Graduate ECP Bulletin 2026-27 - Chapter 7: Department of Education

Chapter 6: Department of Counseling Psychology

Chapter 7: Department of Education

Vision, Mission and Values

Our vision is to develop competent, compassionate, and critically reflective educators and leaders in a collaborative environment to transform the larger community through equity-oriented research, practice, and service that inspires hope.

The mission of the Department of Education is rooted in equity, justice, reflection, and service. Together we strive to:

Disrupt and transform inequitable educational structures
Shape reflective, equitable practice and policy, and
Engage in community partnerships where we learn with and from each other.

Our work is framed by the following values:

Inclusivity / Equity / Justice 鈥� We value the uniqueness of people and perspectives; we celebrate differences, talents and abilities.
Responsive and Respectful Engagement - Our students learn from an interactive, collaborative and culturally conscious approach that helps foster a sense of belonging for students of all backgrounds.
Collaboration 鈥� We value the diversity of perspectives when we address challenges through collaboration. We work together in the co-creation of ideas.
Integration (Theory to Practice) 鈥� Cultivating reflective practice places praxis at the core of our work.
Compassion 鈥� We approach our work with sensitivity and empathy in order to work with students and community members with an ethic of care.
Solution oriented 鈥� We work to identify the source of a question or challenge and provide a new way of doing things.

The Department of Education has two program areas: Teacher Education and Educational Leadership. These programs offer a range of options including those that lead to recommendations for California teacher and administrator credentials, certificate programs, and graduate degrees designed to meet the needs of prospective and practicing teachers and administrators in PK-12 public, private, charter, and Catholic schools as well as leaders in a variety of educational听蝉别迟迟颈苍驳蝉.

Education Department Programs

TK-12 TEACHING CREDENTIAL PROGRAMS: Master of Arts in Teaching Degree + Teaching Credential (MATTC) Program for TK-12 School Teachers (in person or online)

The Master of Arts in Teaching + Teaching Credential (MATTC) prepares individuals to become effective, equitable, and ethical teachers. This program fully integrates:

Professional coursework and clinical field experiences required by the California Commission on Teacher Credentialing (CTC);
Master鈥檚-level expectations for academic rigor; and
Focused engagement in, and consideration of, the ethical dimensions of teaching.

Students can select a one-year or two-year academic sequence for the traditional student-teaching or Intern-pathway program. At the conclusion of MATTC, students earn both a Master of Arts in Teaching degree from Santa Clara University and a recommendation for a California SB2042 preliminary multiple subjects (MS) or single subject (SS) teaching credential. Students in MATTC-MS (Multiple Subjects) are typically preparing for careers as elementary school teachers; their coursework and clinical practice experiences help them learn how to teach multiple subjects to a group of diverse learners in a self-contained classroom.

Students in MATTC-SS (Single Subject) are preparing for careers teaching a single subject to students at the middle or high school level. MATTC-SS offers the preliminary single subject credential in these content areas: English, mathematics, foundational-level mathematics, science (foundational-level general science, biology, chemistry, physics), social sciences, and world languages (Spanish).

The MATTC program offers an online and an in-person program. Candidates in the online program will begin their program by participating in a three day in-person residency and take the remainder of their coursework online. Candidates in the in-person program will take the majority of their coursework in-person. However, in some cases, courses may be moved online depending on enrollment levels.

Online Master of Arts in Teaching + Teaching Credential (OMATTC). MATTC candidates opting for the online program will be required to attend one in-person residential learning experience at 91直播 with SCU faculty at the start of the program. OMATTC candidates are also expected to attend in person their student teaching or intern placements, which will be near the candidate鈥� home area. The residency is a three-day in-person learning experience. During the residency students will begin the 2-unit EDUC 250/275: Ethics, Reflection and Diversity: Introduction to Teaching, engage in a variety of community building and advising activities to get them started in the program, and have opportunities to get to know the staff and faculty who will support them through this program. Residency will take place before the start of the first term.

MATTC candidates opting for the in-person modality might have the opportunity to take courses online, if space is available in those course sections or if enrollment numbers require the program to move an in-person course section online.

All candidates will have a one time opportunity to make a programmatic switch from the online program to the in person program or vice versa.

