• EDUC-A 500 Introduction to Educational Leadership (3 cr.) P: Permission required. Organization and structure of the school system; legal basis of school administration; agencies of administration and control; and standards for administration in the various functional areas.

• EDUC-A 508 School Law and the Teacher (1-3 cr.) P: Permission required. Focuses primarily on legal concerns affecting teachers in public secondary schools. Topics include tort liability; church-state relations; expression rights; children with disabilities; conditions of employment; discrimination and harassment; student testing; collective bargaining; teacher life-style choices; copyright concerns; teach contracts; and dismissal, recordkeeping practices and student discipline. Repeatable up to 3 units.

• EDUC-A 510 School-Community Relations (2-3 cr.) P: Permission required. This course investigates characteristics of the community school, including the multicultural quality of the community. It also explores adapting the educational program to community needs, using community resources in instruction, and planning school-community relations programs. Repeatable up to 6 units.

• EDUC-A 590 Independent Study in Educational Leadership (1-3 cr.) Individual research or study with School Administration faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term, specifying the scope of the project, project activities, meeting times, completion date, and student products. Repeatable up to 99 times.

• EDUC-A 608 Legal Perspectives on Education (3 cr.) P: Permission required. This course entails an overview of the legal framework affecting the organization and administration of public schools, including church-state issues, pupil rights, staff-student relationships, conditions of employment, teacher organizations, tort liability, school finance, and desegregation.

• EDUC-A 624 EDUCATIONAL LEADERSHIP: THE PRINCIPALSHIP K-12 (3 cr.) This course engages students in a dialogue around building a professional learning community leading to instructional program coherence committed to the success of all students. Students complete their leadership platform as a part of this course.

• EDUC-A 625 Administration of Elementary Schools (3-6 cr.) P: EDUC-A 500. Permission required. This course provides an overview of leadership at the elementary school level, including topics such as instructional leadership, personnel issues, managing support services and budgets, and building parent and community relationships. Repeatable up to 6 units.

• EDUC-A 627 Secondary School Administration (3 cr.) P: EDUC-A 500. Permission required. This course provides an overview of leadership at the secondary school level, including topics such as planning for instruction, personnel issues, managing support services and record keeping practices, coordinating extracurricular activities, and building parent and community relationships.

• EDUC-A 629 CONTINUOUS SCHOOL IMPROVEMENT (3 cr.) P: EDUC-A 500 Prepares educational leaders to lead continuous school improvement by critically collecting, analyzing, evaluating, and using various forms of data to improve teaching, learning, and decision-making in schools.

• EDUC-A 635 Public School Budgeting and Accounting (3 cr.) P: Permission required. This course explores the normative and positive aspects of financing K-12 public education. After a rigorous introduction to the foundation of school finance theory, the course investigates the concepts and practices of effective budget management.

• EDUC-A 638 Public School Personnel Management (3 cr.) P: Permission required. This course explores the background, present conditions, and future directions of school personnel management. It entails development and implementation of a school personnel management program and examination of problems and issues.

• EDUC-A 695 Practicum in School Administration (1-3 cr.) P: Permission of program coordinator. Provides closely supervised clinical experiences in various areas of educational leadership.

• EDUC-E 506 Curriculum in Early Childhood Education (2-6 cr.) Planning the curriculum and selecting and evaluating learning experiences for children ages three through eight years with reference to relevant research. Organizing the classroom to provide maximum integration among experiences in different academic areas. Repeatable up to 6 units.

• EDUC-E 507 Evaluation of Classroom Behavior (3 cr.) The child as a learner; goals for early childhood programs; organizing the instructional setting including teacher roles and methods of assessing behaviors, Use of this knowledge in organizing and evaluating self and a child in a program.

• EDUC-E 508 Seminar in Early Childhood Education (1-3 cr.) Seminar will be based on current interests of students and will serve as a means of synthesizing their experiences. An interdisciplinary approach will be taken to exploring current issues and problems in early childhood education, current happenings as they relate to the issues, and major research efforts to support programs. Repeatable up to 15 units.

