Note on Course Listings
Course numbers 100 - 299 denote lower division, undergraduate level; 300 - 499 denote upper division, undergraduate level; 500 and above denote graduate level.
For Graduate Level courses, please contact your Program Director or do a course search.
Education
EDUC379 Exp: Character Ed in Teaching (3)
Edward DeRoche deroche@sandiego.edu
Course Description
This course number is used by SOLES for experimental topics courses. The title and content of each 379 course will vary by topic and program/department. If more than one 379 course is offered during a single semester, section numbers will allow for identification of the course.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDUC379 Exp: Character Ed in Teaching (3)
Serena Pariser spariser@sandiego.edu
Course Description
This course number is used by SOLES for experimental topics courses. The title and content of each 379 course will vary by topic and program/department. If more than one 379 course is offered during a single semester, section numbers will allow for identification of the course.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDUC382 Psychological Foundations of Education in a Diverse Society (3)
Sandra Buczynski sandyb@sandiego.edu
CRN
65
Enrollment Limit
5
Location
MRH 133
Session
Special Session
08/12 - 08/29
08/12 - 08/29
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
The psycho-physical development of children through adolescence is studied, with emphasis on the developmental aspects of the psychology of learning. Includes observations of children and adolescents in school settings.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, May 13
Leadership Studies
LEAD388 Leadership Internship and Skill Development I (2)
Teresa VanHorn teresavanhorn@sandiego.edu
Prerequisites
LEAD 160 or LEAD 350 or LEAD 352 or LEAD 357.
Course Description
Students taking this internship course develop their leadership skills by serving in a position of influence in an off-campus community organization. The internship connects leadership concepts to leadership practice and provides experience from which students can gain valuable job skills and experience in a possible future career. Through the internship experience and accompanying classroom experience, students will be able to examine their experiences alongside leadership concepts, engage in reflection, and develop their leadership capacities. Internship placement must be pre-approved.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, May 13
LEAD388 Leadership Internship and Skill Development I (3)
Teresa VanHorn teresavanhorn@sandiego.edu
Prerequisites
LEAD 160 or LEAD 350 or LEAD 352 or LEAD 357.
Course Description
Students taking this internship course develop their leadership skills by serving in a position of influence in an off-campus community organization. The internship connects leadership concepts to leadership practice and provides experience from which students can gain valuable job skills and experience in a possible future career. Through the internship experience and accompanying classroom experience, students will be able to examine their experiences alongside leadership concepts, engage in reflection, and develop their leadership capacities. Internship placement must be pre-approved.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, May 13
LEAD388 Leadership Internship and Skill Development I (1)
Teresa VanHorn teresavanhorn@sandiego.edu
Prerequisites
LEAD 160 or LEAD 350 or LEAD 352 or LEAD 357.
Course Description
Students taking this internship course develop their leadership skills by serving in a position of influence in an off-campus community organization. The internship connects leadership concepts to leadership practice and provides experience from which students can gain valuable job skills and experience in a possible future career. Through the internship experience and accompanying classroom experience, students will be able to examine their experiences alongside leadership concepts, engage in reflection, and develop their leadership capacities. Internship placement must be pre-approved.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, May 13
LEAD389 Leadership Internship and Skill Development II (2)
Teresa VanHorn teresavanhorn@sandiego.edu
Prerequisites
Any ONE of the following courses at the undergraduate level with a minimum grade of C-: LEAD 160, LEAD 350, LEAD 352, LEAD 357.
Course Description
Students taking this internship course develop their leadership skills by serving in a position of influence in an off-campus community organization. The internship connects leadership concepts to leadership practice and provides experience from which students can gain valuable job skills and experience in a possible future career. Through the internship experience and accompanying classroom experience, students will be able to examine their experiences alongside leadership concepts, engage in reflection, and develop their leadership capacities. Internship placement must be pre-approved.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, May 13
LEAD389 Leadership Internship and Skill Development II (3)
Teresa VanHorn teresavanhorn@sandiego.edu
Prerequisites
Any ONE of the following courses at the undergraduate level with a minimum grade of C-: LEAD 160, LEAD 350, LEAD 352, LEAD 357.
Course Description
Students taking this internship course develop their leadership skills by serving in a position of influence in an off-campus community organization. The internship connects leadership concepts to leadership practice and provides experience from which students can gain valuable job skills and experience in a possible future career. Through the internship experience and accompanying classroom experience, students will be able to examine their experiences alongside leadership concepts, engage in reflection, and develop their leadership capacities. Internship placement must be pre-approved.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, May 13
LEAD389 Leadership Internship and Skill Development II (1)
Teresa VanHorn teresavanhorn@sandiego.edu
Prerequisites
Any ONE of the following courses at the undergraduate level with a minimum grade of C-: LEAD 160, LEAD 350, LEAD 352, LEAD 357.