Student Teaching or Intern Placement.听A key component of our MATTC program is the full-year practicum that students complete at their placement sites. MATTC candidates in the two year program will complete practicum in their second year upon meeting subject matter competence. For student teaching, practicum must be in person at a public school, in collaboration with a Cooperating Teacher who hosts the MATTC candidate in their classroom. Interns must be the full time teacher of record at a California TK-12 public school. For all student teaching and intern candidates, SCU identifies and contracts with a Field Supervisor that provides additional feedback and evaluations of the candidate鈥檚 teaching performance.

Bilingual听础耻迟丑辞谤颈锄补迟颈辞苍

Accredited by the California Commission on Teacher Credentialing (CTC), SCU鈥檚 Bilingual Authorization program in Spanish prepares educators to teach in bilingual Spanish programs. Courses, all of which are taught in Spanish, help teachers develop their knowledge, skills, and dispositions in working effectively with students identified as English Learners across a variety of language programs. The program is guided by the California Commission on Teacher Credentialing, Bilingual Teaching Performance Expectations, and California鈥檚 EL Roadmap. The program is further enriched by SCU's Jesuit mission and our commitment to fostering competence, conscience, compassion, and social justice.

Demonstration of Spanish language proficiency is required for all Bilingual Authorization candidates (e.g., through successful passage and submission of the Spanish CSET LOTE III or equivalent exam/coursework).

This program is offered to both Preservice and Inservice teachers.

Bilingual MATTC

Preservice teachers concurrently enrolled in SCU鈥檚 MATTC and Bilingual Authorization (BMATTC) programs complete three additional courses (EDUC 247B, EDUC 248B & EDUC 249B) and complete their student teaching experience in a bilingual setting.

Online Inservice Bilingual Authorization

The Online Inservice Bilingual Authorization program is designed to prepare bilingual teachers that already hold a preliminary or are working towards earning a clear teaching credential to become asset-oriented and needs-responsive educators who provide excellence in bilingual education in Spanish. In-Service candidates complete a four-course sequence (EDUC 246B, EDUC 247B, EDUC 248B & EDUC 249B)听to meet the requirements of the Bilingual Authorization.

Catholic Educator Preparation

ECP offers two programs centered on preparing Catholic school educators. Both are grounded in ensuring high-quality teaching grounded in a deep appreciation for the Catholic educational mission, Jesuit values, and strong, evidence-based practice. Both provide the academic preparation necessary to ultimately earn a California Teaching Credential.

Catholic Master of Arts in Teaching

The Catholic Master of Arts in Teaching (CatMAT) program is a two-year Master of Arts in Teaching specially designed for Catholic school teachers who are the teacher of record. The CatMAT program provides current Catholic school teachers academic preparation and development for the classroom, offers a pathway toward earning a credential and a Master of Arts in Teaching, and creates opportunities for fellowship to develop among these educators. Members of CatMAT enter the program in a cohort of teachers, with whom they would take the majority of their courses over the two years of degree completion.

CatMAT students who are employed in the Diocese of San Jos茅 take their courses in-person over their two years in the program.

CatMAT students who are employed by dioceses outside of San Jos茅 take their courses remotely (online) over their two years in the program. The one exception to this structure is that online CatMAT students take their first course as a 鈥渞esidency,鈥� where they attend class meetings in-person on campus for the first three days of the summer quarter. Online CatMAT students are responsible for their travel and lodging during the residency.

Abbreviated Route to the Preliminary Credential for Catholic School Teachers with Six or More Years of Experience

Teachers with six or more years of full-time Catholic school experience teaching a subject in which the CTC offers a teaching credential may earn a preliminary multiple or single subject teaching credential without completing the entire preliminary credential phase of the CatMAT block. Teachers who believe they are eligible for this credential pathway should contact the Director of Catholic Education.

Excellence in Catholic Education and Leadership (ExCEL)

The ExCEL Program is a partnership among The Sobrato Family Foundation, Santa Clara University, the Diocese of San Jose (DSJ), and schools within the diocese. ExCEL combines teaching and service to provide an opportunity for recent faith-driven college graduates to become highly qualified teachers for our underserved students in kindergarten through 12th-grade Catholic schools in Silicon Valley. ExCEL is a member of the University Consortium of Catholic Education. The foundation of ExCEL is based on four principles: service through teaching, community, spirituality, and critical transformation.