• EDUC-E 513 Workshop in Elementary Social Studies (1-6 cr.) Means for improving the teaching of social studies in the elementary school. Repeatable up to 9 units.

• EDUC-E 514 Workshop in Elementary Language Arts (1-6 cr.) Means for improving the teaching of language arts in the elementary school. Repeatable up to 99 times.

• EDUC-E 515 Workshop in Elementary Reading (1-6 cr.) Means for improving the teaching of reading in the elementary school. Repeatable up to 6 units.

• EDUC-E 516 Workshop in Elementary School Science (1-6 cr.) For experienced teachers. Ideas on analysis of problems; curriculum trends and teaching techniques; development of new educational materials; and recent resource materials. Repeatable up to 99 times.

• EDUC-E 518 Workshop in General Elementary Education (1-6 cr.) Individual or group study of problems within the field of elementary education. Repeatable up to 99 times.

• EDUC-E 524 Workshop in Early Childhood Education (1-6 cr.) Individual and group study of the problems of nursery school and kindergarten education.

• EDUC-E 525 Advanced Curriculum Study in Early Childhood (3 cr.) In-depth study of those educators and philosophers, past and present, who have influenced early childhood curricula. Emphasis on the beliefs of Dewey, Piaget, Vygotsky, Montessori, Eisner, and Bruner and how they influence each student's educational belief system.

• EDUC-E 535 Elementary School Curriculum (3 cr.) Social, economic, and educational forces influencing changes in the curriculum of the elementary school; observation and study of the curriculum and methods of evaluating it.

• EDUC-E 545 Advanced Study in the Teaching of Reading in the Elementary Schools (1-3 cr.) Review of developmental reading program in the elementary school, use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for individualized instruction. Repeatable up to 3 units.

• EDUC-E 547 Elementary Social Studies Curriculum (3 cr.) Explores the purposes, substantive issues, essential pedagogies, and content of elementary social studies curriculum. Also examines innovative approaches to designing and implementing social studies curriculum for elementary classrooms.

• EDUC-E 548 Advanced Teaching of Science in the Elementary School (3 cr.) Designed for experienced teachers to gain greater proficiency in the teaching of science in the elementary school. Individualized learning experiences will be provided for persons interested in middle school teaching.

• EDUC-E 549 Advanced Study in the Teaching of Language Arts in the Elementary Schools (3 cr.) Helps experienced teachers gain further insight into the development of the English language and how best to teach language arts. Emphasizes the basic communication skills and significant trends and materials.

• EDUC-E 590 Independent Study or Research in Elementary Education (1-3 cr.) P: Permission required. Individual research or study with an Elementary Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, E590 should not be used for study of material taught in a regularly scheduled course. Repeatable up to 99 times.

• EDUC-F 500 Topical Exploration in Education (1-3 cr.) The goal of this course is to bridge the gap between beginning computer users and beginning multimedia developers. The focus of the assignments will be on personal development of strategies and skills to be used in solving problems that arise during multimedia construction. A variety of multimedia software and hardware solutions will be presented including virtual reality, audio and video applications. Student will work on multimedia projects. Some will be undertaken individually while more complex media may involve the formation of teams and/or class projects. Repeatable up to 99 times.

• EDUC-G 500 Orientation to Counseling (3 cr.) Focus is on the student, self-concept, interpersonal relationship skills, and an overview of the field of counseling. Philosophical, ethical, and social cultural basis of helping relationships.

• EDUC-G 504 Counseling Theory and Techniques II: Behavior and Family Systems (3 cr.) Analysis of major behavior and family counseling theories emphasizing didactic and experiential activities designed to model application of processes, procedures, and techniques of behavior, and family approaches to professional practice.

• EDUC-G 505 Individual Appraisal: Principles and Procedures (3 cr.) An analysis of statistical, psychometric, socio-metric, and clinical principles crucial to professional interpretation of standardized and informal data regarding individual clients. Current issues/controversies about ethnic, sex, cultural, and individual differences will be examined.

