Undergraduate Course Descriptions
Foundations 102 2 units (crs.)
Introduction to Education as a Career
This course is designed as an exploration of the profession of teaching and the foundations of our American Educational System. The material covered will include information for students who are considering teaching as a future career or for those who simply wish to learn more about key educational issues and policies. One component of the course will include class discussion seminar and the other component will be hands-on observational type field experience in local elementary, middle, and possibly secondary schools. Prerequisites: A 3.25 GPA or an ACT score of 24 or above or placement in the top quarter of graduating class.
Foundations 235 3 units (crs.)
Child and Adolescent Development
Principles, theories, and methods of study of childhood and adolescence from prenatal development through graduation from high school Physical, motor, cognitive, emotional, social, and moral development are studied. Applications of knowledge to working with, nurturing, and helping children and adolescents learn in educational settings are emphasized. Prerequisite: 2.75 GPA.
Foundations 310 2 units (crs.)
Measurement and Evaluation in Education
Role of measurement and evaluation in educational decision making. Characteristics of acceptable measurement and evaluation procedures. Principles underlying utilization of commonly used standardized tests. Elementary statistical techniques used in the interpretation of test results. Constructing and using teacher-made tests. Methods of reporting student progress. Prerequisite: Admission I, Educational Foundations 280 or equivalent.
Foundations 343 3 units (crs.)
The Adult Learner
The biological, psychological, and social characteristics of the adult learner, including middle aged persons as well as those in later life. The intellectual abilities adults possess will be examined with specific references to educational processes. Prerequisite: Educational Foundations 235, 377 or equivalent. 343/543
Foundations 350 3 units (crs.)
A study of pre-adolescence and adolescence as a psycho-socio-cultural phenomenon. Emphasis will be placed upon the basic conflicts and adjustment patterns of adolescents. Contemporary interests and problems of pre-adolescents and adolescents in school situations will be stressed. Prerequisite: Advanced standing including Psychology 201. 350/550
Foundations 377 3 units (crs.)
Human Growth and Development
Study of theory and problems in the various areas of human development as interrelated phenomena. Psychological, social, emotional, intellectual, and physical development from infancy to maturity. Environmental factors will be emphasized. Prerequisite: Psychology 201.
Foundations 380 3 units (crs.)
The psychological study of the principles, theories and recent research findings of teaching that affect classroom procedures. Included in the field of educational psychology are: theories and conditions of learning; theory and practice of motivation of students; classroom management, individual differences, basic assessment, and standardized testing. Emphasis in the broad concept of student diversity will be interwoven throughout the course. This course will build upon the fundamental understanding of cognitive, social/emotional, and moral development from Educational Foundations 235. Prerequisite: Educational Foundations 235 or equivalent and Admission I for Education Majors.
Foundations 381 3 units (crs.)
Honors: Educational Psychology
The psychological study of the principles, theories and recent research findings of teaching that affect classroom procedures. Included in the field of educational psychology are: theories and conditions of learning; theory and practice of motivation of students; classroom management, individual differences, basic assessment, and standardized testing. Emphasis in the broad concept of student diversity will be interwoven throughout the course. This course will build upon the fundamental understanding of cognitive, social/emotional, and moral development from the Child and Adolescent Development course (Educational Foundations 235). Prerequisite: University Honors status, Educational Foundations 235 or equivalent and Admission I for Education Majors. Students cannot earn credit in both an honors course and a non-honors course of the same title.
Foundations 389 3 units (crs.)
Education of Gifted and Talented Students
Issues in identifying, motivating, and providing for the learning of gifted and talented children and youth. Attention is given to creative processes taught on individual and group bases. 389/589
Foundations 403 3 units (crs.)
Foundations of the American School
Philosophical, socio-cultural and historical foundations of American education are explored through critical readings in theory and ideology. Historical and philosophical underpinnings of the creation of the modern American bureaucracy will be examined. Course requirements center on preparing students to understand the relationship of their personal educational philosophy to the larger educational system. Prerequisites: Admission I; 90 credits.
Foundations 407 3 units (crs.)
Education and Diverse Populations
This course deals with the educational needs of members of diverse populations (African-Americans, American Indians, Hispanic-Americans, Asian-Americans, disabled individuals, lower socio-economic and/or female persons) and related concerns they may face in the traditional educational settings. 407/607
· Educational Foundations
412 3 units (crs.)
Teaching as a Profession: Legal and Ethical Aspects
This course will introduce aspiring teachers to various aspects of the profession, including what a profession is and how it may be differentiated from other occupations. The structure and various roles of school systems will be explored. Significant ethical and legal issues regarding teachers and students will be examined through case studies and analyses. Prerequisite: Admission I.
Foundations 435 2-3 units (crs.)
Human Development and Education
Consideration of major theories, principles, problems, issues, and recent research findings on human development. Physical, intellectual, social, and personality development throughout the lifespan will be examined in the context of education. One emphasis will be on students' reflections of their own development and their observations of the development of others. A second emphasis, related to the first, is how these reflections and observations may contribute to the development of children and adolescents under their care as whole persons. Students may enroll for 2 or 3 credits at either the undergraduate or graduate level. Prerequisite: Bachelor's degree or consent of instructor. 435/635
· Educational Foundations
471 2-3 units (crs.)
Learning Processes in Children
Reading and discussing a variety of new materials in the areas of early childhood learning and generating applications of research findings to working with children. Some areas discussed: learning in the newborn, learning to love and to fear, play, attitude conditioning, motivation for learning, self-concept development, Piaget, Montessori, cognitive growth, IQ change, approaches to teaching young children. Prerequisite: Educational Foundations 235 or equivalent. 471/671
Foundations 474 3-6 units (crs.)
Honors thesis projects include any advanced independent endeavor in the student's major field of study (e.g., a written thesis, scientific experiment, research project, creative arts exhibit or production). A proposal, to be attached to the Honors Thesis Contract, must show clear promise of honors level work and be approved by a faculty thesis supervisor and his/her department chair as well as the University Honors Program Director. Course title for transcript will be "Honors Thesis." Completed thesis will be announced and presented to interested students and faculty. Prerequisite: University Honors Program and junior standing. Maximum of 6 units (crs.)
· Educational Foundations
496 1-3 units (crs.)
Supervised research or independent study in Educational Psychology. The outline of the student's proposal must be approved prior to registration. Prerequisite: Consent of instructor and department chairperson.