Child Development
School of Education
510.430.3170
education@mills.edu
The School of Education offers a major and a minor in child development that encourages students to take courses in other departments. The study of children has special significance at Mills, which in 1926 opened the first campus nursery school on the West Coast as a laboratory for child study and professional training of teachers. Child development is an interdisciplinary major grounded in the study of human growth and development. Students observe and participate in the Children's School during their studies, gaining hands-on, mentored experience developing, using, and evaluating early childhood curricula with children from infancy through preschool.
The major in child development aligns with the requirements for the state of California, providing eligibility for a student to apply to become a child development master teacher or to receive a site supervisor permit for teaching in preschool and day-care centers.
The study of child development forms a strong basis for graduate school in education, psychology, and social work, and for a variety of careers, including nonprofit work, educational industry, and formal and informal learning environments such as preschools and museums.
Learning Outcomes
- Identify and distinguish different theoretical perspectives and practical knowledge to understand and support child development and learning.
- Conduct investigations of children's learning to demonstrate evidence of responsibility for students' own learning.
- Examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture.
- Develop collegial relationships with fellow students and faculty through in-class and project work.
- Integrate theoretical and scientific knowledge in their applied work.
Majors
Child Development—BA
Child Development and Elementary Education—BA
Minors
Peralta Partnership
Child Development and Elementary Education—BA
Accelerated Degree Programs
BA/MA Child Development & Elementary Education
BA/MA Early Childhood Education
BA/MA Early Childhood Special Education/Teaching Credential
BA/MA Education/Teaching Credential
EDUC MTG: Education Department Meetings (0 Credits)
EDUC 025: Inquiry and Action in Urban Contexts (3-4 Credits)
This course combines classroom-based learning with supervised action-oriented field research that emphasizes asset-based social change. Building upon student experiences and interests students will partner with a local urban school or community organization to identify a) core areas of research need; b) meaningful inquiry practices to illuminate these needs; and c) actions to address these needs. The course will culminate in a day of inquiry and action with our school/community partners.
Note(s): First years and sophomores should contact the instructor if they are interested in enrolling. As this course is an intensive fieldwork course, enrollment is capped at 15. Limit 15 students. Open to sophomores, juniors, seniors, and graduate students.
Program Goals:
Education (BA) Program Goals
- Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Practiced, Mastered)
- Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
- Students will learn to implement change through creating environments where students thrive.
- Students will learn to organize change planning by organizing teams of people to develop new ideas.
- Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Practiced)
- Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
- Students will promote the awareness and understanding of diverse populations in the school and community.
- Students will learn to implement change through improving teaching and learning.
- Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Practiced, Mastered)
- Students will gain knowledge of the political nature of education and its impact on the community.
- Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
- Students will learn how processes of development, teaching and learning unfold. (Introduced, Practiced, Mastered)
- Students will demonstrate knowledge of how the processes of human development unfold.
- Students will demonstrate knowledge of theories of teaching and learning.
- Students will demonstrate knowledge of theories of curriculum.
- Students will learn to address educational issues through research, theory and their leadership development. (Introduced, Practiced, Mastered)
- Students will demonstrate knowledge of issues in education.
- Students will form research questions which will be pursued through course work.
- Students will analyze and identify the origins of modern thinking about schooling in the United States.
EDUC 036: Introduction to Development and Learning in Young Children (3 Credits)
Overview of developmental processes related to planning educational programs for young children, with an emphasis on cognitive development. Implications of physical, cognitive, affective, and social development for learning will be studied, all through a cultural lens. Content will cover typical and atypical development, prenatal through elementary.
Note(s): Required for all child development majors. Limit 30 students.
Meets the following Core requirements: Critical Analysis
Meets the following Gen Ed requirements: Human Institutions and Behavior, Multicultural Perspectives
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
- Identify the major theoretical frameworks in the field: including constructivist (Piaget) socio-cultural (Vygotsky), psycho-analytic (Freud), and social learning (Bandura) and the explanatory power and weakness of each.
- Identify significant debates (e.g., nature vs. nurture) and discuss new research in the field of cognitive development.
- Prepare students to be learners and to take responsibility for their own learning (Practiced)
- Conduct and report careful observations of children’s learning, and interpret the observations in relation to cognitive theory and research.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
- Understand the applications of different theories of cognitive development for practice with children of differing experiences, needs, and abilities.
- Articulate how children’s cognitive development may relate to specific sociocultural contexts.
- Articulate the role of play in the development of symbols, problem solving, and abstract thought.
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Practiced)
- Participate in weekly discussions and activities that require careful listening, active participation of all members, respect for a variety of perspectives (including a non-reactive, non-judgmental stance with dissenting opinions) and synthesis of the group's ideas into a presentable product (e.g. summary statement, notes, poster, demonstration.).
Core Goals:
Critical Analysis
- Students will critically analyze information and ideas. (Introduced, Practiced)
- Students will produce thought papers which examine issues from the readings, lectures, as well as practice. Students will be expected to synthesize this information, taking a critical lens.
- Students will examine issues from multiple perspectives. (Introduced, Practiced)
- Students will engage weekly with different perspectives on children's development (socio-cultural, constructivist, psychoanalytic, etc.).
- Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Introduced, Practiced)
- Students will integrate information from classical theories of development with current developmental theory, and they will use these to guide their own interpretations of developmental data as part of designing their own study of development.
- Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Introduced, Practiced)
- In this course, students will be introduced to how the methods we use and the approaches we have taken to studying children's development directly impact our knowledge of children's development. Students will critically engage with issues of sampling, bias, culture, and socio-historic context when understanding the different theoretical perspectives and findings about children's development.
- Students will develop discernment, facility and ethical responsibility in using information. (Introduced, Practiced)
- Students will be introduced to principles of human subjects protection, as part of their understanding of the research process and how we understand the development of young children. As part of their final project, students will engage with issues of consent, ethical handling of data, and anonymity.
- Students will engage as active participants in the College's intellectual community. (Introduced, Practiced)
- Students will be asked to take multiple perspectives on children's development, attending campus talks and events designed to offer various perspectives. In addition, students will be engaged with the laboratory school at Mills College.
General Education Goals:
Human Institutions & Behavior
- Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior (Introduced, Practiced, Mastered)
- This course is on the topic of children's development, and involves an understanding of research- how do we understand children's development- in terms of our theoretical lenses, our empirical methods, and issues regarding ethics in research with young children.
- Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining (Introduced, Practiced, Mastered)
- This course will involve psychology, education, sociology, and cognitive science in order to understand various perspectives on children's development.
- Have a command of the basic concepts from one of the disciplines (Introduced, Practiced, Mastered)
- Students will develop the core understanding of developmental theories and how they are used to explain children's development.
- Apply basic findings from one of the disciplines (Introduced, Practiced)
- Students will use readings and research (depending on their level) to directly interpret data they collect on children's behavior, with the goal of explaining development.
- Understand how theories of human behavior are tested scientifically (Introduced, Practiced)
- Students will engage with readings, videos, and response papers to explain different methods of understanding children's development. From cognitive science models to developmental psychological studies in the laboratory, to classroom interventions- students develop an understanding of a diversity of methods.
- Recognize that human behavior is affected by factors ranging from the psychological to the global (Introduced, Practiced, Mastered)
- Students will integrate models of children's development which engage with individual factors, as well as broader issues of development (biology) and context (culture, socio-historic context).
Multicultural Perspectives
- Demonstrate understanding of culture and cultural identities as dynamic rather than fixed categories, and describe the diverse ways in which they are produced, transformed, and maintained (Introduced, Practiced, Mastered)
- Development will be studied through the lens of a rich cultural context. Sampling issues and bias will be introduced as a way to examine the validity of cross-cultural research. The dynamic relation between children's development and cultural context will also be examined when examining issues of children's learning at home and school.
- Demonstrate knowledge of the history of racial and ethnic formation and stratification in national and transnational contexts, considering the intersections of race, ethnicity, class, gender, and sexuality (Introduced, Practiced)
- Race, ethnicity, class, gender, and sexuality will be studied as they relate to how we study children's development, taking a critical lens on published research which has defined and used these factors in various ways. The relation between these constructs and practices will be discussed in student papers and projects.
- Describe how two or more ethnic groups have interacted in different historical contexts, and be able to discuss the dynamics of that relationship (Introduced, Practiced)
- Students will engage with readings covering cross-cultural research and in lecture and discussion will closely examine the ways researcher and teacher bias may impact our understanding of children's development.
- Demonstrate an understanding of processes of group formation and describe how marginalized groups have used diverse strategies to challenge racism and discrimination (Introduced, Practiced)
- In this class, students are examining the origins of self-identity and how children's development is impacted by stereotype threat, racism, and discrimination as early as infancy, through elementary school.
- Demonstrate knowledge of the history of and current debates surrounding the concept of multiculturalism, particularly with regard to racism and anti-racism (Introduced, Practiced, Mastered)
- This course will examine the concept of multiculturalism through critically evaluating our current understanding and practice of "multicultural pedagogy" in the early care and elementary school. History of oppressed groups will be used as a context to understanding cultural issues in parenting.
- Deploy the necessary critical tools to reflect on the artistic, literary, and intellectual traditions of marginalized groups-both nationally and internationally-and to appreciate the diversity of human thought and experience (Introduced, Practiced, Mastered)
- Students will develop an understanding of how to read a research article deeply, to engage in critical discussion of how marginalized groups are represented in the literature and how to involve diversity in our developmental theories, and creation of programs and curricula.
EDUC 091: ISSUES IN WOMEN'S EDUC (0.25-1.25 Credits)
EDUC 099: Teach & Lrng: Intro to Educ (0.25-1.25 Credits)
EDUC 100: Introduction to Working in the Child Care Field (2 Credits)
Overview of the child care field examining major theorists, approaches, and delivery systems. Defining appropriate practices and identifying the major challenges to working with young children in group settings.
Note(s): Must be enrolled in the early childhood BA for working professionals Limit 15 students. Open to majors only.
Instructor Consent Required: Y
EDUC 100A: Curriculum and Instruction in the Elementary School (3 Credits)
EDUC 100A and 100B present an overview of curriculum and instruction issues for all elementary credential candidates. Fall: general approaches to classroom management, lesson planning, and methods of teaching and assessment in diverse settings are considered through the lenses of equity and social justice. Spring: these ideas are applied to specific areas¿social studies, science, art, music, drama, and physical education. Review of health-related issues, including mainstreaming, are examined throughout the year.
Note(s): Open to undergraduates admitted to the education 4 + 1 program. Limit 35 students.
EDUC 100B: Curriculum and Instruction in the Elementary School (3 Credits)
EDUC 100A and 100B present an overview of curriculum and instruction issues for all elementary credential candidates. Fall: general approaches to classroom management, lesson planning, and methods of teaching and assessment in diverse settings are considered through the lenses of equity and social justice. Spring: these ideas are applied to specific areas—social studies, science, art, music, drama, and physical education. Review of health-related issues, including mainstreaming, are examined throughout the year.
Note(s): Open only to undergraduates admitted to the education 4+1 program. Limit 35 students. Open to undergraduates only. Open to juniors and seniors only.
EDUC 101: Social Foundations of Education (3 Credits)
Overview of the historical, philosophical, and social influences shaping educational practices, beliefs, and goals through history, from the Greeks to the present, focusing on major historical events and selected educational reformers. This course (or an approved equivalent) is required for all credential candidates who earn master's degrees, and is strongly recommended for students in early childhood education. It is also recommended for all Mills students who are interested in schools and their role in society.
Program Goals:
Education, Teaching Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
- Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Demonstrate collaboration and collegiality. (Introduced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
- Collaboration in Research: Demonstrate the ability to work together in a research situation.
EDUC 102: Teaching for Diversity (3 Credits)
Emphasizes the effects of cultural, racial, gender, and social class influences on what children learn and how they are taught.
EDUC 103: Public Policy: Children, Youth, and Family Issues (3 Credits)
Provides an overview of theory and trends in public policy and federal programs affecting services for children and families. Examination of the networks of agencies, the legislative maze and process at both state and federal levels, advocacy and lobbying, and ways of identifying sources of funding in both the public and private sectors.
Note(s): Open to sophomores, juniors, seniors, and graduate students.
Program Goals:
Child Development Program Goals
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
EDUC 103A: Teaching Children Mathematics and Science 1 (3 Credits)
This course is designed to familiarize students with pedagogy and content knowledge required for the teaching of math and science in elementary schools with diverse learners. An interdisciplinary approach will be taken that incorporates both math and science teaching and learning with a focus on how these subjects inform and build on one another. We will engage with relevant recent research, current standards, and state frameworks in order to understand our role as elementary math and science educators. We will also work to explore both the place of math and science in the elementary school.
Note(s): Restricted to students enrolled in Teachers for Tomorrow's Schools. Graduate students, and Seniors accepted into the 4+1 Teachers for Tomorrow's Schools program, do not need instructor permission. Undergraduate Juniors who intend to apply to Teachers for Tomorrow's Schools should secure instructor permission. Limit 35 students.
Instructor Consent Required: Y
EDUC 103B: Teaching Children Mathematics II (3 Credits)
This course is designed to familiarize students with current recommendations from current research, the state of California, and other experienced educators on the content of elementary school mathematics and on the strategies for the teaching of that content to diverse populations of students. This is part two of a two-part sequence.
Note(s): Prereq EDUC 103A or permission of instructor. Restricted to students in Teachers for Tomorrow's Schools. Graduate students and seniors accepted into the Teachers for Tomorrow's Schools program do not need instructor permission. Undergraduate juniors who intent to apply to Teachers for Tomorrow's Schools should secure instructor permission. Limit 35 students. Open to seniors only.
EDUC 105: Trauma Informed Leadership (4 Credits)
This course is designed to help students preparing to be public school administrators develop personal insights, interpersonal skills, and management practices for leading diverse, inclusive programs and organizations with a focus on trauma-informed educational practices and English Language Learner (ELL) programs. This course will introduce students to the core concepts (general theory and foundational knowledge), informing evidence-based assessment and intervention for traumatized children and adolescents. Strength-based practice will be highlighted along with a focus on the identification
Note(s): This course is required for administrative credential students. Limit 35 students.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Students will read theory informing evidence-based assessment and intervention for traumatized children and youth.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Students will develop plans of action for implementing trauma-informed professional development at their schools.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 106: Legal Aspects and Program Design of Special Education (3 Credits)
Course provides historical and current analysis of the social, legal, and ethical practices of special education. Students develop competencies in developing individualized programs for children with disabilities (IEPs and IFSPs) and in designing curriculum that supports learning in the least restrictive environment, including accommodations and modifications.
Note(s): Due to content and fieldwork requirement it is recommended that students in course are undergraduates closer to graduation / professional practice. Limit 20 students.
Meets the following Core requirements: Critical Analysis, Community Engagement
Core Goals:
Critical Analysis
- Students will critically analyze information and ideas. (Practiced)
- Reflective journals, collaborative curriculum project.
- Students will examine issues from multiple perspectives. (Practiced)
- Reflective journals and class discussions.
- Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Practiced)
- Historical analysis of treatment of people with disabilities.
- Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Practiced)
- Students will analyze how historical perspectives of disability affect contemporary educational issues for students with disabilities, writing a report and educational plan for a student.
- Students will develop discernment, facility and ethical responsibility in using information. (Practiced)
- Reflective journals on legal and ethical requirements of teachers with confidential student information; collaborative curriculum project.
- Students will engage as active participants in the College's intellectual community. (Practiced)
- Multiple readings, reflective journals, class discussions, collaborative projects.
Community Engagement
- Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
- Classroom observations and teacher interviews
- Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
- Classroom observations and teacher interviews
- Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Practiced)
- Collaborative curriculum project with classmates and reflection of process.
EDUC 108: Positive Behavior Supports and Intervention (3 Credits)
This course will provide candidates with comprehensive study and application of positive behavioral approaches for young children with disabilities. Students will learn how to design learning communities at the classroom and school-wide level that prevent and reduce problematic behaviors. Students will assess individual behavior and design a positive behavioral intervention that is considerate of the child’s culture and is in alignment with federal law.
Note(s): Due to content and fieldwork requirement it is recommended that undergraduate students are closer to graduation / professional practice and have a foundational understanding of education philosophies. Limit 20 students.
Meets the following Core requirements: Critical Analysis
Core Goals:
Critical Analysis
- Students will critically analyze information and ideas. (Practiced)
- Multiple readings and written reflections, class discussion, development of behavior plan based on individual needs of a student.
- Students will examine issues from multiple perspectives. (Practiced)
- Multiple readings and written reflections, class discussion, interviews with classroom staff.
- Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Practiced)
- Multiple readings and written reflections on historical and contemporary theories of behavior.
- Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Practiced)
- Multiple readings and written reflections on historical and contemporary theories of behavior; implementation of theories and creative approaches in collaborative behavior plan.
- Students will develop discernment, facility and ethical responsibility in using information. (Practiced)
- Students will collaborate with course peers and classroom staff, using data to inform development of a behavior plan within the legal and ethical requirements.
- Students will engage as active participants in the College's intellectual community. (Practiced)
- Multiple readings and written reflections, class discussion, collaborative development of a behavior intervention plan.
EDUC 109: Chicanas/os/xs in Education (3-4 Credits)
This course presents a theoretical and empirical overview of Chicana/o/x educational issues in the U.S. Special emphasis will be placed on understanding the intersecting effects of race, gender, class, and immigration status on Chicana/o/x educational attainment and achievement. The course will also provide a critical understanding of how historical, social, political, economic, and spatial forces impact the Chicana and Chicano educational experience.
Note(s): Open to sophomores, juniors, seniors, and graduate students.
Meets the following Core requirements: Critical Analysis
Meets the following Gen Ed requirements: Multicultural Perspectives
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced, Practiced, Mastered)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Introduced, Practiced, Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
Core Goals:
Critical Analysis
- Students will critically analyze information and ideas. (Introduced, Practiced)
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Students will undertake an approach where the dominant narratives around Chicanx educational attainment will be explored. Theories challenging and supporting the root causes of inequality will be explored.
- Students will examine issues from multiple perspectives. (Introduced, Practiced)
- Students will demonstrate through their weekly critical reflections an understanding of competing perspectives that explore the social, historical, political processes for Chicanx education. Guest lecture material also explores the eugenicist origins (an resistance to it) that guided the early parts of the 20th century of Chicanx education in U.S. schools.
- The final course assignment allows for an exploration of challenges Chicanx students experience as well as other groups through the K-20 educational pipeline.
- Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Introduced, Practiced)
- The course readings present a great variety of readings from scholars within and outside of the field of education. The course readings, media artifacts, and co-curricular assignments are historical and contemporary and make linkages from the past to the present. Students will demonstrate in their critical weekly reflections and their final paper how past inequitable policies have shaped contemporary access to education and opportunities.
- Students will explore three historical documentaries including "Fear and Loathing at Hoover Elementary", The Mendez vs Westminster film, and Stolen Education which all examine Chicanx experiences with historical marginalization. In corresponding assignments including Critical Weekly reflections, students are asked to draw links to the present day.
- Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Introduced)
- Students will reveal through their critical weekly reflections, class discussions and presentations, a deeper understanding of questions and ideas through the framing for the final paper. Chicanx educational inequality is deeply rooted in part on unjust structural treatment including racism and discrimination. Student responses will reflect an understanding of the structural elements of this inequality and will view an assortment of media artifacts that will help shape their understanding of this.
- Students will develop discernment, facility and ethical responsibility in using information. (Introduced)
- Students will through the course material better understand how civic engagement the Chicanx community brought about local, regional, and macro change across historical themes. Critical reflections will demonstrate greater clarity and knowledge and understanding of key topics in Chicanx education.
- Students will engage as active participants in the College's intellectual community. (Practiced)
- Students from the course participate in campus speaking series events or other Chicanx related engagements during the course.
General Education Goals:
Multicultural Perspectives
- Demonstrate understanding of culture and cultural identities as dynamic rather than fixed categories, and describe the diverse ways in which they are produced, transformed, and maintained (Practiced)
- Students will be exposed through a series of class reading to a historical understanding of Chicanx education that reveals a principal function of schooling for this group being one of being separate and unequal. Their writing will demonstrate this understanding and insight as well as how the Chicanx community has resisted to this historical treatment.
- A key function of this course is to help students develop asset based perspectives towards communities of color. Students will critique and unpack cultural deficit theories that have long been a dominant explanation to explain the educational attainment of Chicanx and other minoritized groups.
- Demonstrate knowledge of the history of racial and ethnic formation and stratification in national and transnational contexts, considering the intersections of race, ethnicity, class, gender, and sexuality (Practiced)
- Students will demonstrate their understanding of intersectionality as it relates to educational processes and outcomes for Chicanx and other minoritized groups.
- Describe how two or more ethnic groups have interacted in different historical contexts, and be able to discuss the dynamics of that relationship (Introduced)
- The course also explores the experiences of Chicanx within the context of whitestream schooling in the U.S. Through several court cases like Mendez v Westminster, Brown v Board of Education and Hernandez et al. v. Driscoll Consolidated Independent School District students learn how the numerous racial/ethnic groups have sued the federal government for equal educational treatment.
- While the course is centered on the educational experiences of Chicanx, the course also examines the experiences of other Latinx subgroups including Central Americans and speaks to the variability of experiences that overlap and diverge due to language, immigration status, and phenotype.
- Demonstrate an understanding of processes of group formation and describe how marginalized groups have used diverse strategies to challenge racism and discrimination (Introduced)
- This class explores the contemporary immigrant rights movement (including undocumented student organizing), fight for ethnic studies in Arizona, bilingual education movement, several court cases (Mendez v Westminster among others), as well as parent organizing at the local level for educational justice.
- Demonstrate knowledge of the history of and current debates surrounding the concept of multiculturalism, particularly with regard to racism and anti-racism (Introduced)
- Students' written critical reflection will demonstrate an understanding of how white supremacy has shaped educational (in)opportunity for Chicanx and other minoritized populations. From separate schools, to corporal punishment in schools for speaking their home language, to experiencing tracking resulting from culturally biased assessments, to students recognizing how normative schools structures negate the (non-dominant forms of) cultural capital that students and their families posses.
- Students will remain committed to staying with and in challenging conversations and learning processes around race, racism, immigration, and privilege.
- Deploy the necessary critical tools to reflect on the artistic, literary, and intellectual traditions of marginalized groups-both nationally and internationally-and to appreciate the diversity of human thought and experience (Practiced)
- Students in the course will be able to identify numerous ways that Critical Race and Gender scholars have utilizes numerous concepts and theories including Chicana Feminist Epistemologies, Community Cultural Wealth, Transformational Resistance, Racial Micro-Aggression, and sset Based Pedagogy. Students will explore different methods through their readings and critical reflections of conducting research including critical race counterstories and Quantitative Intersectionality will be explored to demonstrate qualitative and quantitative approaches to understanding Chicanx experiences in education.
- By the culmination of the course students will be able to identify a variety of ways of explaining Chicanx educational inequality. Students will be able to identify the origins of issues to the larger theoretical traditions that form the intellectual lineage for the course concepts. They will be able to note why particular intellectual traditions form part of the dominant narratives around Chicanx schooling.
EDUC 110: Communities, Schools, and Critical Social Theory (4 Credits)
This course examines the links between schools and the social structure—the social, economic and political factors that have shaped conditions in urban schools and communities. For instance, the socioeconomic context of urban schools provides an important examination of the role of schooling in a stratified society and provides the theoretical grounding for the course. Critical Social Theories of race/ethnicity, class, gender, and culture will be utilized as frameworks through which to explore the development and current conditions of urban communities, schools, and society.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Through the course readings and assignments, students will use critical personal reflection, use case discussion, and review of existing social theories to examine the relationship between theories and practice.
- Students will reflect on and be able to articulate their own sense of mission, vision and purpose as leaders in education and how critical social theory has informed the aforementioned.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
- Students will participate in a group presentation where they summarize, synthesize, draw relationships between course readings and foster discussion, by providing relevant examples while creating an inclusive culture to bring in everyone into the class discussion.
- Students will complete a research project designed to help students connect to their life story and community through the lens of critical social theory.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Through class dialogue/discussions, readings, and presentations, students will expand their repertoire of strategies that foster, develop and identify school and community reforms and practices that reify and offer resistance to oppressive practices.
- Students will write a research paper utilizing course readings and evidence how they helped to expand the focus on more in depth understandings of what constitutes inter sectional forms of social oppression and how the field of education and practitioners can play a role in mediating the social toxins emanating from social oppression. This paper topic will lead towards dissertation topic development for students in the Educational Leadership Doctorate.
- Students will analyze social problems critically through class discussion and class readings.
EDUC 114: Family Systems and Cultural Diversity: Connections with Schools, Communities, and Hospital Setting (3 Credits)
This course examines the significance of cultural values, traditions, and practices in child-rearing, health, and education for children. Understanding the needs of children in a multicultural society requires knowledge of child development including expertise on a wide range of biomedical factors affecting the child in the hospital, at school, and in various community settings. Equally important is the knowledge of and sensitivity to family culture and the ability to communicate with children and parents from diverse cultures.
Note(s): Meets the state requirements for early childhood special education certification. Meets the child life requirement for Family Systems learning as set forth by the Association of Child Life Professionals. Limit 30 students. Open to undergraduates only. Open to juniors and seniors only.
Meets the following Gen Ed requirements: Multicultural Perspectives
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Introduced)
- Students identify strengths, roles, and partnerships within family systems for working with school staff, through answering questions connected to classroom readings.
- Students show understanding of Special Education laws and procedures, as indicated through written examples and classroom activities.
- Students read about cultural views related to disabilities, discuss differences during class meetings, and identify ways of bridging understandings through classroom activities on partnering with parents.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
- Students examine readings about young children with disabilities and identify issues of concern in meeting children's learning needs at school and home.
- Students discuss assessment, diagnosis, and program placement decisions of IEP teams to determine cultural sensitivity of Case Studies examined in class.
- Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Practiced)
- Students observe IEP goals and practice writing IEP goals in class.
- Students discuss IEP goals that drive classroom curriculum.
- Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Practiced)
- Students discuss and reflect upon the accompanying interactions of the interventions provided for children and families in case studies through answering questions using theoretical perspectives related to assigned readings.
- Child Life: Prepare students to participate as a member of a multidisciplinary team (Practiced)
- Students discuss effective communication strategies to use with families and practice these strategies through conducting parent interviews.
General Education Goals:
Multicultural Perspectives
- Demonstrate understanding of culture and cultural identities as dynamic rather than fixed categories, and describe the diverse ways in which they are produced, transformed, and maintained (Introduced)
- Students discuss readings about immigrant families and the acculturation process in the United States.
- Describe how two or more ethnic groups have interacted in different historical contexts, and be able to discuss the dynamics of that relationship (Introduced)
- Students read and discuss world views of families from a variety of cultural backgrounds, with a focus on inclusion of people with disabilities.
- Deploy the necessary critical tools to reflect on the artistic, literary, and intellectual traditions of marginalized groups-both nationally and internationally-and to appreciate the diversity of human thought and experience (Introduced)
- Students analyze and discuss parental views toward schools, from the perspectives of education, economics, language, ethnicity, and race.
EDUC 116: HEALTH SCIENCE/CHLD & YOUTH (0.25-1 Credits)
EDUC 120: Urban Education (3 Credits)
This course focuses on various perspectives on urban education, conditions for teaching and learning in urban public schools, and current theories of pedagogy in urban classrooms along with a close examination of a few representative and critical issues. While our focus is on schools in the United States, we will broaden our discussion at times to examine the same issues from an international perspective. Central to our study is the organization and impact of key “opportunity structures,” most critically those of race and class, in urban schools and communities.