• EDUC-G 507 Lifestyle and Career Development (3 cr.) Lifestyle and Career Development includes such areas as vocational choice theory, relationship between career choice and lifestyle, sources of occupational and educational information, approaches to career decision-making processes and career development exploration techniques.

• EDUC-G 523 Laboratory in Counseling and Guidance (3 cr.) Laboratory experience, counseling, analysis of counseling interviews, role playing and closely supervised counseling in the laboratory setting.

• EDUC-G 524 Practicum in Counseling (1-3 cr.) C: EDUC-G 532. Requires acceptance into the clinical cohort. Closely supervised counseling practice with clients in the department's counseling laboratories or in approved field sites in schools or agencies. Intensive supervision. Special application required. Repeatable up to 12 units.

• EDUC-G 532 Introduction to Group Counseling (3 cr.) Requires acceptance into the clinical cohort. Psychological and theoretical foundations of group counseling. Analysis of the dynamics of groups.

• EDUC-G 542 Organization and Development of Counseling Programs (3 cr.) Requires acceptance into the clinical cohort. Environmental and population needs assessment for program planning. Procedures for counseling program development and accountability/evaluation. Case studies.

• EDUC-G 550 Internship in Counseling (1-6 cr.) Requires acceptance into the clinical cohort. Counseling experience in school or agency situations. Under supervision, students get practice in counseling, interviewing, in-service training, orientation procedures, and data collection. Special application required. May be repeated, not to exceed a total of 12 credit hours, with consent of School of Education.

• EDUC-G 562 School Counseling (3 cr.) Requires acceptance into the clinical cohort. Foundations and contextual dimension of school counseling.  Knowledge and skills for the practice of school counseling, Developmental Counseling, Program development, implementation and evaluation.  Consultation, Principles, practices and applications of needs assessment.  Provides an overall understanding of the organization of schools and the functions of the counselor and counseling program.

• EDUC-G 575 Multicultural Counseling (3 cr.) This course is designed to provide both a cognitive and guided training opportunity. It examines the influence of cultural and ethnic differences of counselor and client in counseling. Attention is given to theory, research, and practice.

• EDUC-G 585 Contemporary Issues in Counseling (3 cr.) Focuses on the goals and objectives of professional organizations, codes of ethics, legal considerations, standards of preparation, certification, licensing, and role identity of counselors and other personnel services specialists. Students will conduct research on emerging developments reported in the counseling literature.

• EDUC-G 590 Research in Counseling & Guidance (1-3 cr.) P: Consent of instructor. Individual research for students in the clinical cohort or post masters counseling students. Repeatable up to 99 times.

• EDUC-H 520 Education and Social Issues (3 cr.) Identification and analysis of major issues in education as related to the pluralistic culture of American society.

• EDUC-H 553 Travel Study (1-6 cr.) Provides an opportunity to visit historical and cultural areas of the United States and many foreign countries. Repeatable up to 99 times.

• EDUC-J 500 Instruction in the Context of Curriculum (3 cr.) First course for the Master's degree in Curriculum & Instruction. Extends concepts introduced in undergraduate teacher preparation. Topics include conceptions and definitions of curriculum and instruction and their impact on social contexts, learning theories, and schooling practices. Elementary and secondary contexts are studied.

• EDUC-J 511 Methods of Individualizing Instruction (3 cr.) Student will critically examine several approaches to individualizing instruction.

• EDUC-K 500 Topical Workshop in Special Education (1-3 cr.) Intensive study of such selected topics as language development for exceptional children, the disadvantaged child, and behavior modification for exceptional children. Repeatable up to 99 times.

• EDUC-K 505 Introduction to Special Education for Graduate Students (3 cr.) P: Graduate standing or consent of instructor. Basic special education principles for graduate students with no previous course work in special education.

• EDUC-K 590 Topic: Partnerships (3 cr.) P: Permission of instructor. Active exploration of community, social agencies, school, and family as stakeholders and contributors to services for students with exceptional needs. Collaboration, consultation, conflict resolution, and grant initiatives.