Course Description
Students taking this internship course develop their leadership skills by serving in a position of influence in an off-campus community organization. The internship connects leadership concepts to leadership practice and provides experience from which students can gain valuable job skills and experience in a possible future career. Through the internship experience and accompanying classroom experience, students will be able to examine their experiences alongside leadership concepts, engage in reflection, and develop their leadership capacities. Internship placement must be pre-approved.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, May 13
Special Education
EDSP389P(1) Healthy Environment & Inclusion (3)
Course Description
This course provides candidates an overview of two critical areas relative to teaching school-age populations in contemporary schools: (1) creating supportive, healthy environments for student learning, and (2) teaching special populations in general education. A comparative international perspective of the foundations, pedagogy practices and service delivery options for individuals with disabilities and their families builds an understanding of cultural and personal considerations for service delivery within a classroom. Personal, family, school, community and environmental factors related to students? academic, physical, emotional and social well being are addressed as well as the effects of student health and safety on learning. Candidates learn and apply skills for communicating and working constructively with students, their families and community members and how to access site-based and community resources and agencies in order to provide integrated support to meet the individual needs of each student. Characteristics and service delivery needs of individuals with disabilities from birth through adulthood are also investigated. Legally mandated categorical disabilities are discussed in terms of the individual, family, education, and ancillary service issues. There is a primary focus on how educational, behavioral, social, ecological, transitional, and vocational needs of exceptional students can be addressed in general education settings. Discussion covers a multiplicity of strategies and techniques recommended for integrated service delivery for individuals with special needs in general education and in local communities. Course requires site visitations to five different types of settings serving individuals with special needs. Course meeting time as follows: 01/06 - 01/10 on MTWRF and 1/13 - 1/16 on MTWR and 01/21 - 01/23 on TWR.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, December 5
EDSP389P(2) Healthy Environment & Inclusion (3)
Course Description
This course provides candidates an overview of two critical areas relative to teaching school-age populations in contemporary schools: (1) creating supportive, healthy environments for student learning, and (2) teaching special populations in general education. A comparative international perspective of the foundations, pedagogy practices and service delivery options for individuals with disabilities and their families builds an understanding of cultural and personal considerations for service delivery within a classroom. Personal, family, school, community and environmental factors related to students? academic, physical, emotional and social well being are addressed as well as the effects of student health and safety on learning. Candidates learn and apply skills for communicating and working constructively with students, their families and community members and how to access site-based and community resources and agencies in order to provide integrated support to meet the individual needs of each student. Characteristics and service delivery needs of individuals with disabilities from birth through adulthood are also investigated. Legally mandated categorical disabilities are discussed in terms of the individual, family, education, and ancillary service issues. There is a primary focus on how educational, behavioral, social, ecological, transitional, and vocational needs of exceptional students can be addressed in general education settings. Discussion covers a multiplicity of strategies and techniques recommended for integrated service delivery for individuals with special needs in general education and in local communities. Course requires site visitations to five different types of settings serving individuals with special needs. Course meeting time as follows: 01/06 - 01/10 on MTWRF and 1/13 - 1/16 on MTWR and 01/21 - 01/23 on TWR.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, December 5
Teacher Education
EDTE300 Diversity, Inclusion & Schooling (3)
TBA STAFF no-reply@sandiego.edu
CRN
37
Enrollment Limit
2
Location
MRH 127
Session
12-Week Session
06/05 - 06/22
06/05 - 06/22
Days
M T W Th F
Times
4:00 PM - 7:30 PM
Course Description
This class meets on MTWRF the week of 6/5 thru 6/9, MTWR the week of 6/12 thru 6/15 and TWR the week of 6/20 thru 6/22. This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300 Diversity, Inclusion & Schooling (3)
Cancelled as of 04/27/2023
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300 Diversity, Inclusion & Schooling (3)
TBA STAFF no-reply@sandiego.edu
CRN
87
Enrollment Limit
5
Location
MRH 131
Session
3-Week Pre Session
06/02 - 06/20
06/02 - 06/20
Days
M T W Th F
Times
4:00 PM - 7:30 PM
Course Description
Class meets MTWRF from 6/2-6/6, MTWRF from 6/9-6/13 and MTW from 6/16-6/18. This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300 Diversity, Inclusion & Schooling (3)
TBA STAFF no-reply@sandiego.edu
CRN
88
Enrollment Limit
5
Location
MRH 127
Session
3-Week Pre Session
06/02 - 06/20
06/02 - 06/20
Days
M T W Th F
Times
4:00 PM - 7:30 PM
Course Description
Class meets MTWRF from 6/2-6/6, MTWRF from 6/9-6/13 and MTW from 6/16-6/18. This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300P Diversity, Inclusion & Schooling (3)
TBA STAFF no-reply@sandiego.edu
CRN
48
Enrollment Limit
5
Location
MRH 127
Session
3-Week Pre Session
06/03 - 06/07
06/03 - 06/07
Days
M T W Th F (M T Th)
Times
4:00 PM - 7:30 PM
Course Description
This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300P Diversity, Inclusion & Schooling (3)
TBA STAFF no-reply@sandiego.edu
CRN
49
Enrollment Limit
5
Location
MRH 145
Session
3-Week Pre Session
06/03 - 06/07
06/03 - 06/07
Days
M T W Th F (M T Th)
Times
4:00 PM - 7:30 PM
Course Description
This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300P Diversity, Inclusion & Schooling (3)
TBA STAFF no-reply@sandiego.edu
CRN
41
Enrollment Limit
5
Location
MRH
Session
3-Week Pre Session
06/01 - 06/04
06/01 - 06/04
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300P Diversity, Inclusion & Schooling (3)
TBA STAFF no-reply@sandiego.edu
CRN
42
Enrollment Limit
5
Location
MRH 135
Session
3-Week Pre Session
06/01 - 06/04
06/01 - 06/04
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300P(1) Diversity, Inclusion & Schooling (3)
CRN
115
Enrollment Limit
5
Location
This course will be conducted remotely.
