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UC Merced Extension | Education Programs

COURSE OFFERINGS

EDUC X301 | Foundation of Education

This course considers the implication of historical and contemporary American social issues on child and adolescent learning. The course will emphasize K-12 education in diverse contexts, with a focus on poverty, stereotype threat, and immigration. Education policy will be critically evaluated in terms of student retention and success. The course will require candidates to integrate content into a personal philosophy of education and teaching.

  • Course Goal: The primary course goal is to provide candidates with a suitable foundation (historical, sociological, economic) for a cogent, personal philosophy of K-12 education and teaching.
Syllabus |
Foundation Courses

EDUC X302 | Teaching Practicum

This course provides teacher candidates with the opportunity to synthesize the theoretical and practical learning in the Teacher Preparation Program and work toward mastery of the Teacher Performance Expectations as they design curriculum, utilize instructional strategies, improve classroom management techniques, and examine various types of assessments used in a K-12 educational setting. This course is taken concurrently with Clinical Practice 3. 

  • Course Goal: The primary goals of this course are to support teacher candidates with curriculum design, instructional strategies, classroom management techniques, and various types of assessments along with CalTPA or California Teacher Performance Assessments 1 and 2 as they complete final student teaching.  
Syllabus |
Multiple Subject

EDUC X303 | Clinical Practice 1

Clinical Practice 1 is a developmental sequential set of activities that afford the candidate the opportunity to integrate and apply theoretical and pedagogical coursework and reflect on the Teaching Performance Expectations (TPEs). The candidate is supervised by district employees and individuals in the teacher preparation program who provide formative and timely performance feedback. The clinical sites (schools), Cooperating Teachers (district-employed supervisors) and University Mentors (program supervisors) are chosen based on criteria outlined by the CTC.  Students complete 200 hours of supervised classroom time during this course.

  • Course Goal: The primary course goal is to provide candidates the opportunity to synthesize the theoretical and pedagogical learning in the Teacher Preparation Program and progress from an introductory level to a developmental level of the Teaching Performance Expectations (TPEs).
Clinical Practice/Student Teaching Courses

EDUC X305 | Clinical Practice 3

Clinical Practice 3, is the final set of activities where the candidate integrates and applies theoretical and pedagogical coursework and reflects on the Teaching Performance Expectations (TPEs) as the Solo or Co-Teacher. The candidate is supervised by district employees and individuals in the teacher preparation program who provide formative and timely performance feedback. The clinical sites (schools), Cooperating Teachers (district-employed supervisors) and University Mentors (program supervisors) are chosen based on criteria outlined by the CTC. This course is taken concurrently with EDUC X302. Candidates must have passed all required CSETs for the credential program in which they are currently enrolled, and the official scores must have been received by the Credential Analyst four weeks prior to the first day of instruction.             

  • Course Goal: The primary course goal is to provide candidates the opportunity to synthesize the theoretical and pedagogical learning in the Teacher Preparation Program as a Solo or Co-Teacher and demonstrates mastery of the Teaching Performance Expectations (TPEs).
Clinical Practice/Student Teaching Courses

EDUC X311 | Diverse Students, Inclusive Instruction

This course introduces candidates to the philosophy and history of educating diverse student populations, best practice, and differentiated instruction for diverse learners in the general education classroom. Candidates will learn how to take advantage of and build upon the variety of cultural knowledge and resources they and their students bring to school.

  • Course Goal: The primary course goal is to provide candidates with a comprehensive understanding of diverse student populations, so that they are prepared to maximize the learning of all students. The course will facilitate opportunities for course participants to learn and practice a variety of instructional strategies to integrate into their lesson plans in order to increase the number of students that will successfully engage and learn from these lessons.
Syllabus |
Other Required Courses

EDUC X312 | Project-Based Instruction and Assessment

This course focused on project-based learning, provides an opportunity for students to engage with the CCSS to explore and create multi-disciplinary projects to engage students in learning that encourages critical thinking, communication, collaboration, and creativity.  Teacher candidates will create unit plans that focus on instructional planning, how to facilitate project-based instruction, and how to differentiate instruction to ensure equity and inclusion of all learners in the general education classroom.

  • Course Goal: The goal of this course is to provide teacher candidates with instruction that will allow them to take the CCSS and any materials and curriculum provided to them by districts and create projects. The goal is that these projects will encourage students to think critically, communicate and collaborate with one another and other adults, and be creative.
Syllabus |
Other Required Courses

EDUC X313 | Technology-Supported Project-Based Learning

Technology Supported Project-Based Learning (PBL), provides an opportunity for candidates to engage with the Common Core State Standards (CCSS), digital literacy standards, and the International Society for Technology (ITSE) standards to explore and create multi-disciplinary lesson plans and projects. Teacher candidates will use the SAMR Model to evaluate technology and create transformative learning experiences that focus on how to facilitate technology supported project-based instruction to ensure equity in the general education and blended classroom.