• EDUC-K 535 Assessment/Remediation of Mildly Handicapped I (3 cr.) P: Permission of instructor. Emphasizes the collection and use of formal and informal assessment information for designing the content of individual educational plans for handicapped children in various academic areas such as reading and mathematics.

• EDUC-K 590 Topic: Assistive Technology, TBI, Autism, Functional Curriculum (3 cr.) P: Permission of instructor. Study of nature and needs of students with traumatic brain injury, autism, and related conditions. Overview of age-appropriate skills likely to increase the ability of students with exceptional needs to function in present and future environments. Study of low and high assistive technology for routine and customized access to general education curriculum.

• EDUC-K 544 Education of the Socially and Emotionally Disturbed II (3 cr.) P: Permission of instructor. A basic survey of educational curricula, procedures, and materials for socially and emotionally disturbed children; stresses development of individual teaching skills, emphasizes classroom experiences with disturbed children.

• EDUC-K 590 Topic: Methods of High Incidence (1-3 cr.) P: Permission of instructor. Application of research-based best practices in designing, delivering, and monitoring specialized instruction for students with exceptional needs across settings. Instruction focusing on general education outcomes with or without adaptations and modifications.

• EDUC-K 553 Classroom Management and Behavior Support (3 cr.) P: Permission of instructor. Surveys principles of behavior management as they pertain to educational environments. Students will learn how to define, observe, measure, record, and change academic and social behavior.

• EDUC-K 563 Diagnosis and Remediation of Learning Disabilities I (3 cr.)

• EDUC-K 588 Supervised Teaching in Special Education (3-12 cr.) P: Permission of instructor. Provides for an opportunity to student teach in ED, EMR, or LD classrooms. Repeatable up to 99 times.

• EDUC-K 590 Independent Study or Research in Special Education (1-3 cr.) P: Permission of instructor. Individual research or study with a Special Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, K590 should not be used for the study of material taught in a regularly scheduled course.

• EDUC-K 595 Supervised Teaching in Special Education (3 cr.) P: Consent of instructor. Provides for closely supervised field experiences in various areas of special education.

• EDUC-L 502 Socio-Psycholinguistic Applications to Reading Instruction (3 cr.) Explores the linguistic and cognitive dimensions of language as they relate to the teaching of reading. Discusses relationships among the systems of language and between the various expressions of language. Always includes topics on pragmatics, semantics, grammar and dialect.

• EDUC-L 511 Advanced Study in the Teaching of Writing in Elementary Schools (3 cr.) The study of trends, issues, theories, research, and practice in the teaching and evaluation of written composition in elementary schools. The emphasis is on alternative methods for the teaching of writing and for the evaluation of progress (growth) in writing.

• EDUC-L 520 Advanced Study in Foreign Language Teaching (3 cr.) Principles, practices, problems, and current research pertaining to the teaching of a particular modern language in the secondary school. Emphasis on teaching the advanced levels. Separate sections as needed for teachers of French, German, Russian, and Spanish.

• EDUC-L 524 Language Education Issues in Bilingual and Multicultural Education (3 cr.) A survey of language education issues related to the linguistic abilities and educational needs of students requiring bilingual or bidialectal instruction.  Topics discussed include language acquisition, language pedagogy, program models, cultural influences, teacher training, and research directions.

• EDUC-L 530 Topical Workshop in Literacy, Culture, and Language Education (1-6 cr.) P: Consent of instructor. Individual and group study of special topics in the field of language education. Updating and improving the teaching of English, English as a second or foreign language, foreign languages, and reading.

• EDUC-L 535 Teaching Adolescent/Young Adult Literature (3 cr.) The course highlights and analyzes recent young adult literature acknowledging significant, earlier texts and their distinguishing features. It also considers curricular and pedagogical issues salient to the adoption of young adult literature, particularly related to reader-centered approaches and multicultural curricula.