Service through Teaching Community

A foundational goal of the ExCEL program is to recruit and partner with individuals who are open to a vocation in Catholic school education. ExCEL understands the work of teaching in Catholic schools as a holy mission鈥攐ne that shapes the future Church and brings about the Kingdom of God on earth. Thus, the program aims to partner with individuals who are excited by and take seriously the prospect of a career in Catholic education, who envision their opportunity in ExCEL as not just a chance to engage in temporary service, but as the first step in a lifelong calling to work with Catholic schools.

Community

Communal living encourages each ExCEL teacher along their journey of faith by creating spaces and relationships for members to practice shared prayer, express their joys/ doubts/ fears, and find inspiration in the spiritual practices of others. Moreover, we believe that communal living holds the potential to make us more fully human; that is, living in community necessitates that members practice dispositions鈥攂eneficence, awareness, empathy, humility, and honesty鈥攖hat are the hallmarks of Christ-centered humanity.

Spirituality

The development of one鈥檚 spiritual life is one of the cornerstones of the ExCEL program for several reasons. Much like ExCEL teachers are called to teach the whole child in their classroom, the ExCEL program recognizes that quality teacher education must attend holistically to the development of each dimension of a teacher: their pedagogy, their social-emotional growth, their dispositions, their professionalism, and their spiritual life. ExCEL understands the faith and spiritual dimensions of a teacher as the essential 鈥渂attery鈥� for powering one鈥檚 work through the day-to-day endeavors and challenges of classroom teaching.

Critical Transformation

ExCEL encourages each teacher to look critically at our schools and transform them for justice. ExCEL members commit to critical transformation centered on our growing awareness of the world, on our recognition of our shared human dignity, and on the creation of a more just human society. This includes challenging educational inequities endured by students from historically marginalized communities and centering minoritized voices and cultures within Catholic traditions of faith.

ExCEL teachers apply and are admitted to the School of Education as ExCEL applicants and follow a specialized program within the MATTC program. ExCEL accepts applications from November 1st through January 31st and programs begin in mid-June.

Please see the MATTC Handbook for comprehensive details on teaching credential requirements.

Educational Leadership Programs

The Educational Leadership program offers several programs for students interested in advancing their careers in educational administration and other positions of leadership. Students are admitted to one of the following programs:

Preliminary Administrative Services Credential (PASC)
Clear Administrative Services Credential (CASC)
Master of Arts in Educational Leadership
PASC + Master of Arts in Educational Leadership
Educational Doctorate (Ed.D.)
Master of Arts in Social Impact Leadership

Preliminary Administrative Services Credential (PASC)

The Preliminary Administrative Services Credential program is the first step for individuals who want to advance their career and become school principals or central office administrators in TK-12 schools. Our high quality Preliminary Administrative Services Credential prepares students for leadership positions in a variety of diverse school settings including public, charter and Catholic schools within the context of California鈥檚 Local Control Funding Formula and Local Control Accountability Plan.

Our region is one of the most diverse and dynamic regions in the United States. This program is focused on leadership development centered around questions of social justice and educational equity to transform opportunity, learning and outcomes for school communities with multilingual, multicultural and students in poverty. This program addresses the California Professional Standards for Educational Leaders and is accredited by the California Commission of Teacher Credentialing.

Clear Administrative Services Credential (CASC)

ECP offers a mechanism for leaders who have earned their Preliminary Administrative Services Credential at 91直播 or elsewhere to 鈥榗lear鈥� their credential听through an individualized coaching program. The Clear Administrative Services Credential (CASC) pathway is designed to prepare students for leadership positions in K-12 school settings. The mission of the program is to build administrative leadership capacity through individualized coaching and professional learning tied to job-embedded leadership growth plans. The program is guided by the California Professional Standards for Education Leaders (CPSEL) and the Jesuit mission where competence, conscience, compassion, ethics, and social justice are central to our work.

The Clear Administrative Services Credential Program uses a coaching model designed with working professionals in mind. This program can be completed in six quarters and does not offer academic credit. It is run through our Center for Professional Development.

Master of Arts in Educational Leadership

The Master of Arts degree in Educational Leadership requires the completion of a minimum of 45 units. This program consists of a set of core, required courses and electives, both of which are outlined below. Students wishing to complete their Preliminary Administrative Services Credential as part of the MA program have a longer set of required courses. Those interested in pursuing careers in higher education leadership or social sector/non-profit leadership will work closely with their advisor to choose electives from among the lists below and the other offerings available in the School of University

Core curriculum for all MA in Educational Leadership students:

EDUC 372 Communities, School & Critical Social Theory
EDUC 360 Organizational Leadership: Leading Change and Culture
EDUC 366 Community Leadership and Public Relations
EDUC 365 Human Resource Development
EDUC 428 Financial Management
EDUC 369 Action Research

The Master of Arts degree in Educational Leadership consists of 45 units.