  • Course Goal: The goal of this course is to provide teacher candidates with opportunity and instruction that will allow them to take technology tools provided to them by districts and create technology supported PBL projects and lessons.  The goal is that these projects will engage students in critical thinking, communication, and collaboration in an effort to answer complex questions and/or solve real-world problems.
Syllabus |
Other Required Courses

EDUC X314 | Single Subject Reading for Understanding

This course provides candidates the opportunity to experience the reading process from a student point of view and combines that with targeted planning op­portunities for real-world application. The course will focus on reading as a social, metacognitive process, one that students can take ownership of for themselves, and one that teachers should continue to model for them throughout the school year.

  • Course Goal: The primary course goal is to teach candidates how the reading process works, how to model it to students, and how to guide students to taking ownership themselves. 
Syllabus |
Other Required Courses

EDUC X315 | Single Subject Methods - English and Language Arts

This course focuses on the examination of curriculum, pedagogy, and strategies that make English and language arts (ELA) learning available to all students, how students develop deep understanding in ELA and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

  • Course Goal: The primary course goal is to provide candidates the opportunity to develop a deep conceptual understanding and mastery of the English and language arts standards and how to facilitate learning for all students. This course facilitates collaboration among candidates to foster creativity and critical thinking that promote effective English and language arts instruction that benefits culturally, ethnically, and linguistically diverse learners.
Syllabus |
Single Subject

EDUC X316 | Single Subject Methods - History and Social Science

This course focuses on the examination of curriculum, pedagogy, and strategies that make history and social science (HSS) learning available to all students, how students develop deep understanding in HSS and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

  • Course Goal: The primary course goal is to provide candidates the opportunity to develop a deep conceptual understanding and mastery of the history and social science standards and how to facilitate learning for all students. This course facilitates collaboration among candidates to foster creativity and critical thinking that promote effective history and social science instruction that benefits culturally, ethnically, and linguistically diverse learners.
Syllabus |
Single Subject

EDUC X317 | Single Subject Methods - Math

This course focuses on the examination of curriculum, pedagogy, and strategies that make mathematics learning available to all students, how students develop a deep understanding of mathematics and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

  • Course Goal: The primary course goal is to provide candidates the opportunity to develop a deep conceptual understanding and mastery of the California Common Core State Standards (CCSS) for Mathematics and how to facilitate learning for all students. This course facilitates collaboration among candidates to foster creativity and critical thinking that promote effective math instruction that benefits culturally, ethnically, and linguistically diverse learners.
Syllabus |
Single Subject

EDUC X318 | Single Subject Methods - Science

This course focuses on the examination of curriculum, pedagogy, and strategies that make science learning available to all students, how students develop deep understanding in science and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

  • Course Goal: The primary course goal is to provide candidates the opportunity to develop a deep conceptual understanding and mastery of the Next Generation Science Standards (NGSS) and how to facilitate learning for all students. This course facilitates collaboration among candidates to foster creativity and critical thinking that promote effective science instruction that benefits culturally, ethnically, and linguistically diverse learners.
Syllabus |
Single Subject

EDUC X400 | Research Methods in Education

This course covers applied research methods relevant to TK-12 student educational success. The course will emphasize hands-on, project-based learning highlighting current software packages for basic quantitative surveys (i.e., Qualtrics), qualitative interview/focus group (i.e., Dedoose), and discourse analysis (i.e., coh-metrix). Candidates will learn about federal policies governing research with vulnerable human populations such as children and adolescents and how that research impacts instructional practice in the educational setting.

  • Course Goal: The course goal is to provide candidates with a basic, applied understanding of research methods relevant to TK-12 student success and achievement.
Syllabus |
Other Required Courses

EDUC X401 | Learning, Cognition, and Instruction

This course considers child and adolescent learning in cognitive, developmental, linguistic, and socio-cultural relief. Readings, simulations, and activities explore the instructional utility of course content through developmental neuroscience, social neuroscience, and classic learning theories. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

  • Course Goal: The primary course goal is to provide candidates with a comprehensive understanding of child and adolescent learning, cognition, and development promoting effective instruction across content disciplines and grades, benefitting culturally, ethnically, and linguistically diverse learners.
Syllabus |
Foundation Courses

EDUC X408 | Physical Science Math and Scientific Literacy

This course provides an integrated approach to Physical Sciences, Mathematics and Scientific Literacy inclusive of effective pedagogy. The focus is to examine and understand the curriculum and strategies that make science and mathematics learning available to all children, how children develop science and mathematics understanding and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