• EDUC-L 539 Language Foundations for ESL/EFL Teachers (1-3 cr.) Focus on identification of systematic aspects of English that could challenge English Language Learners at different proficiency levels of language acquisition. Students engage in the discussion and development of modification approaches that address language needs in content classes with attention to socio-cultural aspects of language use and language learning experiences of diverse students. Repeatable up to 3 units.

• EDUC-L 540 ESL/EFL Instruction and Assessment Approaches (1-3 cr.) The course provides an overview of various approaches to instruction and assessment that incorporate the current thinking in the field. Includes discussion of content-based models of language instruction and standardized, alternative, and authentic forms of assessment. Repeatable up to 3 units.

• EDUC-L 559 Trade Books in Elementary Classrooms (3 cr.) Emphasizes the use of trade books in language and reading in elementary classrooms.

• EDUC-M 500 Integrated Professional Seminar (0-6 cr.) This seminar if linked to courses and field experiences included in the Transition to Teaching (T2T) program. It will allow for collaboration among school-based mentors, university-based instructors and T2T candidates in offering academic content appropriate to the program. The seminar will provide a technology-rich and performance-based professional experience. This course has a fee attached. Repeatable up to 6 units.

• EDUC-M 501 Laboratory/Field Experience (0-3 cr.) A laboratory field experience in Education for graduate students.

• EDUC-M 514 Workshop in Social Studies Education (1-6 cr.) Special topics in methods and materials for improving the teaching of social studies in middle, junior high, and high school. Repeatable up to 12 units.

• EDUC-M 550 Practicum (3-6 cr.) P: Characteristics and methods courses with a minimum grade of B (3.0), and permission of instructor. This course provides teaching experience in an accredited school. Student evaluated on S/F basis only. Repeatable up to 99 units.

• EDUC-N 517 Advanced Study in the Teaching of Secondary School Mathematics (3 cr.) P: Completion of an undergraduate methods course and teaching experience, or permission of instructor. Methods, materials, literature; laboratory practice with mathematics equipment; evaluation techniques; standards; and determination of essentials of content.  Developing mathematics programs for specific school situations.

• EDUC-N 523 Workshop in Elementary Modern Mathematics (1-6 cr.) Means for improving the teaching of mathematics in the elementary school.  One credit hour is offered for each week of full-time work. Repeatable up to 99 units.

• EDUC-N 524 Math Teachers Workshop (1-6 cr.) For experienced teachers. Ideas on curriculum trends and teaching techniques; recent source materials; analysis of problems; development of new educational materials. One credit hour is offered for each week of full-time work. Repeatable up to 6 units.

• EDUC-N 543 Advanced Study in the Teaching of Mathematics in Elementary Schools (3 cr.) Designed to help the experienced teacher improve the teaching of mathematics. Opportunities will be provided for individual and group study of content, methodology, and instructional materials for modern mathematics programs.

• EDUC-P 506 Topical Workshop in Educational Psychology: Variable Title (0-3 cr.) Individual and group study of selected topics in the field of educational and school psychology. Repeatable up to 3 units.

• EDUC-P 507 Assessment in Schools (3 cr.) Introductory assessment course for teachers and school administrators. Topics include principles of assessment, formal and informal classroom assessment instruments and methods, formative and summative assessment, interpretation and use of standardized test results, social and political issues in assessment, use of student data bases in schools.

• EDUC-P 510 Psychology in Teaching (2-3 cr.) Basic study of psychological concepts and phenomena in teaching. Analysis of representative problems and of the teacher's assumptions about human behavior and its development. Repeatable up to 3 units.

• EDUC-P 515 Child Development (3 cr.) Major theories and findings concerning human development from birth through the elementary years as they relate to educational and clinical practice. Topics include: biological development, cognitive development, language acquisition, emotional and social development.

• EDUC-P 516 Adolescent Behavior and Development (3 cr.) Examination of major theories and findings concerning biological, cognitive, social, and emotional development during adolescence, emphasizing educational and clinical implications.  Topics may include:  puberty and adolescent health, identity development, decision-making, the role of families, peers and romantic relationships, schools and achievement, and socioemotional problems in adolescence.