PASC + Master of Arts in Educational Leadership

The Master of Arts Degree in Educational Leadership with the Preliminary Administrative Services Credential addresses all of the California Administrator Performance Expectations and authorizes qualified individuals to work as school principals or central office administrators in public, private, charter or Catholic schools. At the conclusion of the program, participants who have secured employment as administrators qualify immediately for the preliminary administrative services credential. Program completers who are not employed in administrative positions receive recommendations for a Certificate of Eligibility. The Certificate is exchanged for a preliminary administrative services credential upon employment as an administrator. Candidates who hold an appropriate prerequisite credential and are interested in pursuing their Preliminary Administrative Services Credential should select the second option of California Preliminary Administrative Services Credential and Master of Arts degree.

In order to be eligible for a Preliminary Administrative Services Credential and a Master of Arts in Educational Leadership, a student must complete a total of 45 units. Students must be admitted to both the credential and Master of Arts degree programs and meet the credential prerequisite requirements.

Educational Doctorate (Ed.D.)

SCU鈥檚 Ed.D. in Social Justice Leadership equips graduates with the 21st-century knowledge, skills, and dispositions necessary to lead complex organizations with the goal of building a more humane, just, and sustainable world. The three year Ed.D. program offers three areas of specialization: (1) Higher Education Leadership focuses on issues and complexities related to higher education, with particular attention to building and sustaining effective colleges and universities, (2) PreK-12 Leadership focuses on the specific issues and complexities related to PreK-12 schools, and (3) Social Impact Leadership focuses on the specific issues and complexities related to the communities served by social impact or community-based organizations.

Master of Arts in Social Impact Leadership

The Master of Arts in Social Impact Leadership at Santa Clara University is an interdisciplinary program designed by the School of Education & Counseling Psychology, Leavey School of Business, and Miller Center for Global Impact to prepare students guided by Jesuit principles of service, social justice, and excellence to lead non-profits, community-based organizations, social enterprises, and philanthropic organizations.

The only program of its kind in the Bay Area, Santa Clara University is introducing this degree in response to demonstrated local and global needs of a growing social impact sector. The program provides students with hands-on work experience, ongoing mentorship, and development in both leadership and business management鈥揳ll grounded in a deep commitment to and understanding of the communities in which and with whom we aim to serve.

The program is 39 units and runs 15 months, from early September to December of the following year.

It is an in person program, with some class meetings offered online to support flexibility and students鈥� demanding lives as working professionals. Coursework is taught by professors from the Leavey School of Business, School of Education & Counseling Psychology, and Miller Center for Global Impact. The curriculum follows three core pillars:

Leadership Development
Business Management
Community Engagement

Students will be required to complete an internship placement. This experience is a 20-week, three course sequence administered across three quarters: Spring, Summer, and Fall.

Curricular Plan

CORE AREA

FALL

PRESESSION

FALL

WINTER

SPRING

SUMMER I

SUMMER II

FALL

LEADERSHIP DEVELOPMENT

听SILM 200:

Foundations of Social Impact

Leadership

(3 units)

听SILM 201:

Engaging &

Understanding

Community to

Define Social

Impact

Problems &

Strategy

(3 units)

SILM 204: Design

Thinking for

Leaders

(3 units)

听SILM 205:

Using Data to

Drive

Organizational

Change &

Innovation

(3 units)

听SILM 207:

Human

Resource

Development

(3 units)

SILM 202:

Social

Innovation for

Social Impact

Leaders

(3 units)

BUSINESS FUNDAMENTALS

听MKTG 3000:

Marketing is Everything

(4 units)

听FNCE 3000:

Financial Leadership

(4 units)

MGMT 3051:

Strategy

Management

(4 units)

INTERNSHIP

听SILM 209A:

Internship I

(3 units)

听SILM 209B:

Internship II

(3 units)

SILM 209C:

Internship III

(Capstone)

(3 units)

UNITS BY QUARTER

TOTAL UNITS

Internship

This three course sequence includes a field experience designed to introduce students to the practical work of social impact leadership, management, and measurement, and to serve as a 鈥渃apstone鈥� experience of their program. For this internship, students will follow a structured internship in a social impact organization (see below for options)听over the course of 20 weeks (Summer and Fall Quarters), engage in a weekly seminar, and receive mentoring support to develop a capstone project in which they will create and reflect on a portfolio of work from the program and the internship. The capstone project will include reflections on their experiences, their leadership values, goals, growth and areas for future growth, and will culminate in an opportunity to reflect with mentors, internship supervisors, and faculty on their next professional steps.

