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Dodson, Brad.  Directed Field Experience- Agriculture Education.  AGRI 210.  “An individualized class in gaining teaching experience through observation and critique of high school students and teachers in the classroom, at FFA events, and in supervised occupational experiences.”

Ratekin, Cynthia.  Child Development Practice: Children and Families.  CHLD 492.   “This class is a guided internship for majors in Child Development.  Based on individually determined internship learning objectives, students select a community-based agency placement that matches their career interest in children from birth through 18 years of age and/or their families.  Students spend a minimum of 6 hours a week in their internship placement for 12 weeks. 

Miller, Suzanne.  Aural Rehabilitation.  CMSD 441.  “This course deals with the implications of hearing loss on communication, education, and vocation, as well as psycho-social ramifications. Evaluation and remediation, including amplification and assistive devices, are discussed.”

Where is community-based component?  Any service provided?

Schulte, Kotar, Harding, Rebello.  Introduction to Democratic Perspectives in K-12 Teaching.  “Prospective teachers acquire planned, structured observations and experiences in K-12 classrooms.  Placements are made in selected schools and classrooms that demonstrate exemplary practice as described in the California Standards for the Teaching Profession and represent California's diverse student population. Dialog/discussion sessions assist prospective teachers in making connections between subject matter courses, personal, social and emotional growth, and life in the K-12 schools.  Prospective teachers are encouraged to begin introductory school experiences as early as possible in the subject matter program.”

Rodby, Spiegel.  Internship in English.  ENGL 489.  “This course is an internship offered for 1.0-3.0 units.  You must register directly with a supervising faculty member.  Supervised, out-of-classroom work experience in English-related activities in the University, community, and businesses.  No more than 3 units may be applied to the major.

Steiner, Dale.  History and Social Science in the Secondary Schools.  HIST 392.  “An overview of the history/social science curriculum at the secondary school level, incorporating exploration of learning styles, assessment strategies, lesson plans, and classroom management techniques. Forty-five hours of field experience (a prerequisite for admission to the credential program) are included.”

Roth, Balasek, Patton.  Foundations of Childhood Physical Education.  KINE 302.  “This course is designed to present a knowledge base of physical education that includes the analysis of movement skills and movement patterns, physical fitness, and how physical education is inherently linked to health and wellness.  Also studied in this course will be children's motor development and how emotional, cognitive, and social growth characteristics influence motor development.”

Himberg, Catherine.  Dance, Rhythms, and Educational Gymnastics.  KINE 308.  “The analysis and performance of basic fundamental movement skills and rhythmic activities for various dance forms (modern, social, folk, square).  Developmentally appropriate learning experiences in educational gymnastics.”

Patton, Kevin.  Developmentally Appropriate Physical Education for Middle School Students.  KINE 410.  “Students learn about developmentally appropriate physical education for youth in middle school (grades 6-8).  Students also learn about the philosophies and goals/objectives, curriculum content, and evaluative techniques using sport activities such as lacrosse, team handball, ultimate frisbee, and disc golf.”

Patton, Kevin.  Assessment in Physical Education.  KINE 411.  “The course is designed for the prospective physical education teacher.  Application of tests and measurements in the evaluation process will be defined.  Included will be the evaluation of sport skill, motor ability, physical performance, and cardiovascular fitness.”

Himberg, Catherine.  Developmentally Appropriate Physical Education for High School Students.  KINE 484.  “Developmentally appropriate physical education curriculum for students at the high school level with the focus on lifetime health-enhancing physical activities, aspects of curriculum and instruction to enhance the quality of the programs, and implications of research for the practice of physical education.  Development and improvement of skills and knowledge in individual and dual activities such as tennis, pickleball, golf, in-line skating, and step aerobics.”

Todd, Terri.  Programming for Individuals with Mental, Emotional, and Learning Disabilities.  KINE 514.  “A study of prescriptive programming for individuals with disabilities, including mental, emotional, learning, and other health impairments.  Instructional methods and intervention strategies will be explored in the psychomotor domain.”

Todd, Terri.  Collaboration in Adapted Physical Education.  KINE 515.  “The development and interrelationships personal-social aspects of human movement, groups, and physical education, recreation, and sport experiences throughout the lifespan for individuals with disabilities.  Focus includes social influences and interrelationships of peer relations, professional interactions, interdisciplinary team dynamics, and family systems.”

Handa, Yuichi.  Secondary Mathematics Early Field Experience.  MATH 241.  “This seminar and the associated CAVE field experience give prospective teachers early exposure to issues relevant to the profession of teaching secondary mathematics.  In particular, the experience helps these future teachers develop a deeper understanding of the K-12 mathematics curriculum, understand connections between their university subject matter preparation and K-12 academic content, and reflect on developmental and social factors that affect K-12 students' learning of mathematics.”