• EDUC-P 570 Managing Classroom Behavior (3 cr.) An analysis of pupil and teacher behaviors as they relate to discipline. Attention is given to the development of such skills as dealing with pupils' problems and feelings, behavior modification, reality therapy, assertiveness in establishing and maintaining rules and group processes. Designed for teachers, administrators, and pupil personnel workers.

• EDUC-P 575 Developing Human Potential (1-6 cr.) Theory and techniques of humanistic psychology as they relate to the helping professions. A variety of readings and experiences emphasize applications in human relations skills, self-image, values and stress management. Course assignments include applications to both personal and professional life. Repeatable up to 6 units.

• EDUC-Q 514 Workshop in Junior High School/Middle School Science (1-3 cr.) For experienced teachers. Ideas on curriculum trends and instructional techniques; new resource materials; development of new educational materials; and analysis of problems. One credit hour is offered for each week of full-time work.

• EDUC-Q 540 Teaching Environmental Education (3 cr.) For elementary and secondary teachers. Basic principles of environmental/conservation education stressed in grades K-12. Methods and techniques for integrating these principles into existing curricula. Designed for the development and evaluation of new interdisciplinary teaching materials.

• EDUC-Q 550 Science, Technology and Society in a Changing World (3 cr.) Critical perspectives on the social aspects of science and technology in our lives, in the world around us, and throughout history.  Issues include economic development, the environment, communication and war.

• EDUC-Q 590 Independent Study or Research in Science Education (1-3 cr.) Individual research or study with a Science Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, Q590 should not be used for the study of material taught in a regularly scheduled course.

• EDUC-R 505 Workshop in Instructional Systems Technology (Variable Title) (1-6 cr.) P: EDUC-R 531 or consent of the Computer Licensure Coordinator. Topical workshops on selected media/technology emphasizing hands-on experience. Content will vary; e.g. multi-image, microcomputers, simulations/games. This is a service course that may or may not be applicable to IST majors depending on workshop topic and content.

• EDUC-R 531 The Computer in Education (3 cr.) Required of all students pursuing teacher certification. Introductory course on computing which includes Web, computer applications and hardware. Participants will learn to create and use a range of digital and Web tools to promote student learning in the P-12 educational settings and personal productivity. Contemporary digital instructional issues will be addressed.

• EDUC-S 503 Secondary School Curriculum (3 cr.) Designed to provide an overview for the teacher of the basic theories underlying the secondary school curriculum as well as an examination of the subject areas, problems, trends, and challenges for the future and significant research in the field.

• EDUC-S 508 Problems in Secondary Education (1-3 cr.) Group analysis of a common problem in the field of secondary education. May be repeated.

• EDUC-S 512 Workshop in Secondary Education (Variable Title) (1-6 cr.) Individual and group study of issues or concerns relating to the field of secondary education in workshop format. Repeatable up to 99 units.

• EDUC-S 514 Advanced Study in the Teaching of Reading in the Junior High and Secondary Schools (3 cr.) For junior high/middle school and secondary teachers as well as Reading Program candidates. The developmental reading program in junior high/middle school and secondary schools; use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for helping reluctant readers. Repeatable up to 6 units.

• EDUC-S 516 Advanced Study in the Teaching of Reading in the Junior High and Secondary School (3 cr.) Current methods and materials for secondary school English courses; guiding reading to meet literacy, historical, vocational, or scientific interests.

• EDUC-S 518 Advanced Study in the Teaching of Secondary School Science (3 cr.) For science teachers. Improved techniques, current literature, textbooks, and free and low-cost materials. Solutions to specific practical problems confronting science teachers in the classroom and laboratory.

• EDUC-S 519 Advanced Study in the Teaching of Secondary School Social Studies (3 cr.) For experienced teachers. Restudying the purposes of high school social studies, evaluating recent developments in content and instructional procedures, and developing social studies programs for specific school situations.