Session
3-Week Pre Session
06/01 - 06/17 & 06/04
06/01 - 06/17 & 06/04
Days
M T W Th (F)
Times
4:00 PM - 7:30 PM
Course Description
This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300P(1) Diversity, Inclusion & Schooling (3)
CRN
64
Enrollment Limit
2
Location
MRH 133
Session
3-Week Pre Session
06/06 - 06/23
06/06 - 06/23
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300P(2) Diversity, Inclusion & Schooling (3)
CRN
116
Enrollment Limit
5
Location
This course will be conducted remotely.
Session
3-Week Pre Session
06/01 - 06/17 & 06/04
06/01 - 06/17 & 06/04
Days
M T W Th (F)
Times
12:00 PM - 3:30 PM
Course Description
This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300P(2) Diversity, Inclusion & Schooling (3)
CRN
65
Enrollment Limit
2
Location
MRH 127
Session
3-Week Pre Session
06/06 - 06/23
06/06 - 06/23
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300P-01 Diversity, Inclusion and School (3)
CRN
196
Enrollment Limit
5
Location
MRH 133
Session
3-Week Pre Session
06/01 - 06/19
06/01 - 06/19
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300P-02 Diversity, Inclusion and School (3)
CRN
197
Enrollment Limit
5
Location
MRH 201
Session
3-Week Pre Session
06/01 - 06/19
06/01 - 06/19
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE300P-02 Diversity, Inclusion and School (3)
CRN
197
Enrollment Limit
5
Location
MRH 201
Session
3-Week Pre Session
06/01 - 06/19
06/01 - 06/19
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course explores how social inequities related to disability, social class, race and ethnicity, language, class, gender, national origin, and sexual orientation are often perpetuated in schools. The course is organized around three dimensions of schooling and social inequality: (1) Public schools in the U.S. are a project of nation-building, expansion, and imperialism that developed a sociocultural hierarchy via curriculum, instruction, and organization. (2) Historically, to maintain privileges among the dominant cultural group, schools and school systems are organized to track, segregate, and exclude based on socially constructed norms regarding language, ability, and race. (3) Addressing contemporary inequalities requires ongoing advocacy and cultural understanding among educators and community members at all levels. Within this context, candidates critically explore how their own social and political location vis-a-vis schooling impacts their assumptions about the purposes and processes of formal education.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE301 Methods for Language & Literacy (3)
Cancelled as of 04/06/2023
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE301 Methods for Language & Literacy (3)
Cancelled as of 04/06/2023
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE301P(1) Methods for Language & Literacy (3)
CRN
117
Enrollment Limit
5
Location
This course will be conducted remotely.
Session
6-Week Session II
07/12 - 08/12
07/12 - 08/12
Days
M T W Th
Times
4:30 PM - 7:45 PM
Course Description
This course is designed to support candidates in developing as literacy instructors within elementary or secondary educational settings. Teacher candidates will develop a critical literacy lens through examination of theories and current practices from local, national, and global perspectives. Teacher candidates will develop foundational literacy knowledge to support assessing, diagnosing, and supporting readers at all levels and within content specific contexts. Candidates will practice and implement (1) evidence based literacy instruction via Culturally Responsive and Universally Designed Lesson plans, (2) literacy goal writing, (3) embedding literacy into content, and (4) aligning literacy practices to content standards. The course includes current research, lectures, analysis of student work and literacy profiles, discussions, and field experience requirements. While not required to pass the course, candidates are encouraged to take the Reading Instruction Competence Assessment (RICA) at the conclusion of the course.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 22
EDTE301P(1) Methods for Language & Literacy (3)
CRN
68
Enrollment Limit
2
Location
MRH 133
Session
6-Week Session II
07/18 - 08/18
07/18 - 08/18
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course is designed to support candidates in developing as literacy instructors within elementary or secondary educational settings. Teacher candidates will develop a critical literacy lens through examination of theories and current practices from local, national, and global perspectives. Teacher candidates will develop foundational literacy knowledge to support assessing, diagnosing, and supporting readers at all levels and within content specific contexts. Candidates will practice and implement (1) evidence based literacy instruction via Culturally Responsive and Universally Designed Lesson plans, (2) literacy goal writing, (3) embedding literacy into content, and (4) aligning literacy practices to content standards. The course includes current research, lectures, analysis of student work and literacy profiles, discussions, and field experience requirements. While not required to pass the course, candidates are encouraged to take the Reading Instruction Competence Assessment (RICA) at the conclusion of the course.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 22
EDTE301P(2) Methods for Language & Literacy (3)
CRN
118
Enrollment Limit
5
Location
This course will be conducted remotely.