Note(s): Open to undergraduates only.
Meets the following Gen Ed requirements: Multicultural Perspectives
Program Goals:
Education (BA) Program Goals
- Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Introduced)
- Students will learn to implement change through creating environments where students thrive.
- Students will learn to organize change planning by organizing teams of people to develop new ideas.
- Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Introduced, Mastered)
- Students will gain knowledge of the political nature of education and its impact on the community.
- Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
- Students will learn to address educational issues through research, theory and their leadership development. (Practiced, Mastered)
- Students will demonstrate knowledge of issues in education.
- Students will form research questions which will be pursued through course work.
- Students will analyze and identify the origins of modern thinking about schooling in the United States.
General Education Goals:
Multicultural Perspectives
- Demonstrate understanding of culture and cultural identities as dynamic rather than fixed categories, and describe the diverse ways in which they are produced, transformed, and maintained (Practiced)
- Students will spend one day shadowing/working with a student in an urban setting. Their written work and dialogue in class discussion will demonstrate their understanding of the dynamic and myriad identities of these youth. Their writings and comments will demonstrate insight into how the identities of "urban youth" are produced across multiple fields and how youth themselves concurrently challenge and reproduce them.
- As the class unpacks and critiques the "culture of poverty" theory and narrative, one that has long dominated explanations of success and failure in urban contexts and neighborhoods, students will remain committed to identifying and confronting these narratives and the fixed categories they depend on.
- Demonstrate knowledge of the history of racial and ethnic formation and stratification in national and transnational contexts, considering the intersections of race, ethnicity, class, gender, and sexuality (Practiced)
- Students will demonstrate their understanding of intersectionality as it relates to educational processes and outcomes.
- Describe how two or more ethnic groups have interacted in different historical contexts, and be able to discuss the dynamics of that relationship (Introduced)
- Confronting and addressing the "Black-White" binary that has long dominated discourse in education is a central issue in this course. Students' reading reflections and class participation around this issue will demonstrate their understanding of the history of the false binary and its legacies in schools, cities and youth's educational trajectories of opportunity today.
- Students will demonstrate an understanding of the historical foundations and on-going educational, social and political implications of the Model Minority Myth. Students will be able to identify and analyze how this myth is used to explain the successes and failures of various student groups and how this myth might be dismantled and confronted.
- Demonstrate an understanding of processes of group formation and describe how marginalized groups have used diverse strategies to challenge racism and discrimination (Introduced)
- Students' analysis of several current educational issues (e.g. the fight for Ethnic Studies in Arizona and California, local organizing for educational equity and legal battles for public school integration) will demonstrate their understanding of group formation, cross-racial alliances and social and institutional change strategies in various historical contexts.
- Demonstrate knowledge of the history of and current debates surrounding the concept of multiculturalism, particularly with regard to racism and anti-racism (Introduced)
- Students' participation in and reflections on classroom discussions on racism, white supremacy and anti-racism in educational settings will demonstrate their understanding of the differences between and relationships amongst power, privilege, race, racism, prejudice, and white supremacy. They will be able to provide and analyze concrete examples from their own experiences and those of other groups in relation to these concepts.
- Students will remain committed to staying with and in challenging conversations and learning processes around race, racism and privilege.
- Deploy the necessary critical tools to reflect on the artistic, literary, and intellectual traditions of marginalized groups-both nationally and internationally-and to appreciate the diversity of human thought and experience (Practiced)
- Central to this course is a "Ways of Explaining" framework that helps students to identify and evaluate the various ways of explaining (and emergent theories) that can explain complex social phenomena. As the semester progresses students will demonstrate an expanding skill set in employing this framework.
- By the end of the semester students will be able to identify at least five ways of explaining for a given educational issue. They will be able to identify and link each of these explanations to larger schools of thought and intellectual traditions. They will be able to note with particular attention how various traditions have been included or excluded from dominate narratives and theories and how those same traditions provide necessary insights for educational transformations and reforms in urban contexts.
EDUC 120SL: Urban Education (4 Credits)
This course focuses on various perspectives on urban education, conditions for teaching and learning in urban public schools, and current theories of pedagogy in urban classrooms along with a close examination of a few representative and critical issues. While our focus is on schools in the United States, we will broaden our discussion at times to examine the same issues from an international perspective. Central to our study is the organization and impact of key “opportunity structures,” most critically those of race and class, in urban schools and communities.
Note(s): Open to undergraduates only.
Meets the following Core requirements: Community Engagement
Core Goals:
Community Engagement
- Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
- Students will be committed to extending their classroom learning to local schools and communities through their service learning time throughout the semester and, ideally, beyond.
- Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
- Students will spend one day shadowing/working with a student in an urban setting. Their written work and dialogue in class discussion will demonstrate their understanding of the dynamic and myriad identities of these youth. Their writings and comments will demonstrate insight into how the identities of "urban youth" are produced across multiple fields and how youth themselves concurrently challenge and reproduce them.
- Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Practiced)
- Students' participation in and reflections on classroom discussions on racism, white supremacy and anti-racism in educational settings will demonstrate their understanding of the differences between and relationships amongst power, privilege, race, racism, prejudice, and white supremacy. They will be able to provide and analyze concrete examples from their own experiences and those in the community and school settings.
EDUC 121A: Inquiry into Leadership: Practice into Theory I (4 Credits)
Introduces students to the theory and practice of action research, with a special focus on issues of leadership in education. Emphasis on designing and implementing an action research project related to one's practice.
Meets the following Core requirements: Community Engagement
Core Goals:
Community Engagement
- Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
- Students will observe, identify, and describe curricula and pedagogies discussed in class as experienced in other Mills courses in which they are concurrently enrolled.
- Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
- Students will participate in preparing and presenting results and recommendations from their research to Mills faculty, staff, administrators, and, possibly, alumna.
- Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Practiced)
- Students will collaborate with classmates and students in other courses to define shared inquiry foci, data sources, and data analyses.
EDUC 125: Inquiry and Action in Urban Contexts (3 Credits)
This course combines classroom-based learning with supervised action-oriented field research that emphasizes asset-based social change. Building upon student experiences and interests students will partner with a local urban school or community organization to identify a) core areas of research need; b) meaningful inquiry practices to illuminate these needs; and c) actions to address these needs. The course will culminate in a day of inquiry and action with our school/community partners.
Note(s): First years and sophomores should contact the instructor if they are interested in enrolling. As this course is an intensive fieldwork course, enrollment is capped at 15. Limit 15 students. Open to sophomores, juniors, seniors, and graduate students.
Meets the following Core requirements: Community Engagement
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Students' final research projects will draw upon and demonstrate their nuanced understanding of a range of qualitative research tools.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
- Students' reflective memos will demonstrate increased understanding of the challenges of and skills need for consensus building and conflict resolution across fields, work and institutions.
- In their work with community partners students will demonstrate collaborative and open strategies in their shared efforts.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Students' dialogue in discussions and feedback in paired critiques will demonstrate their understanding of learning and educational change.
- Students' will demonstrate pedagogical insight as they lead one classroom lesson and discussion during the semester.
EDUC 125SL: Inquiry and Action in Urban Contexts (4 Credits)
This course combines classroom-based learning with supervised action-oriented field research that emphasizes asset-based social change. Building upon student experiences and interests students will partner with a local urban school or community organization to identify a) core areas of research need; b) meaningful inquiry practices to illuminate these needs; and c) actions to address these needs. The course will culminate in a day of inquiry and action with our school/community partners.
Note(s): First years and sophomores should contact the instructor if they are interested in enrolling. As this course is an intensive fieldwork course, enrollment is capped at 15. Limit 15 students. Open to sophomores, juniors, seniors, and graduate students.
Meets the following Core requirements: Community Engagement
Core Goals:
Community Engagement
- Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
- Students will meet with the course instructor and or a school community leader every other week to reflect and discuss their community engagement experiences and to discuss readings that examine urban education, qualitative research methods, educational justice and equity.
- Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
- Students will write multiple observational/reflective memos over the semester, in which they will reflect on the course content and readings, and integrate how their experience in a school or community organization has been meaningful.
- Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Practiced)
- Students will read multiple book chapters and journal articles on urban education, social justice, researcher positionality, best qualitative methods approaches for ethical engagement with urban communities and schools.
- Students will write multiple observational/reflective memos which will be integrated into a final course paper that examines their work in a school or community organization, its relation to the course readings at Mills, through various qualitative method approaches.
EDUC 127: Issues of Race and Ethnicity in Education (4 Credits)
This course will explore the social, cultural, economic, pedagogical, and psychological experiences of race and ethnicity in schools and classrooms. We will focus on developing a deeper understanding of the ways race and ethnicity shape students' educational experiences; investigating why even well-meaning educational reforms often fail to adequately address racial and ethnic inequity in education; and exploring effective efforts to better address the needs of students of color and their families.
Note(s): Open to graduate students only.
Program Goals:
Education (BA) Program Goals
- Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Mastered)
- Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
- Students will learn to implement change through creating environments where students thrive.
- Students will learn to organize change planning by organizing teams of people to develop new ideas.
- Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Practiced, Mastered)
- Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
- Students will promote the awareness and understanding of diverse populations in the school and community.
- Students will learn to implement change through improving teaching and learning.
- Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Mastered)
- Students will gain knowledge of the political nature of education and its impact on the community.
- Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
- Students will learn how processes of development, teaching and learning unfold. (Introduced)
- Students will demonstrate knowledge of how the processes of human development unfold.
- Students will demonstrate knowledge of theories of teaching and learning.
- Students will demonstrate knowledge of theories of curriculum.
- Students will learn to address educational issues through research, theory and their leadership development. (Introduced, Mastered)
- Students will demonstrate knowledge of issues in education.
- Students will form research questions which will be pursued through course work.
- Students will analyze and identify the origins of modern thinking about schooling in the United States.
EDUC 129: Schools, Sexuality, and Gender (3 Credits)
This course has two complementary aims: to ground students in queer theory and its usefulness for questioning normativity around gender and sexuality in education and to prepare students to be agents of change in making schools places that not only include LGBT and queer people but make the world more just for all. Topics include identity construction and intersection for teachers and students; “coming out” and “safe schools”; explicit and hidden curriculum about gender, sexuality, and family; and anti-oppressive education and student activism.
Note(s): Open to sophomores, juniors, seniors, and graduate students.
Meets the following Gen Ed requirements: Women and Gender
General Education Goals:
Women and Gender
- Demonstrate awareness of the impact of race, class, national origin, and other significant differences as well as the commonalties in women's experience (Introduced)
- Students use intersectionality as lens to critique classroom materials and curriculum addressing issues of sexuality and gender.
- Demonstrate familiarity with theories of gender (Introduced)
- Students apply theories of gender and sexuality to understanding schools as sites for social and cultural reproduction as well as sites with potential for interrupting such reproduction.
- Analyze current and past social issues pertaining to gender (Introduced)
- Students create a timeline charting constancy and change of how schools address issues of gender and sexuality.
EDUC 130: History of Education in the United States (3 Credits)
Working chronologically from the colonial era to the present day, the course examines education at the elementary, secondary, and university level in political, economic, social, and cultural contexts. In addition to specific historical knowledge about the philosophy, processes, and outcomes of education, the course develops historical perspectives to help understand current issues in education including tensions around equity, excellence, assimilation, economic development, and democracy.
Note(s): Open to undergraduates only. Open to sophomores, juniors, and seniors only.
Meets the following Gen Ed requirements: Historical Perspectives
General Education Goals:
Historical Perspectives
- Evaluate past events and trends from political, economic, artistic, cultural, philosophical, and social perspectives (Practiced)
- Students use theoretical perspectives from the field of education to understand secondary source texts presenting schooling as a political, social, and cultural endeavor.
- Recognize both differences and similarities between past eras and the present (Practiced)
- Students engage in comparing and contrasting past efforts at reforming education with current efforts in school reform. They consider past efforts at reform as "case studies" informing their understanding the present
- Critique existing analyses of earlier eras (Practiced)
- Students place analyses of the history of education in the context of their times. They also read multiple historians' interpretations of the past (e.g., those presenting Brown v. Board as a lost opportunity, a significant achievement, a setback for African American education) to understand how historians craft arguments.
- Use critical tools to assess historical source materials (Practiced)
- Students collect and critique oral history as source material to understand the era of school desegregation in the 1950s, 60s, and 70s.
EDUC 132: Childhood and Family Trauma Theory and Clinical Practice (3 Credits)
Childhood Family and Trauma Theory and Practice aims to give students a theoretical framework of trauma as it relates to children and families. In addition to theoretical frameworks students also will learn how to be a helping professional in the setting of trauma, as well as how to work with children and families who have experienced trauma. Emphasis will be placed on four key pillars of understanding: trauma, the effects of trauma, best practices with trauma informed care, and self-care in trauma spaces.
Note(s): Due to course content and focus on future professionals, the course is restricted to graduate students and upper level undergraduate students preparing to enter careers working with children and families. Limit 15 students.
Meets the following Core requirements: Create, Innovate & Experiment
Core Goals:
Create, Innovate & Experiment
- Students will extend their creative strengths and skills. (Introduced, Practiced)
- Students will design therapeutic interventions for children and families experiencing trauma. They will learn factors of trauma informed practice and apply them in their intervention design. Students will also design their own coping skills tool book they can use when faced with trauma in the field of child development in order to sustain their own practice.
- Students will design or produce work that demonstrates independent thinking, originality, and inventiveness. (Introduced, Practiced)
- Students will design work that is highly individualized relating to therapeutic interventions they believe they would be able to provide. They will also design a coping book that describes individualized methods of coping with stress. The student's final products will reflect their understanding of factors of trauma informed care, child development, and their own abilities within the field of child life. They will design interventions that are specific to their interests and abilities.
- Students will produce innovative solutions to real-world problems. (Introduced, Practiced)
- Students will design and create ways to cope with stressful situations regarding being in trauma spaces. The assignment / papers will be the data used to measure learning.
EDUC 133: Curriculum and Environments in Early Childhood Education Programs (3 Credits)
Curriculum to facilitate age-appropriate learning in each area of development. Creative, thoughtful use of space and appropriate equipment and activities will be evaluated and explored. The creation and use of infant and toddler outdoor play areas as an extension of the classroom and how to create age-appropriate constructive and purposeful yard spaces for the preschool child will be discussed.
Note(s): Open to child development majors and graduate students in ECE. Limit 25 students. Open to sophomores, juniors, seniors, and graduate students.
EDUC 134: Research Methodology for Observing Children (4 Credits)
This course is a study of music and its relation to dance. After an in-depth study of rhythm, we focus on musical/choreographic forms and procedures, the elements of music in relation to movement, and the exploration of different kinds of relationships between music and choreography. A broad sampling of music literature will permeate the course and provide the basis for choreographic exploration. We will also develop skills for creating soundscores using a variety of free software packages.
Prerequisite(s): EDUC 136
Note(s): Open to undergraduates only. Open to sophomores, juniors, and seniors only.
Instructor Consent Required: Y
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Introduced)
- Students will reference developmental theory in describing their observations.
- Prepare students to be learners and to take responsibility for their own learning (Practiced)
- Students will raise questions about data that they do not understand.
EDUC 134A: Research Methodology for Observing Children (3 Credits)
Focus on systematic techniques of observation and interpretation of children's behavior and development. Four hours of observation laboratory required weekly.
Prerequisite(s): PSYC 140
Instructor Consent Required: Y
EDUC 135: EDUC ROLE OF THE FAMILY (0.25-1 Credits)
EDUC 136: Introduction to Development and Learning in Young Children (3 Credits)
Overview of developmental processes related to planning educational programs for young children, with an emphasis on cognitive development. Implications of physical, cognitive, affective, and social development for learning will be studied, all through a cultural lens. Content will cover typical and atypical development, prenatal through elementary.
Note(s): Required for all child development majors. Limit 30 students.
Meets the following Core requirements: Critical Analysis
Meets the following Gen Ed requirements: Human Institutions and Behavior, Multicultural Perspectives
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
- Identify the major theoretical frameworks in the field: including constructivist (Piaget) socio-cultural (Vygotsky), psycho-analytic (Freud), and social learning (Bandura) and the explanatory power and weakness of each.
- Identify significant debates (e.g., nature vs. nurture) and discuss new research in the field of cognitive development.
- Prepare students to be learners and to take responsibility for their own learning (Practiced)
- Conduct and report careful observations of children’s learning, and interpret the observations in relation to cognitive theory and research.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
- Understand the applications of different theories of cognitive development for practice with children of differing experiences, needs, and abilities.
- Articulate how children’s cognitive development may relate to specific sociocultural contexts.
- Articulate the role of play in the development of symbols, problem solving, and abstract thought.
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Practiced)
- Participate in weekly discussions and activities that require careful listening, active participation of all members, respect for a variety of perspectives (including a non-reactive, non-judgmental stance with dissenting opinions) and synthesis of the group's ideas into a presentable product (e.g. summary statement, notes, poster, demonstration.).
Core Goals:
Critical Analysis
- Students will critically analyze information and ideas. (Introduced, Practiced)
- Students will produce thought papers which examine issues from the readings, lectures, as well as practice. Students will be expected to synthesize this information, taking a critical lens.
- Students will examine issues from multiple perspectives. (Introduced, Practiced)
- Students will engage weekly with different perspectives on children's development (socio-cultural, constructivist, psychoanalytic, etc.).
- Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Introduced, Practiced)
- Students will integrate information from classical theories of development with current developmental theory, and they will use these to guide their own interpretations of developmental data as part of designing their own study of development.
- Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Introduced, Practiced)
- In this course, students will be introduced to how the methods we use and the approaches we have taken to studying children's development directly impact our knowledge of children's development. Students will critically engage with issues of sampling, bias, culture, and socio-historic context when understanding the different theoretical perspectives and findings about children's development.
- Students will develop discernment, facility and ethical responsibility in using information. (Introduced, Practiced)
- Students will be introduced to principles of human subjects protection, as part of their understanding of the research process and how we understand the development of young children. As part of their final project, students will engage with issues of consent, ethical handling of data, and anonymity.
- Students will engage as active participants in the College's intellectual community. (Introduced, Practiced)
- Students will be asked to take multiple perspectives on children's development, attending campus talks and events designed to offer various perspectives. In addition, students will be engaged with the laboratory school at Mills College.
General Education Goals:
Human Institutions & Behavior
- Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior (Introduced, Practiced, Mastered)
- This course is on the topic of children's development, and involves an understanding of research- how do we understand children's development- in terms of our theoretical lenses, our empirical methods, and issues regarding ethics in research with young children.
- Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining (Introduced, Practiced, Mastered)
- This course will involve psychology, education, sociology, and cognitive science in order to understand various perspectives on children's development.
- Have a command of the basic concepts from one of the disciplines (Introduced, Practiced, Mastered)
- Students will develop the core understanding of developmental theories and how they are used to explain children's development.
- Apply basic findings from one of the disciplines (Introduced, Practiced)
- Students will use readings and research (depending on their level) to directly interpret data they collect on children's behavior, with the goal of explaining development.
- Understand how theories of human behavior are tested scientifically (Introduced, Practiced)
- Students will engage with readings, videos, and response papers to explain different methods of understanding children's development. From cognitive science models to developmental psychological studies in the laboratory, to classroom interventions- students develop an understanding of a diversity of methods.
- Recognize that human behavior is affected by factors ranging from the psychological to the global (Introduced, Practiced, Mastered)
- Students will integrate models of children's development which engage with individual factors, as well as broader issues of development (biology) and context (culture, socio-historic context).
Multicultural Perspectives
- Demonstrate understanding of culture and cultural identities as dynamic rather than fixed categories, and describe the diverse ways in which they are produced, transformed, and maintained (Introduced, Practiced, Mastered)
- Development will be studied through the lens of a rich cultural context. Sampling issues and bias will be introduced as a way to examine the validity of cross-cultural research. The dynamic relation between children's development and cultural context will also be examined when examining issues of children's learning at home and school.
- Demonstrate knowledge of the history of racial and ethnic formation and stratification in national and transnational contexts, considering the intersections of race, ethnicity, class, gender, and sexuality (Introduced, Practiced)
- Race, ethnicity, class, gender, and sexuality will be studied as they relate to how we study children's development, taking a critical lens on published research which has defined and used these factors in various ways. The relation between these constructs and practices will be discussed in student papers and projects.
- Describe how two or more ethnic groups have interacted in different historical contexts, and be able to discuss the dynamics of that relationship (Introduced, Practiced)
- Students will engage with readings covering cross-cultural research and in lecture and discussion will closely examine the ways researcher and teacher bias may impact our understanding of children's development.
- Demonstrate an understanding of processes of group formation and describe how marginalized groups have used diverse strategies to challenge racism and discrimination (Introduced, Practiced)
- In this class, students are examining the origins of self-identity and how children's development is impacted by stereotype threat, racism, and discrimination as early as infancy, through elementary school.
- Demonstrate knowledge of the history of and current debates surrounding the concept of multiculturalism, particularly with regard to racism and anti-racism (Introduced, Practiced, Mastered)
- This course will examine the concept of multiculturalism through critically evaluating our current understanding and practice of "multicultural pedagogy" in the early care and elementary school. History of oppressed groups will be used as a context to understanding cultural issues in parenting.
- Deploy the necessary critical tools to reflect on the artistic, literary, and intellectual traditions of marginalized groups-both nationally and internationally-and to appreciate the diversity of human thought and experience (Introduced, Practiced, Mastered)
- Students will develop an understanding of how to read a research article deeply, to engage in critical discussion of how marginalized groups are represented in the literature and how to involve diversity in our developmental theories, and creation of programs and curricula.
EDUC 137: Language Development: Literacy, Communication, and Multilingualism (3 Credits)
Theories and research on the stages of child language acquisition, first and second language learning, the relations between language, culture, and cognition, and the relations between the development of oral and written language and literacy. Students will complete mini research projects in one of these areas.
Note(s): Required for all child development majors. Required for all ECSE majors. Limit 30 students.
Meets the following Core requirements: Critical Analysis
Meets the following Gen Ed requirements: Human Institutions and Behavior, Multicultural Perspectives
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
- Conduct and report careful observations of children’s comprehension and production of language from infancy through early childhood, and interpret the observations in relation to developmental theory and research.
- Demonstrate, through written and verbal reports, a sensitive ear for listening to what young children say (in gesture, sound, word, drawing, writing or expression through technology) across the stages of language development, and use this data to understand children's emerging understanding of words, their meanings, their intellectual curiosity, and forms of expression in a variety of settings.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
- Understand how various factors such as age, gender, exceptionalities/special needs, and experience with different types of home, public, and institutional settings in different cultural contexts affect children's language oral and written competence and performance.
- Analyze the role of adults, peers, and older children in fostering children's language development in diverse home, community and educational settings.
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Practiced)
- Contribute to classroom discussions and group activities by offering topic-relevant questions and comments and by demonstrating equity of voice.
- Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Practiced)
- Understand and articulate how to create early childhood environments that are conducive to play, expression, and dialogue among young children with peers, caregivers, teachers and parents through nonverbal, written, verbal, and electronic resources.
- Understand the use of quality children's literature in promoting language and early literacy development in home, child care and school settings.
Core Goals:
Critical Analysis
- Students will critically analyze information and ideas. (Practiced)
- Student papers and projects will reflect critical examination of theory and observed data.
- Students will examine issues from multiple perspectives. (Practiced)
- Student papers and projects will engage with an understanding of the context(s) in which children are learning language as well as of the methods used to assess this learning.
- Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Practiced)
- Students will engage with topics such as literacy practices in schools by understanding the history of these practices, how they are grounded in theory, how they changed as a result of data/assessment, and how they apply to children from a diversity of backgrounds.
- Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Practiced)
- Students will identify multiple theoretical, cultural, and practical perspectives in their evaluation of language-based curricula and practices.
- Students will develop discernment, facility and ethical responsibility in using information. (Practiced)
- For student observational data of children, they will use ethical treatment of human subjects, in accordance with typical IRB processes.
- Students will engage as active participants in the College's intellectual community. (Practiced)
- Students will draw on multiple perspectives as presented across the college community, including attending and drawing from lectures and presentations across campus. Students will also have the opportunity to present their data across campus, as they have done in the past.
General Education Goals:
Human Institutions & Behavior
- Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior (Practiced)
- Students will understand language development and diversity as part of human behavior and will engage with a variety of empirical and theoretical perspectives. Ethical perspectives will be part of the context in which we study these issues.
- Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining (Practiced)
- Students will understand various perspective and models of language development- informed by fields such as computer science, linguistics, and psychology.
- Have a command of the basic concepts from one of the disciplines (Practiced)
- Students will critically present and evaluate language development practices, using the perspectives and methods introduced in this course
- Apply basic findings from one of the disciplines (Practiced)
- Students will apply knowledge of human language development to critically evaluate our educational practices.
- Understand how theories of human behavior are tested scientifically (Practiced)
- Through understanding observational, cross-cultural, biological, and experimental perspectives, students gain a wide perspective of how language is studied.
- Recognize that human behavior is affected by factors ranging from the psychological to the global (Practiced)
- Language development in this course is defined as occurring within a rich cultural and socio-historic/political context. Students will examine these issues in their papers.
Multicultural Perspectives
- Demonstrate understanding of culture and cultural identities as dynamic rather than fixed categories, and describe the diverse ways in which they are produced, transformed, and maintained (Practiced)
- In this course, students engage with issues related to development of language in the context of culture and identity. Issues of language loss in immigrant families, the framing of standard and non-standard dialects in education, and the education of second language learners are examples of topics students will write about and discuss.
- Demonstrate knowledge of the history of racial and ethnic formation and stratification in national and transnational contexts, considering the intersections of race, ethnicity, class, gender, and sexuality (Practiced)
- Students will gain an understanding of how linguistic shift in the US has occurred over time; the relation between language, culture, and thought across the US and abroad; how language relates to other aspects of identity, as defined by the individual and/or society.
- Describe how two or more ethnic groups have interacted in different historical contexts, and be able to discuss the dynamics of that relationship (Practiced)
- Students will specifically engage in understanding cross-cultural research (critically). Specifically, students will understand how immigrant Spanish speakers have been treated in the public schools. In addition, students will examine the issues regarding the use of AAVE in schools, and how this relates to racism and understanding of language as a collection of dialects vs. one non-arbitrary standard.
- Demonstrate an understanding of processes of group formation and describe how marginalized groups have used diverse strategies to challenge racism and discrimination (Practiced)
- Students will engage with language and culture, and how groups self-define and are defined by others by their use of language. Strategies in schools to combat discrimination based on language and cultural identity will be discussed and will be topics students are asked to write about.
- Demonstrate knowledge of the history of and current debates surrounding the concept of multiculturalism, particularly with regard to racism and anti-racism (Practiced)
- Students will engage with the history of oppression as it relates to defining standard and non-standard dialects, educational inequity and multilingualism, and debates on how and which languages are used in educational contexts. Racism and issues of power are all underlying these topics, which students are expected to discuss and write about.
- Deploy the necessary critical tools to reflect on the artistic, literary, and intellectual traditions of marginalized groups-both nationally and internationally-and to appreciate the diversity of human thought and experience (Practiced)
- Students will engage with linguistic issues as they pertain to marginalized groups: bilingual education across cultures; the relations between standard language, dialect, and power; and cross-cultural differences in social-communicative interaction. They will use a critical lens on method and theory to reflect on these issues in their papers, discussions in class, and projects.
EDUC 138: Social, Emotional, and Moral Development and Learning (3 Credits)
Theories and research on children's social, emotional, and moral development and relations to school learning. Students will complete mini research projects in relation to one of these areas.
