Education (EDUC)

EDUC 200 Introduction to Teaching and Education (Units: 3)

Introduction to the field of education and to the profession of teaching.
(This course is offered as S ED 200 and EDUC 200. Students may not repeat the course under an alternate prefix.)

Course Attributes:

  • D1: Social Sciences

EDUC 250 Teaching and Learning Beyond the Classroom (Units: 3)

Analysis and exploration of how children learn from the local, natural, and built environment. Examining the practice of teaching social studies and science through the use of local historical and educational sites. (Plus-minus letter grade only)

Course Attributes:

  • D1: Social Sciences

EDUC 300 Education and Society (Units: 3)

Prerequisite: Upper division standing or consent of instructor.

Introduction to education and the role that education and schools play in society.
(This course is offered as S ED 300 and EDUC 300. Students may not repeat the course under an alternate prefix.)

Course Attributes:

  • UD-D: Social Sciences
  • Social Justice

EDUC 333 Dynamic Educators for the 21st Century (Units: 3)

Prerequisite: Upper division standing or consent of instructor.

Developing a philosophy through critical literacies stances (a way of being, not activities) toward teaching and learning based on social justice and equity. Focus on teaching and learning as multi-dimensional interactive processes. Investigate, articulate theories and practices to develop students¿ inquiry through integrated curriculum research-based projects for grades Kindergarten-8th grade.

EDUC 450 Art for Children (Units: 3)

Prerequisite: Upper division standing.

Principles and practices of curriculum planning and instruction for teaching art to k-5 children. Discussions of theory and practice coincide with hands-on art making and curriculum development. Classwork, 1 unit; activity, 2 units. Extra fee required. [Formerly ART 450]

Course Attributes:

  • E1: Lifelong Learning Develop
  • UD-C: Arts and/or Humanities
  • Social Justice

EDUC 499 Culminating Experience Continuous Enrollment (Unit: 0)

EDUC 501 Behavior is Language: Strategies for Managing Disruptive Behavior (Units: 3)

[Online Course] This course provides a developmental framework for understanding what students are trying to tell you through the "language" of their behavior in schools. The course teaches behavioral techniques and intervention strategies that remediate disruptive behaviors, reduce power struggles while increasing classroom control and reduce your workloads and burnout. This program helps you, as well as students, find creative, effective solutions to behavioral problems. After studying behavioral theory and intervention strategies, you will be presented with various classroom scenarios in which you will be able to practice and hone your skills for interpreting behavior, determining appropriate interventions and effectively debriefing your students.
(This course is offered as EDUC 501 and COUN 501. Students may not repeat the course under an alternate prefix.))

EDUC 502 Advanced Classroom Management in Schools (Units: 2)

Intended for school educators, counselors, psychologists serving children with behavior problems in class.
Cognitive and cognitive-behavioral concept/strategies interventions. Emphasis on students managing/changing their own behavior.
(This course is offered as EDUC 502 and COUN 502. Students may not repeat the course under an alternate prefix.)

EDUC 503 Understanding Aggression in Schools (Units: 3)

[Online Course] This course is about violence in America, about aggression in our schools, classrooms, streets, homes and elsewhere. The course speaks of the hatred, the fights, the anger, the crimes committed and the victims in our schools and society. This course covers the history of aggression in America and the many forms of aggression, both criminal and otherwise; its costs and motivation; its perpetrators and targets, its likely and unlikely locations; its impact on our schools, the children; and most especially its promising solutions. Topics of interest include violence and the challenge of raising and working with children; aggression in our classrooms; American youth gangs and their influence; past and future sports violence; "hot spot" locations of frequent violence; and the aggression-promoting role of alcohol, temperature, driving, television and other features of modern life. The course will also answer questions such as: Is aggression always bad? How do aggressive thoughts lead to aggressive actions? Is aggression, at least for some people, an addiction? How are the acts of aggression dealt with in other countries, and are there any lessons for America? The goal of this course is to help educators and adults understand a little better how aggression affects our lives and the lives of our children. Hopefully, with greater understanding and more skilled efforts at prevention aggression and violence in American schools will be reduced.