Session
6-Week Session II
07/21 - 08/12
07/21 - 08/12
Days
M T W Th
Times
4:30 PM - 7:45 PM
Course Description
This course is designed to support candidates in developing as literacy instructors within elementary or secondary educational settings. Teacher candidates will develop a critical literacy lens through examination of theories and current practices from local, national, and global perspectives. Teacher candidates will develop foundational literacy knowledge to support assessing, diagnosing, and supporting readers at all levels and within content specific contexts. Candidates will practice and implement (1) evidence based literacy instruction via Culturally Responsive and Universally Designed Lesson plans, (2) literacy goal writing, (3) embedding literacy into content, and (4) aligning literacy practices to content standards. The course includes current research, lectures, analysis of student work and literacy profiles, discussions, and field experience requirements. While not required to pass the course, candidates are encouraged to take the Reading Instruction Competence Assessment (RICA) at the conclusion of the course.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 22
EDTE301P(2) Methods for Language & Literacy (3)
CRN
69
Enrollment Limit
2
Location
MRH 135
Session
6-Week Session II
07/18 - 08/18
07/18 - 08/18
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course is designed to support candidates in developing as literacy instructors within elementary or secondary educational settings. Teacher candidates will develop a critical literacy lens through examination of theories and current practices from local, national, and global perspectives. Teacher candidates will develop foundational literacy knowledge to support assessing, diagnosing, and supporting readers at all levels and within content specific contexts. Candidates will practice and implement (1) evidence based literacy instruction via Culturally Responsive and Universally Designed Lesson plans, (2) literacy goal writing, (3) embedding literacy into content, and (4) aligning literacy practices to content standards. The course includes current research, lectures, analysis of student work and literacy profiles, discussions, and field experience requirements. While not required to pass the course, candidates are encouraged to take the Reading Instruction Competence Assessment (RICA) at the conclusion of the course.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 22
EDTE301P-01 Methods for Language and Literacy (3)
CRN
200
Enrollment Limit
5
Location
MRH 127
Session
6-Week Session II
07/13 - 08/14
07/13 - 08/14
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course is designed to support candidates in developing as literacy instructors within elementary or secondary educational settings. Teacher candidates will develop a critical literacy lens through examination of theories and current practices from local, national, and global perspectives. Teacher candidates will develop foundational literacy knowledge to support assessing, diagnosing, and supporting readers at all levels and within content specific contexts. Candidates will practice and implement (1) evidence based literacy instruction via Culturally Responsive and Universally Designed Lesson plans, (2) literacy goal writing, (3) embedding literacy into content, and (4) aligning literacy practices to content standards. The course includes current research, lectures, analysis of student work and literacy profiles, discussions, and field experience requirements. While not required to pass the course, candidates are encouraged to take the Reading Instruction Competence Assessment (RICA) at the conclusion of the course.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 22
EDTE301P-02 Methods for Languages and Literacy (3)
CRN
201
Enrollment Limit
5
Location
MRH 135
Session
6-Week Session II
07/13 - 08/14
07/13 - 08/14
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course is designed to support candidates in developing as literacy instructors within elementary or secondary educational settings. Teacher candidates will develop a critical literacy lens through examination of theories and current practices from local, national, and global perspectives. Teacher candidates will develop foundational literacy knowledge to support assessing, diagnosing, and supporting readers at all levels and within content specific contexts. Candidates will practice and implement (1) evidence based literacy instruction via Culturally Responsive and Universally Designed Lesson plans, (2) literacy goal writing, (3) embedding literacy into content, and (4) aligning literacy practices to content standards. The course includes current research, lectures, analysis of student work and literacy profiles, discussions, and field experience requirements. While not required to pass the course, candidates are encouraged to take the Reading Instruction Competence Assessment (RICA) at the conclusion of the course.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 22
EDTE310 Educational Psychology (3)
TBA STAFF no-reply@sandiego.edu
CRN
39
Enrollment Limit
2
Location
MRH 145
Session
12-Week Session
06/26 - 07/13
06/26 - 07/13
Days
M T W Th F
Times
4:00 PM - 7:30 PM
Course Description
This class meets on MTWRF the week of 6/26 thru 6/30, MWR the week of 7/3 thru 7/6 and MTWR the week of 7/10 thru 7/13. This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning. In addition, students observe in a K-12 classroom for 8 hours to further make these connections.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE310 Educational Psychology (3)
Cancelled as of 04/27/2023
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE310 Educational Psychology (3)
TBA STAFF no-reply@sandiego.edu
CRN
89
Enrollment Limit
5
Location
MRH 127
Session
6-Week Mid Session
06/23 - 07/10
06/23 - 07/10
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course meets MTWR from 6/23-6/26, MTWR from 6/30 - 7/3 and MTWR from 7/7-7/10. This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 1
EDTE310 Educational Psychology (3)
TBA STAFF no-reply@sandiego.edu
Course Description
This course meets MTWR from 6/23-6/26, MTWR from 6/30-7/3 and MWR from 7/7-7/10. This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 1
EDTE310P Educational Psychology (3)
TBA STAFF no-reply@sandiego.edu
CRN
50
Enrollment Limit
5
Location
MRH 131
Session
6-Week Mid Session
07/01 - 07/03
07/01 - 07/03
Days
M T W Th F (M T W Th)
Times
4:00 PM - 7:30 PM
Course Description
This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning. In addition, students observe in a K-12 classroom for 8 hours to further make these connections.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 1
EDTE310P Educational Psychology (3)
TBA STAFF no-reply@sandiego.edu
CRN
51
Enrollment Limit
5
Location
MRH 211
Session
6-Week Mid Session
07/01 - 07/03
07/01 - 07/03
Days
M T W Th F (M T W Th)
Times
4:00 PM - 7:30 PM
Course Description
This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning. In addition, students observe in a K-12 classroom for 8 hours to further make these connections.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 1
EDTE310P Educational Psychology (3)
TBA STAFF no-reply@sandiego.edu
CRN
43
Enrollment Limit
5
Location
MRH
Session
6-Week Mid Session
07/06 - 07/09
07/06 - 07/09
Days
M T W Th (M T W)
Times
4:00 PM - 7:30 PM
Course Description
This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 1
EDTE310P Educational Psychology (3)
TBA STAFF no-reply@sandiego.edu
CRN
44
Enrollment Limit
5
Location
MRH
Session
6-Week Mid Session
07/06 - 07/09
07/06 - 07/09
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 1
EDTE310P(1) Educational Psychology (3)
CRN
119
Enrollment Limit
5
Location
This course will be conducted remotely.