Note(s): Required for all child development majors. Limit 25 students. Open to undergraduates only. Open to juniors and seniors only.
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Mastered)
- All students through reading assignments, projects, and examination will gain an understanding of different theories of social-emotional development and how these theories may be translated to practice.
- Prepare students to be learners and to take responsibility for their own learning (Mastered)
- Students will complete assignments and will develop and demonstrate creativity through an inquiry project.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Mastered)
- All students will through self-reflection and discussion will gain an understanding of theoretical and practical issues in relation to early emotional development, with an awareness and appreciation of cultural variation and influence in development.
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Mastered)
- Students will work in collaborative groups during classroom activities and for projects.
EDUC 139: DEVEL, LEARN IN ADOLESCENTS (0.25-1 Credits)
EDUC 140: Hip Hop Pedagogy (3 Credits)
The course will draw connections between popular culture and "liberal learning," examining how hip-hop is related to the community while illustrating the principles of liberatory pedagogy. The course will examine theoretical and applied work that emphasizes education, hip-hop, and social capital.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
- Through the course readings and assignments students will use direct observation, personal reflection, and case discussion to examine the relationship among theories and practice.
- Students will communicate their ideas about topics in clear, understandable ways.
- Students will reflect on and be able to articulate their own sense of mission, vision and purpose as leaders in education.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Students will summarize, synthesize, show relationships between the reading and discussion, providing examples while helping to include everyone in the class discussion.
- Students will complete a multi media group project designed to help students connect to their life story and community. Each group will shape their project through working together collaboratively.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Through class discussions and readings students will learn strategies which will foster, develop and help them implement cultures of collaboration in educaitonal spaces.
- Students will write a research paper providing the historical and educational context surrounding musical and educational concepts explored.
- Students will analyze social problems in groups through class discussion.
EDUC 141: THE ARTS IN A CHILD'S LIFE (0.25-1 Credits)
EDUC 142: The Hospitalized Child (3 Credits)
This course considers special problems arising through hospitalization of children from infancy through adolescence. It focuses on the psychological and social issues associated with illness and other traumatic life experiences in childhood. Developmental perspective used in this course has applicability for understanding children's responses to other critical experiences. The course is designed for, but not limited to, students interested in a career as child life specialists. The topics covered also prepare students for careers in education and mental health professions.
Note(s): Open to undergraduates only.
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
- Identify different theoretical perspectives when reviewing case study literature
- Apply different theoretical perspectives in your work with children
- Prepare students to be learners and to take responsibility for their own learning (Practiced)
- Students will demonstrate various forms of inquiry and self-reflection.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
- Identify children's behaviors in a new setting
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Practiced)
- Identify various professional roles on a multidisciplinary team
- Design a medical preparation
- Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Practiced)
- Apply concepts learned in class with your work in the lab school or other fieldwork placement
- Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Practiced)
- Students will learn to identify children's developmental needs in a medical setting and to provide developmentally and culturally appropriate intervention.
- Students will learn about relationship building strategies when working with families of various cultures.
- Child Life: Prepare students to participate as a member of a multidisciplinary team (Practiced)
- Design and present a medical preparation as a group.
- Identify various professional roles on a multidisciplinary team.
EDUC 143: Education Research Colloquium (2 Credits)
This colloquium is designed to introduce doctoral students to the breadth of possibilities for research topics in education, the variety of ways to frame research questions, and the diverse methods of answering research questions. The texts for this course will draw on scholarly work from faculty in the Mills School of Education. Students will understand not only the particular interests of Mills faculty, but begin to identify faculty with scholarly interests similar to their own that inspire their thinking and who may work with them on their dissertation committee.
Note(s): Open to sophomores, juniors, seniors, and graduate students.
Program Goals:
Education (BA) Program Goals
- Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Introduced)
- Students will learn to organize change planning by organizing teams of people to develop new ideas.
- Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
- Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Introduced)
- Students will promote the awareness and understanding of diverse populations in the school and community.
- Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
- Students will learn to implement change through improving teaching and learning.
- Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Introduced)
- Students will gain knowledge of the political nature of education and its impact on the community.
- Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
- Students will learn to address educational issues through research, theory and their leadership development. (Practiced, Mastered)
- Students will demonstrate knowledge of issues in education.
- Students will form research questions which will be pursued through course work.
- Students will analyze and identify the origins of modern thinking about schooling in the United States.
EDUC 144: WORKING WITH PARENTS:LISTN,COM (0.25-1 Credits)
EDUC 146: Working with Schools, Families and the Community (2-4 Credits)
This course will prepare educators to be culturally responsive professionals. Students will explore what a community is, how it functions, its role in education, and how to develop strategies for building community within institutions supporting the care, education, and development of youth. Students will develop practical communication skills that will enhance their ability to work with all members of the community toward the education of children and youth.
Note(s): Open to graduate students only.
Program Goals:
Education (BA) Program Goals
- Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Practiced)
- Students will learn to implement change through creating environments where students thrive.
- Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Practiced)
- Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
- Students will promote the awareness and understanding of diverse populations in the school and community.
- Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Practiced)
- Students will gain knowledge of the political nature of education and its impact on the community.
- Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
- Students will learn to address educational issues through research, theory and their leadership development. (Mastered)
- Students will demonstrate knowledge of issues in education.
- Students will analyze and identify the origins of modern thinking about schooling in the United States.
EDUC 147A: Introduction to the Profession of Teaching Diverse Learners (3 Credits)
This course provides an overview of the issues and dilemmas facing educators and the profession of teaching. The course is designed to assist students in making the transition from student to teacher by examining in depth their assumptions about teaching, learning, and schooling. The course focuses considerable attention on the moral and ethical dimensions of the teacher's work, and on the complexities of teaching in settings characterized by diversity.
Note(s): Open to undergraduates admitted to the education 4+1 program. Limit 60 students. Open to graduate students only.
Program Goals:
Education (BA) Program Goals
- Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Mastered)
- Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
- Students will learn to implement change through creating environments where students thrive.
- Students will learn to organize change planning by organizing teams of people to develop new ideas.
- Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Mastered)
- Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
- Students will promote the awareness and understanding of diverse populations in the school and community.
- Students will learn to implement change through improving teaching and learning.
- Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Mastered)
- Students will gain knowledge of the political nature of education and its impact on the community.
- Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
- Students will learn how processes of development, teaching and learning unfold. (Introduced, Practiced)
- Students will demonstrate knowledge of how the processes of human development unfold.
- Students will demonstrate knowledge of theories of teaching and learning.
- Students will demonstrate knowledge of theories of curriculum.
- Students will learn to address educational issues through research, theory and their leadership development. (Introduced, Mastered)
- Students will demonstrate knowledge of issues in education.
- Students will form research questions which will be pursued through course work.
- Students will analyze and identify the origins of modern thinking about schooling in the United States.
EDUC 147B: Introduction to the Profession of Teaching Diverse Learners (3 Credits)
347B is the second semester of the 347 course sequence. It is designed to provide a continued examination of the themes and issues raised in 347A. The second semester theme emphases include: teaching as moral work, teacher as curriculum developer, inquiry as the methodology for on-going teacher learning, and the importance of teacher “vision” to guide practice. The course maintains a continued focus on the urban school context, which is characterized by diversity.
Prerequisite(s): EDUC 347A
Note(s): Open only to graduate students in Teachers for Tomorrow's Schools. Limit 60 students. Open to graduate students only.
Program Goals:
Education (BA) Program Goals
- Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Mastered)
- Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
- Students will learn to implement change through creating environments where students thrive.
- Students will learn to organize change planning by organizing teams of people to develop new ideas.
- Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Practiced, Mastered)
- Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
- Students will promote the awareness and understanding of diverse populations in the school and community.
- Students will learn to implement change through improving teaching and learning.
- Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Introduced, Practiced, Mastered)
- Students will gain knowledge of the political nature of education and its impact on the community.
- Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
- Students will learn how processes of development, teaching and learning unfold. (Practiced)
- Students will demonstrate knowledge of how the processes of human development unfold.
- Students will demonstrate knowledge of theories of teaching and learning.
- Students will demonstrate knowledge of theories of curriculum.
- Students will learn to address educational issues through research, theory and their leadership development. (Introduced, Mastered)
- Students will demonstrate knowledge of issues in education.
- Students will form research questions which will be pursued through course work.
- Students will analyze and identify the origins of modern thinking about schooling in the United States.
EDUC 148: Building Structures for Equity, Excellence, and Access (2 Credits)
A laboratory workshop must be taken concurrently or after EDUC 347A. The purpose of this laboratory is to explore issues involved in becoming a teacher-leader for educational equity. This course will have students examine personal, interpersonal, and institutional impacts of the intersection of oppressions surrounding race, ethnicity, language, gender, and class. The central question for the course is: how can we teach each child well in a racist society?
Note(s): Open to students enrolled in Mills' teacher credential programs or undergraduates by permission of the instructor Limit 58 students. Open to graduate students only.
Program Goals:
Education (BA) Program Goals
- Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Introduced, Mastered)
- Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
- Students will learn to implement change through creating environments where students thrive.
- Students will learn to organize change planning by organizing teams of people to develop new ideas.
- Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Practiced)
- Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
- Students will promote the awareness and understanding of diverse populations in the school and community.
- Students will learn to implement change through improving teaching and learning.
- Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Mastered)
- Students will gain knowledge of the political nature of education and its impact on the community.
- Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
- Students will learn how processes of development, teaching and learning unfold. (Introduced)
- Students will demonstrate knowledge of how the processes of human development unfold.
- Students will demonstrate knowledge of theories of teaching and learning.
- Students will demonstrate knowledge of theories of curriculum.
- Students will learn to address educational issues through research, theory and their leadership development. (Introduced, Practiced, Mastered)
- Students will demonstrate knowledge of issues in education.
- Students will form research questions which will be pursued through course work.
- Students will analyze and identify the origins of modern thinking about schooling in the United States.
EDUC 149: Perspectives on Disability, Inclusion, and Assessment (2 Credits)
This course uses a Disability Studies framework to explore the social, political, historical, cultural, and educational contexts of disability and special education both nationally and in California. Students will explore how disability is both constructed and reclaimed as well as the material realities connected to disability. Students will take a capacity-oriented approach to examine the history of special education, legislation and litigation that have influenced the field, referral and assessment processes, various models of service delivery, and attitudes toward people with disabilities.
Note(s): Undergraduates need permission of the instructors. Limit 25 students.
Instructor Consent Required: Y
Program Goals:
Education (BA) Program Goals
- Students will learn modes of creating change through learning how education functions as a system and how other institutions interact with it. (Practiced)
- Students will identify their philosophical orientation and have a moral/ethical grounding in their leadership.
- Students will learn to implement change through creating environments where students thrive.
- Students will learn how children, families and teachers shape education; in the home, community, schools and in other settings. (Introduced, Practiced, Mastered)
- Students will collaborate and develop relationships with community stakeholders to address conditions that affect learning.
- Students will promote the awareness and understanding of diverse populations in the school and community.
- Students will learn to implement change through improving teaching and learning.
- Students will learn how issues of oppression (race, class, gender, sexual orientation, language, dis/ability, religion) operate within and through education. (Practiced)
- Students will gain knowledge of the political nature of education and its impact on the community.
- Students will learn to work effectively by respecting and having empathy for constituent groups with multiple perspectives.
- Students will learn how processes of development, teaching and learning unfold. (Mastered)
- Students will demonstrate knowledge of how the processes of human development unfold.
- Students will demonstrate knowledge of theories of teaching and learning.
- Students will demonstrate knowledge of theories of curriculum.
- Students will learn to address educational issues through research, theory and their leadership development. (Introduced, Practiced)
- Students will demonstrate knowledge of issues in education.
- Students will form research questions which will be pursued through course work.
- Students will analyze and identify the origins of modern thinking about schooling in the United States.
EDUC 151: Cultivating Critical Consciousness in Practice (3 Credits)
The goal of this course is to help students enter professional settings with the ability to engage in critical self-reflective processes. Students will examine unconscious biases and deconstruct ideas related to power and positionality with regards to race, sexuality, gender, and professional roles. Students will explore how and why it is important for them to engage in reflection as a professional entering various clinical and educational settings. Cultivating an inner lens to reflect on one's own positionality prepares professionals to provide services safe and reflective practices.
Note(s): Course is aimed toward students who are preparing to enter professional spaces. Limit 15 students.
Meets the following Core requirements: Critical Analysis, Race, Gender & Power
Core Goals:
Critical Analysis
- Students will critically analyze information and ideas. (Introduced, Practiced)
- Students will take advantage of readings, media (videos and podcasts, guest lecturers, and in class lecture to analyze information and ideas presented on relevant topics.
- Students will examine issues from multiple perspectives. (Introduced, Practiced)
- Course material/content will be designed to give students multiple perspectives. The course will also seek to engage with community efforts with regards to equity, social justice, and local policy. Students will also be expected to engage in group discussions, panel discussions, and small group activities.
- Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Introduced, Practiced)
- Exploration of the relationship between these systems will be supported by readings, media, lectures, and guest lectures. Students will be measured through participation in discussions, and engagement through assignments.
- Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Introduced, Practiced)
- Students will be expected to engage in conversation and small group peer discussions in a reflective and collaborative manner. They will be given instruction, example, and mentoring in how to conduct these conversations and how to be a part of these conversations.
- Students will develop discernment, facility and ethical responsibility in using information. (Introduced, Practiced)
- Students will practice appropriate discernment for privacy regarding other student's reflections and in class contributions through conversation. They will also utilize new information in a reflective manner in their assignments and contributions toward conversations. As they aim to work in professional settings that require upmost discernment we will discuss ethical guidelines for various professions and how to adhere to these guidelines in the service of protecting individuality and privacy.
- Students will engage as active participants in the College's intellectual community. (Introduced, Practiced)
- Students will be expected to contribute towards conversations in relation to guest lecturers, professor lectures, peer groups, and break-out sessions.
Race, Gender & Power
- Students will demonstrate the ability to analyze race and gender as socially constructed, dynamic identity categories related to systems of power and privilege. (Introduced, Practiced)
- Students will analyze race and gender dynamics as they relate to themselves as well as the systems they seek to work in (child care / hospitals / special education settings. They will examine how systems of power and privilege have influenced policy and administrative decision making as well as the impact on both client / patient populations and themselves as future employed professionals.
- Students will analyze the ways in which race and gender intersect with other identity categories including sexuality, class, ethnicity, religion, disability, age, citizenship and nationality. (Introduced, Practiced)
- Measures for this goal will be completed through in class discussions, focus group / break out groups, reflection papers, and critical analysis of readings.
- Students will demonstrate familiarity with the ways that marginalized communities have resisted structures of power through social movements, civic engagement, artistic expression, and scholarship. (Introduced, Practiced)
- Through content and collaborative conversations students will explore these topics as they relate to the populations of people they will one day seek to work with in their chosen careers. Students will be expected to research and discuss the history of how marginalized communities found / created support networks and engaged in social movements with regards to their chosen professions, including health care industries, educational systems, and early childhood education systems.
- Students will be able to engage with the intellectual and theoretical contributions of marginalized communities, and contrast them with dominant perspectives. (Introduced, Practiced)
- This will be measured through reflection papers, inc lass discussions, and peer group break-out sessions. Students will also be expected to contribute to thoughtful conversations with guest lecturers and outside content. Students of this course are particularly looking to work with marginalized communities and will need to examine the lens in which dominant perspectives have shaped policy and practice in work settings.
- Students will communicate effectively across differences with an understanding of their own social location. (Introduced, Practiced)
- Students will be expected to contribute to in class discussions and collaborative discussions. They will practice active listening, reflective listening, and collaborative conversation skills taught and reinforced in class. They will be expected to process information through the lens of their own experiences and understand how their experiences have been influenced and shaped by the systems they have lived in. The course will attempt to help future professionals understand how their communication affects others, and how they can examine their positionality within the context of a conversation.
EDUC 152: English Language Development and Content Instruction Methods-Multiple Subj. (3 Credits)
An exploration of teaching practice for multiple subject preservice teachers of English learners that is informed by second language acquisition theory and research. Through demonstrations and analyses of tasks associated with the teaching of listening, speaking, reading, and writing skills, as well as readings, in-class discussions and lectures, students will develop the pedagogical skills and theoretical expertise to teach both English and subject-matter content to English language learners. An additional 3 to 5 hours of field work in local schools required every week for undergraduates.
Note(s): Open to undergraduates with instructor approval. Limit 40 students.
Instructor Consent Required: Y
EDUC 153: Administering Early Childhood Programs (2 Credits)
Legal, ethical, and practical problems included in establishing, supervising, and directing preschools, day-care facilities, and other educational programs for young children. Work with parents, paraprofessionals, and professional teams. Project proposals, budgets, and professional reports.
Note(s): Open to juniors and seniors only.
EDUC 154: Medical Information: Children in Hospitals and Clinics (2 Credits)
Medical and physiological details of the chronic and acute illnesses for which children are hospitalized, as well as the attendant diagnostic and treatment procedures, defined and discussed with a view toward better understanding the impact of the experiences on children.
Prerequisite(s): EDUC 142
Note(s): Prerequisites: EDUC 142, PSYC 140, or declared pre-health science majors with consent of instructor.
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Introduced)
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Introduced)
- Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Introduced)
- Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Practiced)
- Child Life: Prepare students to participate as a member of a multidisciplinary team (Practiced)
EDUC 155: Children with Special Needs: Infants and Young Children (3 Credits)
This course focuses on neuro-diverse development and special education issues that arise in teaching infants and young children. The course examines the identification process of special needs and the evidence-based practices available to support infants and young children with special needs in their natural environments. The course aims to provide students with knowledge of developmental and behavioral characteristics of infants and young children, birth to five years, who have disabilities or are at- risk for developmental delay.
Note(s): Open to undergraduates only. Open to juniors and seniors only.
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
- Students will identify and describe typical developmental trajectories in major domains of development for young children.
- Students will identify atypical development in young children through their ability to differentiate atypical patterns from expected typical developmental patterns and behaviors.
- Prepare students to be learners and to take responsibility for their own learning (Practiced)
- Students will analyze situations by reflecting on their own reactions and impacts to the events, learning to ask, “Why did I choose to do what I did?”
- Students will engage in classroom discussions and apply acquired knowledge from their readings and field experiences.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
- Students will examine each child’s situation individually, interpreting a child’s behavior within the context and taking into account of multiple contributing factors.
- Students will analyze and support each child’s situation by taking into account the various factors (i.e. relationships within a family, community, culture) that may impact a child’s development and coping strategies.
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Practiced)
- Students will identify the type of team that exists within an organization and examine each member’s role and responsibility within the team.
- Students will define the different types of professional disciplinary teams.
- Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Introduced)
- Students will demonstrate an understanding that children do not exist alone—that the best way to help a child is to support the parent/child dyad, to work with the family, and to include them in the developmental service plan.
- Child Life: Prepare students to participate as a member of a multidisciplinary team (Introduced)
- Students will work collaboratively in a group, identify each other’s roles and responsibilities, and evaluate the collaborative process within the team.
EDUC 156: Grief & Loss: Children & Families (3 Credits)
This course is an experiential based seminar that will focus on grief and loss of children, adolescents, and families. The primary focus of the course will be to enhance your knowledge and understanding of how death, loss, grief,and loss bereavement impact children and families developmentally, psychosocially, socially and emotionally. Additionally, aspects of culture, religion, and social norms will be discussed and integrated into the course content. Students will be introduced to various theories including tasks, phases, stages, and approaches to grief and evidence based.
Prerequisite(s): EDUC 142
Instructor Consent Required: Y
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Introduced)
- Students will identify many different pediatric disabilities in order to demonstrate their understanding of the impact on human development as they develop their assignments.
- Prepare students to be learners and to take responsibility for their own learning (Introduced)
- Students will review appropriate educational resources and incorporate new ideas into their learning process as they develop their assignments.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
- Students will identify human development issues among multiple pediatric populations with myriad health related disabilities in multiple environments and reflect upon these as they develop their assignments.
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Introduced)
- Students will participate in a collaborative approach to specific class assignments.
- Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Introduced)
- Students will develop an initial understanding of the impact of chornic illness on human development in order to participate effectively in a fieldwork practicum.
- Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Practiced)
- Students will prepare a developmental case paper which integrates various developmental and grief theories.
- Child Life: Prepare students to participate as a member of a multidisciplinary team (Practiced)
- Student's will work collaboratively on final group paper with others outside of their major.
EDUC 158: Early Childhood Curricula for Children with Special Needs (3 Credits)
Describes major curriculum models developed for preschool special education. It provides a review of developmental, learning, and behavioral characteristics of young children (three to five years) with special needs in the context of early intervention strategies that facilitate optimal development and learning in the least restrictive environment. Includes specific topics such as the development of early literacy, preacademics, multicultural education for preschool children, interagency coordination, collaboration with families, and developmentally appropriate practice adapted for children
Prerequisite(s): EDUC 155
Note(s): There will be separate sections for graduates and undergraduates. This is the undergraduate section and it is restricted to child development majors. Limit 20 students. Open to majors only. Open to sophomores, juniors, seniors, and graduate students.
Instructor Consent Required: Y
EDUC 160: History and Theories of Play in Human Development, Culture, and Education (3 Credits)
A study of theories of play in historical and contemporary perspectives, including explanations of play in human and animal behavior and the relationships of play to child development and cultural values. Issues about play and learning in childhood are explored through research, reading, and observation of children at play. Anthropology, psychology, sociology, and education are used as interdisciplinary sources for study and discussion.
Meets the following Core requirements: Critical Analysis
Meets the following Gen Ed requirements: Human Institutions and Behavior
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
- Identifies and applies a sampling of current theories and scientific research findings (e.g., social constructivism, cultural-ecological, neurobiology of attachment and trauma, emergent literacy) in their weekly discussions and written reflections of children's play.
- Examines the impact of the media, technology, consumerism and the accountability movement on contemporary play. Compares play in the 21st century with children's play historically. Analyzes the relationship between socio-political, socio-historical and socio-cultural factors that have shaped children's play across history.
- Examines the role of play in their own life and how this play has supported their own learning and development. Analyzes the barriers they have experienced in the past and/or continue to experience that prevent them from incorporating play into their lives on a regular basis. Generates solutions for addressing these barriers.
- Prepare students to be learners and to take responsibility for their own learning (Practiced)
- Shares opinions and knowledge and identifies questions emerging from the critical analysis of a topic in one or more of the various contexts for participation in the class (face-to-face conversations, threaded discussions on class Wiki, Twitter group contributions etc.)
- Identifies the explicit goals and assessment criteria for each class assignment (using rubrics and examples shared in class that reflect high quality work) and uses these standards to guide work completed for the course. Edits coursework and participation in class based on self-reflection and feedback from classmates and instructor.
- Examines what it means to "take an inquiry stance" in professional work with children and families. Relates examples of an inquiry disposition in readings and daily experiences in the field.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
- Completes and advocacy project on play. Observes a child playing on multiple occasions, analyzes the knowledge, skills and dispositions this child is learning through play, compares what he/she has learned through direct observation with appropriate theories and professional literature, demonstrates an expanded awareness of the wide variation in play depending upon the contextual factors shaping it (e.g., environment, cultural values and end goals for children's development, SES, role of adults, playmates etc.). Prepares an advocacy handout or webpage that reflects their understanding of the importance of play for children’s learning and development.
- Responds to readings with written reflections and discussion points that demonstrate skills in problem-posing, “seeing” theory in examples of play in context, identifies cultural values and beliefs underlying descriptions of children's play, and recognizes the social justice and equity implications of various descriptions of children's play.
- Investigates various factors that may be influencing a child's play behaviors (age, temperament, attachment/trauma history, environment, neurobiological etc) and the importance of multi-disciplinary longitudinal observations and assessments in seeking to discover the intersection of factors influencing children's play
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Practiced)
- Participates in weekly discussions and activities that require careful listening, active participation of all members, respect for a variety of perspectives (including a non-reactive, non-judgmental stance with dissenting opinions).
- Builds from classmates' ideas through weekly threaded discussions on the Class Wiki and in class. Additionally, analyzes classmates' work in progress (portfolios and advocacy projects) and provides helpful and specific feedback regarding areas of strength and sections that could be improved with further development.
Core Goals:
Critical Analysis
- Students will critically analyze information and ideas. (Introduced)
- Students will engage with readings about play from various theoretical and practical perspectives, across time and across cultural contexts, and will analyze these texts for their written and oral work.
- Students will examine issues from multiple perspectives. (Introduced)
- Students' study of play in this course draws from studies including participants from different cultural, social, and historic contexts. This issue will also be studied in multiple educational contexts (early childhood and elementary school). Different theoretical perspectives will also be examined by students through readings.
- Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Introduced)
- Students will make explicit connections between past views of play (as well as cross-cultural approaches) and current practices across multiple contexts, theoretical and practical. This will be evaluated in students' journals and final project.
- Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Introduced)
- Students will be required to read and critically report on the study of play as it relates to how we study and understand childhood and human/animal behavior. Multiple types of information sources will be introduced to students: participant reports, peer-reviewed studies of play behaviors, cross-species studies, policy briefs, and other creative approaches.
- Students will develop discernment, facility and ethical responsibility in using information. (Introduced)
- Students will be reading and responding to other students' play journals, which often contain sensitive information. They will be instructed on the topic of ethical use of information, as it relates to understanding multiple methods used to study human behavior as well as how it relates to their own use of data.
- Students will engage as active participants in the College's intellectual community. (Introduced)
- Students will create their own advocacy briefs regarding play, as a part of this course, and have the opportunity for public sharing of their reports. Students engage with each others' learning by reading and responding to each others' work in a formally organized way.
General Education Goals:
Human Institutions & Behavior
- Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior (Introduced)
- Students will critique research on play with respect to theoretical foundations, empirical methods (including ethical considerations), and practical interpretations.
- Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining (Introduced)
- Students describe play in terms of human behavior, drawing from sociology, anthropology, psychology, and education.
- Have a command of the basic concepts from one of the disciplines (Introduced)
- This course is based on concepts and theories from developmental studies and education.
- Apply basic findings from one of the disciplines (Introduced)
- Students use existing theories and scientific findings to support their written and oral assignments in the course.
- Understand how theories of human behavior are tested scientifically (Introduced)
- Students will be asked to read and reflect on studies of human play across the lifespan through their readings of peer-reviewed scientific journals.
- Recognize that human behavior is affected by factors ranging from the psychological to the global (Introduced)
- Students study patterns of play across the lifespan as well as across the world. Play is studied in terms of its cultural, historic, and social contexts, with attention to individual differences.
EDUC 161: Interpersonal Communication (3 Credits)
This course focuses on the theory and practice of dyadic communication, reduction of defensive climates as a means of facilitating effective communication, the role of communication in establishing and maintaining organizational cultures, and multicultural communication issues. Special emphasis on perception, interpersonal dynamics, conflict resolution, active listening skills, and verbal and nonverbal communication.
Note(s): Open to sophomores, juniors, seniors, and graduate students.
Program Goals:
Pre-Nursing Program Goals
- To understand the tools and experimental methods of chemistry and biology as they relate to the study of science. (Practiced)
- Students will be able to communicate in a direct way the application of scientific knowledge to human health
EDUC 173A: Child Life Seminar & Clinical Skills (3 Credits)
Students will gain skills for professional and clinical child life practice. Clinical areas will include therapeutic play and child centered interventions, working with parents and the multidisciplinary team, and enhancing assessment and case formulation. Professional areas will include preparing for the child life exam, interview skills, and interpersonal communication skills.
Note(s): This course is only open to child life majors. Limit 30 students.
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
- Students will be able to apply medical concepts in their work with children in the hospital.