EDUC 504 Talented and Gifted: Working with High Achievers (Units: 2)

[Online Course] This course is designed to help teachers achieve a better understanding of the talented and gifted student, methods used in identification, and strategies in instructing these students in an inclusive classroom. The course provides information on the history of the exceptional student in relation to education, current law, and accepted methods for referral, assessment and identification of these students. The major program models and methods of differentiating instruction to meet the rate and level of learning of those students identified will be presented. The course gives you an understanding of ways to meet the affective needs of the gifted and talented student in the regular classroom. Resources for teachers and parents who would like more information about the talented and gifted is provided.

EDUC 505 Learning Disabilities in Schools (Units: 3)

[Online Course] This course provides an introduction to the field of learning disabilities for special education teachers, general classroom teachers, integration teachers and related professionals especially those working in the areas of language, psychology and counseling. The course covers diverse theoretical approaches, lay the foundations for sensitive and appropriate assessment and evaluation of students, provide directions for program planning and implementation, indicate the importance of and the need for a close, positive partnership with parents (or alternative caregivers) and consider ways for ensuring that the home-school axis is effective and meaningful. It will also consider some major trends and unresolved issues in the field of Learning Disabilities.

EDUC 506 Attention Deficit Disorder in Schools (Units: 2)

[Online Course] This course is designed to help teachers achieve a better understanding of Attention Deficit Disorder (ADD) and intervention strategies to facilitate positive student change. The course provides information on the history of the disorder, accepted methods to assess and identify students with the disorder, and various treatment methods that are currently being used to treat the disorder. You will also learn about the referral process when you feel a student needs services beyond what you are capable of or comfortable providing in your classroom environment. Lists of ADD resources for both teachers and parents will be provided.

EDUC 507 Autism & Asperger Disorders in Schools (Units: 2)

[Online Course] This course is designed to help teachers achieve a better understanding of Autism and Asperger's Disorder, of intervention strategies to enhance communication and learning, and of methods for teaching more conventional behaviors. The course provides information on the characteristics of the disorder, learning styles associated with the disorder, communication weaknesses, and various intervention strategies that have proven to be successful when working with students with Autism Spectrum Disorders. The course helps teachers comprehend why individuals with Autism Spectrum Disorders act the way they do, and what you can do to enhance more appropriate behavior. Resources for educators, related service personnel, and parents who would like more help or information will be included.

EDUC 508 Inclusion: Special Needs in General Classrooms (Units: 2)

[Online Course] This course is designed to help special and general educators gain a better understanding of inclusion, one of the current educational reform movements that advocates for educating students with disabilities in the general classroom. Key concepts related to including students with disabilities in inclusive classrooms, federal legislation and court cases that have contributed to the the inclusion movement will be covered. You will learn the federal definition of students who are entitled to special education services, and the legal procedures educators and school systems need to use in identifying and providing required special education services. Also provided are procedures to use in determining whether students with special needs can be educated in the regular classroom and the characteristics of effective inclusion programs.

EDUC 509 Violence in Schools: Identification, Prevention, and Intervention (Units: 2)

[Online Course] This course is designed to give teachers a better understanding of school violence and increase their interventions strategies. A foundational understanding of violence and the motivational purposes behind aggression will be presented. The correlation with and impact of the media, community and family upon violence will be investigated. The course teaches identification and intervention approaches for working with out-of-control behaviors. This course will help you to increase your understanding of violence, the motivations behind the use of violence and specific strategies to minimize the occurrence of violence in a school and community. Information on available national resources for both parents and teachers will be provided.

EDUC 511 Traumatized Child: The Effects of Stress, Trauma, and Violence on Student Learning (Units: 2)

[Online Course] This course is designed to help teachers identify the signs of stress, trauma and/or violence in their students. Specific factors that exist in families and communities where stress and violence are common will be discussed. A focus of this course is to help teachers understand the special learning needs of the student who is experiencing stress, trauma or violence in his/her life and how to meet his/her needs in the regular classroom. Working with parents and community agencies is also emphasized.

EDUC 512 Child Abuse: Working with Abused and Neglected Children (Units: 2)

[Online Course] Teachers will learn how to recognize the signs of physical abuse, emotional abuse, sexual abuse, physical neglect and emotional neglect in students. Specific factors that exist in families who abuse or neglect their children will be discussed. A major emphasis in this course is on helping teachers understand the special needs of the abused or neglected child, and how to meet those needs in the regular classroom. Working with parents and community agencies is also emphasized.

EDUC 513 Drugs and Alcohol in Schools: Understanding Substance Use and Abuse (Units: 2)

[Online Course] This course provides the framework for understanding what students experience through substance usage or the impact of the substance usage around them. A basic historical perspective of substance use along with descriptions of biological, psychological, and social factors that comprise the disease of addiction will be covered.