Session
6-Week Mid Session
06/21 - 07/08 & 07/09
06/21 - 07/08 & 07/09
Days
M T W Th (F)
Times
12:00 PM - 3:30 PM
Course Description
This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning. In addition, students observe in a K-12 classroom for 8 hours to further make these connections.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 1
EDTE310P(1) Educational Psychology (3)
Course Description
Class meets MTWRF 6/27 – 7/1, TWR 7/5 – 7/7, MTWT 7/11 – 7/14. This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning. In addition, students observe in a K-12 classroom for 8 hours to further make these connections.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 1
EDTE310P(2) Educational Psychology (3)
CRN
120
Enrollment Limit
5
Location
This course will be conducted remotely.
Session
6-Week Mid Session
06/21 - 07/08 & 07/09
06/21 - 07/08 & 07/09
Days
M T W Th (F)
Times
4:00 PM - 7:30 PM
Course Description
This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning. In addition, students observe in a K-12 classroom for 8 hours to further make these connections.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 1
EDTE310P(2) Educational Psychology (3)
Course Description
Class meets MTWRF 6/27 – 7/1, TWR 7/5 – 7/7, MTWT 7/11 – 7/14. This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning. In addition, students observe in a K-12 classroom for 8 hours to further make these connections.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 1
EDTE310P-01 Educational Psychology (3)
CRN
198
Enrollment Limit
5
Location
MRH 127
Session
6-Week Mid Session
06/22 - 07/10
06/22 - 07/10
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning. In addition, students observe in a K-12 classroom for 8 hours to further make these connections.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 1
EDTE310P-02 Educational Psychology (3)
CRN
199
Enrollment Limit
5
Location
MRH 131
Session
6-Week Mid Session
06/22 - 07/10
06/22 - 07/10
Days
M T W Th
Times
4:00 PM - 7:30 PM
Course Description
This course synthesizes aspects of developmental and educational psychology to prepare candidates to work with the wide range of individual student differences in skills, motivation, experience and development that are encountered in public and private schools. Students become familiar with cognitive, physical, social/emotional, and moral development of children and adolescents. Students examine research that informs teachers to make connections between theory, empirical research, and educational practice with regard to learning. In addition, students observe in a K-12 classroom for 8 hours to further make these connections.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 1
EDTE311 Equity & Advocacy in Educational Systems (3)
TBA STAFF no-reply@sandiego.edu
Prerequisites
EDTE 300P.
Course Description
This course explores how teachers can promote equity through advocacy in educational systems. Candidates engage with current and historical perspectives about federal, state, and local bodies of educational resource allocation and decision-making; legal and policy implications of laws and important court decisions (i.e. ESEA, IDEA, Section 504, and ELL/ELD laws, Williams Case, Serrano v. Priest, Lau v. Nichols, Brown v. Board, Plessy v. Ferguson, and California’s Prop. 187, 209, 227, 58) and reflect on how these play out in the classrooms they observe at practicum sites. With a firm grounding in understanding the institutionalized inequities within the systems (schools, class, community), candidates learn about models of reform and create plans for connecting stakeholders and advocating for students. Candidates critically analyze policies that impact LGBTQ families, immigrants (documented and undocumented), English-language learners, those with disabilities, those in poverty, etc. and propose improvements to practice.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 22
EDTE311 Equity & Advocacy in Educational Systems (3)
TBA STAFF no-reply@sandiego.edu
CRN
91
Enrollment Limit
5
Location
MRH 135
Session
6-Week Session I
07/14 - 07/31
07/14 - 07/31
Days
M T W Th
Times
4:00 PM - 7:30 PM
Prerequisites
EDTE 300P
Course Description
This course explores how teachers can promote equity through advocacy in educational systems. Candidates engage with current and historical perspectives about federal, state, and local bodies of educational resource allocation and decision-making; legal and policy implications of laws and important court decisions (i.e. ESEA, IDEA, Section 504, and ELL/ELD laws, Williams Case, Serrano v. Priest, Lau v. Nichols, Brown v. Board, Plessy v. Ferguson, and California’s Prop. 187, 209, 227, 58) and reflect on how these play out in the classrooms they observe at practicum sites. With a firm grounding in understanding the institutionalized inequities within the systems (schools, class, community), candidates learn about models of reform and create plans for connecting stakeholders and advocating for students. Candidates critically analyze policies that impact LGBTQ families, immigrants (documented and undocumented), English-language learners, those with disabilities, those in poverty, etc. and propose improvements to practice.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE311 Equity & Advocacy in Educational Systems (3)
TBA STAFF no-reply@sandiego.edu
CRN
92
Enrollment Limit
5
Location
MRH 131
Session
6-Week Session I
07/14 - 07/31
07/14 - 07/31
Days
M T W Th
Times
4:00 PM - 7:30 PM
Prerequisites
EDTE 300P
Course Description
This course explores how teachers can promote equity through advocacy in educational systems. Candidates engage with current and historical perspectives about federal, state, and local bodies of educational resource allocation and decision-making; legal and policy implications of laws and important court decisions (i.e. ESEA, IDEA, Section 504, and ELL/ELD laws, Williams Case, Serrano v. Priest, Lau v. Nichols, Brown v. Board, Plessy v. Ferguson, and California’s Prop. 187, 209, 227, 58) and reflect on how these play out in the classrooms they observe at practicum sites. With a firm grounding in understanding the institutionalized inequities within the systems (schools, class, community), candidates learn about models of reform and create plans for connecting stakeholders and advocating for students. Candidates critically analyze policies that impact LGBTQ families, immigrants (documented and undocumented), English-language learners, those with disabilities, those in poverty, etc. and propose improvements to practice.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, May 4
EDTE311P Equity & Advocacy in Educational Systems (3)
TBA STAFF no-reply@sandiego.edu
CRN
52
Enrollment Limit
5
Location
MRH 145
Session
6-Week Session II
07/15 - 08/01
07/15 - 08/01
Days
M T W Th
Times
4:00 PM - 7:30 PM
Prerequisites
EDTE 300P.