Ciancetta, Matthew.  Project MATH Seminar Year 2.  MATH 295.  “The Project M.A.T.H. Seminar - Year 2 is the continuation of a biweekly seminar for students in Project M.A.T.H., an innovative program for students interested in becoming secondary mathematics teachers.  Students work with mentor teachers, prepare and present lessons, and participate in a structured early field experience. They also take on a leadership role in the seminar.  Completion of the seminar series satisfies the Credential Program's Early Field Experience requirement.”

McLachlin, Laura.  Introduction to Therapeutic Recreation and Inclusive Recreation.  RECR 260.   “A study of the characteristics and needs of special populations, specifically related to the delivery of leisure services.  In-depth discussion of personal and societal attitudes, stereotypes, legislation, accessibility, and activity modification.  Special populations covered include physically disabled, developmentally disabled, substance abusers, juvenile delinquents, learning disabled, mentally ill, and sensory impaired.  Learning experiences include volunteer work, field trips, guest speakers, and wheelchair experience.”

Jiang, Jeff.  Special Event Planning and Operations.  RECR 323.  Planning and implementing festivals and special events. Topics include event planning, coordination, research, marketing, revenue generation, sponsorship, programming, media relations, volunteers, risk management, and evaluation.”

McLachlin, Laura.  Program Management in Therapeutic Recreation.  RECR 466.  “Application of knowledge and skills in planning, implementing, and evaluating an eight-week leisure program for a special population in an agency of the student's choice.  Course topics include volunteer management, marketing, public relations, funding, risk management, evaluation, and problem-solving.  Requires out-of-class activity.  Applicable to all human service fields.”

Pence, Dan.  Introduction to Sociology.  SOCI 100.  “This course helps organize thinking about societies in general, the society we inhabit, and our place within it.  Underlying questions are: Why do people have different values?  Why do people act differently?  Why is there inequality? And why and how does society, its values and norms, institutions, and groups, influence our behavior?”

Minor, Denise.  Spanish Teaching Methodologies.  SPAN 425.  “This is a senior-level Spanish course that introduces students to current theories of foreign language learning and implications of key research for classroom practice.  Students learn strategies for teaching Spanish, including the utilization of appropriate technology.  In addition to lecture and discussion, students complete the Early Field Experience hours required for entry to a credential program.”

Gabriel, Kathleen.  Overview of Special Education.  SPED 343.  “This is a survey course recommended for students interested in all types of exceptional learners and a prerequisite to professional preparation programs in the Department of Professional Studies in Education. Content includes (1) an overview of the characteristics, identification, and educational needs of special populations, (2) social, familial, biological, historical, cultural, economic, political, and legal contexts in which special education occurs, and (3) characteristics of effective programs. Includes a service learning experience.”

Krause, Jack & Gabriel Kathleen.  Field Experience - General and Special Education.  SPED 569. 

“Students enrolled in this course will participate in introductory field experiences in general and special education classroom settings.  The course will include guided observations and exposure to varied educational environments and practices in teaching to diversity, and participating in special education and integrated regular education settings, preschool to adult levels. Settings include programs in schools and agencies that provide services to students of six categories of exceptionalities, including those from culturally and linguistically diverse populations.”

Ornelas, Vincent.  Social Welfare Institutions: A Response to Power and Scarcity.  SWRK 170.

“This course identifies groups within American society which have a high risk of disenfranchisement.  Societal responses established to reduce the impact of inequitable distribution of goods, services, and opportunities based on economic, medical, educational, generational, gender, and legal scarcity are studied.  Issues are examined from historical and contemporary perspectives.”

Coughlin, Chris.  CHLD 362

Dizard, Jesse.  ANTH 113 and 116

Ertle, Ellie.  POLS 155

Sargysan, Ruben.  ECON 102

Donnelly, Tamra.  KINE 470

__________________.  School Instrumental Ensemble Techniques.  MUSC 325.  “Fundamentals for planning, organizing and implementing a successful school instrumental music program.”

__________________.  Music for Children.  MUSC 326.  “Analysis of sequential concepts necessary for understanding the structural elements of music.  Development of skills needed to promote musicality in children.”

_____________________.  Synthesis of School Music Techniques.  MUSC 420.  A comprehensive overview in the principles of teaching, learning, organization, and administration of the music program.  Includes peer teaching, practical experience, oral critiques, continued portfolio development, and directed observation.  Specific areas include 1) music education, 2) vocal, and 3) instrumental.”