• EDUC-S 590 Independent Study or Research in Secondary Education (1-3 cr.) P: Permission. Individual research or study with a Secondary Education faculty member, arranged in advance of registration. A one or two page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, S590 should not be used for the study of material taught in a regularly scheduled course. Repeatable up to 99 units.

• EDUC-W 505 Professional Development Workshop (1-6 cr.) Workshop to meet specific professional needs. Repeatable up to 99 units.

• EDUC-W 506 Using the Internet in K-12 Classrooms (3 cr.) P: EDUC-R 531 or the consent of the Computer Licensure Coordinator. Students will gain experience in utilizing the primary internet communication media; read, discuss, and report on how these technologies can be used with K-12 students; create and upload an educational website; locate and use interactive on-line education websites and educational games; write a paper outlining a series of internet-based activities they will use with their students.

• EDUC-W 520 Planning for Technology Infrastructure (3 cr.) P: EDUC-R 531 or consent of Computer License Coordinator. This course addresses topics pertinent to planning for and sustaining technology infrastructures such as strategic planning, budgeting, vendors and contracts, grant writing, Acceptable Use Policy, classroom technology, wireless access, Student Information Systems (SIS), Learning Management Systems (LMS), and Total Cost of Ownership. Students will assess the technology needs of a specific learning environment and write a proposal to upgrade the technology support for teachers and learners.

• EDUC-W 531 Technology for Teaching and Learning (3 cr.) A survey of technology used for teaching and learning which explores technologies in learning environments.  Students will critically examine topics such as 21st century learning, new literacies, digital divides, digital citizens, technology in classrooms, web-based tools, mobile technologies, game-based learning, and technology innovations.  Students will evaluate educational technology tools and engage in social networking and collaborative learning.

• EDUC-W 540 Technology-Infused Curriculum (3 cr.) Course focuses on technology integration to promote critical thinking, global awareness, constructivist learning, collaboration, media literacy, high student motivation, higher-level thinking, and creativity.  Students will learn about universal design, differentiation, instructional and assessment strategies, and planning techniques.  Students will set curricular goals and design lessons for their own contexts.

• EDUC-W 551 Educational Foundations for High Ability Students (3 cr.) Participants develop an understanding of the nature and needs of high ability individuals. Focus is on historical foundations, theories and philosophies and laws and policies related to high ability education. Identification and selection strategies, characteristics, and educational program opportunities are also emphasized.

• EDUC-W 552 Curriculum for the Gifted and Talented (3 cr.) Participants examine issues related to curriculum design, adaptation, implementation, and evaluation. Curricular theories and models as well as subject matter modifications and administrative and program management concerns will be studied.

• EDUC-W 553 Methods and Materials for the Gifted and Talented (3 cr.) Participants concentrate on teaching strategies that benefit gifted and talented learners. Opportunities are provided to select, develop, and evaluate educational materials for art and academic programs and to observe a group of high ability students in a special program.

• EDUC-W 595 Practicum: High Ability Students (3 cr.) In this course, emphasis is on learning through field activities with in-class feedback related to the education of students who have high abilities in academic and/or arts areas. Focus is on developing leadership abilities through actively pursuing grants, creating workshops and websites, and other educational supports for high ability students.

• EDUC-X 504 Diagnosis of Reading Difficulties in the Classroom (3 cr.) P: EDUC-E 545, or EDUC-S 514. Treats the theory, correlates, instruments, and techniques of diagnosing reading difficulties in the classroom.

• EDUC-X 525 Practicum in Reading (1-4 cr.) P: EDUC-E 545, EDUC-X 504, and other courses required for reading certification program, three years of teaching experience, and/or permission of the instructor. Application required. Diagnostic testing, reading interventions, compiling student records, and working with groups and individuals under supervised conditions. Repeatable up to 8 units.

• EDUC-X 590 Research in Reading (1-6 cr.) P: Permission required. Individual research. Repeatable up to 12 units.

• EDUC-X 599 MASTER'S THESIS IN EDUCATION (6 cr.)

health physical education and recreation