- Prepare students to be learners and to take responsibility for their own learning (Practiced)
- Students will review appropriate educational resources and incorporate new ideas into their learning process as they develop their assignments.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
- Students will, through self-reflection, gain an understanding of developmental issues with an understanding of family and community dynamics.
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Mastered)
- Students will rountinely engage in collaborative group activities in their fieldwork assignments.
- Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Mastered)
- Students will develop an initial understanding of the impact of chronic illness on human development in order to participate effectively in a fieldwork practicum.
- Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Mastered)
- Students will be able to demonstrate practice of concepts in their fieldwork assignments.
- Child Life: Prepare students to participate as a member of a multidisciplinary team (Mastered)
- Students will, through examination, be able to identify their own role on a multidisciplinary team.
EDUC 173B: Field Experience in Child Life in Hospitals II (2-6 Credits)
Students work in a hospital or clinic child life program or in a community agency serving children. Supervision is provided by the hospital staff or by agency staff and Mills faculty.
Note(s): Open to child life students only. Fieldwork hours individually arranged with hospital placement; time required varies according to credit received.
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
- Students will be able to apply medical concepts in their work with children in the hospital.
- Prepare students to be learners and to take responsibility for their own learning (Practiced)
- Students will review appropriate educational resources and incorporate new ideas into their learning process as they develop their assignments.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
- Students will, through self-reflection, gain an understanding of developmental issues with an understanding of family and community dynamics.
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Mastered)
- Students will routinely engage in collaborative group activities in their fieldwork assignments.
- Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Mastered)
- Students will develop an initial understanding of the impact of chronic illness on human development in order to participate effectively in a fieldwork practicum.
- Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Mastered)
- Students will be able to demonstrate practice of concepts in their fieldwork assignments.
- Child Life: Prepare students to participate as a member of a multidisciplinary team (Mastered)
- Students will, through examination, be able to identify their own role on a multidisciplinary team.
EDUC 176: Leadership and Administration in Early Childhood Programs (3 Credits)
This course was developed to build a cadre of leaders and administrators with knowledge and competencies to implement thoughtful and creative approaches to maximizing the potential of programs in the field of ECE. Students explore the purposes inspiring their desire for leadership development and examine their personal strengths, vulnerabilities, values and goals influencing their desire to be leaders and administrators within the field of ECE. The course draws upon a range of theories, resources and relationships for understanding the early childhood field.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Experience in Teaching/Clinical/Leadership/Administration: Successful experience in teaching/clinical/leadership/administration in a preschool or infant toddler classroom setting/hospital/community-based settings.
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Students complete class readings, engage in interactive classroom activities, interview leaders in the field, practice facilitating inquiry based discussions of practice and complete reflective papers that help them develop positions based on their newly constructed knowledge. Students complete multiple reflective papers in order to understand more about their personal view of leadership and in turn, how they will enact leadership. Students practice communicating their ideas about topics and issues, connecting theories with instances of practice, in clear, understandable ways through oral expression, written texts and digitally using a variety of social media tools (e.g., Twitter, Facebook, Edmodo etc)
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
Educational Leadership Program Goals
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced)
- Students discuss theories and contextualized case studies of leadership and administrative practice drawn from the early childhood field that highlight collaborative, inclusive mental models of leading. Students document weekly reflections connecting theories discussed in class with their developing leadership and knowledge of administration in the field. Students juxtapose distributed collaborative leadership models with more traditional hierarchical models of leadership drawn from literature discussing leadership and administration in business/corporate contexts.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
- Students develop a personal conceptual model of leadership and administrative practice grounded in their knowledge of leadership and management theories, change theories, the field of early care and education, dispositions for leadership and iterative cycles of inquiry and critical self-reflection that intersect their dynamic professional work in the field with theories and goals for self-growth and development.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
EDUC 179: Directed Research (1-4 Credits)
EDUC 180: Special Topics in Education (3 Credits)
Exploration of themes and/or topics not offered as part of the regular curriculum. Course content to be determined by the instructor. May be repeated for credit when topics differ.
EDUC 180B: SPECIAL TOPICS (0.25-1 Credits)
EDUC 180C: Special Topics in Education (0.25-1 Credits)
EDUC 180D: On Being "Woke": Spiritual and Political Formation in the Movement towards Liberatory Education (3 Credits)
What if being "woke" was about being present and recognizing that at the heart of movements for social change lies an honoring of interdependency and a love for humanity? This course draws from feminist of color theories, critical theory, spirituality studies, and political education to unpack practices conducive to educational and sociopolitical transformation. We will cultivate a holistic praxis that challenges us to unpack how mindfulness, dialogue, embodied and emotional awareness coupled with action can sustain us in our individual and collective efforts towards liberatory education.
Meets the following Core requirements: Critical Analysis, Create, Innovate & Experiment, Race, Gender & Power
Core Goals:
Critical Analysis
- Students will critically analyze information and ideas. (Practiced)
- Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
- Students will examine issues from multiple perspectives. (Practiced)
- Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
- Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Practiced)
- Students will read a range of texts, past and present, from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
- Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Practiced)
- Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
- Students will develop discernment, facility and ethical responsibility in using information. (Practiced)
- Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
- Students will engage as active participants in the College's intellectual community. (Practiced)
- Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
Create, Innovate & Experiment
- Students will extend their creative strengths and skills. (Practiced)
- Students will synthesize what they have learned at the intersections of feminist of color theory, critical theory, spirituality, and political education to devise a theory of change towards liberatory education.
- Students will design or produce work that demonstrates independent thinking, originality, and inventiveness. (Practiced)
- Students will synthesize what they have learned at the intersections of feminist of color theory, critical theory, spirituality, and political education to devise a theory of change towards liberatory education.
- Students will produce innovative solutions to real-world problems. (Practiced)
- Students will synthesize what they have learned at the intersections of feminist of color theory, critical theory, spirituality, and political education to devise a theory of change towards liberatory education.
Race, Gender & Power
- Students will demonstrate the ability to analyze race and gender as socially constructed, dynamic identity categories related to systems of power and privilege. (Practiced)
- Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
- Students will analyze the ways in which race and gender intersect with other identity categories including sexuality, class, ethnicity, religion, disability, age, citizenship and nationality. (Practiced)
- Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
- Students will demonstrate familiarity with the ways that marginalized communities have resisted structures of power through social movements, civic engagement, artistic expression, and scholarship. (Practiced)
- Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
- Students will be able to engage with the intellectual and theoretical contributions of marginalized communities, and contrast them with dominant perspectives. (Practiced)
- Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
- Students will communicate effectively across differences with an understanding of their own social location. (Practiced)
- Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change presentations.
EDUC 180J: Special Topics (3 Credits)
EDUC 183: Advanced Seminar in Education (3 Credits)
In-depth examination of and critical inquiry into a specific subject through shared readings, discussion, and written assignments. Course content to be determined by the instructor. May be repeated for credit when topics differ.
EDUC 191A: Theory and Practice of Early Childhood Education: Infancy/Young Children (4-6 Credits)
First of a two-semester series. Survey of theoretical bases of early childhood curriculum, examination of current practices, and application of theory through participation in a teaching team in an early childhood education setting under the supervision of the professional staff. Practicum hours consist of scheduled half-days each week in the classroom setting with daily sessions critiquing practice and a weekly seminar on the theoretical foundations.
Prerequisite(s): EDUC 136 or EDUC 036 or EDUC 134
Note(s): Arrangements must be made in the spring prior to enrollment. Limit 30 students. Open to undergraduates only. Open to juniors and seniors only.
Meets the following Core requirements: Community Engagement
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Mastered)
- Uses theory to support effective curriculum development
Infant Mental Health Program Goals
- Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
- Production of masters thesis, oral exam, and presentation
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Mastered)
- Integrates theory in written assignments and classroom discussions
- Uses multiple theoretical perspectives to understand and guide interactions with children and families
Infant Mental Health Program Goals
- Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
- Administering an assessment battery
Child Development Program Goals
- Prepare students to be learners and to take responsibility for their own learning (Mastered)
- Leads a case conference and plans, implements and documents a developmentally appropriate investigation project the findings of which they will present formally to their peers and lab school faculty.
- Participates in class discussion, shares opinions and develops questions that emerge from class reading and classroom practice
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Mastered)
- Participates in daily reflection meetings with lab school faculty and teaching team
- Integrates reflection in to all written assignments, classroom discussion.
Infant Mental Health Program Goals
- Develop the ability to form collaborative leadership skills. (Practiced)
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
- Critical peer review assignments
Child Development Program Goals
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Mastered)
- Works as an effective, collegial team member in the lab school
- Participates in class discussions, shows respect for differing opinions and perspectives
Infant Mental Health Program Goals
- Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Practiced)
- Course writing assignments
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
Child Development Program Goals
- Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Mastered)
- Applies theoretical and conceptual knowledge learned in class to their work in the lab school and other fieldwork placements
- Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Introduced)
- Practiced in supporting families in developmentally and culturally sensitive ways that support feelings of trust and security
- Child Life: Prepare students to participate as a member of a multidisciplinary team (Introduced)
- Participates in daily reflection meetings with lab school faculty and teaching team
Core Goals:
Community Engagement
- Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
- Students will be placed in a structured, supervised classroom early education setting in Oakland where they will be applying the concepts from the course.
- Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
- Students will be developing and evaluating curricula in the early childhood settings in which they will be placed. They will be documenting their teaching and reflecting on the developmental principles of the course as they complete their teaching practicum, for which they develop primary relationships with children. The students will engage with children, families, and the broader school community as teachers and leaders.
- Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Practiced)
- Students will be meeting regularly to engage in mentored self-reflection and collaboration with their fellow student-teachers as well as with their head teachers. In these meetings, topics will include issues of communication and equity as it relates to the children and families the students will work with.
EDUC 191B: Theory and Practice of ECE: Curriculum and Instruction for Infants and Toddlers with Special Needs (4-6 Credits)
Continuation of first-semester lecture and practicum, with focus on children with special needs. Survey of theoretical bases of early childhood curriculum, examination of current practices, and application of theory through participation in a teaching team under the supervision of the professional staff in the Children's School. Three half-days each week with daily sessions critiquing practice and a weekly seminar on the theoretical foundations.
Prerequisite(s): EDUC 134 or EDUC 191A
Note(s): Child development majors. Check with advisor before enrolling. Limit 30 students. Open to undergraduates only. Open to juniors and seniors only.
Meets the following Core requirements: Community Engagement
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Mastered)
- Plans, implements and documents developmentally appropriate curriculum
- Uses theory to support effective curriculum development
- Uses multiple theoretical perspectives to understand and guide interactions with children and families
- Prepare students to be learners and to take responsibility for their own learning (Mastered)
- Participates in class discussion, shares opinions and develops questions that emerge from class reading and classroom practice
- Leads a case conference and plans, implements and documents a developmentally appropriate investigation project the findings of which they will present formally to their peers and lab school faculty.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Mastered)
- Participates in daily reflection meetings with lab school faculty and teaching team
- Integrates reflection in to all written assignments, classroom discussion.
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Mastered)
- Works as an effective, collegial team member in the lab school
- Participates in class discussions, shows respect for differing opinions and perspectives
- Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Mastered)
- Applies theoretical and conceptual knowledge learned in class to their work in the lab school and other fieldwork placements
- Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Introduced)
- Practiced in supporting families in developmentally and culturally sensitive ways that support feelings of trust and security
- Child Life: Prepare students to participate as a member of a multidisciplinary team (Introduced)
- Participates in daily reflection meetings with lab school faculty and teaching team
Core Goals:
Community Engagement
- Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
- Students will be applying the theories of child development for typical and atypical development in their early childhood practicum setting in Oakland.
- Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
- Students will be engaging in leadership development through their work with children in the classroom setting. Students will create a primary caregiving relationship with one or more of the children in their classroom placement, and will work with the supervising teacher and with the school to ensure that the students' involvement in the children's learning and development reflects the goals of the early childhood organization.
- Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Mastered)
- Students in this class participate in structured reflections, both written and in group meetings with other staff and with the school leadership. Students will reflect on issues of ethics, care, equity, and collaboration as they relate to the early childhood education setting, with specific attention to both typical and atypical development.
EDUC 194A: Senior Seminar: Child Development (3-4 Credits)
The first semester of each student's year-long documentary or field research project that investigates practical or theoretical aspects of the major. Students have the option of either completing a literature review or an empirical project.
Note(s): All child development majors take two semesters of Senior Seminar.
Meets the following Core requirements: Written and Oral Communication II
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Mastered)
- Students will be presented with readings and lectures which illustrate the diverse theoretical and methodological perspectives in the field of child development.
- Prepare students to be learners and to take responsibility for their own learning (Mastered)
- This course presents information allowing students to plan a novel research project. Students will go through the stages of creating a research question, writing a literature review, submitting research plans through the Human Subjects Committee, and submitting a full proposal by the end of the semester.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Mastered)
- Through classroom discussions, journaling, and independent research activities, students will be asked to continuously reflect on theories of learning and development as they apply to the students' applied experience in the field and to the data they collect through their research projects.
Core Goals:
Written & Oral Comm II
- Students will develop skills in writing, digital presentation, and oral communication, as complementary and equal parts of college-level communication and literacy. (Practiced, Mastered)
- This course requires a formal written proposal in APA style, built of various written components. In addition, students will prepare a formal oral presentation which uses the conventions of education and psychology.
- Students will be able to move easily and fluently between different rhetorical expectations and formal registers. (Practiced)
- Through guided and organized group work, students will have weekly practice articulating their thesis arguments in oral and written form. The use of different registers as their work is explained to peers, to parents and educators in the field, and to a more formal academic audience will be practiced throughout this course.
- Students will develop and refine their own voice and sense of style. (Practiced, Mastered)
- Students begin their project with a written assignment requiring them to situate themselves personally and theoretically with respect to their project (identity memo). Through defining their lenses, students develop their sense of voice and style- both in written and their oral presentation forms.
- Students will practice and refine different forms of communication that are appropriate for the multiple contexts and disciplines that they engage with. (Practiced, Mastered)
- Students will produce various written projects which will become a formal written proposal, as well as an oral presentation. These presentations will follow the conventions of the field, but with different styles and rules (e.g., APA).
- Students will understand thoroughly the relationship between form and content, (Practiced, Mastered)
- In each written and oral assignment, students learn the conventional format of written work in their field (following APA conventions, using and citing sources, creating and critiquing ideas). They learn to express their own ideas (content) through the use of these conventions (forms).
- Students will understand the role of drafting, revising, presenting, and receiving, processing and using feedback as important parts of the writing process. (Practiced, Mastered)
- As this is the senior project, students will engage in multiple rounds of drafting, revising, peer-review, presentation, and using/giving feedback. These elements will be structured for students' learning.
EDUC 194B: Senior Seminar: Child Development II (3-4 Credits)
The second semester of each student's year-long research project that investigates practical or theoretical aspects of the major. Students will submit a research paper and give an oral presentation of their work.
Prerequisite(s): EDUC 192A
Note(s): All child development majors take two semesters of EDUC 192 Senior Seminar. Limit 20 students. Open to undergraduates only. Open to juniors and seniors only.
Meets the following Core requirements: Create, Innovate & Experiment
Core Goals:
Create, Innovate & Experiment
- Students will extend their creative strengths and skills. (Practiced)
- Students will propose and execute an original plan, critically analyzing current theoretical models of early care and education, and proposing recommendations for the field and/or new theoretical models. Students will present a poster at a conference to illustrate their projects.
- Students will design or produce work that demonstrates independent thinking, originality, and inventiveness. (Practiced)
- Students will produce an APA-formatted research paper as well as an oral presentation accompanied by a scientific poster- this work will demonstrate the students' original inquiry project.
- Students will produce innovative solutions to real-world problems. (Practiced)
- Based on previous research as well as on' critical analysis of current practices and/or collection of independent empirical data, students will propose innovative solutions to issues facing children in early care and educational settings.
EDUC 201: Social Foundations of Education (3 Credits)
Overview of the historical, philosophical, and social influences shaping educational practices, beliefs, and goals through history, from the Greeks to the present, focusing on major historical events and selected educational reformers. This course (or an approved equivalent) is required for all credential candidates who earn master's degrees, and is strongly recommended for students in early childhood education. It is also recommended for all Mills students who are interested in schools and their role in society.
Note(s): Open to sophomores, juniors, seniors, and graduate students.
EDUC 202: Teaching for Diversity (4 Credits)
Emphasizes the effects of cultural, racial, gender, and social class influences on what children learn and how they are taught.
Note(s): Open to graduate students only.
EDUC 203: Public Policy: Children, Youth, and Family Issues (2-4 Credits)
Provides an overview of theory and trends in public policy and federal programs affecting services for children and families. Examination of the networks of agencies, the legislative maze and process at both state and federal levels, advocacy and lobbying, and ways of identifying sources of funding in both the public and private sectors.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Program Development: Demonstrate the ability to work together in program development.
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
EDUC 204: Child and Adolescent Development and the Classroom Community-Multiple/Single Subject (1 Credits)
Sociocultural and developmental planning for children and adolescents. Implications for teaching and learning based on physical, cognitive, affective, and social development of children and adolescents. Theories examined in light of developmental, cultural, socioeconomic, and linguistic differences and health-related issues. Focus on healing-centered classroom communities for socioemotional and interpersonal development. Documenting and interpreting behavior and collaborative problem-solving, restorative and transformative justice, positive behavior interventions, and conflict resolution.
Prerequisite(s): EDUC 339
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 25 students.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Students will complete assignments that require them to analyze organizational problems from the programmatic, political, cutrual and organizational management perspectives. Through careful consideration students will use their analysis to create an action plan.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
- Students will practice collaboration in class through group work, in assignments through working together, and in the field through putting their work in action.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Students will examine major theories of teaching and learning and use their knowledge in articulating and analyzing video taped lessons.
EDUC 205: Trauma Informed Leadership (4 Credits)
This course is designed to help students preparing to be public school administrators develop personal insights, interpersonal skills, and management practices for leading diverse, inclusive programs and organizations with a focus on trauma-informed educational practices and English Language Learner (ELL) programs. This course will introduce students to the core concepts (general theory and foundational knowledge), informing evidence-based assessment and intervention for traumatized children and adolescents. Strength-based practice will be highlighted along with a focus on the identification
Note(s): This course is required for administrative credential students. Limit 35 students.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Students will read theory informing evidence-based assessment and intervention for traumatized children and youth.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Students will develop plans of action for implementing trauma-informed professional development at their schools.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 206: Legal Aspects and Program Design of Special Education (3 Credits)
Course provides historical and current analysis of the social, legal, and ethical practices of special education. Students develop competencies in developing individualized programs for children with disabilities (IEPs and IFSPs) and in designing curriculum that supports learning in the least restrictive environment, including accommodations and modifications.
Note(s): Due to content and fieldwork requirement it is recommended that students in course are undergraduates closer to graduation / professional practice. Limit 20 students.
EDUC 207A: Inquiry into the Teaching Process: Practice into Theory (4 Credits)
EDUC 207A is the first semester of the core course for the second year of the Master's in Education with an Emphasis in Teaching (MEET) Program. Drawing on the collective experiences of the teacher/learners in the class, a body of scholarship and writing of other practicing teachers, and the research literature of the university scholarly community, students hone their inquiry skills to collectively examine the phenomena of teaching and learning in urban school settings.
Note(s): Prerequisite: Must be a candidate for the master's in education with an emphasis in teaching (MEET) or consent of the instructor. Open to graduate students only.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Research Project: Develop a research project and report on a research project in a variety of ways.
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
- Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Collaboration in Research: Demonstrate the ability to work together in a research situation.
EDUC 207B: Inquiry into the Teaching Process: Practice into Theory (4 Credits)
EDUC 207B is the second semester of the core class for MEET students. Continuing in the tradition of their first-semester work, students study current research on urban school teaching as they hone their skills of applying theory to understand and challenge their practice. In a similar fashion, they also work to hone their skills of drawing on instances of practice to challenge and better understand current educational theory.
Prerequisite(s): EDUC 207A
Note(s): Prerequisite: Must be a candidate for the Master's in education with emphasis in teaching (MEET) or consent of the instructor. Open to graduate students only.
Instructor Consent Required: Y
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
- Research Project: Develop a research project and report on a research project in a variety of ways.
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
- Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Collaboration in Research: Demonstrate the ability to work together in a research situation.
EDUC 208: Positive Behavior Supports and Intervention (3 Credits)
This course will provide candidates with comprehensive study and application of positive behavioral approaches for young children with disabilities. Students will learn how to design learning communities at the classroom and school-wide level that prevent and reduce problematic behaviors. Students will assess individual behavior and design a positive behavioral intervention that is considerate of the child’s culture and is in alignment with federal law.
Note(s): Due to content and fieldwork requirement it is recommended that undergraduate students are closer to graduation / professional practice and have a foundational understanding of education philosophies. Limit 20 students.
EDUC 209: Chicanas/os/xs in Education (3-4 Credits)
This course presents a theoretical and empirical overview of Chicana/o/x educational issues in the U.S. Special emphasis will be placed on understanding the intersecting effects of race, gender, class, and immigration status on Chicana/o/x educational attainment and achievement. The course will also provide a critical understanding of how historical, social, political, economic, and spatial forces impact the Chicana and Chicano educational experience.
Note(s): Open to sophomores, juniors, seniors, and graduate students.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced, Practiced, Mastered)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Introduced, Practiced, Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 210: Communities, Schools, and Critical Social Theory (4 Credits)
This course examines the links between schools and the social structure—the social, economic and political factors that have shaped conditions in urban schools and communities. For instance, the socioeconomic context of urban schools provides an important examination of the role of schooling in a stratified society and provides the theoretical grounding for the course. Critical Social Theories of race/ethnicity, class, gender, and culture will be utilized as frameworks through which to explore the development and current conditions of urban communities, schools, and society.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Through the course readings and assignments, students will use critical personal reflection, use case discussion, and review of existing social theories to examine the relationship between theories and practice.
- Students will reflect on and be able to articulate their own sense of mission, vision and purpose as leaders in education and how critical social theory has informed the aforementioned.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
- Students will participate in a group presentation where they summarize, synthesize, draw relationships between course readings and foster discussion, by providing relevant examples while creating an inclusive culture to bring in everyone into the class discussion.
- Students will complete a research project designed to help students connect to their life story and community through the lens of critical social theory.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Through class dialogue/discussions, readings, and presentations, students will expand their repertoire of strategies that foster, develop and identify school and community reforms and practices that reify and offer resistance to oppressive practices.
- Students will write a research paper utilizing course readings and evidence how they helped to expand the focus on more in depth understandings of what constitutes inter sectional forms of social oppression and how the field of education and practitioners can play a role in mediating the social toxins emanating from social oppression. This paper topic will lead towards dissertation topic development for students in the Educational Leadership Doctorate.
- Students will analyze social problems critically through class discussion and class readings.
EDUC 210A: Research and Inquiry Methods in Education: MEET (3-5 Credits)
EDUC 210A is the first semester of the two-course inquiry and research sequence for MEET students. In this sequence, students review and analyze current and pertinent research literature. Students design and develop a series of inquiry projects. Drawing on the collective experiences of the teacher/learners in the class, a body of scholarship and writing of other practicing teachers, and the research literature of the university scholarly community, students collectively examine the phenomena of teaching and learning in urban school settings to begin a final Master's project.
Note(s): Prerequisite: Must be a candidate for the master's in education with an emphasis in teaching (MEET) or consent of the instructor. Limit 30 students.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Develop a research project and report on a research project in a variety of ways.
- Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Demonstrates development of self-awareness and reflection.
- Demonstrates leadership and an advocacy stance.
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Demonstrate the ability to work together in a research situation.
EDUC 210B: Research and Inquiry Methods in Education: MEET (3-5 Credits)
EDUC 210B is the final semester of the two-course inquiry and research sequence for MEET students. In this sequence, students review and analyze current and pertinent research literature. Students design and develop a series of inquiry projects, and present a final research project at the end of the semester. Through a combination of lectures, demonstrations, hands-on exercises, and workshops, this course provides students the continued support and guidance necessary to make progress on their master's degree project.
Prerequisite(s): EDUC 210A
Note(s): Prerequisite: Must be a candidate for the Master's in education with emphasis in teaching (MEET) or consent of the instructor. Must have completed 210A. Limit 30 students.
Instructor Consent Required: Y
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
- Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
- Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Develop a research project and report on a research project in a variety of ways.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
- Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Demonstrates development of self-awareness and reflection.
- Demonstrates leadership and an advocacy stance.
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Demonstrate the ability to work together in a research situation.
EDUC 211A: Independent School Leadership I (4 Credits)
This course examines contemporary challenges for independent school leaders and utilizes the talents of prominent leaders in the field to share their expertise. The course focuses on practical applications of education research and theory with special emphasis on the implications for practice in independent schools. Various elements of independent school leadership will be presented such as fund development, budgeting, marketing, and public relations.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
- Through class discussions students will learn to participate in class as reciprocal learners through dialogue, reflection and engagement in the collaborative seminar setting.
- Students will use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Students will exhibit an ability to analyze features, benefits and constraints of historical and current administrative theory and practice.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Students will participate in and facilitate discussions, participate with others. This will include such actions as asking clarifying questions.
- Students will participate in class summarizing, synthesizing, showing relationships between the reading and the discussion, providing examples, while helping to include everyone in the conversation, staying focused on the task.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Through course readings and assignments students will learn how to manage and organize resources to achieve their goals.
- Through course readings, class discussions and course assignmetns students will learn how to harness socio-political forces to support curricular and instructional changes.
- Through course assignments students will articulate their vision for leading.
- Through course readings and class discussion students will examine the role of a head of school.
EDUC 211B: Independent School Leadership II (4 Credits)
This course examines contemporary challenges for independent school leaders and utilizes the talents of prominent leaders in the field to share their expertise. The course focuses on practical applications of education research and theory with special emphasis on the implications for practice in independent schools. Various elements of independent school leadership will be presented such as community organizng and development, proactive problem solving and community partnerships.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
- Students will complete a field work project that will require them to gather data, examine their data, present their data and interpret their data. The field work project will be focused on implementing school change.
- Through conducting their field based inquiry project students will develop an inquiry stance and disposition to leadership.
- Through lecture students will learn how to obtain and evaluate specific information from research literature and how to define, plan and conduct an inquiry project in the field.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Through in class participation students will provide feedback to colleagues on their work in progress.
- Through in class participation students will listen carefully to colleagues.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Through course readings, presentations and discussions students will be encouraged to generate and explore questions focused on the topic of school, family, community partnerships.
- Through class discussions and readings students will learn to foster family school connections among diverse populations and to engage families at all levels.
- Through class discussions and readings students will develop a view of forming a professional learning community involving teachers, students, staff and parents in setting goals, improving the curriculum and assessing student progress.
EDUC 214: Family Systems and Cultural Diversity: Connections with Schools, Communities, and Hospital Setting (3 Credits)
This course examines the significance of cultural values, traditions, and practices in child-rearing, health, and education for children. Understanding the needs of children in a multicultural society requires knowledge of child development including expertise on a wide range of biomedical factors affecting the child in the hospital, at school, and in various community settings. Equally important is the knowledge of and sensitivity to family culture and the ability to communicate with children and parents from diverse cultures.
Note(s): Meets the state requirements for early childhood special education certification. Meets the child life requirement for Family Systems learning as set forth by the Association of Child Life Professionals. Limit 30 students. Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Program Development: Demonstrate the ability to work together in program development.