EDUC 514 Teaching Diversity in the Classroom (Units: 2)

[Online Course] This course will provide teachers with the tools to effectively facilitate a diverse classroom. Teachers will understand and identify differences in approaches to learning and performance, including different learning styles and ways in which students demonstrate learning. An emphasis in this course will be on understanding how students' learning is influenced by individual experiences, talents, disabilities, gender, language, culture, family and community values. Teachers will be challenged to apply knowledge of the richness of contributions from our diverse society to their teaching field.

EDUC 515 Harrassment, Bullying, and Cyber-Intimidation in Schools (Units: 2)

[Online Course] Harassment, Bullying & Cyber-Intimidation in Schools will discuss definitions and the personal, social, and legal ramifications associated with sexual harassment, bullying, and cyber-intimidation. The course will address what we know about these troubling areas. We will then explore preventative strategies as well as how school staff can address these issues when they occur. A clear understanding of what constitutes harassment and the harmful effects of harassment on people and institutions is essential to providing a safe and inclusive school environment for all. This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or business computer. Information on installation and technical support can be found, and will be covered in detail, in the User Guide section of your computer software.

EDUC 639 Bilingual Education in the U.S.: A History of Struggle, Resistance, and Achievement (Units: 3)

Prerequisite: Upper division standing or consent of instructor.

Examination, exploration and analysis of the history of bilingual education and its impact on educational opportunities for culturally and linguistically diverse students in the U.S. (Plus-minus letter grade only.)

Course Attributes:

  • UD-D: Social Sciences

EDUC 660 Preparing for the Teaching Profession (Unit: 1)

Prerequisite: Upper division standing or consent of instructor.

Review of teaching careers in California, including supply and demand, introduction to the California Standards for the Teaching Profession (CSTP), credentialing process and types of credentials in the state, and the process for applying to a credential program at SFSU. CR/NC grading only.

EDUC 681 Teaching Language and Literature with Elementary and Middle School Students (Units: 3)

Prerequisite: Upper division standing or consent of instructor.

Introduction to children's literature from picture books to chapter books. Topics include history of children's literature, use of children's literature in the preschool to grade 8 classroom, multicultural and multilingual children's literature, and author and genre study. (Plus-minus letter grade only)

Course Attributes:

  • UD-C: Arts and/or Humanities

EDUC 703 School/Community Partnership For Change (Units: 3)

Goals and processes of school/community partnerships designed to meet the contemporary needs of children, youth, and families. Interprofessional approach to role of school/community members as change agents. Priority enrollment given to graduate students in education, public administration, counseling, nursing, social work.

EDUC 805 Sexuality Education and Policy (Units: 3)

Prerequisite: Restricted to graduate students in Human Sexualities Studies or consent of instructor.

Historical and philosophical underpinnings of sexuality education in the U.S.; major pedagogical theories and practices at elementary, secondary, and post-secondary levels. Education and social policy considerations.
(This course is offered as SXS 805 and EDUC 805. Students may not repeat the course under an alternate prefix.)

EDUC 883 Collaborative Planning for Instruction: Lesson Study (Units: 1-3)

This course, using the Japanese Lesson Study Model will help students (classroom teachers) focus on the learning goals for students, and themselves, in achieving the goals derived from data analysis. Planning instructional activities hypothesized to achieve the learning goals for students, collecting data on student learning and the effectiveness of the teaching strategies, and interpreting the data to revise the hypotheses and improve practice.

EDUC 884 Differentiate Instruction (Units: 2)

Differentiated Instruction focuses on teaching and learning that gives students multiple options for taking in information and making sense of ideas. A variety of instructional approaches adapted to individual and diverse students in the secondary education classroom will be presented. Protocols for analyzing student work and other data will be presented, discussed and practiced. Participants in the class will complete required readings, obtain information from relevant websites, view video tapes, complete action research in their own classrooms, collaborate with colleagues regarding successes/problems, and present modified lesson plans to the entire group in written form.

EDUC 998 Doctoral Dissertation in Educational Leadership (Units: 3-9)

Prerequisite: consent of instructor.

Independent student research leading to the completion of the doctoral dissertation. Open only to students in the joint doctoral program in educational leadership. May be repeated for a total of 15 units.