Course Description
This course explores how teachers can promote equity through advocacy in educational systems. Candidates engage with current and historical perspectives about federal, state, and local bodies of educational resource allocation and decision-making; legal and policy implications of laws and important court decisions (i.e. ESEA, IDEA, Section 504, and ELL/ELD laws, Williams Case, Serrano v. Priest, Lau v. Nichols, Brown v. Board, Plessy v. Ferguson, and California’s Prop. 187, 209, 227, 58) and reflect on how these play out in the classrooms they observe at practicum sites. With a firm grounding in understanding the institutionalized inequities within the systems (schools, class, community), candidates learn about models of reform and create plans for connecting stakeholders and advocating for students. Candidates critically analyze policies that impact LGBTQ families, immigrants (documented and undocumented), English-language learners, those with disabilities, those in poverty, etc. and propose improvements to practice.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 22
EDTE311P Equity & Advocacy in Educational Systems (3)
TBA STAFF no-reply@sandiego.edu
CRN
53
Enrollment Limit
5
Location
MRH 141
Session
6-Week Session II
07/15 - 08/01
07/15 - 08/01
Days
M T W Th
Times
4:00 PM - 7:30 PM
Prerequisites
EDTE 300P.
Course Description
This course explores how teachers can promote equity through advocacy in educational systems. Candidates engage with current and historical perspectives about federal, state, and local bodies of educational resource allocation and decision-making; legal and policy implications of laws and important court decisions (i.e. ESEA, IDEA, Section 504, and ELL/ELD laws, Williams Case, Serrano v. Priest, Lau v. Nichols, Brown v. Board, Plessy v. Ferguson, and California’s Prop. 187, 209, 227, 58) and reflect on how these play out in the classrooms they observe at practicum sites. With a firm grounding in understanding the institutionalized inequities within the systems (schools, class, community), candidates learn about models of reform and create plans for connecting stakeholders and advocating for students. Candidates critically analyze policies that impact LGBTQ families, immigrants (documented and undocumented), English-language learners, those with disabilities, those in poverty, etc. and propose improvements to practice.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 22
EDTE311P Equity & Advocacy in Educational Systems (3)
TBA STAFF no-reply@sandiego.edu
CRN
45
Enrollment Limit
5
Location
MRH
Session
6-Week Session II
07/13 - 07/30
07/13 - 07/30
Days
M T W Th
Times
4:00 PM - 7:30 PM
Prerequisites
EDTE 300P.
Course Description
This course explores how teachers can promote equity through advocacy in educational systems. Candidates engage with current and historical perspectives about federal, state, and local bodies of educational resource allocation and decision-making; legal and policy implications of laws and important court decisions (i.e. ESEA, IDEA, Section 504, and ELL/ELD laws, Williams Case, Serrano v. Priest, Lau v. Nichols, Brown v. Board, Plessy v. Ferguson, and California’s Prop. 187, 209, 227, 58) and reflect on how these play out in the classrooms they observe at practicum sites. With a firm grounding in understanding the institutionalized inequities within the systems (schools, class, community), candidates learn about models of reform and create plans for connecting stakeholders and advocating for students. Candidates critically analyze policies that impact LGBTQ families, immigrants (documented and undocumented), English-language learners, those with disabilities, those in poverty, etc. and propose improvements to practice.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 22
EDTE311P Equity & Advocacy in Educational Systems (3)
TBA STAFF no-reply@sandiego.edu
CRN
46
Enrollment Limit
5
Location
MRH
Session
6-Week Session II
07/13 - 07/30
07/13 - 07/30
Days
M T W Th
Times
4:00 PM - 7:30 PM
Prerequisites
EDTE 300P.