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
EDUC 220: Urban Education (4-5 Credits)
This course focuses on various perspectives on urban education, conditions for teaching and learning in urban public schools, and current theories of pedagogy in urban classrooms along with a close examination of a few representative and critical issues. While our focus is on schools in the United States, we will broaden our discussion at times to examine the same issues from an international perspective. Central to our study is the organization and impact of key “opportunity structures,” most critically those of race and class, in urban schools and communities.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- In their neighborhood mapping work students will collaborate with both student peers and neighborhood residents and organizations to illuminate the opportunity structures at work in urban contexts.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced)
- Students will grasp the value of collaborating with peers on the neighborhood mapping project and will successfully resolve conflicts that arise around scheduling, workload and responsibilities and leadership.
- Students' participation in classroom discussions will demonstrate their understanding of shared norms and an ability to listen to and truly hear perspectives contrasting with their own.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- In pairs, students will be required to lead one classroom discussion each semester. This work will demonstrate their appreciation for and ability to master the demands of planning and leading a lesson and discussion.
EDUC 220SL: Urban Education (4 Credits)
This course focuses on various perspectives on urban education, conditions for teaching and learning in urban public schools, and current theories of pedagogy in urban classrooms along with a close examination of a few representative and critical issues. While our focus is on schools in the United States, we will broaden our discussion at times to examine the same issues from an international perspective. Central to our study is the organization and impact of key “opportunity structures,” most critically those of race and class, in urban schools and communities.
Note(s): Open to undergraduates only.
EDUC 225: Inquiry and Action in Urban Contexts (3-4 Credits)
This course combines classroom-based learning with supervised action-oriented field research that emphasizes asset-based social change. Building upon student experiences and interests students will partner with a local urban school or community organization to identify a) core areas of research need; b) meaningful inquiry practices to illuminate these needs; and c) actions to address these needs. The course will culminate in a day of inquiry and action with our school/community partners.
Note(s): First years and sophomores should contact the instructor if they are interested in enrolling. As this course is an intensive fieldwork course, enrollment is capped at 15. Limit 15 students. Open to sophomores, juniors, seniors, and graduate students.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Students' final research projects will draw upon and demonstrate their nuanced understanding of a range of qualitative research tools.
- Students' reflective and analytic memos throughout the semester and their final research projects will demonstrate their collaborative work with community partners and their responsiveness to community interests, perspectives and needs via regular "member checks."
- Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
- Students' reflective memos will demonstrate increased understanding of the challenges of and skills need for consensus building and conflict resolution across fields, work and institutions.
- In their work with community partners students will demonstrate collaborative and open strategies in their shared efforts.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Students' will demonstrate pedagogical insight as they lead one classroom lesson and discussion during the semester.
- Students' dialogue in discussions and feedback in paired critiques will demonstrate their understanding of learning and educational change.
Core Goals:
Community Engagement
- Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Practiced)
- Students will engage with the concepts from the course at a service site.
- Students will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Practiced)
- students will partner with a local urban school or community organization to identify a) core areas of research need; b) meaningful inquiry practices to illuminate these needs; and c) actions to address these needs. The course will culminate in a day of inquiry and action with our school/community partners.
- Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Practiced)
- students will partner with a local urban school or community organization to identify a) core areas of research need; b) meaningful inquiry practices to illuminate these needs; and c) actions to address these needs. The course will culminate in a day of inquiry and action with our school/community partners.
EDUC 227: Issues of Race and Ethnicity in Education (4 Credits)
This course will explore the social, cultural, economic, pedagogical, and psychological experiences of race and ethnicity in schools and classrooms. We will focus on developing a deeper understanding of the ways race and ethnicity shape students' educational experiences; investigating why even well-meaning educational reforms often fail to adequately address racial and ethnic inequity in education; and exploring effective efforts to better address the needs of students of color and their families.
Note(s): Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Critical Analysis and Assessment Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
EDUC 229: Schools, Sexuality, and Gender (4 Credits)
This course has two complementary aims: to ground students in queer theory and its usefulness for questioning normativity around gender and sexuality in education and to prepare students to be agents of change in making schools places that not only include LGBT and queer people but make the world more just for all. Topics include identity construction and intersection for teachers and students; “coming out” and “safe schools”; explicit and hidden curriculum about gender, sexuality, and family; and anti-oppressive education and student activism.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Students conduct and analyze oral histories of LGBT teachers.
- Students develop anti-oppressive curriculum.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Students synthesize multiple perspectives and experiences about the construction of gender and sexual identities.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Students develop strategies for making schools safe and inclusive.
EDUC 230: History of Education in the United States (4 Credits)
Working chronologically from the colonial era to the present day, the course examines education at the elementary, secondary, and university level in political, economic, social, and cultural contexts. In addition to specific historical knowledge about the philosophy, processes, and outcomes of education, the course develops historical perspectives to help understand current issues in education including tensions around equity, excellence, assimilation, economic development, and democracy.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Ability to connect inquiry to strategic planning in particular by applying knowledge from the past and using the tools of historians to understand contemporary issues in education and put those issues in a larger historical context.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced)
- Ability to address issues of diversity and inclusiveness by analyzing educational issues in the past and present from the perspectives of multiple constituencies including those that are more and less privileged in historical records and current debates.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
- Ability to use knowledge from the past, particularly knowledge of past efforts at educational reform, as part of developing theories and strategies to meet contemporary educational issues
EDUC 231: Assessment and Intervention for Children with Special Needs (3 Credits)
Provides an overview of early childhood special needs assessment and intervention strategies. A variety of assessment techniques used in early childhood developmental diagnosis and program planning are included, along with demonstrations of the assessment tools and techniques, and models of planning individual programs for young children at risk in collaboration with families and community agencies.
Note(s): Open to graduate students only.
Instructor Consent Required: Y
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Infant Mental Health Program Goals
- Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
- Administering an assessment battery
- Production of masters thesis, oral exam, and presentation
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
Infant Mental Health Program Goals
- Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Practiced, Mastered)
- Administering an assessment battery
- Production of masters thesis, oral exam, and presentation as measured by rubrics
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
Infant Mental Health Program Goals
- Develop the ability to form collaborative leadership skills. (Practiced, Mastered)
- Critical peer review assignments
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
Infant Mental Health Program Goals
- Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
- Course writing assignments
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessmen
EDUC 232: Childhood and Family Trauma Theory and Clinical Practice (3 Credits)
Childhood Family and Trauma Theory and Practice aims to give students a theoretical framework of trauma as it relates to children and families. In addition to theoretical frameworks students also will learn how to be a helping professional in the setting of trauma, as well as how to work with children and families who have experienced trauma. Emphasis will be placed on four key pillars of understanding: trauma, the effects of trauma, best practices with trauma informed care, and self-care in trauma spaces.
Note(s): Due to course content and focus on future professionals, the course is restricted to graduate students and upper level undergraduate students preparing to enter careers working with children and families. Limit 15 students.
EDUC 233: Pedagogical Content Knowledge Lab: Multiple Subjects (2 Credits)
Seminar designed to support beginning teachers in their field experiences and provide a forum for exploring practical and theoretical teaching dilemmas and issues as it relates to subject matter content knowledge, learners, their families, and sociocultural factors. Teacher candidates will explore barriers to and possibilities for integrating and translating theories and approaches discussed across the program into their teaching. Inquiry-based and lesson study approaches is taken to exploring the complex nature of teaching and learning for racial, gender, linguistic, and disability justice.
Prerequisite(s): EDUC 373A and EDUC 373B and EDUC 313
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 25 students. Open to sophomores, juniors, seniors, and graduate students.
EDUC 234: Documentation as Research (3 Credits)
This introduces graduate students to different perspectives and methods for observing and researching children and teaching in multiple contexts, particularly the perspectives outlined, used, and developed around the world. We will learn how to become researchers of children and teachers, collect various data, participate in collaborative inquiry, reflect individually and with colleagues, and articulate observations and emerging questions through various forms of documentation. We use documentation as process and product, making the connection with assessment explicit as a learning process.
Note(s): Open to graduate students only.
Program Goals:
Infant Mental Health Program Goals
- Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
- Administering an assessment battery
- Production of masters thesis, oral exam, and presentation
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Journal reflections on theoretical readings reflect understanding and extension of the ideas expressed in the readings.
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
- Documentation of practice.
Infant Mental Health Program Goals
- Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Practiced)
- Administering an assessment battery
- Production of masters thesis, oral exam, and presentation as measured by rubrics
- Develop the ability to form collaborative leadership skills. (Practiced)
- Critical peer review assignments
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
- Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
- Course writing assignments
EDUC 235: EDUC ROLE OF THE FAMILY (0.25-1 Credits)
EDUC 236: Development and Learning : Infancy through Adolescence (3 Credits)
Overview of developmental processes related to planning educational programs for the preschool- and elementary school-aged child, with an emphasis on cognitive development. Implications of physical, cognitive, affective, and social development will be studied. Techniques for assessing individual development within clinical and classroom settings will be discussed and tried. Theories of development, particularly those of Piaget and Vygotsky, will be considered in light of educational issues such as developmental, cultural, socioeconomic, and linguistic differences.
Note(s): Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
Education, Teaching Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Research Project: Develop and administer appropriate assessments for key tasks.
Education, Teaching Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Research Project: Develop a research project and report on a research project in a variety of ways.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
- Collaboration in Research: Demonstrate the ability to work together in research.
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced)
- Collaboration in Research: Demonstrate the ability to work together in a research situation.
EDUC 237: Language Development: Literacy, Communication, and Multilingualism (3 Credits)
Theories and research on the stages of child language acquisition, first and second language learning, the relations between language, culture, and cognition, and the relations between the development of oral and written language and literacy. Students will complete mini research projects in one of these areas.
Note(s): Required for all child development majors. Required for all ECSE majors. Limit 30 students.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Research Project: Develop and administer appropriate assessments for key tasks.
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
- Collaboration in Research: Demonstrate the ability to work together in research.
EDUC 240: Hip Hop Pedagogy (4 Credits)
The course will draw connections between popular culture and "liberal learning," examining how hip-hop is related to the community while illustrating the principles of liberatory pedagogy. The course will examine theoretical and applied work that emphasizes education, hip-hop, and social capital.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
- Through the course readings and assignments students will use direct observation, personal reflection, and case discussion to examine the relationship among theories and practice.
- Students will communicate their ideas about topics in clear, understandable ways.
- Students will reflect on and be able to articulate their own sense of mission, vision and purpose as leaders in education.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Students will summarize, synthesize, show relationships between the reading and discussion, providing examples while helping to include everyone in the class discussion.
- Students will complete a multi media group project designed to help students connect to their life story and community. Each group will shape their project through working together collaboratively.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Through class discussions and readings students will learn strategies which will foster, develop and help them implement cultures of collaboration in educaitonal spaces.
- Students will write a research paper providing the historical and educational context surrounding musical and educational concepts explored.
- Students will analyze social problems in groups through class discussion.
EDUC 241: THE ARTS IN A CHILD'S LIFE (0.25-1 Credits)
EDUC 241A: Introduction to the Theory and Practice of Waldorf Education (3 Credits)
This course explores Waldorf education and is designed for public school teachers. Waldorf education is developmentally appropriate, experiential, and academically rigorous. This course also integrates the Waldorf approach to serving traumatized children and youth.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 241B: Introduction to the Theory and Practice of Waldorf Education (3 Credits)
In this course students will study the theory of Waldorf education. Special attention will be given to developmentally appropriate, experiential, and academically rigorous curriculum. A special focus of this course will be the use of Waldorf education in serving traumatized students.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 242: The Hospitalized Child (3 Credits)
This course considers special problems arising through hospitalization of children from infancy through adolescence. It focuses on the psychological and social issues associated with illness and other traumatic life experiences in childhood. Developmental perspective used in this course has applicability for understanding children's responses to other critical experiences. The course is designed for, but not limited to, students interested in a career as child life specialists. The topics covered also prepare students for careers in education and mental health professions.
Note(s): Open to graduate students only.
Program Goals:
Infant Mental Health Program Goals
- Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
- Administering an assessment battery
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Infant Mental Health Program Goals
- Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
- Production of masters thesis, oral exam, and presentation
- Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Practiced)
- Production of masters thesis, oral exam, and presentation as measured by rubrics
- Administering an assessment battery
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
Infant Mental Health Program Goals
- Develop the ability to form collaborative leadership skills. (Practiced)
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Infant Mental Health Program Goals
- Develop the ability to form collaborative leadership skills. (Practiced)
- Critical peer review assignments
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
- Collaboration in Research: Demonstrate the ability to work together in research.
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
Infant Mental Health Program Goals
- Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
- Course writing assignments
EDUC 242A: Project Based Learning in Waldorf Education (2 Credits)
In this course students will apply Waldorf theory through creating units of study for students. The units of study produced will include classroom activities and assignments that will reflect an understanding of Waldorf education.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 242B: Project Based Learning in the Waldorf Classroom (2 Credits)
This course provides students with the opportunity to practice elements of Waldorf curriculum through project based learning.
Note(s): Students must have completed EDUC 442A before registering for this course. Limit 25 students. Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Analyze assigned readings and develop positions based upon new understandings.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Careful, attentive listening to colleagues.
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Careful, attentive listening to colleagues.
- Engagement with multiple constituencies in planning and decision-making.
EDUC 243: Education Research Colloquium (2 Credits)
This colloquium is designed to introduce doctoral students to the breadth of possibilities for research topics in education, the variety of ways to frame research questions, and the diverse methods of answering research questions. The texts for this course will draw on scholarly work from faculty in the Mills School of Education. Students will understand not only the particular interests of Mills faculty, but begin to identify faculty with scholarly interests similar to their own that inspire their thinking and who may work with them on their dissertation committee.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 244: WORKING WITH PARENTS:LISTN,COM (0.25-1 Credits)
EDUC 245: Leadership, Supervision, and Program Design in Child Life (3 Credits)
This course considers issues of leadership, supervision and program design in child life. It focuses on the management and development of child life programs. The perspectives associated with this course help prepare students who may one day seek leadership, supervision, and management roles within the field of child life. The course is designed for, but not limited to, students interested in a career as child life specialists. The topics covered also prepare students for their careers by helping them to understand and one day navigate the administrative levels of health care systems.
Note(s): Course content is dependent on students who have begun preparation for careers. The content focuses on advanced practice and an eye toward administration above entry level employment. Limit 15 students.
EDUC 246: Working with Schools, Families and the Community (2-4 Credits)
This course will prepare educators to be culturally responsive professionals. Students will explore what a community is, how it functions, its role in education, and how to develop strategies for building community within institutions supporting the care, education, and development of youth. Students will develop practical communication skills that will enhance their ability to work with all members of the community toward the education of children and youth.
Note(s): Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
- Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Develop and administer appropriate assessments for key tasks.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrates development of professional self-awareness and reflection.
- Demonstrates leadership and advocacy stance.
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
- Demonstrate the ability to work together in research.
- Demonstrate ability to work together to solve problems.
EDUC 250: Curriculum and Instruction: Multiple Subject (2 Credits)
Transgressive and responsive approaches to curriculum, pedagogy, and assessment for Multiple Subject teachers. Teacher candidates explore curricular theory, critical (multicultural) pedagogies and education, ethnic studies, curriculum design, planning, assessment, and teaching and learning across content areas: math, science, social studies, arts, and physical education. Universal design as a learning framework guides inclusive curricular and pedagogical practices and assistive and educational technologies. Inquiry and reflexivity are embedded across class sessions and assignments for growth.
Note(s): Open to undergraduates admitted to the education 4+1 program and graduate students enrolled in the MSK credential program. Limit 35 students.
EDUC 251: Cultivating Critical Consciousness in Practice (3 Credits)
The goal of this course is to help students enter professional settings with the ability to engage in critical self-reflective processes. Students will examine unconscious biases and deconstruct ideas related to power and positionality with regards to race, sexuality, gender, and professional roles. Students will explore how and why it is important for them to engage in reflection as a professional entering various clinical and educational settings. Cultivating an inner lens to reflect on one's own positionality prepares professionals to provide safe services and reflective practices.
Note(s): Course is aimed toward students who are preparing to enter professional spaces. Limit 15 students.
EDUC 252: Supervision of Adults in Children's Programs (2 Credits)
Working successfully with adults is a key skill needed for leaders in early childhood programs. This course will look at the literature examining adult learning styles, leadership, and organizational and staff development. Methodologies such as mentoring, coaching, and team building will be explored, with analyses on when and how each is appropriate and most effective. Self-reflection on students' own learning styles and adult communication will be emphasized.
Prerequisite(s): EDUC 253
Note(s): Open to graduate students only. Open to sophomores, juniors, seniors, and graduate students.
Instructor Consent Required: Y
EDUC 253: Child Life Ethics and Clinical Skills Seminar (3 Credits)
This course is specially designed for child life students. Students will gain skills for professional and clinical child life practice. Professional areas include understanding child life's ethical responsibilities, preparing internship application, interview skills, interpersonal communication skills, and child life core competencies. Clinical areas include developmentally appropriate practices in the hospital setting, therapeutic play, child centered interventions, working with parents and the multidisciplinary team, understanding pain, and enhancing assessment and case formulation.
Note(s): Only child life students may take this course. Limit 30 students. Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
- Collaboration in Program Development: Demonstrate the ability to work together in program development.
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
EDUC 254: Medical Information: Children in Hospitals and Clinics (2 Credits)
Medical and physiological details of the chronic and acute illnesses for which children are hospitalized, as well as the attendant diagnostic and treatment procedures, defined and discussed with a view toward better understanding the impact of the experiences on children.
Note(s): Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
EDUC 255: Children with Special Needs: Infants and Young Children (3 Credits)
This course focuses on neuro-diverse development and special education issues that arise in teaching infants and young children. The course examines the identification process of special needs and the evidence-based practices available to support infants and young children with special needs in their natural environments. The course aims to provide students with knowledge of developmental and behavioral characteristics of infants and young children, birth to five years, who have disabilities or are at- risk for developmental delay.
Note(s): Instructor consent required. Limit 20 students. Open to graduate students only.
Instructor Consent Required: Y
Program Goals:
Infant Mental Health Program Goals
- Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
- Administering an assessment battery
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Infant Mental Health Program Goals
- Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
- Production of masters thesis, oral exam, and presentation
- Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Practiced)
- Production of masters thesis, oral exam, and presentation as measured by rubrics
- Administering an assessment battery
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
Infant Mental Health Program Goals
- Develop the ability to form collaborative leadership skills. (Practiced)
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Infant Mental Health Program Goals
- Develop the ability to form collaborative leadership skills. (Practiced)
- Critical peer review assignments
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
- Collaboration in Research: Demonstrate the ability to work together in research.
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
Infant Mental Health Program Goals
- Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
- Course writing assignments
EDUC 256: Grief & Loss: Children & Families (3 Credits)
This course is an experiential based seminar that will focus on grief and loss of children, adolescents, and families. The primary focus of the course will be to enhance your knowledge and understanding of how death, loss, grief,and loss bereavement impact children and families developmentally, psychosocially, socially and emotionally. Additionally, aspects of culture, religion, and social norms will be discussed and integrated into the course content. Students will be introduced to various theories including tasks, phases, stages, and approaches to grief and evidence based.
Prerequisite(s): EDUC 242
Note(s): Open to graduate students only.
Instructor Consent Required: Y
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
EDUC 258: Early Childhood Curricula for Children with Special Needs (4 Credits)
Describes major curriculum models for early intervention and pre-K special education. Reviews developmental and behavioral characteristics of young children with special needs and the intervention strategies that facilitate optimal learning in the least restrictive environment. Includes specific topics such as the development of early literacy and preacademics, multicultural education for preschool children, interagency coordination, collaboration with families, and developmentally appropriate practice adapted for children with disabilities.
Prerequisite(s): EDUC 255
Note(s): Open to graduate students only.
Instructor Consent Required: Y
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Research Project: Develop and administer appropriate assessments for key tasks.
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Practiced)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
- Collaboration in Program Development: Demonstrate the ability to work together in program development.
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
EDUC 260: Therapeutic Play for Children Affected by Illness, Injury, and Special Needs (3 Credits)
While play is the natural language of all children, therapeutic play is the tool of child life specialists. Child Life Specialists, and others that work with children with illness, injury, or special needs utilize therapeutic play to help pediatric patients understand illness, injury, and treatment. This course allows students to learn the principles of therapeutic play as well as the tools to design, implement, and reflect on these interventions.
Note(s): Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
- Collaboration in Research: Demonstrate the ability to work together in research.
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
EDUC 261: Interpersonal Communication (4 Credits)
This course focuses on the theory and practice of dyadic communication, reduction of defensive climates as a means of facilitating effective communication, the role of communication in establishing and maintaining organizational cultures, and multicultural communication issues. Special emphasis on perception, interpersonal dynamics, conflict resolution, active listening skills, and verbal and nonverbal communication.
Note(s): Open to graduate students only.
EDUC 263: Administrative Practicum in Early Childhood Programs (3 Credits)
Teaching and administrative experiences in preschool and primary grades or healthcare settings.
Note(s): Can be taken two times for credit. Limit 30 students. Open to graduate students only.
Instructor Consent Required: Y
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
EDUC 265: Child Development for Early Childhood Leaders (4 Credits)
An overview of sociocultural-sociohistorical theories of human development and learning with a particular focus on the unique contributions of Barbara Rogoff’s theory of guided participation.
Note(s): Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
Educational Leadership Program Goals
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced)
- Students learn the importance of using dispositions of leadership including listening, putting oneself in a learner's stance and collaborating with families in order to strengthen their knowledge and respect for human variation and cultural diversity and to work to interrupt deficit views of families. Students learn to view their own cultural values and beliefs as only one perspective and to understand that all families have valuable cultural routines and strengths that reflect their values, beliefs and end goals for children's development.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Practiced)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
EDUC 273: Field Experience in Child Life in Hospitals (3 Credits)
Students work in a hospital or clinic child life program or in a community agency serving children. Supervision is provided by the hospital staff or by agency staff and Mills faculty.
Note(s): Hours individually arranged; time required varies according to credit received. Open to graduate students only.
EDUC 273A: Field Experience in Child Life in Hospitals (3 Credits)
Students will participate in a child life practicum or an internship placement. The Field Seminar serves as a place where students will reflect on their field experiences and complete assignments that demonstrate the culmination of personal and professional growth.
Note(s): This course is only open to child life majors. Limit 30 students. Open to graduate students only.
Program Goals:
Child Development Program Goals
- Provide students with many different theoretical perspectives and scientific and practical knowledge to understand and support human development and learning (Practiced)
- Students will be able to apply medical concepts in their work with children in the hospital.
- Prepare students to be learners and to take responsibility for their own learning (Practiced)
- Students will review appropriate educational resources and incorporate new ideas into their learning process as they develop their assignments.
- Prepare reflective and critical thinkers who examine issues about the development of infants and young children and their relationships in various contexts: school, hospital, family, community, and with an understanding of culture (Practiced)
- Students will, through self-reflection, gain an understanding of developmental issues with an understanding of family and community dynamics.
- Prepare students to work as part of a team and to develop collegial relationships with fellow students and faculty (Mastered)
- Students will rountinely engage in collaborative group activities in their fieldwork assignments.
- Prepare students to integrate theoretical and scientific knowledge in their fieldwork practicum (Mastered)
- Students will develop an initial understanding of the impact of chronic illness on human development in order to participate effectively in a fieldwork practicum.
- Child Life: Prepare students to interact with children with medical needs and their families in a family-centered manner guided by theories of human growth and development (Mastered)
- Students will be able to demonstrate practice of concepts in their fieldwork assignments.
- Child Life: Prepare students to participate as a member of a multidisciplinary team (Mastered)
- Students will, through examination, be able to identify their own role on a multidisciplinary team.
EDUC 273B: Field Experience in Child Life in Hospitals II (3 Credits)
Students work in a hospital or clinic child life program or in a community agency serving children. Supervision is provided by the hospital staff or by agency staff and Mills faculty.
Note(s): Open to child life students only. Fieldwork hours individually arranged with hospital placement; time required varies according to credit received. Limit 15 students. Open to graduate students only.
EDUC 275: Field Experience in Early Childhood Settings (2-4 Credits)
Graduate students in early childhood special education work in early intervention and preschool placements under the supervision of school staff and a Mills supervisor. Graduate students in the Leadership in Early Childhood Education Program work in settings such as early care and education, family service centers, child mental health consultation agencies, child care resource and referral agencies, legislative offices, public benefit law firms, and charitable foundations, under the guidance of Mills faculty and site supervisors.
Note(s): Will be offered in the summer as well as fall and spring. Limit 20 students. Open to graduate students only.
Program Goals:
Educ Leadershp Early Childhood Program Goals
- Students will understand a sampling of current theories of leadership; analyze dynamics of organizational and individual behavior (including their own) that influence effective leadership. (Practiced)
- Students are encouraged by instructors to incorporate their field experiences into all their coursework in order to construct new knowledge.
- Students will understand the interplay between personal and organizational factors that influence successful leadership; explore the challenges of leadership in a world where change is constant; and articulate the particular challenges faced by leaders in 21st century organizations. (Mastered)
- Students can reframe their coursework and readings through a real early childhood placement.
- Students will develop a nuanced understanding of the current early care and education system which includes knowledge about the policies, goals, funding, infrastructure, and politics related to the wide range of services serving children and their families. (Mastered)
- Students engage in lively discussions about their varied placements and issues of interest and concern.
EDUC 275A: Field Experience in Early Childhood Special Ed and Infant Mental Health (3 Credits)
Graduate students who are working on their early childhood special education specialist credential will work in early intervention and preschool placements under the supervision of school staff and a Mills supervisor. Graduate students who are working in the field of Infant Mental Health will work in their respective placements under the supervision of a cooperative clinician and a Mills field supervisor. Hours of seminar are arranged with the Mills supervisor.
Note(s): This is a field seminar that's taken in conjunction with student internship. This graduate course is used to satisfy credentialing or license requirement for students on a career track who are enrolled in the graduate programs. Limit 20 students. Open to graduate students only.
Instructor Consent Required: Y
Program Goals:
Infant Mental Health Program Goals
- Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Mastered)
- Administering an assessment battery
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
Infant Mental Health Program Goals
- Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Mastered)
- Production of masters thesis, oral exam, and presentation
- Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Mastered)
- Production of masters thesis, oral exam, and presentation as measured by rubrics
- Administering an assessment battery
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Research Project: Develop and administer appropriate assessments for key tasks.
Infant Mental Health Program Goals
- Develop the ability to form collaborative leadership skills. (Mastered)
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
- Critical peer review assignments
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- Collaboration in Program Development: Demonstrate the ability to work together in program development.
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
Infant Mental Health Program Goals
- Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
Infant Mental Health Program Goals
- Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
- Course writing assignments
EDUC 275B: Field Experience in Early Childhood Special Ed and Infant Mental Health (3 Credits)
Graduate students who are working on their early childhood special education specialist credential will work in early intervention and preschool placements under the supervision of school staff and a Mills supervisor. Hours of seminar are arranged with the Mills supervisor.
Note(s): Education 275B is a class that accompanies field placement in early childhood special education. Students enrolled in this class must be doing student teaching and have passed the CBEST test. Limit 12 students. Open to graduate students only.
Instructor Consent Required: Y
Program Goals:
Infant Mental Health Program Goals
- Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Mastered)
- Administering an assessment battery
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
Infant Mental Health Program Goals
- Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Mastered)
- Production of masters thesis, oral exam, and presentation
- Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Mastered)
- Production of masters thesis, oral exam, and presentation as measured by rubrics
- Administering an assessment battery
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Research Project: Develop and administer appropriate assessments for key tasks.
Infant Mental Health Program Goals
- Develop the ability to form collaborative leadership skills. (Introduced, Practiced, Mastered)
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
- Critical peer review assignments
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- Collaboration in Program Development: Demonstrate the ability to work together in program development.
- Collaboration in Research: Demonstrate the ability to work together in research.