  • Course Goal: The primary course goal is to provide candidates the opportunity to develop a deep conceptual understanding and mastery of the Physical science concepts (embedded in the Next Generation Science Standards; NGSS) and the mathematics standards (embedded in the California Common Core State Standards; CCSS) and how to integrate these across all content areas. EDUC X408 9.3.19 LCR 3 This course facilitates collaboration among candidates to foster creativity and critical thinking that promote effective science and math instruction across content disciplines and grades, benefitting culturally, ethnically, and linguistically diverse learners.
Syllabus |
Multiple Subject

EDUC X409 | Earth and Space Sciences, Mathematics and Digital Literacy

This course provides an integrated approach to Earth and Space Sciences, Mathematics and Digital Literacy inclusive of effective pedagogy. The focus is to examine and understand the curriculum and strategies that make science and mathematics learning available to all children, how children develop science and mathematics understanding and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

  • Course Goal: The primary course goal is to provide candidates the opportunity to develop a deep conceptual understanding and mastery of the Earth and Space science concepts (embedded in the Next Generation Science Standards; NGSS) and the mathematics standards (embedded in the California Common Core State Standards; CCSS) and how to integrate these across all content areas. This course facilitates collaboration among candidates to foster creativity and critical thinking that promote effective science and math instruction across content disciplines and grades, benefitting culturally, ethnically, and linguistically diverse learners.
Syllabus |
Multiple Subject

EDUC X410 | Integrated Life Sciences, Math, and Health Literacy

This course provides an integrated approach to Earth and Space Sciences, Mathematics and Digital Literacy inclusive of effective pedagogy. The focus is to examine and understand the curriculum and strategies that make science and mathematics learning available to all children, how children develop science and mathematics understanding and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

  • Course Goal: The primary course goal is to provide candidates the opportunity to develop a deep conceptual understanding and mastery of the Earth and Space science concepts (embedded in the Next Generation Science Standards; NGSS) and the mathematics standards (embedded in the California Common Core State Standards; CCSS) and how to integrate these across all content areas. This course facilitates collaboration among candidates to foster creativity and critical thinking that promote effective science and math instruction across content disciplines and grades, benefitting culturally, ethnically, and linguistically diverse learners.
Syllabus |
Multiple Subject

EDUC X424 | Integrated Humanities and Visual Literacy

This course provides an integrated approach to the Humanities and Visual Literacy. The course will explore the meaning of literacy beyond written text to include the interpretation, negotiation, and meaning formation of images. Visual literacy will also include the ability to learn and express oneself through visual representation. The visual and performing arts will be explored as a means for students to express themselves through dance, music, theater, and visual arts. The course will provide an opportunity for educators to develop new teaching strategies and curriculum focused on the incorporation of visual literacy in a variety of content areas and the integration of the California Common Core State Standards (CCSS). 

  • Course Goal: The primary course goal is to provide candidates with a comprehensive understanding of visual literacy and how this is embedded in the CCSS. The course will also develop the skill set of course participants to create lessons that explicitly teach their students how to interpret, negotiate, and form meaning from visuals and how to represent themselves through images. The course will facilitate opportunities for course participants to learn and practice a variety of instructional strategies to integrate into their lesson plans in order to increase the number of students that will successfully engage and learn from these lessons.  
Syllabus |
Multiple Subject

EDUC X425 | Integrated Humanities and Cultural Literacy

This course provides an integrated approach to the Humanities and Cultural Literacy. The course will explore the meaning of literacy beyond written text to include cultural literacy, which is the knowledge and understanding of history, contributions, and perspectives of different cultural groups. The purpose of this course is to engage in a dialogue about the common cultural vocabulary needed by literate citizens in our diverse society and the role that schools should play in teaching this to our students. The course will provide an opportunity for educators to develop new teaching strategies and curriculum focused on the incorporation of cultural literacy in a variety of content areas and the integration of the California Common Core State Standards (CCSS).   

  • Course Goal: The primary course goal is to provide candidates with a comprehensive understanding of cultural literacy and the ability to apply this in their classrooms to support the learning of all students. Candidates will develop skills to create lessons that explicitly teach their students about the history, contributions, and perspectives of different cultural groups. The course will facilitate opportunities for candidates to learn and practice a variety of instructional strategies to integrate into their lesson plans to engage all students in learning.  
Multiple Subject

EDUC X426 | Integrated Humanities and Global Literacy

This course provides an integrated approach to exploring literacy and social studies standards in a self-contained K-8 classroom. This course will emphasize reading, writing, speaking, and listening standards, English Language Development or ELD standards, and adaptations and modifications when working with special populations. This course will place emphasis on working with students in the middle school grades 6-8.

  • Course Goal: EDUC X426, Integrated Humanities and Global Literacy, will provide candidates with a comprehensive understanding of literacy and social studies standards in self-contained K-8 classrooms with an emphasis on culturally responsive teaching, world cultures, religions, ethnicities, world history, and current events. Candidates will practice instructional techniques, lesson plans, and unit plans.
Syllabus |
Multiple Subject