Course Description
This course explores how teachers can promote equity through advocacy in educational systems. Candidates engage with current and historical perspectives about federal, state, and local bodies of educational resource allocation and decision-making; legal and policy implications of laws and important court decisions (i.e. ESEA, IDEA, Section 504, and ELL/ELD laws, Williams Case, Serrano v. Priest, Lau v. Nichols, Brown v. Board, Plessy v. Ferguson, and California’s Prop. 187, 209, 227, 58) and reflect on how these play out in the classrooms they observe at practicum sites. With a firm grounding in understanding the institutionalized inequities within the systems (schools, class, community), candidates learn about models of reform and create plans for connecting stakeholders and advocating for students. Candidates critically analyze policies that impact LGBTQ families, immigrants (documented and undocumented), English-language learners, those with disabilities, those in poverty, etc. and propose improvements to practice.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Monday, June 22
EDTE316 Technology & Learning (3)
CRN
134
Enrollment Limit
5
Location
MRH 127
Session
January Intersession
01/04 - 01/21
01/04 - 01/21
Times
4:00 PM - 7:30 PM
Course Description
Note: This class meets MTWRF 1/4- 1/8 and MTWR 1/11 - 1/14 and TWR 1/19 - 1/21.
Instructional technology integration (sometimes called EdTech) is a crucial part of preparing our PK-12 students for their futures. New and emerging technologies are what your students will be using to learn and complete projects. It can also be a means to enhance learning, improve motivation, increase accessibility, individualize instruction, and improve communication with parents and stakeholders. This course will support you in developing your skills as you implement technology to support the full range of needs of your own students now and in the future. This course guides candidates in learning and applying the most current uses of technology in the classroom to support instruction, progress monitoring, and communication between students, teachers, and families. Candidates will effectively incorporate technology and assistive technology using the principles of Universal Design for Learning (UDL), Multi-Tiered System of Support (MTSS), and the standards from the International Society for Technology in Education (ITSE) to support access to and engagement of the curriculum for learners within multiple settings. Candidates will learn about community resources and agencies supporting assistive technology for learners and families.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, December 5
EDTE316 Technology & Learning (3)
TBA STAFF no-reply@sandiego.edu
Course Description
Note: This course meets WRF the week of 1/3 - 1/5, MTWR the week of 1/8 - 1/11, TWR the week of 1/16 - 1/18 and MT the week of 1/22 - 1/23. Instructional technology integration (sometimes called EdTech) is a crucial part of preparing our PK-12 students for their futures. New and emerging technologies are what your students will be using to learn and complete projects. It can also be a means to enhance learning, improve motivation, increase accessibility, individualize instruction, and improve communication with parents and stakeholders. This course will support you in developing your skills as you implement technology to support the full range of needs of your own students now and in the future. This course guides candidates in learning and applying the most current uses of technology in the classroom to support instruction, progress monitoring, and communication between students, teachers, and families. Candidates will effectively incorporate technology and assistive technology using the principles of Universal Design for Learning (UDL), Multi-Tiered System of Support (MTSS), and the standards from the International Society for Technology in Education (ITSE) to support access to and engagement of the curriculum for learners within multiple settings. Candidates will learn about community resources and agencies supporting assistive technology for learners and families.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, December 5
EDTE316 Technology & Learning (3)
TBA STAFF no-reply@sandiego.edu
CRN
22
Enrollment Limit
5
Location
MRH 135
Session
January Intersession
01/06 - 01/10
01/06 - 01/10
Days
M T W Th F (T W Th)
Times
4:00 PM - 7:30 PM
Course Description
Instructional technology integration (sometimes called EdTech) is a crucial part of preparing our PK-12 students for their futures. New and emerging technologies are what your students will be using to learn and complete projects. It can also be a means to enhance learning, improve motivation, increase accessibility, individualize instruction, and improve communication with parents and stakeholders. This course will support you in developing your skills as you implement technology to support the full range of needs of your own students now and in the future. This course guides candidates in learning and applying the most current uses of technology in the classroom to support instruction, progress monitoring, and communication between students, teachers, and families. Candidates will effectively incorporate technology and assistive technology using the principles of Universal Design for Learning (UDL), Multi-Tiered System of Support (MTSS), and the standards from the International Society for Technology in Education (ITSE) to support access to and engagement of the curriculum for learners within multiple settings. Candidates will learn about community resources and agencies supporting assistive technology for learners and families.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, December 5
EDTE316 Technology & Learning (3)
TBA STAFF no-reply@sandiego.edu
CRN
23
Enrollment Limit
5
Location
MRH 131
Session
January Intersession
01/06 - 01/10
01/06 - 01/10
Days
M T W Th F (T W Th)
Times
4:00 PM - 7:30 PM
Course Description
Instructional technology integration (sometimes called EdTech) is a crucial part of preparing our PK-12 students for their futures. New and emerging technologies are what your students will be using to learn and complete projects. It can also be a means to enhance learning, improve motivation, increase accessibility, individualize instruction, and improve communication with parents and stakeholders. This course will support you in developing your skills as you implement technology to support the full range of needs of your own students now and in the future. This course guides candidates in learning and applying the most current uses of technology in the classroom to support instruction, progress monitoring, and communication between students, teachers, and families. Candidates will effectively incorporate technology and assistive technology using the principles of Universal Design for Learning (UDL), Multi-Tiered System of Support (MTSS), and the standards from the International Society for Technology in Education (ITSE) to support access to and engagement of the curriculum for learners within multiple settings. Candidates will learn about community resources and agencies supporting assistive technology for learners and families.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, December 5
EDTE316 Technology & Learning (3)
TBA STAFF no-reply@sandiego.edu
CRN
20
Enrollment Limit
5
Location
LC 209
Session
January Intersession
01/05 - 01/09
01/05 - 01/09
Days
M T W Th F (T W Th)
Times
4:00 PM - 7:20 PM
Course Description
Instructional technology integration (sometimes called EdTech) is a crucial part of preparing our PK-12 students for their futures. New and emerging technologies are what your students will be using to learn and complete projects. It can also be a means to enhance learning, improve motivation, increase accessibility, individualize instruction, and improve communication with parents and stakeholders. This course will support you in developing your skills as you implement technology to support the full range of needs of your own students now and in the future. This course guides candidates in learning and applying the most current uses of technology in the classroom to support instruction, progress monitoring, and communication between students, teachers, and families. Candidates will effectively incorporate technology and assistive technology using the principles of Universal Design for Learning (UDL), Multi-Tiered System of Support (MTSS), and the standards from the International Society for Technology in Education (ITSE) to support access to and engagement of the curriculum for learners within multiple settings. Candidates will learn about community resources and agencies supporting assistive technology for learners and families.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, December 5
EDTE316(1) Technology & Learning (3)
Nathan Swett nswett@sandiego.edu
Course Description
Course meets MTWRF between January 3 -7, MTWR between January 10-13 and TWR between January 18-20.