Infant Mental Health Program Goals
- Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
- Course writing assignments
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
EDUC 276: Leadership and Administration in Early Childhood Programs (3 Credits)
This course was developed to build a cadre of leaders and administrators with knowledge and competencies to implement thoughtful and creative approaches to maximizing the potential of programs in the field of ECE. Students explore the purposes inspiring their desire for leadership development and examine their personal strengths, vulnerabilities, values and goals influencing their desire to be leaders and administrators within the field of ECE. The course draws upon a range of theories, resources and relationships for understanding the early childhood field.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Experience in Teaching/Clinical/Leadership/Administration: Successful experience in teaching/clinical/leadership/administration in a preschool or infant toddler classroom setting/hospital/community-based settings.
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Students complete class readings, engage in interactive classroom activities, interview leaders in the field, practice facilitating inquiry based discussions of practice and complete reflective papers that help them develop positions based on their newly constructed knowledge. Students complete multiple reflective papers in order to understand more about their personal view of leadership and in turn, how they will enact leadership. Students practice communicating their ideas about topics and issues, connecting theories with instances of practice, in clear, understandable ways through oral expression, written texts and digitally using a variety of social media tools (e.g., Twitter, Facebook, Edmodo etc)
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
Educational Leadership Program Goals
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced)
- Students discuss theories and contextualized case studies of leadership and administrative practice drawn from the early childhood field that highlight collaborative, inclusive mental models of leading. Students document weekly reflections connecting theories discussed in class with their developing leadership and knowledge of administration in the field. Students juxtapose distributed collaborative leadership models with more traditional hierarchical models of leadership drawn from literature discussing leadership and administration in business/corporate contexts.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
- Students develop a personal conceptual model of leadership and administrative practice grounded in their knowledge of leadership and management theories, change theories, the field of early care and education, dispositions for leadership and iterative cycles of inquiry and critical self-reflection that intersect their dynamic professional work in the field with theories and goals for self-growth and development.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
EDUC 276A: Leadership in Early Childhood Seminar (2-4 Credits)
This seminar accompanies the fieldwork component of the Leadership in Early Childhood Education Program. Goals of the seminar include the connection of theory, policy, and systems analysis to the practical experience gleaned from the field placement. Students will keep ongoing journals and conduct inquiry projects under the guidance of both Mills faculty and the supervisors in the field.
Note(s): Restricted to students enrolled in the Leadership in Early Childhood Education Program. Offered summer, fall, and spring Limit 20 students. Open to graduate students only.
EDUC 276B: Leadership in Early Childhood Seminar (2-4 Credits)
This seminar accompanies the fieldwork component of the Leadership in Early Childhood Education Program. Goals of the seminar include the connection of theory, policy, and systems analysis to the practical experience gleaned from the field placement. Students will keep ongoing journals and conduct inquiry projects under the guidance of both Mills faculty and the supervisors in the field.
Note(s): Restricted to students enrolled in the Leadership in Early Childhood Education Program. Offered summer, fall, and spring Limit 15 students. Open to graduate students only.
Program Goals:
Educ Leadershp Early Childhood Program Goals
- Students will understand a sampling of current theories of leadership; analyze dynamics of organizational and individual behavior (including their own) that influence effective leadership. (Practiced)
- Students complete class readings and complete reflective papers that help them develop positions based on their newly constructed knowledge.
- Students participate in online class interactions in order to process readings and construct new knowledge.
- Students will understand the interplay between personal and organizational factors that influence successful leadership; explore the challenges of leadership in a world where change is constant; and articulate the particular challenges faced by leaders in 21st century organizations. (Introduced, Practiced)
- Students complete multiple reflective papers in order to understand more about their personal view of leadership and in turn, how they will enact leadership.
- Students communicate their ideas about topics and issues in clear, understandable ways.
- Students will explore the history of early care and education focusing on changes inservices, attitudes, stakeholders and public investment over time. Students will examine how the local system differs from that in other communities in the United States, other industrialized countries, and other related disciplines. (Introduced)
- Students complete various readings on the history of ECE and through class discussions and written papers, reflect on how the system today has been influenced by the historical roots and development of the profession.
- Students complete a written paper where they compare and contrast the service delivery models for ECE in our country with the models in other countries. They complete this analysis by comparing this data to what they know about our local ECE programs, policies and services.
EDUC 276C: Leadership in Early Childhood Seminar (2-4 Credits)
This seminar accompanies the fieldwork component of the Leadership in Early Childhood Education Program. Goals of the seminar include the connection of theory, policy, and systems analysis to the practical experience gleaned from the field placement. Students will keep ongoing journals and conduct inquiry projects under the guidance of both Mills faculty and the supervisors in the field.
Note(s): Restricted to students enrolled in the Leadership in Early Childhood Education Program. Limit 15 students.
Program Goals:
Educ Leadershp Early Childhood Program Goals
- Students will understand a sampling of current theories of leadership; analyze dynamics of organizational and individual behavior (including their own) that influence effective leadership. (Mastered)
- Students will understand the interplay between personal and organizational factors that influence successful leadership; explore the challenges of leadership in a world where change is constant; and articulate the particular challenges faced by leaders in 21st century organizations. (Mastered)
- Students will explore the history of early care and education focusing on changes inservices, attitudes, stakeholders and public investment over time. Students will examine how the local system differs from that in other communities in the United States, other industrialized countries, and other related disciplines. (Practiced)
EDUC 277: Special Education Pre-Induction Seminar (1 Credits)
This course discusses and integrates the core academic and non-college activities to be taken under the professional level II early childhood special education specialist credential. Students meet with the College advisor and support provider to develop a professional induction plan that outlines specific course work, individual performance goals, and professional non-college activities.
Note(s): Open to graduate students only.
Instructor Consent Required: Y
EDUC 278: Special Education Post-Induction Seminar (1 Credits)
This course is the final process in obtaining the professional level II early childhood special education specialist credential. Students meet with the College advisor and the field support provider to evaluate the completion of the professional induction plan and the credential program.
Note(s): Open to graduate students only.
Instructor Consent Required: Y
EDUC 280: Special Topics in Education (4 Credits)
Exploration of themes and/or topics not offered as part of the regular curriculum. Course content to be determined by the instructor. May be repeated for credit when topics differ.
Note(s): Open to graduate students only.
EDUC 280A: Special Topics (0.25-1.25 Credits)
EDUC 280AS: Research Seminar in Child Life (3 Credits)
This seminar and workshop-based course is open to education graduate students in the Child Life program. Students will read, review, and discuss interdisciplinary research in the field of Child Life. Students will learn to critically evaluate research on children's learning and development. Students will develop a written research proposal by the end of the course, with plans for data collection.
Note(s): Open only to students enrolled in the Child Life program. Limit 30 students. Open to graduate students only.
Core Goals:
Critical Analysis
- Students will critically analyze information and ideas. (Introduced, Practiced)
- Students will critically analyze research in a formal written literature review.
- Students will examine issues from multiple perspectives. (Practiced, Mastered)
- Students will identify and use multiple theoretical perspectives to inform their research project.
- Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Practiced, Mastered)
- Student papers must trace the origins of practice and knowledge on their chosen topic.
- Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Practiced, Mastered)
- Students' creation of their methods and proposal for the IRB will include a critical evaluation of how to understand and measure children's learning and development.
- Students will develop discernment, facility and ethical responsibility in using information. (Mastered)
- students will all be required to take and pass the NIH training on ethics in research with human subjects. We will discuss these topics further in class.
- Students will engage as active participants in the College's intellectual community. (Introduced)
- Students will critically engage with each other's work, providing structured peer-feedback
Create, Innovate & Experiment
- Students will extend their creative strengths and skills. (Introduced)
- students will create a proposal and an oral presentation, involving visuals. The foundation of the course is a novel idea for an inquiry study.
- Students will design or produce work that demonstrates independent thinking, originality, and inventiveness. (Practiced)
- Students will develop a written and oral proposal for a research project, demonstrating an original set of ideas, and will articulate how this project relates to practice in early childhood.
- Students will produce innovative solutions to real-world problems. (Introduced)
- Students will propose a study to understand issues related to children's welfare and education.
EDUC 280B: Inquiry, Teacher Research and Documentation: U.S. and International Perspectives (3 Credits)
This course will cover the Reggio Emilia practice.
Note(s): Open to graduate students only.
EDUC 280C: Special Topics in Education (0.25-1 Credits)
EDUC 280D: On Being "Woke": Spiritual and Political Formation in the Movement towards Liberatory Education (3 Credits)
What if being "woke" was about being present and recognizing that at the heart of movements for social change lies an honoring of interdependency and a love for humanity? This course draws from feminist of color theories, critical theory, spirituality studies, and political education to unpack practices conducive to educational and sociopolitical transformation. We will cultivate a holistic praxis that challenges us to unpack how mindfulness, dialogue, embodied and emotional awareness coupled with action can sustain us in our individual and collective efforts towards liberatory education.
Instructor Consent Required: Y
EDUC 280E: Special Topics in Education (0.25-1 Credits)
EDUC 280F: Special Topics in Education (0.25-1 Credits)
EDUC 280J: Special Topics (4 Credits)
EDUC 283: Advanced Seminar (1 Credits)
EDUC 290: Advanced Seminar in Child Development (3 Credits)
Advanced seminar in theories of child development and the application of developmental theory to early childhood educational practice.
Note(s): Limited to early childhood and early childhood leadership graduate students. Limit 30 students. Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Educ Leadershp Early Childhood Program Goals
- Students will explore the history of early care and education focusing on changes inservices, attitudes, stakeholders and public investment over time. Students will examine how the local system differs from that in other communities in the United States, other industrialized countries, and other related disciplines. (Practiced)
- Use the ideas of child development theories to understand the value of policies in local systems and systems from other communities, nationally and internationally.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
Educ Leadershp Early Childhood Program Goals
- Students will develop a nuanced understanding of the current early care and education system which includes knowledge about the policies, goals, funding, infrastructure, and politics related to the wide range of services serving children and their families. (Practiced)
- Apply knowledge of child development to evaluate the policies in early care and education.
EDUC 290A: ADV SEM IN CHILD DEVELOPMENT (0.25-1 Credits)
EDUC 290B: ADV SEM IN CHILD DEVELOPMENT (0.25-1 Credits)
EDUC 291A: Theory and Practice of Early Childhood Education 0-8: Infancy and Preschoolers (3 Credits)
First of a two-semester series. Survey of theoretical bases of early childhood curriculum, examination of current practices, and application of theory through participation in a teaching team under the supervision of the professional staff in the Children's School. Three half-days each week with daily sessions critiquing practice and a weekly seminar on the theoretical foundations.
Note(s): Arrangements must be made in the spring prior to enrollment. Limit 30 students. Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Research Project: Develop and administer appropriate assessments for key tasks.
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
- Collaboration in Research: Demonstrate the ability to work together in research.
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
EDUC 291B: Theory and Practice of ECE: Curriculum & Instruction for Infants and Preschoolers with Special Needs (3 Credits)
Lecture and associated practicum with focus on children with special needs in early childhood education. Survey of theoretical bases of early childhood curriculum, examination of current practices, and application of theory through participation in a teaching team under the supervision of the professional staff in the Children's School. Three half-days each week with daily sessions critiquing practice and a weekly seminar on the theoretical foundations of curriculum and instruction with children who have special needs.
Note(s): Arrangements must be made in the fall prior to enrollment. Prerequisite EDUC 291A or permission of instructor. Limit 30 students. Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Research Project: Develop and administer appropriate assessments for key tasks.
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
- Collaboration in Research: Demonstrate the ability to work together in research.
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
EDUC 292: GRAD SEM:RESEARCH IN EDUC (0.25-1.25 Credits)
EDUC 293A: Graduate Seminar: Research in Education—MEET (4 Credits)
In this first semester of the two-course research series EDUC 293A and 293B, students review and analyze current and pertinent research literature. Students design and develop a research project proposal to be submitted for approval by the Committee for Protection of Human Subjects. To advance from 293A to 293B, the student must submit a proposal for review by the end of the fall semester.
Note(s): Required for MEET candidates. Other students may take the course with the approval of the instructor and the School of Education. Limit 30 students. Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- not necessary right now
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Research Project: Develop a research project and report on a research project in a variety of ways.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- not necessary right now
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced)
- not necessary right now
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- not necessary right now
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Collaboration in Research: Demonstrate the ability to work together in a research situation.
EDUC 293B: Research Seminar—MEET (4 Credits)
Through a combination of lectures, demonstrations, hands-on exercises, and workshops, this course, the second in the master's degree research project sequence for MEET students, provides the continued support and guidance necessary to complete their master's degree research project. This course is a continuation of EDUC 293A.
Note(s): Required for MEET candidates. Other students may take the course with the approval of the instructor and the School of Education. Open to graduate students only.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
Education, Teaching Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced, Mastered)
- Research Project: Develop a research project and report on a research project in a variety of ways.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Mastered)
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Mastered)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Collaboration in Research: Demonstrate the ability to work together in a research situation.
EDUC 294A: Graduate Seminar: Research in Education—ECE (3 Credits)
Review and critical analysis of current educational research. Includes designing and, where appropriate, initiating a pilot research study. This course is the first in the two-course research series EDUC 294A and EDUC 294B. There are two sections of EDUC 294A: section one is for ECE/DPT and SPED students; section two is for child life and ECE students.
Note(s): For ECE and Education graduate students. Other students may take the course with special approval of the instructor and the department. Two sections are offered: section one is for ECE/DPT and SPED students; section two is for child life and ECE students. Limit 25 students.
Program Goals:
Infant Mental Health Program Goals
- Learn the value of the scientific method as a way of thinking about questions concerning the causes of (and therapeutic approaches to) behavior, including the ability to find and comprehend research. (Practiced)
- Administering an assessment battery
- Production of masters thesis, oral exam, and presentation
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Infant Mental Health Program Goals
- Develop the ability to apply the scientific method to questions concerning the causes of and therapeutic approaches to behavior in order to be able to assess children for serious mental health and developmental problems in a culturally competent and developmentally appropriate way. (Practiced)
- Administering an assessment battery
- Production of masters thesis, oral exam, and presentation as measured by rubrics
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Research Project: Develop and administer appropriate assessments for key tasks.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Infant Mental Health Program Goals
- Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
- Course writing assignments
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- Collaboration in Research: Demonstrate the ability to work together in research.
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
Infant Mental Health Program Goals
- Develop the ability to communicate effectively and responsibly in writing in interpersonal contexts and learn to work in collaboration with others. (Mastered)
- Evaluation of professional work in the field of infant mental health, including a self-assessment and field supervisor assessment
EDUC 294B: Research Seminar—ECE (3 Credits)
Through a combination of lectures, demonstrations, hands-on exercises, and workshops, this course, the second in the master's degree research project sequence for ECE/DPT, SPED, and child life students, provides the continued support and guidance necessary to complete their master's degree research projects. This course is a continuation of EDUC 294A. There are two sections of EDUC 294B: section one is for ECE/DPT and SPED students; section two is for child life and ECE students.
Note(s): For ECE and education graduate students. Other students may take the course with special approval of the instructor and the department. Offered in two sections: section one is for ECE/DPT and SPED students; section two is for child life and ECE students. Limit 35 students. Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Research Project: Develop and administer appropriate assessments for key tasks.
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
- Collaboration in Research: Demonstrate the ability to work together in research.
EDUC 300A: Curriculum and Instruction: Multiple Subject (2 Credits)
Transgressive and responsive approaches to curriculum, pedagogy, and assessment for Multiple Subject teachers. Teacher candidates explore curricular theory, critical (multicultural) pedagogies and education, ethnic studies, curriculum design, planning, assessment, and teaching and learning across content areas: math, science, social studies, arts, and physical education. Universal design as a learning framework guides inclusive curricular and pedagogical practices and assistive and educational technologies. Inquiry and reflexivity are embedded across class sessions and assignments for growth.
Note(s): Open to undergraduates admitted to the education 4+1 program and graduate students enrolled in the MSK credential program. Limit 35 students.
Instructor Consent Required: Y
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Education, Teaching Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Research Project: Develop a research project and report on a research project in a variety of ways.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Research Project: Develop and administer appropriate assessments for key tasks.
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
EDUC 300B: Curriculum and Instruction: Multiple Subject (2 Credits)
Transgressive and responsive approaches to curriculum, pedagogy, and assessment for Multiple Subject teachers. Teacher candidates explore curricular theory, critical (multicultural) pedagogies and education, ethnic studies, curriculum design, planning, assessment, and teaching and learning across content areas: math, science, social studies, arts, and physical education. Universal design as a learning framework guides inclusive curricular and pedagogical practices and assistive and educational technologies. Inquiry and reflexivity are embedded across class sessions and assignments for growth.
Note(s): Open only to undergraduates admitted to the education 4+1 program and graduate students enrolled in the MSK credential program Limit 35 students. Open to seniors only.
Instructor Consent Required: Y
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Research Project: Develop and administer appropriate assessments for key tasks.
Education, Teaching Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Research Project: Develop a research project and report on a research project in a variety of ways.
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
EDUC 301A: Curriculum and Instruction: Humanities (2 Credits)
The first of a three-semester series. Provides core instructional component for secondary credential candidates in art, English, and social studies. Includes overview of issues of curriculum and instruction for secondary classrooms. Structure of knowledge in content areas as basis for understanding curricular planning as student-teacher considers what and how to teach, and for what reasons. Other topics include instructional/classroom management strategies, planning and assessment, and mandated state and local frameworks for secondary subjects.
Note(s): Open to undergraduates with instructor approval. Limit 35 students.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
EDUC 301B: Curriculum and Instruction for Secondary Teachers (2 Credits)
The second of a three-semester series. Provides core instructional component for secondary credential candidates in art, English, and social studies. Includes overview of issues of curriculum and instruction for secondary classrooms. Structure of knowledge in content areas as basis for understanding curricular planning as student-teacher considers what and how to teach, and for what reasons. Other topics include instructional/classroom management strategies, planning and assessment, and mandated state and local frameworks for secondary subjects.
Note(s): Open to undergraduates admitted to the education 4+1 program and graduate students enrolled in teaching credential program. Limit 35 students.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
EDUC 302A: Curriculum and Instruction: Humanities (2 Credits)
The third of a three-semester series. Provides core instructional component for secondary credential candidates in art, English, and social studies. Includes overview of issues of curriculum and instruction for secondary classrooms. Structure of knowledge in content areas as basis for understanding curricular planning as student-teacher considers what and how to teach, and for what reasons. Other topics include instructional/classroom management strategies, planning and assessment, and mandated state and local frameworks for secondary subjects.
Note(s): Open to students enrolled in the Single Subject Humanities cohort of the Teacher Education program Limit 30 students.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
- Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Demonstrates development of self-awareness and reflection.
EDUC 302B: Development of Multiliteracies in the Secondary Schools (1 Credits)
Theory and methods of instruction to improve reading and writing skills as well as digital literacy in middle school and high school. Consideration of problems in reading and writing about content areas, assessment, remediation, and enhancement of literacy skills of gifted and talented students, and techniques for improving the literacy of English Language Learners. Access and production of digital content for acdemic purposes. An additional three to five hours of fieldwork in local schools required every week for undergraduates.
Prerequisite(s): EDUC 389
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 30 students.
Instructor Consent Required: Y
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Successful experience in teaching in a K-12 classroom setting.
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
- Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Develop a research project and report on a research project in a variety of ways.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Demonstrates development of self-awareness and reflection.
- Demonstrate collaboration and collegiality. (Practiced)
- Demonstrate the ability to work together in teaching situations.
EDUC 303: Teaching Children Mathematics (4 Credits)
The course explores recommendations from research, the National Council of Teachers of Mathematics, the California Department of Education, and others about appropriate elementary school mathematics education. The three-fold emphasis will be on how to plan and enact mathematical lessons, how to understand and promote students’ mathematical thinking, and how to provide children a balanced program of mathematical study that results in conceptual understanding, procedural fluency, and sound reasoning. The great diversity found in California classrooms will be a prime consideration.
Prerequisite(s): EDUC 300A
Note(s): Admission to Teachers for Tomorrow's Schools Credential Program is required for graduates. Undergraduates must have advisor and instructor approval and intend to apply for Teachers for Tomorrow's Schools Credential Program. All enrollees must have elementary school field placements. Limit 25 students. Open to graduate students only.
Program Goals:
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Mastered)
- Students will plan and carryout learning sequences in mathematics for children that illustrate constructivist and developmental principles. This will be demonstrated by successful completion of the Performance Assessment of California Teachers (PACT) in elementary mathematics and achievement of a score of at least 2 out of 4.
- Students will develop and implement an assessment plan for a learning sequence in mathematics for children that illustrate constructivist principles. This will be demonstrated by successful completion of the Performance Assessment of California Teachers (PACT) in elementary mathematics tasks 2, 3, and 5.
- Demonstrate collaboration and collegiality. (Mastered)
- Students will reflect upon the instruction of mathematics to children in such a manner that their knowledge of academic language acquisition by children will be evident. his will be demonstrated by successful completion of the Performance Assessment of California Teachers (PACT) in elementary mathematics tasks 1 - 5.
EDUC 303A: Teaching Children Mathematics and Science I (3 Credits)
This course is designed to familiarize students with pedagogy and content knowledge required for the teaching of math and science in elementary schools with diverse learners. An interdisciplinary approach will be taken that incorporates both math and science teaching and learning with a focus on how these subjects inform and build on one another. We will engage with relevant recent research, current standards, and state frameworks in order to understand our role as elementary math and science educators. We will also work to explore both the place of math and science in the elementary school.
Note(s): Restricted to students enrolled in Teachers for Tomorrow's Schools. Graduate students, and Seniors accepted into the 4+1 Teachers for Tomorrow's Schools program, do not need instructor permission. Undergraduate Juniors who intend to apply to Teachers for Tomorrow's Schools should secure instructor permission. Limit 35 students. Open to undergraduates only. Open to juniors and seniors only.
Instructor Consent Required: Y
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Successful Teaching Experience Successful experience in teaching in a K-12 classroom setting.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Planning, Teaching, Assessing, and Reflecting Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
EDUC 303B: Curriculum and Instruction: Math and Science (2 Credits)
Third of three semester-long courses provide core instructional component for secondary math and science credential candidates. Includes an overview of issues of curriculum and instruction for secondary classrooms. Structure of knowledge in content areas is used as basis for understanding curricular planning as the student-teacher considers what and how to teach, and for what reasons. Also includes instructional/classroom management strategies, planning, technology, assessment for secondary classrooms, and mandated state and local frameworks for secondary subjects. Prerequisite: EDUC 305A&
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 25 students.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Research Project: Develop and administer appropriate assessments for key tasks.
Education, Teaching Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Research Project: Develop a research project and report on a research project in a variety of ways.
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
EDUC 305A: Curriculum and Instruction: Math and Science (2 Credits)
The first of three semester-long courses provide core instructional component for secondary math and science credential candidates. Includes an overview of issues of curriculum and instruction for secondary classrooms. Structure of knowledge in content areas is used as basis for understanding curricular planning as the student-teacher considers what and how to teach, and for what reasons. Also includes instructional/classroom management strategies, planning, technology, assessment for secondary classrooms, and mandated state and local frameworks for secondary subjects.
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 30 students.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
EDUC 305B: Curriculum and Instruction: Math and Science (2 Credits)
The second of three semester-long courses provide core instructional component for secondary math and science credential candidates. Includes an overview of issues of curriculum and instruction for secondary classrooms. Structure of knowledge in content areas is used as basis for understanding curricular planning as the student-teacher considers what and how to teach, and for what reasons. Also includes instructional/classroom management strategies, planning, technology, assessment for secondary classrooms, and mandated state and local frameworks for secondary subjects. Prerequisite: EDUC 30
Prerequisite(s): EDUC 305A
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 20 students.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
EDUC 313: Pedagogical Content Knowledge Lab: Multiple Subject (2 Credits)
Seminar designed to support beginning teachers in their field experiences and provide a forum for exploring practical and theoretical teaching dilemmas and issues as it relates to subject matter content knowledge, learners, their families, and sociocultural factors. Teacher candidates will explore barriers to and possibilities for integrating and translating theories and approaches discussed across the program into their teaching. Inquiry-based and lesson study approaches is taken to exploring the complex nature of teaching and learning for racial, gender, linguistic, and disability justice.
Prerequisite(s): EDUC 373A and EDUC 373B
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 30 students.
Instructor Consent Required: Y
EDUC 315: INTRO TO ADMINISTRATION (0.25-1.25 Credits)
EDUC 317: ADMIN LEADERSHIP THEORY,CNCPTS (0.25-1.25 Credits)
EDUC 318: INSTRUCTIONAL LEADERSHIP (0.25-1.25 Credits)
EDUC 319: COMMUNITY RELATIONS (0.5 Credits)
EDUC 320: SCHOOL LAW & PUBLIC POLICY (0.5 Credits)
EDUC 321: HUMAN RESOURCES MANAGEMENT (0.5 Credits)
EDUC 322: FISCAL & BUSINESS SERVICES (0.5 Credits)
EDUC 323: FIELDWORK AND SEMINAR (1 Credits)
EDUC 324: FIELDWORK AND SEMINAR (1 Credits)
EDUC 339: Human Development and Classroom Community (2 Credits)
Overview of developmental processes related to planning for children in preK-12, with attention to cognitive and socio-emotional development. Implications for physical, cognitive, affective, and social growth in children. Techniques and materials for assessing development will be studied and tried. Reviews health-related issues with implications for educators and parents. Health curricula for children and adolescents examined. Community resources utilized by educators and families identified, and attention given to schools as important community institutions.
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 30 students.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
EDUC 347A: Sociopolitical Foundations of Education (2 Credits)
The first of a three semester course that provides an overview of the structural and systemic issues and dilemmas facing educators and the profession of teaching. The course is designed to assist students in making the transition from student to teacher by examining their positionality and ideological stance about teaching, learning, and schooling. The course focuses considerable attention on the ideological, political, and ethical dimensions of the teacher's work, and on the complexities of teaching in settings characterized by inequity.
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 60 students.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Education, Teaching Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
- Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Demonstrate collaboration and collegiality. (Introduced)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
EDUC 347B: Sociopolitical Foundations of Education (1 Credits)
The second of a three semester course that provides an overview of the structural and systemic issues and dilemmas facing educators and the profession of teaching. The course is designed to assist students in making the transition from student to teacher by examining their positionality and ideological stance about teaching, learning, and schooling. The course focuses considerable attention on the ideological, political, and ethical dimensions of the teacher's work, and on the complexities of teaching in settings characterized by inequity. Prerequisite: EDUC 347A
Prerequisite(s): EDUC 347A
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 60 students.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Education, Teaching Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Demonstrate collaboration and collegiality. (Practiced)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Practiced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
EDUC 348: Building Structures for Equity, Excellence, and Access (2 Credits)
A laboratory workshop must be taken concurrently or after EDUC 347A. The purpose of this laboratory is to explore issues involved in becoming a teacher-leader for educational equity. This course will have students examine personal, interpersonal, and institutional impacts of the intersection of oppressions surrounding race, ethnicity, language, gender, and class. The central question for the course is: how can we teach each child well in a racist society?
Note(s): Open to students enrolled in Mills' teacher credential programs or undergraduates by permission of the instructor Limit 58 students. Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Experience in Teaching/Clinical/Leadership Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
- Students will complete weekly readings and critically analyze them using a format provided by the professor.
Education, Teaching Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
- Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
EDUC 349: Perspectives on Disability, Inclusion, and Assessment (2 Credits)
This course uses a Disability Studies framework to explore the social, political, historical, cultural, and educational contexts of disability and special education both nationally and in California. Students will explore how disability is both constructed and reclaimed as well as the material realities connected to disability. Students will take a capacity-oriented approach to examine the history of special education, legislation and litigation that have influenced the field, referral and assessment processes, various models of service delivery, and attitudes toward people with disabilities.
