with drama to create theater and/or individual expression using everyday curriculum. Video viewing, audio listening, and applied arts activities weekly. (Offered spring semester.) 3 credits.

LBST 497 Tapestry of a Liberal Studies Education

Prerequisite, senior standing or consent of liberal studies coordinator. This senior capstone course in liberal studies relies on cumulative and integrative skills in analysis, synthesis, and evaluation. Each participant selects and prepares a portfolio of his or her liberal studies experience, demonstrating evidence of learning which addresses the subject matter standards for elementary school teachers as prescribed by the State of California Commission on Teacher Credentialing (2002). The portfolio project will culminate in a written and oral presentation that will be assessed by a panel of faculty and staff members. (Offered spring semester.) 3 credits.

Course Descriptions – Physical Activity

PA 101 Volleyball

(Offered every semester.) ½ credit.

PA 103 Badminton

(Offered every semester.) ½ credit.

PA 104 Bowling

Fee: $60. (Offered every semester.) ½ credit.

PA 105 Ultimate Frisbee

(Offered every semester.) ½ credit.

PA 106 Outdoor Soccer

(Offered spring semester.) ½ credit.

PA 107 Aerobics

(Offered every semester.) ½ credit.

PA 108 Tennis

(Offered every semester.) ½ credit.

PA 109 Martial Arts (Aikido)

(Offered every semester.) ½ credit.

PA 110 Self Defense for Women

(Offered every semester.) ½ credit.

PA 111 Yogalates

(Offered every semester.) ½ credit.

PA 113 Personalized Fitness

(Offered every semester.) 1 credit.

PA 114 Weight Training

(Offered every semester.) ½ credit.

PA 120 Swimming Activities

(Offered every semester.) ½ credit.

PA 121 Sailing

Fee: $75. (Offered spring semester.) ½ credit.

PA 126 Slow-Pitch Softball

This course is designed to introduce students to the recreational and competitive slow-pitch softball and teach basic physical fitness concepts. Students will learn the basic rules, strategies and techniques in slow-pitch softball for league and tournament play, including fundamental skills of batting, infield, outfield and baserunning. (Offered fall semester.) ½ credit.

PA 127 Lacrosse

Offered to help students become more familiar with the game of lacrosse and stick skills that are needed to play the game. This class will consist of aerobic conditioning and stick skill development. This class may be repeated for credit. (Offered fall semester.) ½ credit.

PA 128 Basketball

(Offered every semester.) ½ credit.

PA 129 Experimental Course

(Offered as needed.) ½ -6 credits.

Course Descriptions – Athletic Teams

PA 140 Football

(Offered fall semester.) 1 credit.

PA 141 Men’s Soccer Team

(Offered fall semester.) 1 credit.

PA 142 Men’s Basketball Team

(Offered every semester.) 1 credit.

PA 143 Cross Country Team Men/Women

(Offered fall semester.) 1 credit.

PA 144 Water Polo Team

(Offered fall semester.) 1 credit.

PA 145 Baseball Team

(Offered spring semester.) 1 credit.

PA 146 Golf Team

(Offered spring semester.) 1 credit.

PA 147 Lacrosse Team

(Offered spring semester.) 1 credit.

PA 148 Men’s Tennis Team

(Offered spring semester.) 1 credit.

PA 151 Women’s Volleyball Team

(Offered fall semester.) 1 credit.

PA 152 Women’s Softball Team

(Offered spring semester.) 1 credit.

PA 153 Women’s Basketball Team

(Offered every semester.) 1 credit.

PA 154 Women’s Soccer Team

(Offered fall semester.) 1 credit.

PA 155 Women’s Tennis Team

(Offered spring semester.) 1 credit.

PA 156 Women’s Swim Team

(Offered every semester.) 1 credit.

PA 157 Women’s Track Team

(Offered fall semester.) 1 credit.

PA 158 Crew (Rowing) Men and Women

(Offered every semester.) 1 credit.

PA 159 Women’s Water Polo Team

(Offered spring semester.) 1 credit.