Instructional technology integration (sometimes called EdTech) is a crucial part of preparing our PK-12 students for their futures. New and emerging technologies are what your students will be using to learn and complete projects. It can also be a means to enhance learning, improve motivation, increase accessibility, individualize instruction, and improve communication with parents and stakeholders. This course will support you in developing your skills as you implement technology to support the full range of needs of your own students now and in the future. This course guides candidates in learning and applying the most current uses of technology in the classroom to support instruction, progress monitoring, and communication between students, teachers, and families. Candidates will effectively incorporate technology and assistive technology using the principles of Universal Design for Learning (UDL), Multi-Tiered System of Support (MTSS), and the standards from the International Society for Technology in Education (ITSE) to support access to and engagement of the curriculum for learners within multiple settings. Candidates will learn about community resources and agencies supporting assistive technology for learners and families.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, December 5
EDTE316(1) Technology & Learning (3)
Course Description
Meeting Times: WRF 1/4 - 1/6. MTWR 1/9 - 1/12. TWR 1/17 - 1/19. MT 1/23 - 1/24. Instructional technology integration (sometimes called EdTech) is a crucial part of preparing our PK-12 students for their futures. New and emerging technologies are what your students will be using to learn and complete projects. It can also be a means to enhance learning, improve motivation, increase accessibility, individualize instruction, and improve communication with parents and stakeholders. This course will support you in developing your skills as you implement technology to support the full range of needs of your own students now and in the future. This course guides candidates in learning and applying the most current uses of technology in the classroom to support instruction, progress monitoring, and communication between students, teachers, and families. Candidates will effectively incorporate technology and assistive technology using the principles of Universal Design for Learning (UDL), Multi-Tiered System of Support (MTSS), and the standards from the International Society for Technology in Education (ITSE) to support access to and engagement of the curriculum for learners within multiple settings. Candidates will learn about community resources and agencies supporting assistive technology for learners and families.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, December 5
EDTE316(2) Technology & Learning (3)
Christopher Garcia cbgarcia@sandiego.edu
Course Description
Course meets MTWRF between January 3 -7, MTWR between January 10-13 and TWR between January 18-20.
Instructional technology integration (sometimes called EdTech) is a crucial part of preparing our PK-12 students for their futures. New and emerging technologies are what your students will be using to learn and complete projects. It can also be a means to enhance learning, improve motivation, increase accessibility, individualize instruction, and improve communication with parents and stakeholders. This course will support you in developing your skills as you implement technology to support the full range of needs of your own students now and in the future. This course guides candidates in learning and applying the most current uses of technology in the classroom to support instruction, progress monitoring, and communication between students, teachers, and families. Candidates will effectively incorporate technology and assistive technology using the principles of Universal Design for Learning (UDL), Multi-Tiered System of Support (MTSS), and the standards from the International Society for Technology in Education (ITSE) to support access to and engagement of the curriculum for learners within multiple settings. Candidates will learn about community resources and agencies supporting assistive technology for learners and families.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, December 5
EDTE316(2) Technology & Learning (3)
Course Description
Meeting Times: WRF 1/4 - 1/6. MTWR 1/9 - 1/12. TWR 1/17 - 1/19. MT 1/23 - 1/24. Instructional technology integration (sometimes called EdTech) is a crucial part of preparing our PK-12 students for their futures. New and emerging technologies are what your students will be using to learn and complete projects. It can also be a means to enhance learning, improve motivation, increase accessibility, individualize instruction, and improve communication with parents and stakeholders. This course will support you in developing your skills as you implement technology to support the full range of needs of your own students now and in the future. This course guides candidates in learning and applying the most current uses of technology in the classroom to support instruction, progress monitoring, and communication between students, teachers, and families. Candidates will effectively incorporate technology and assistive technology using the principles of Universal Design for Learning (UDL), Multi-Tiered System of Support (MTSS), and the standards from the International Society for Technology in Education (ITSE) to support access to and engagement of the curriculum for learners within multiple settings. Candidates will learn about community resources and agencies supporting assistive technology for learners and families.
Note: Course will be canceled if there are fewer than six (6) paid students enrolled as of Friday, December 5
The University of San Diego reserves the right to change without notice any courses and curricula.
* Placement exam is required.