Note(s): Undergraduates need permission of the instructors. Limit 25 students.
Instructor Consent Required: Y
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced)
- Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Demonstrates leadership and an advocacy stance.
- Demonstrates development of self-awareness and reflection.
- Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Demonstrate collaboration and collegiality. (Introduced)
- Demonstrate the ability to work together in teaching situations.
EDUC 352: English Language Development and Content Instruction Methods-Multiple/Single Subj. (2 Credits)
First semester exploration of teaching practice for multiple and single subject teacher candidates that is informed by second language acquisition theory and research. Through demonstrations and analyses of tasks associated with the teaching of listening, speaking, reading, and writing skills as well as readings, in-class discussions, and lectures, students will develop the pedagogical skills and theoretical expertise necessary to teach subject-matter content to English-language learners while enhancing academic language proficiency. Field-based inquiry projects are required.
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 40 students.
Instructor Consent Required: Y
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Successful Teaching Experience Successful experience in teaching in a K-12 classroom setting.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Planning, Teaching, Assessing, and Reflecting Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
EDUC 353: English Language Development and Content Instruction Methods-Single/Multiple Subj. (1 Credits)
Second semester exploration of teaching practice for multiple and single subject teacher candidates that is informed by second language acquisition theory and research. Through demonstrations and analyses of tasks associated with the teaching of listening, speaking, reading, and writing skills as well as readings, in-class discussions, and lectures, students will develop the pedagogical skills and theoretical expertise necessary to teach subject-matter content to English-language learners while enhancing academic language proficiency. Field-based inquiry projects are required.
Prerequisite(s): EDUC 352
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 30 students.
Instructor Consent Required: Y
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Not applicable for Education TTS program
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
EDUC 354: BILINGUAL ENGL DEV-ELEMENTARY (0.5 Credits)
EDUC 355: BILINGUAL ENGL DEV-SECONDARY (0.5 Credits)
EDUC 373A: Pedagogical Content Knowledge Lab: Multiple and Single Subjects (2 Credits)
Seminar designed to support beginning teachers in their field experiences and provide a forum for exploring practical and theoretical teaching dilemmas and issues as it relates to subject matter content knowledge, learners, their families, and sociocultural factors. Teacher candidates will explore barriers to and possibilities for integrating and translating theories and approaches discussed across the program into their teaching. Inquiry-based and lesson study approaches is taken to exploring the complex nature of teaching and learning for racial, gender, linguistic, and disability justice.
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 35 students.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
- Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action:
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
- Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action:
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
EDUC 373B: Pedagogical Content Knowledge Lab: Multiple Subject (2-12 Credits)
Seminar designed to support beginning teachers in their field experiences and provide a forum for exploring practical and theoretical teaching dilemmas and issues as it relate to subject matter content knowledge, learners, their families, and sociocultural factors. Teacher candidates will explore barriers to and possibilities for integrating and translating theories and approaches discussed across the program into their teaching. Inquiry-based and lesson study approaches are taken to exploring the complex nature of teaching and learning for racial, gender, linguistic, and disability justice.
Prerequisite(s): EDUC 373A
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 35 students.
Instructor Consent Required: Y
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
- Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Teaching/Clinical/Leadership: Demonstrate the ability to work together in teaching/clinical work/leadership and advocacy.
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Practiced, Mastered)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
EDUC 379: Multiliteracies: Reading and Writing the World in the Elementary Classroom (4 Credits)
Exploration of critical approaches to develop comprehension and composition of broadly defined texts. Assessment of fluency, comprehension, and writing development and planning inform small group and individual instruction. Assessment of listening and speaking skills, phonemic awareness, word analysis, fluency, vocabulary, syntax, academic language, building on prior knowledge. Incorporates educative and assistive tecnologies for representing and expressing literacy learning. Planning for cultural, linguistic, and ethnic diversity, and for children with disabilities will be stressed.
Prerequisite(s): EDUC 379A and EDUC 379B
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 30 students.
Instructor Consent Required: Y
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
EDUC 379A: Multiliteracies: Reading and Writing the World in the Elementary Classroom (2 Credits)
Exploration of critical approaches to develop comprehension and composition of broadly defined texts. Assessment of fluency, comprehension, and writing development and planning inform small group and individual instruction. Assessment of listening and speaking skills, phonemic awareness, word analysis, fluency, vocabulary, syntax, academic language, building on prior knowledge. Incorporates educative and assistive tecnologies for representing and expressing literacy learning. Planning for cultural, linguistic, and ethnic diversity, and for children with disabilities will be stressed.
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 30 students.
Instructor Consent Required: Y
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Successful experience in teaching in a K-12 classroom setting.
- Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Demonstrates development of self-awareness and reflection.
EDUC 379B: Multiliteracies: Reading and Writing the World in the Elementary Classroom (1 Credits)
Exploration of critical approaches to develop comprehension and composition of broadly defined texts. Assessment of fluency, comprehension, and writing development and planning inform small group and individual instruction. Assessment of listening and speaking skills, phonemic awareness, word analysis, fluency, vocabulary, syntax, academic language, building on prior knowledge. Incorporates educative and assistive tecnologies for representing and expressing literacy learning. Planning for cultural, linguistic, and ethnic diversity, and for children with disabilities will be stressed.
Prerequisite(s): EDUC 379A
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 30 students.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Successful experience in teaching in a K-12 classroom setting.
- Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Demonstrates development of self-awareness and reflection.
EDUC 380: Pedagogical Content Knowledge Lab: Single Subject (2 Credits)
Third part of a four-semester fieldwork sequence for secondary credential students. The introduction to classroom teaching responsibility begins during the fall semester with observation, individual tutoring, small group leadership, and team teaching. Team teaching, observation, and assistance in additional classes may also be part of fieldwork.
Prerequisite(s): EDUC 385A and EDUC 385B
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 30 students.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Experience in Teaching/Clinical/Leadership: Successful experience in teaching/clinical/leadership in a preschool or infant toddler classroom setting/hospital/community-based settings.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Successful Teaching Experience Successful experience in teaching in a K-12 classroom setting.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Assessment Development and Administration: Develop and administer appropriate assessments for key tasks.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Research Project: Develop and administer appropriate assessments for key tasks.
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
EDUC 385A: Pedagogical Content Knowledge Lab: Single Subject (2 Credits)
First part of a four-semester fieldwork sequence for secondary credential students. The introduction to classroom teaching responsibility begins during the fall semester with observation, individual tutoring, small group leadership, and team teaching. Team teaching, observation, and assistance in additional classes may also be part of fieldwork.
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 35 students.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- N/A for single subject TTS students
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
- N/A for single subject TTS students
Education, Teaching Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
- Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
- N/A for single subject TTS students
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
EDUC 385B: Pedagogical Content Knowledge Lab: Single Subject (2 Credits)
Second part of a four-semester fieldwork sequence for secondary credential students. The introduction to classroom teaching responsibility begins during the fall semester with observation, individual tutoring, small group leadership, and team teaching. Team teaching, observation, and assistance in additional classes may also be part of fieldwork.
Prerequisite(s): EDUC 385A
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 35 students.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- N/A for single subject TTS students
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
- Research Project: Develop a research project and report on a research project in a variety of ways.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
- N/A for single subject TTS students
Education, Teaching Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced)
- Identifying and Describing an Ethical Dilemma: Develop a case that identifies and describes an ethical dilemma in teaching and reveals the analytic steps to reason through the dilemma concluding with a decision for action.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- N/A for single subject TTS students
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- N/A for single subject TTS students
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- Collaboration in Research: Demonstrate the ability to work together in a research situation.
EDUC 389: Development of Multiliteracies in the Secondary Schools (2 Credits)
Theory and methods of instruction to improve reading and writing skills as well as digital literacy in middle school and high school. Consideration of problems in reading and writing about content areas, assessment, remediation, and enhancement of literacy skills of gifted and talented students, and techniques for improving the literacy of English Language Learners. Access and production of digital content for acdemic purposes. An additional three to five hours of fieldwork in local schools required every week for undergraduates.
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 30 students.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- N/A for single subject TTS students
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
- N/A for single subject TTS students
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced)
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
EDUC 390: History and Policy of Bilingual Education in the US (3 Credits)
This course is one of three that are specifically designed to prepare Spanish bilingual teachers. The course is taught in Spanish and consists of a survey of important developments that have shaped ideas pertaining to linguistic diversity and the role of languages other than English in education and US schools. The historical account of bilingual education will provide a context for a summary of important research trends and developments as well as political forces that have shaped policies regulating the use of Spanish and other non-English languages for instruction in public schools.
Note(s): Restricted to students pursuing a Spanish teaching credential Limit 30 students. Open to undergraduates only. Open to juniors and seniors only.
Instructor Consent Required: Y
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
- Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
- Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Develop a research project and report on a research project in a variety of ways.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Demonstrates development of self-awareness and reflection.
- Demonstrates leadership and an advocacy stance.
- Demonstrate collaboration and collegiality. (Introduced)
- Demonstrate the ability to work together in a research situation.
EDUC 391: Socio-Cultural Issues for Latinx Students (3 Credits)
This course is one of three that are specifically designed to prepare Spanish bilingual teachers. The course is taught in Spanish and explores and analyzes social, cultural, political, and economic processes and dynamics that shape Latinx identity in the US. Combining historical and empirical foundations, the course encourages students to explore their ethnic and cultural identity vis à vis Latinx identity. Students carry out research projects that examine their own identity in contrast to the identities of groups in US society that trace their origins to countries in Latin America.
Note(s): Restricted to students completing a Spanish bilingual credential Limit 30 students. Open to undergraduates only. Open to juniors and seniors only.
Instructor Consent Required: Y
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Write a substantive paper that demonstrates content knowledge and an inquiry stance. Paper must be written in Spanish.
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
- Develop a research project and report on a research project in a variety of ways. Report must be in Spanish.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
- Demonstrates development of self-awareness and reflection.
- Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Demonstrates leadership and an advocacy stance.
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Demonstrate the ability to work together in teaching situations that are in a Spanish bilingual classroom.
- Demonstrate the ability to work together in a research situation.
EDUC 392: Bilingual Instruction Methods: Curriculum and Pedagogy (3 Credits)
This course is one of three that are specifically designed to prepare Spanish bilingual teachers. The course is taught in Spanish and presents to students current theories and research informing the design and implementation of curricula and materials in Spanish as well as pedagogy for language development in Spanish and English. Students study program models and instructional and assessment practices that are culturally informed and rely on family and community as resources. Students will complete an observational placement in a bilingual classroplan and prepare a curricular unit in Spanish.
Note(s): Restricted to students completing a Spanish bilingual credential Limit 30 students. Open to undergraduates only. Open to juniors and seniors only.
Instructor Consent Required: Y
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Successful experience in teaching in a K-12 classroom setting.
- Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
- Develop a project that includes critical analysis and assessment, and concludes with further questions.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced, Mastered)
- Demonstrates development of self-awareness and reflection.
- Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
- Demonstrate collaboration and collegiality. (Practiced)
- Demonstrate the ability to work together in teaching situations.
EDUC 393: Topics in Humanities (1 Credits)
A survey of recent major developments in the Humanities, designed to provide a background for teaching Art, English, and Social Sciences as academic subjects in secondary schools.
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 30 students.
Program Goals:
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Students will be given readings and assignments that will require them to demonstrate content knowledge.
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced)
- Students will be given multiple, in class, project based assignments that they will complete together.
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
EDUC 394: Topics in STEM (1 Credits)
A survey of recent major developments in Mathematics and Sciences, designed to provide a background for teaching Math, Biology, Chemistry, and Physics as academic subjects in secondary schools.
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 30 students.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
Education, Teaching Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Successful Teaching Experience: Successful experience in teaching in a K-12 classroom setting.
- Planning, Teaching, Assessing, and Reflecting: Plan, teach, assess, and reflect on a sequence of 3-5 lessons in a relevant content area.
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper that demonstrates content knowledge and an inquiry stance.
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Leadership and Advocacy: Demonstrates leadership and an advocacy stance.
- Celebration of Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and celebration of cultural, linguistic and developmental differences.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
Education, Teaching Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced)
- Self-awareness and Reflection: Demonstrates development of self-awareness and reflection.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
Education, Teaching Program Goals
- Demonstrate collaboration and collegiality. (Introduced, Practiced)
- Collaboration in Teaching: Demonstrate the ability to work together in teaching situations.
EDUC 397: TOPICS IN ENGLISH (0.25-1.25 Credits)
EDUC 398A: TEACH METH/SECND SCI&MATH (0.25-1.25 Credits)
EDUC 398B: TEACH METH SECND SCI&MATH (0.25-1.25 Credits)
EDUC 399: Topics in Foreign Languages (1 Credits)
A survey of recent major developments in Spanish and French as foreign languages, designed to provide a background for teaching Spanish and French as academic subjects in secondary schools.
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 30 students.
Instructor Consent Required: Y
EDUC 401: School Leadership (4 Credits)
Core course for students seeking the administrative services credential (ASC). Along with study of the changing nature of leadership, students will examine the changing role and nature of the public school leader. Students will study and experience some key challenges of the job: leading faculty, parents, students, and other constituents toward leveraging the school's resources and talents to the levels needed to create the optimum conditions for teaching and learning.
Note(s): Only open to graduate students in educational leadership. Open to graduate students only.
Program Goals:
Prelim Admin Service Cred Prep Program Goals
- Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Mastered)
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Students complete readings, participate in class discussions and do presentaitons in class in order to support their developing knowledge and skills required for leadership.
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Evidence: Support ideas with evidence and structured arguments.
Prelim Admin Service Cred Prep Program Goals
- Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Practiced)
Educational Leadership Program Goals
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
- Students participate actively in class by coming to class on time with all work completed.
- Students particpate in class discussions in which they demonstrate their ability to summarize and synthesize, showing relationships between reading and the discussion.
Educational Leadership Program Goals
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced)
- Students complete a reflective paper that synthesizes readings and discussions on student disabilities.
- Students complete a reflective paper that articulates their leadership theory and philosophy.
Prelim Admin Service Cred Prep Program Goals
- Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Mastered)
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Practiced)
- Students complete group work projects and are expected to facilitate discussions in groups. Such facilitation includes actions such as asking clarifying questions, summarizing, synthesizing, showing relationships between reading and discussions, providing examples, helping include everyone in the conversation, and staying focused and on task.
EDUC 403: Administrative Leadership: Theory, Concepts, and Practice (4 Credits)
This course explores and reflects on various, sometimes contending, purposes of education. Related theories of leadership, strategies, and practices will be the basis for the development of a personal professional perspective, including a philosophy of education and leadership and a conception of the educational system. Draws from literature on leadership, management, organizational behavior, and systems analysis, along with other relevant studies.
Note(s): Open to graduate students only.
EDUC 404: Instructional Leadership (4 Credits)
The course is designed to prepare administrators to lead faculties, staffs, and community members to informed and collaborative decisions about curriculum and instruction, consistent with constructivist learning theory and reflective practice. Students will study the history of curriculum development in the U.S.; contending philosophies and views on the purposes of education in American public schools; and current theories and principles regarding the design, implementation, and evaluation of curriculum and instruction for diverse learners.
Note(s): Open to graduate students only.
Program Goals:
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Students will be able to explain the differences between various theoretical perspectives and identify how such theories translate to action.
Prelim Admin Service Cred Prep Program Goals
- Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Practiced)
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Evidence: Support ideas with evidence and structured arguments.
Prelim Admin Service Cred Prep Program Goals
- Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Mastered)
Educational Leadership Program Goals
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Practiced)
- Students will exercise careful, attentive listening to colleagues.
- Students will participate actively in class, being in class on time with all work completed and assignments prepared.
- Students will participate in discussions, including the facilitation of the discusion process and the participation of others, including actions such as asking clarifying questions, summarizing, synthesizing, showing relationships between the rereading and the discussion, providing examples, help to include everyone in the conversation, staying focused and on task.
Educational Leadership Program Goals
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Practiced)
- Students will analyze readings, develop positions and reflect on what the implications of the readings are for policy, practice, and themselves.
Prelim Admin Service Cred Prep Program Goals
- Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Introduced)
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced, Practiced, Mastered)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Introduced, Practiced, Mastered)
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
Educ Early Childhood Program Goals
- Demonstrate collaboration and collegiality. (Practiced)
- Students will work together in groups to synthesize information from readings or brainstorm ideas for problem solving.
EDUC 405: Trauma Informed Leadership (4 Credits)
This course is designed to help students preparing to be public school administrators develop personal insights, interpersonal skills, and management practices for leading diverse, inclusive programs and organizations with a focus on trauma-informed educational practices and English Language Learner (ELL) programs. This course will introduce students to the core concepts (general theory and foundational knowledge), informing evidence-based assessment and intervention for traumatized children and adolescents. Strength-based practice will be highlighted along with a focus on the identification
Note(s): This course is required for administrative credential students. Limit 35 students.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Students will read theory informing evidence-based assessment and intervention for traumatized children and youth.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Students will develop plans of action for implementing trauma-informed professional development at their schools.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 406: Fiscal and Business Services (4 Credits)
This course challenges the view that the primary role of business managers should be as guardians of budget limits. Instead, it explores the use of business services as a primary instrument for achieving school and district educational goals. Students will learn to assess the cost-effectiveness and cost-benefits of programs, and to coordinate, leverage, and converge resources toward creating optimum conditions for teaching and learning.
Note(s): Open to graduate students only.
Program Goals:
Prelim Admin Service Cred Prep Program Goals
- Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Introduced)
- Students will reflect on weekly readings and share thoughtfully in class.
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
Prelim Admin Service Cred Prep Program Goals
- Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Practiced)
- Students will do an analysis of a school budget will will be shared in a whole class presentation. In order to prepare the presentations students will collaborate with each other, providing feedback and helping each other.
Educational Leadership Program Goals
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
- Evidence: Support ideas with evidence and structured arguments.
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
Prelim Admin Service Cred Prep Program Goals
- Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Mastered)
- Students will practice community based models of leadership in learning to build a budget plan with the involement of all stakeholders.
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Attentive Listening: Careful, attentive listening to colleagues.
Educ Leadershp Early Childhood Program Goals
- Students will develop a nuanced understanding of the current early care and education system which includes knowledge about the policies, goals, funding, infrastructure, and politics related to the wide range of services serving children and their families. (Practiced)
- Students will study the processes by which financial decisions are made by local entities, with special emphasis on the roles of administrators in the budgeting process. Students will be able to demonstrate an understanding of, and competencies pertinent to, the school leader's role in building, maintaining and managing a budget to further the vision, goals and philosphy of the site, district or organization.
Educational Leadership Program Goals
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
EDUC 407: Perspectives on Human Resource Management (4 Credits)
This course prepares future administrators with theory, knowledge, skills, and sensibilities to attract, select, and develop personnel; create policies and conditions to retain the best; and provide opportunities for their growth and advancement to enhance the quality of education for students. This course draws from the substantial literature on the management of human resources, organizational development, human relations, professional development, and other areas of study relevant to the purposes of this course.
Note(s): Open to graduate students only.
Program Goals:
Prelim Admin Service Cred Prep Program Goals
- Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Practiced)
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
Prelim Admin Service Cred Prep Program Goals
- Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Practiced)
Educational Leadership Program Goals
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Evidence: Support ideas with evidence and structured arguments.
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
Prelim Admin Service Cred Prep Program Goals
- Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Introduced)
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Practiced, Mastered)
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
EDUC 408: FIELD EXPERIENCE (0.25-1.25 Credits)
EDUC 409A: Field Experience (2 Credits)
Places students in administrative settings to conduct projects, preferably collaboratively with a group of teachers who will provide them with leadership experiences where they can apply course work, including theory, concepts, and strategies. The intent is to enable the students to begin to develop competencies necessary to lead and manage an organization or group to attain its goals effectively, efficiently, and with integrity.
Note(s): Open to graduate students only.
Program Goals:
Prelim Admin Service Cred Prep Program Goals
- Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Introduced)
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
Prelim Admin Service Cred Prep Program Goals
- Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Practiced)
Educational Leadership Program Goals
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Evidence: Support ideas with evidence and structured arguments.
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
Prelim Admin Service Cred Prep Program Goals
- Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Practiced)
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Practiced)
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
EDUC 409B: Field Experience (2 Credits)
Places students in administrative settings to conduct projects, preferably collaboratively with a group of teachers who will provide them with leadership experiences where they can apply course work, including theory, concepts, and strategies. The intent is to enable the students to begin to develop competencies necessary to lead and manage an organization or group to attain its goals effectively, efficiently, and with integrity.
Note(s): Open to graduate students only.
Program Goals:
Prelim Admin Service Cred Prep Program Goals
- Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Practiced)
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
Prelim Admin Service Cred Prep Program Goals
- Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Mastered)
Educational Leadership Program Goals
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Evidence: Support ideas with evidence and structured arguments.
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
Prelim Admin Service Cred Prep Program Goals
- Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Mastered)
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Practiced)
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
EDUC 410: Communities, Schools, and Critical Social Theory (4 Credits)
This course examines the links between schools and the social structure—the social, economic and political factors that have shaped conditions in urban schools and communities. For instance, the socioeconomic context of urban schools provides an important examination of the role of schooling in a stratified society and provides the theoretical grounding for the course. Critical Social Theories of race/ethnicity, class, gender, and culture will be utilized as frameworks through which to explore the development and current conditions of urban communities, schools, and society.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Through the course readings and assignments, students will use critical personal reflection, use case discussion, and review of existing social theories to examine the relationship between theories and practice.
- Students will reflect on and be able to articulate their own sense of mission, vision and purpose as leaders in education and how critical social theory has informed the aforementioned.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
- Students will participate in a group presentation where they summarize, synthesize, draw relationships between course readings and foster discussion, by providing relevant examples while creating an inclusive culture to bring in everyone into the class discussion.
- Students will complete a research project designed to help students connect to their life story and community through the lens of critical social theory.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Through class dialogue/discussions, readings, and presentations, students will expand their repertoire of strategies that foster, develop and identify school and community reforms and practices that reify and offer resistance to oppressive practices.
- Students will write a research paper utilizing course readings and evidence how they helped to expand the focus on more in depth understandings of what constitutes inter sectional forms of social oppression and how the field of education and practitioners can play a role in mediating the social toxins emanating from social oppression. This paper topic will lead towards dissertation topic development for students in the Educational Leadership Doctorate.
- Students will analyze social problems critically through class discussion and class readings.
EDUC 411A: Independent School Leadership I (4 Credits)
This course examines contemporary challenges for independent school leaders and utilizes the talents of prominent leaders in the field to share their expertise. The course focuses on practical applications of education research and theory with special emphasis on the implications for practice in independent schools. Various elements of independent school leadership will be presented such as fund development, budgeting, marketing, and public relations.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
- Through class discussions students will learn to participate in class as reciprocal learners through dialogue, reflection and engagement in the collaborative seminar setting.
- Students will use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Students will exhibit an ability to analyze features, benefits and constraints of historical and current administrative theory and practice.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Students will participate in and facilitate discussions, participate with others. This will include such actions as asking clarifying questions.
- Students will participate in class summarizing, synthesizing, showing relationships between the reading and the discussion, providing examples, while helping to include everyone in the conversation, staying focused on the task.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Through course readings and assignments students will learn how to manage and organize resources to achieve their goals.
- Through course readings, class discussions and course assignments students will learn how to harness socio-political forces to support curricular and instructional changes.
- Through course assignments students will articulate their vision for leading.
- Through course readings and class discussion students will examine the role of a head of school.
EDUC 411B: Independent School Leadership II (4 Credits)
This course examines contemporary challenges for independent school leaders and utilizes the talents of prominent leaders in the field to share their expertise. The course focuses on practical applications of education research and theory with special emphasis on the implications for practice in independent schools. Various elements of independent school leadership will be presented such as community organizing and development, proactive problem solving, and community partnerships.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
- Students will complete a field work project that will require them to gather data, examine their data, present their data and interpret their data. The field work project will be focused on implementing school change.
- Through conducting their field based inquiry project students will develop an inquiry stance and disposition to leadership.
- Through lecture students will learn how to obtain and evaluate specific information from research literature and how to define, plan and conduct an inquiry project in the field.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Through in class participation students will provide feedback to colleagues on their work in progress.
- Through in class participation students will listen carefully to colleagues.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Through course readings, presentaitons and discussions students will be encouraged to generate and explore questions focused on the topic of school, family, community partnerships.
- Through class discussions and readings students will learn to foster family school connections among diverse populations and to engage families at all levels.
- Through class discussions and readings students will develop a view of forming a professional learning community involving teachers, students, staff and parents in setting goals, improving the curriculum and assessing student progress.
EDUC 412: School Law and Public Policy (3 Credits)
This course is designed to develop students' knowledge and understanding of the crucial role of the ethical and legal execution, formulation, and enforcement of policy in the successful management of schools and school systems. Students will review the California Educational Code, examples of school policies, and the administrator's role in both executing and formulating policy. Emphasis will be placed on the interpretation of law in serving the educational interests of students and families.
Note(s): Open to graduate students only.
Program Goals:
Prelim Admin Service Cred Prep Program Goals
- Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Introduced)
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
Prelim Admin Service Cred Prep Program Goals
- Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Introduced)
Educational Leadership Program Goals
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
- Evidence: Support ideas with evidence and structured arguments.
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
Prelim Admin Service Cred Prep Program Goals
- Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Practiced)
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Practiced)
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
EDUC 413: Qualitative Methods (4 Credits)
As applications of inquiry in school settings require more holistic and site-specific research designs, this course prepares students' use of qualitative research tools by introducing concepts of grounded theory and theoretical sensitivity in designing field methods. Fieldwork methods, strategies for qualitative observation, interviewing, and accurate and detailed field notes are included. Analysis strategies, case development, cross-case comparison, pattern matching, and theme mapping are used to illustrate ways of working with qualitative data.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Evidence: Support ideas with evidence and structured arguments.
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
- Demonstrate collaborative leadership and collegiality. (Practiced)
- Attentive Listening: Careful, attentive listening to colleagues.
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
EDUC 414: Quantitative Methods (4 Credits)
This course introduces students to the application of quantitative methods in educational research. Major topics include formulation and testing of hypotheses, sampling, establishing validity and reliability, and instrumentation. Examples of various types of observation and survey instruments are used to illustrate the uses and limitations of such tools. The forms and uses of standard design (such as pre- and post-testing) and their applications to specific interventions or research questions are covered.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Evidence: Support ideas with evidence and structured arguments.
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
- Demonstrate collaborative leadership and collegiality. (Practiced)
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
EDUC 417: Individual Professional Plan (4 Credits)
This course is designed to support students considering work in administrative settings. Students develop competencies necessary to lead and manage an organization or group to attain its goals effectively, efficiently, and with integrity. This course also supports student through their capstone assignment.
Note(s): Open to graduate students only.
EDUC 417A: Leadership Induction A (2 Credits)
As required by the California Credential Accreditation Commission, candidates for the administration services credential (ASC) develop, in consultation with their advisor, an individualized professional plan that maps out course work as well as non-college experiences that lead to the development of required competencies.
Note(s): This course is required to complete the Tier II credential requirements. Limit 15 students. Open to graduate students only.
Program Goals:
Prof Clear Adm Serv Cred Prep Program Goals
- Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Practiced)
- Students will analyze assigned readings and develop positions based upon new understandings; use direct observation, personal reflection, and case studies to examine problems. Students will participate in discussions to examine the relationship among theories and practice; reflect on and articulate their own sense of mission, vision, and purpose as leaders; and communicate their ideas about topics and issues in clear, understandable ways while providing evidence to support their point of view.
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Students will analyze assigned readings and develop positions based upon new understandings; use direct observation, personal reflection, and case studies to examine problems. Students will participate in discussions to examine the relationship among theories and practice; reflect on and articulate their own sense of mission, vision, and purpose as leaders; and communicate their ideas about topics and issues in clear, understandable ways while providing evidence to support their point of view.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Students will participate in whole and small group dialogues around reading assignments, experiences and current events. Students will demonstrate that their individual growth and learning is inextricably linked to their engagement with others in class. Students will demonstrate: 1.careful, attentive listening to colleagues; 2.active participation in class, being in class on time with all work completed and assignments prepared.
Prof Clear Adm Serv Cred Prep Program Goals
- Foster a collaborative model of leadership that values inclusiveness, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Practiced)
- Students will participate in whole and small group dialogues around reading assignments, experiences and current events. Students will demonstrate that their individual growth and learning is inextricably linked to their engagement with others in class. Students will demonstrate: 1.careful, attentive listening to colleagues; 2.active participation in class, being in class on time with all work completed and assignments prepared.
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Students will identify critical dimensions of a principal’s job; consider how to harness socio-political forces to support the curricular and instructional changes; consider how with faculty, community and students they can create a school climate that allows students to study, live and learn. Students will consider how to manage and organize resources to achieve goals.
Prof Clear Adm Serv Cred Prep Program Goals
- Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Practiced)
- Students will identify critical dimensions of a principal’s job; consider how to harness socio-political forces to support the curricular and instructional changes; consider how with faculty, community and students they can create a school climate that allows students to study, live and learn. Students will consider how to manage and organize resources to achieve goals.
EDUC 417B: Leadership Induction B (2 Credits)
As required by the California Credential Accreditation Commission, candidates for the administration services credential (ASC), in consultation with their advisor, assess their learning of competencies identified in EDUC 417A.
Note(s): This course is for Tier II administrative credential students. Limit 15 students. Open to graduate students only.
Program Goals:
Prof Clear Adm Serv Cred Prep Program Goals
- Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Mastered)
- Students will analyze assigned readings and develop positions based upon new understandings and use direct observation, personal reflection, and case studies to examine problems.
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Students will analyze assigned readings and develop positions based upon new understandings and use direct observation, personal reflection, and case studies to examine problems.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Students will participate in class discussions and demonstrate that their individual growth and learning is inextricably linked to their engagement with others in class.
Prof Clear Adm Serv Cred Prep Program Goals
- Foster a collaborative model of leadership that values inclusiveness, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Mastered)
- Students will participate in class discussions and demonstrate that their individual growth and learning is inextricably linked to their engagement with others in class.
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Students will particpate in discussionss to examine the relationship among theories and practice; reflect on and articulate their own sense of mission, vision and purpose in leadership; and communicate their ideas in understandable ways providing evidence to support their point of view.
Prof Clear Adm Serv Cred Prep Program Goals
- Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Mastered)
- Students will particpate in discussionss to examine the relationship among theories and practice; reflect on and articulate their own sense of mission, vision and purpose in leadership; and communicate their ideas in understandable ways providing evidence to support their point of view.
EDUC 418A: Administrative Field Experience (2 Credits)
This field-based course connects theory to practice through field-based research projects and advising. The course provides extended time for reflection on action and will build a candidate's administrative knowledge base and conceptual understanding.
Prerequisite(s): EDUC 417A and EDUC 417B
Note(s): The is a Tier II Administrative Credential course open to public school administrators only. Limit 12 students. Open to graduate students only.
Instructor Consent Required: Y
Program Goals:
Prof Clear Adm Serv Cred Prep Program Goals
- Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Mastered)
- Active participation in group discussion including facilitation of the discussion process and the participation of others including actions such as asking clarifying questions, summarizing, synthesizing, showing relationships between field experience and the discussion, providing examples, helping include everyone in the conversation and staying focused.
- Foster a collaborative model of leadership that values inclusiveness, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Practiced)
- Students will analyze assigned readings and develop positions based on new understandings, use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice, and articulate their own sense of mission, vision and purpose as leaders.
- Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Practiced)
- Students will communicate their ideas about topics and issues in clear and understandable ways and support their ideas with evidence and structured arguments. Students will learn to translate educational theory into practical everyday action.
EDUC 418B: Administrative Field Experience (2 Credits)
This field-based course connects theory to practice through field-based research projects and advising. The course provides extended time for reflection on action and will build a candidate's administrative knowledge base and conceptual understanding. This course is the second in a two-part series and is required for the completion of the ASC Tier II.
Prerequisite(s): EDUC 417A and EDUC 417B and EDUC 418A
Note(s): This is a Tier II Adminsitrative Credential course open to public school administrators only. Limit 12 students. Open to graduate students only.
Instructor Consent Required: Y
Program Goals:
Prof Clear Adm Serv Cred Prep Program Goals
- Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Mastered)
- Active participation in group discussions including facilitation of the discussion process and the participation of others including actions such as asking clarifying quesitons, summarizing, synthesizing, showing relationships between field experience and the discussion, providing examples, helping include everyone in the conversation and staying focused.
- Foster a collaborative model of leadership that values inclusiveness, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Mastered)
- Students will analyze assigned readings and develop positions based on new understandings, use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice, and articulate their own sense of mission, vision and purpose as leaders.
- Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Mastered)
- Students will communicate their ideas about topics and issues in clear and understandable ways and support their ideas with evidence and structured arguments. Students will learn to translate educational theory into practical everyday actions.
EDUC 420: Pedagogical Content Knowledge Lab: Single Subject (2 Credits)
Forth part of a four-semester fieldwork sequence for secondary credential students. The introduction to classroom teaching responsibility begins during the fall semester with observation, individual tutoring, small group leadership, and team teaching. Team teaching, observation, and assistance in additional classes may also be part of fieldwork.
Prerequisite(s): EDUC 385A and EDUC 385B and EDUC 380
Note(s): Open to undergraduates admitted to the education ADP program and graduate students enrolled in teaching credential program. Limit 20 students.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Students will consider how research is used to inform educational innovation and reform.
- Students will describe the variety of research tools used to answer significant questions in educational research.
EDUC 421: Appl of Res to Probs in Educ (1 Credits)
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
EDUC 421A: Inquiry into Leadership: Practice into Theory I (4 Credits)
Introduces students to the theory and practice of action research, with a special focus on issues of leadership in education. Emphasis on designing and implementing an action research project related to one's practice.
Note(s): Open to graduate students only.
Program Goals:
Educ Leadershp Early Childhood Program Goals
- Students will understand a sampling of current theories of leadership; analyze dynamics of organizational and individual behavior (including their own) that influence effective leadership. (Practiced)
- Students complete all readings and attend in class lectures.
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Evidence: Support ideas with evidence and structured arguments.
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Practiced)
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
EDUC 421B: Inquiry into Leadership: Practice into Theory II (4 Credits)
This course utilizes Participatory Action Research (PAR) as a guiding methodological framework to understand problems of ed leadership. PAR emphasizes the importance of respecting the situated knowledge of local informants. PAR methodology stresses the significance of working with community informants and working toward social change. This course continues the exploration of theoretical and practical issues in action research by carrying out proposed individual and group PAR projects. Emphasis on the analysis of data and drawing conclusions leading to action for change.
Prerequisite(s): EDUC 421A
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Evidence: Support ideas with evidence and structured arguments.
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
Educ Leadershp Early Childhood Program Goals
- Students will explore the history of early care and education focusing on changes inservices, attitudes, stakeholders and public investment over time. Students will examine how the local system differs from that in other communities in the United States, other industrialized countries, and other related disciplines. (Mastered)
- Students will learn about the tradition of qualitative research in the social sciences. Students will participate in class discussions where their understanding of these ideas and theories will be demonstrated through summarizing, synthesizing and showing relationships between the reading and discussions. Through the exploration of ideas and theories students will develop clear and specific research questions.
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Evidence: Support ideas with evidence and structured arguments.
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
Educ Leadershp Early Childhood Program Goals
- Students will develop a nuanced understanding of the current early care and education system which includes knowledge about the policies, goals, funding, infrastructure, and politics related to the wide range of services serving children and their families. (Mastered)
- Students will explore topics in early care through their individual research.
EDUC 422: Current Policy Issues in Early Childhood (2 Credits)
An overview of current research on disciplines and domains that influence early childhood, including neuroscience, pedagogical perspectives, family support systems, family mental health, and cognitive development of young children. Includes social policy issues related to young children, and focuses on the importance of linking public policy development with research and best practices. Governmental structures at a federal and state level that impact child -family policies are reviewed.
Note(s): This class is only open to students enrolled in the Leadership Program in Early childhood Limit 15 students. Open to graduate students only.
Program Goals:
Educ Leadershp Early Childhood Program Goals
- Students will explore the history of early care and education focusing on changes inservices, attitudes, stakeholders and public investment over time. Students will examine how the local system differs from that in other communities in the United States, other industrialized countries, and other related disciplines. (Introduced)
- Students will read an overview of early care and education governance systems in the OECD industrialized nations of the world and compare to the United States. Students will also understand the history of split governance in the US and in other nations and will connect this history to the silos between health and human services and education today.
- Students will develop a nuanced understanding of the current early care and education system which includes knowledge about the policies, goals, funding, infrastructure, and politics related to the wide range of services serving children and their families. (Introduced)
- Students will begin to identify the governance structures at the federal and state level that are responsible for child and family policies and programs. They will identify the major stakeholders in each of these governing bodies and the goals aligned with our split governance structure in ECE.
EDUC 423: Educational Leadership and Public Policy (2 Credits)
Legislation and public policy determine the fiscal, programmatic, and operational purview of childhood programs. Increasingly, educational administrators and other leaders must exercise political skills to influence policy supportive of their aims. This course explores the interdependence of educational and other disciplines that impact young children and their families through legislation and regulatory decisions, and examines the role of leader-practitioners in influencing policy and regulatory development on local as well as state and national levels.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
EDUC 424: Educational Program Evaluation (4 Credits)
Students will study efforts of school systems to establish systems of accountability. In doing so, they will encounter and learn the uses and limitations of evaluation as an instrument of policy and for improving educational programs, as well as develop skills and awareness of the important role well-designed evaluation systems play in the operation of an effective educational institution.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Evidence: Support ideas with evidence and structured arguments.
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced, Practiced)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Practiced, Mastered)
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
EDUC 425: Introduction to Research Design (4 Credits)
The course explores the challenges facing those working to design, implement, and evaluate educational policies and programs. Students will deepen their sense of the practical challenges of the policy process and their sense of the roles scholars have and can play in relation to these issues. Attention will also be paid to oral presentations of ideas and facilitation of classroom discussion.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced)
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Communication: Communicate ideas about topics and issues in clear, understandable ways
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
EDUC 426: Ethical and Moral Considerations in Educational Leadership (4 Credits)
This course is organized around the concept of education as a moral enterprise and of the role of educational leadership in modern society, and provides students with opportunities to examine their own values, beliefs, and attitudes in relationship to their leadership responsibilities and practice. Emphasis is given to the exercise of leadership in the service of the school community. Presents various ethical frameworks and perspectives on ethics, including the importance of ethical principles in decision making.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
Educ Early Childhood Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced)
- Demonstration of Content Knowledge and Inquiry: Write a substantive paper or complete a substantive project that demonstrates content knowledge and an inquiry stance.
Educ Leadershp Early Childhood Program Goals
- Students will understand a sampling of current theories of leadership; analyze dynamics of organizational and individual behavior (including their own) that influence effective leadership. (Practiced)
- Evidence of ability to cite and analyze theory in literature review assignment
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Evidence: Support ideas with evidence and structured arguments.
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
Educ Early Childhood Program Goals
- Demonstrate critical analysis and adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Critical Analysis and Assessment: Develop a project that includes critical analysis and assessment, and concludes with further questions.
Educ Leadershp Early Childhood Program Goals
- Students will understand the interplay between personal and organizational factors that influence successful leadership; explore the challenges of leadership in a world where change is constant; and articulate the particular challenges faced by leaders in 21st century organizations. (Practiced)
- Indication of framing educational challenges in speech and letter assignments
- Evidence of considering multiple framings of a dilemma of practice in case study assignment
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Take an inquiry stance toward, be respectful of, and responsive to Cultural, Linguistic and Developmental Differences: Demonstrate awareness of, sensitivity to, and responsiveness to cultural, linguistic and developmental differences. Demonstrate a listening stance, be willing to adjust one's personal assumptions and beliefs based on new perspectives.
- Self-awareness and Reflection: Demonstrates development of professional self-awareness and reflection.
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
Educ Early Childhood Program Goals
- Demonstrate skills and knowledge of, and a strong commitment to, participate in equity-based leadership directed towards creating positive educational change for children, families and the professional workforce. (Introduced, Practiced, Mastered)
- Leadership and Advocacy: Demonstrates leadership and advocacy stance.
- Demonstrate collaboration and collegiality. (Introduced, Practiced, Mastered)
- Collaboration in Problem-solving: Demonstrate ability to work together to solve problems.
Educational Leadership Program Goals
- Demonstrate collaborative leadership and collegiality. (Practiced, Mastered)
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
EDUC 427: Issues of Race and Ethnicity in Education (4 Credits)
This course will explore the social, cultural, economic, pedagogical, and psychological experiences of race and ethnicity in schools and classrooms. We will focus on developing a deeper understanding of the ways race and ethnicity shape students' educational experiences; investigating why even well-meaning educational reforms often fail to adequately address racial and ethnic inequity in education; and exploring effective efforts to better address the needs of students of color and their families.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced, Practiced, Mastered)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced)
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Evidence: Support ideas with evidence and structured arguments.
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced, Mastered)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Practiced, Mastered)
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
EDUC 432: Curricular Leadership (4 Credits)
This course focuses on the role of educational administrators as curriculum leaders. Emphasis is given to the concept of schools as communities of learners and to the use of inquiry as a basis for curriculum planning and development.
Note(s): Must be in Educational Leadership Program. Open to graduate students only.
EDUC 434: Research Methods: Proposal Design and Development I (4 Credits)
This course introduces students to the elements of a research/dissertation proposal. The course examines the importance of varied aspects of proposal design, including development of a research question and problem statement; identification and review of relevant literatures; formulation of conceptual frameworks; description and justification of research methods; and consideration of ethical research practices. Students will study these issues as they relate to proposal design in general and in relation to their specific research interests.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced, Mastered)
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Evidence: Support ideas with evidence and structured arguments.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
- Demonstrate collaborative leadership and collegiality. (Practiced)
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
EDUC 435: Research Methods: Proposal Design and Development II (4 Credits)
Focuses on refinement of research questions and conceptual frameworks, the use of literature to contextualize research questions, and advanced instruction on research methods. Supports students as they complete the doctoral qualifying exam, defend a dissertation research proposal, and gain approval for research from the Mills College Human Subjects Review Committee.
Prerequisite(s): EDUC 434
Note(s): Open to graduate students only.
EDUC 436: 21st Century Learning (1-4 Credits)
The course is organized as a Think Tank/Professional Learning Community, to explore resources and empower students to promote collaborative design of effective 21st century learning environments. Special attention is given to: (1) emerging technologies that are driving systemic change on a global scale and resources for understanding the implications and potential for unintended consequences of Artificial Intelligence, 2) strategies for facilitating organizational change and personal transformation and (3) pedagogies that support features of 21st century learning.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Introduced, Practiced, Mastered)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Introduced, Practiced, Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 438: California Community College History, Politics and Policy (4 Credits)
California community colleges operate in between K-12 schools and state run universities: they have more autonomy than K-12 schools, but less autonomy than universities. Understanding the specific history, mission, and politics of the community college system in California will allow leaders to be more effective in their work with partners in federal, state and local government, CSU and UC systems, as well as with independent colleges.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced, Mastered)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 440: Hip Hop Pedagogy (4 Credits)
Grounded in constructivist philosophy, this course draws connections between youth culture, popular culture, and “liberal” learning while examining the interconnectedness of Hip Hop and community. Because of its ubiquitous academic reach, Hip Hop has emerged in primary, secondary, and postsecondary classrooms as both liberatory and culturally relevant pedagogy. Students will examine educational theories, Hip Hop instructional strategies and their applications in the modern day classroom. Focus is on critical pedagogies that emphasize education, social capital, race, and ethnicity.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
- Through the course readings and assignments students will use direct observation, personal reflection, and case discussion to examine the relationship among theories and practice.
- Students will communicate their ideas about topics in clear, understandable ways.
- Students will reflect on and be able to articulate their own sense of mission, vision and purpose as leaders in education.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Students will summarize, synthesize, show relationships between the reading and discussion, providing examples while helping to include everyone in the class discussion.
- Students will complete a multi media group project designed to help students connect to their life story and community. Each group will shape their project through working together collaboratively.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Through class discussions and readings students will learn strategies which will foster, develop and help them implement cultures of collaboration in educational spaces.
- Students will write a research paper providing the historical and educational context surrounding musical and educational concepts explored.
- Students will analyze social problems in groups through class discussion.
EDUC 441A: Introduction to the Theory and Practice of Waldorf Education (3 Credits)
This course explores Waldorf education and is designed for public school teachers. Waldorf education is developmentally appropriate, experiential, and academically rigorous. This course also integrates the Waldorf approach to serving traumatized children and youth.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 441B: Introduction to the Theory and Practice of Waldorf Education (3 Credits)
In this course students will study the theory of Waldorf education. Special attention will be given to developmentally appropriate, experiential, and academically rigorous curriculum. A special focus of this course will be the use of Waldorf education in serving traumatized students.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 442A: Project Based Learning in Waldorf Education (2 Credits)
In this course students will apply Waldorf theory through creating units of study for students. The units of study produced will include classroom activities and assignments that will reflect an understanding of Waldorf education.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 442B: Project Based Learning in the Waldorf Classroom (2 Credits)
This course provides students with the opportunity to practice elements of Waldorf curriculum through project based learning.
Note(s): Students must have completed EDUC 442A before registering for this course. Limit 25 students. Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Analyze assigned readings and develop positions based upon new understandings.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Careful, attentive listening to colleagues.
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Careful, attentive listening to colleagues.
- Engagement with multiple constituencies in planning and decision-making.
EDUC 443: Education Research Colloquium (2 Credits)
This colloquium is designed to introduce doctoral students to the breadth of possibilities for research topics in education, the variety of ways to frame research questions, and the diverse methods of answering research questions. The texts for this course will draw on scholarly work from faculty in the Mills School of Education. Students will understand not only the particular interests of Mills faculty, but begin to identify faculty with scholarly interests similar to their own that inspire their thinking and who may work with them on their dissertation committee.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Introduced)
- Be exposed to the role of teachers/educators in society.
- Develop some familiarity with the work of major theorists in the content areas covered.
- Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Support ideas with evidence and structured arguments.
- Communicate ideas about topics and issues in clear, understandable ways.
- Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Introduced)
- Willingness to explore controversial or dissenting ideas and theories.
- Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Willingness to engage multiple perspectives on issues and decision-making.
- Engagement with multiple constituencies in planning and decision-making.
- Careful, attentive listening to colleagues.
EDUC 446: Working with Families and the Community (3 Credits)
This course will prepare educators to be culturally responsive professionals. Students will explore what a community is, how it functions, its role in education, and how to develop strategies for building community within institutions supporting the care, education, and development of youth. Students will develop practical communication skills that will enhance their ability to work with all members of the community toward the education of children and youth.
Note(s): Open to graduate students only.
Program Goals:
Prelim Admin Service Cred Prep Program Goals
- Develop a thoughtful, reflective model of leadership in which candidates use a variety of research tools, apply inquiry methods and change theory appropriately to strategic planning, implementation and assessment. (Introduced)
- Active participation in class discussions, including your facilitation of the discussion process and of the participation of others. Such facilitation includes actions such as asking clarifying questions, summarizing, synthesizing, showing relationships between the reading and the discussion, providing examples, helping include everyone in the conversation, staying focused and on task.
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
Prelim Admin Service Cred Prep Program Goals
- Foster a collaborative model of leadership that values inclusivenesss, collaboration, information testing and sharing, diversity of representation, consensus building, conflict resolution, as well as more traditional models of leadership. (Mastered)
- Students will provide feedback to colleagues on their work in progress.
Educational Leadership Program Goals
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Evidence: Support ideas with evidence and structured arguments.
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
Prelim Admin Service Cred Prep Program Goals
- Develop a model of leadership grounded in theory that will enable them to meet the demands they will inevitably confront as a leader. (Mastered)
- Students will use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice; reflect on, and are able to articulate, their own sense of mission, vision, purpose as leaders; communicate their ideas about topics and issues in clear, understandable ways; and support their ideas with evidence and structured arguments.
Educational Leadership Program Goals
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Practiced, Mastered)
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
EDUC 450: Dissertation Research/Thesis Research (2-4 Credits)
The dissertation research course provides an opportunity for students who are working on their dissertations to receive ongoing support and guidance. Students are only eligible to enroll in this course once they have completed all their doctoral course work. Students must enroll in this course during the time they are working on their proposals and their dissertations. Students may take this course for up to six semesters.
Note(s): Open to graduate students only.
Pass/No Pass Only
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Mastered)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Mastered)
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Evidence: Support ideas with evidence and structured arguments.
- Communication: Communicate ideas about topics and issues in clear, understandable ways.
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Mastered)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Mastered)
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
EDUC 475: Field Experience in Early Childhood Settings (2-4 Credits)
Graduate students in early childhood special education work in early intervention and preschool placements under the supervision of school staff and a Mills supervisor. Graduate students in the Leadership in Early Childhood Education Program work in settings such as early care and education, family service centers, child mental health consultation agencies, child care resource and referral agencies, legislative offices, public benefit law firms, and charitable foundations, under the guidance of Mills faculty and site supervisors.
Note(s): Will be offered in the summer as well as fall and spring. Limit 20 students. Open to graduate students only.
Program Goals:
Educ Leadershp Early Childhood Program Goals
- Students will understand a sampling of current theories of leadership; analyze dynamics of organizational and individual behavior (including their own) that influence effective leadership. (Practiced)
- Students are encouraged by instructors to incorporate their field experiences into all their coursework in order to construct new knowledge.
- Students will understand the interplay between personal and organizational factors that influence successful leadership; explore the challenges of leadership in a world where change is constant; and articulate the particular challenges faced by leaders in 21st century organizations. (Mastered)
- Students can reframe their coursework and readings through a real early childhood placement.
- Students will develop a nuanced understanding of the current early care and education system which includes knowledge about the policies, goals, funding, infrastructure, and politics related to the wide range of services serving children and their families. (Mastered)
- Students engage in lively discussions about their varied placements and issues of interest and concern.
EDUC 480: Special Topics in Education (4 Credits)
Exploration of themes and/or topics not offered as part of the regular curriculum. Course content to be determined by the instructor. May be repeated for credit when topics differ.
Note(s): Open to graduate students only.
EDUC 480D: On Being "Woke": Spiritual and Political Formation in the Movement towards Liberatory Education (4 Credits)
What if being "woke" was about being present and recognizing that at the heart of movements for social change lies an honoring of interdependency and a love for humanity? This course draws from feminist of color theories, critical theory, spirituality studies, and political education to unpack practices conducive to educational and sociopolitical transformation. We will cultivate a holistic praxis that challenges us to unpack how mindfulness, dialogue, embodied and emotional awareness coupled with action can sustain us in our individual and collective efforts towards liberatory education.
Core Goals:
Critical Analysis
- Students will critically analyze information and ideas. (Practiced)
- Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
- Students will examine issues from multiple perspectives. (Practiced)
- Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
- Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Practiced)
- Students will read a range of texts, past and present, from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
- Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Practiced)
- Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
- Students will develop discernment, facility and ethical responsibility in using information. (Practiced)
- Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
- Students will engage as active participants in the College's intellectual community. (Practiced)
- Students will read a range of texts from various perspectives at the intersections of feminist of color theory, critical theory, spirituality, and political education and write reflection papers indicating their synthesis of how these ideas inform a praxis of liberatory education.
Create, Innovate & Experiment
- Students will extend their creative strengths and skills. (Practiced)
- Students will synthesize what they have learned at the intersections of feminist of color theory, critical theory, spirituality, and political education to devise a theory of change towards liberatory education.
- Students will design or produce work that demonstrates independent thinking, originality, and inventiveness. (Practiced)
- Students will synthesize what they have learned at the intersections of feminist of color theory, critical theory, spirituality, and political education to devise a theory of change towards liberatory education.
- Students will produce innovative solutions to real-world problems. (Practiced)
- Students will synthesize what they have learned at the intersections of feminist of color theory, critical theory, spirituality, and political education to devise a theory of change towards liberatory education.
Race, Gender & Power
- Students will demonstrate the ability to analyze race and gender as socially constructed, dynamic identity categories related to systems of power and privilege. (Practiced)
- Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
- Students will analyze the ways in which race and gender intersect with other identity categories including sexuality, class, ethnicity, religion, disability, age, citizenship and nationality. (Practiced)
- Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
- Students will demonstrate familiarity with the ways that marginalized communities have resisted structures of power through social movements, civic engagement, artistic expression, and scholarship. (Practiced)
- Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
- Students will be able to engage with the intellectual and theoretical contributions of marginalized communities, and contrast them with dominant perspectives. (Practiced)
- Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change project.
- Students will communicate effectively across differences with an understanding of their own social location. (Practiced)
- Students will unpack the role of spirituality within the context of political education and how it informs challenges to individual, interpersonal, and institutional forms of oppression. They will explore the intersectionality of feminist of color theories, critical theory, and spiritual texts and what they teach us about social change. They will create a power, spirituality, and political action autobiography and unpack these ideas through readings and the final theory of change presentations.
EDUC 483: Advanced Seminar (1 Credits)
EDUC 497: Directed Reading for Dissertation (4 Credits)
Students read extensively in their area of interest under the direction of a faculty member. This directed reading is a requirement for students in the doctoral program.
Note(s): Open to graduate students only.
Program Goals:
Educational Leadership Program Goals
- Demonstrate deep content knowledge of the field including practice-based skills. (Practiced)
- Exposure to Role of Educators in Society: Be exposed to the role of teachers/educators in society.
- Familiarity with Major Theorists: Develop some familiarity with the work of major theorists in the content areas covered.
- Analysis: Exhibit an ability to analyze features, benefits and constraints of historical and current theory.
- Demonstrate critical analysis and the adoption of an inquiry stance. (Practiced)
- Examining Relationships: Use direct observation, personal reflection, and case discussions to examine the relationship among theories and practice.
- Evidence: Support ideas with evidence and structured arguments.
- Communication Communicate ideas about topics and issues in clear, understandable ways.
- Mission, Vision and Purpose: Reflect on, and are able to articulate, their own sense of mission, vision, purpose as teachers/leaders.
- Analysis and Position Development: Analyze assigned readings and develop positions based upon new understandings.
- Demonstrate a disposition toward equity-based leadership and positive educational change. (Practiced)
- Exploring Controversy and Dissention: Willingness to explore controversial or dissenting ideas and theories.
- Equity in Leadership: Focus attention on equity issues and prioritize equity in leadership decision-making.
- Demonstrate collaborative leadership and collegiality. (Practiced)
- Engaging Multiple Perspectives: Willingness to engage multiple perspectives on issues and decision-making.
- Engaging Multiple Constituencies: Engagement with multiple constituencies in planning and decision-making.
- Attentive Listening: Careful, attentive listening to colleagues.
EDUC 499: Dissertation in Progress (0 Credits)