Students can complete their internship in their current work placement in which they will complete an identified special project and leadership development training (e.g., shadowing leaders, engaging in different units across the organization) within their existing organization. Such internships would need the approval of both the organization and the internship coordinator to ensure it meets the needs of the internship program. Alternatively, students may be placed in an internship within our network of organizations identified to further the students鈥� professional goals. We are working with our network of organizations to identify paid internship opportunities. Some students may choose to complete an internship through the Miller Center for Social Entrepreneurship in one of the many organizations that partner with the Miller Center.

The main focus of the course is to support students as they complete their MA and prepare for careers with impact-driven organizations. This course will reinforce program learning goals and offer opportunities for reflection and vocational discernment supported by an academic advisor, Miller Center mentor, internship supervisor, site supervisor, and practicum instructor. The internship will provide students with opportunities to integrate theoretical learning from their prior coursework with practical learning in real-world settings, preparing them to be leaders with a deep sense of conscience, competence and compassion making the world a more just, humane and sustainable place. Activities may include shadowing a leader in the social impact organization, learning the mission/vision and core business model of the organization, as well as engaging in a hands-on social impact project.

Course Requirements

Department Of Education

MATTC: Multiple Subject Required program courses (59 units)

EDUC 221M Effective Teaching for Students with Disabilities

EDUC 250 Ethics, Diversity, Reflection: Introduction to TK-12

EDUC 251 Technology for TK-12 Teachers

EDUC 252 Social Foundations in Education

EDUC 253 Development & Learning

EDUC 257 English Language Development in TK-12

EDUC 258 Developing Positive Classroom Cultures

EDUC 259A Elementary Mathematics Methods I

EDUC 259B Elementary Mathematics Methods II

EDUC 261 Teaching Reading in Elementary Schools

EDUC 262 Elementary Language Arts Methods

EDUC 263 Elementary Methods in Social Studies and the Arts

EDUC 264 Elementary Methods in Science, Health, and PE Methods

EDUC 265 Assessing Student Learning

EDUC 231A Ethical Reflective Practicum in Elementary Schools I

EDUC 231B Ethical Reflective Practicum in Elementary Schools II

EDUC 231C Ethical Reflective Practicum in Elementary Schools III

EDUC 231D Ethical Reflective Practicum in Elementary Schools IV

Multiple Subject and Single Subject candidates in an intern position will enroll in and complete all same courses listed under the appropriate program with the exception of the practicum series which will be the courses listed below:

EDUC 231I Ethical Reflective Practicum for Interns I

EDUC 231I Ethical Reflective Practicum for Interns II

EDUC 231I Ethical Reflective Practicum for Interns III

EDUC 231I Ethical Reflective Practicum for Interns IV

MATTC Single Subject Required Courses (53 Units)

EDUC 221M Effective Teaching for Students with Disabilities

EDUC 275 Ethics, Diversity, Reflection: Introduction to TK-12 Teaching

EDUC 276 Technology for TK-12 Teachers

EDUC 277 Social Foundations in TK-12 Education

EDUC 278 Development & Learning

EDUC 282 English Language Development in Secondary Schools

EDUC 283 Developing Positive Classroom Cultures

EDUC 285 鈥� 292 Secondary Content-Specific Methods Blocks
听听听听听听听听EDUC 285A Secondary English Methods I
听听听听听听听听EDUC 285B Secondary English Methods II
听听听听听听听听EDUC 286A Secondary World Languages I
听听听听听听听听EDUC 286B Secondary World Languages II
听听听听听听听听EDUC 287A Secondary Mathematics Methods I
听听听听听听听听EDUC 287B Secondary Mathematics Methods II
听听听听听听听听EDUC 288A Secondary Science Methods I
听听听听听听听听EDUC 288B Secondary Science Methods II
听听听听听听听听EDUC 289A Secondary Social Sciences Methods I
听听听听听听听听EDUC 289B Secondary Social Sciences Methods II

EDUC 294A Adolescent Literacy I

EDUC 294B Adolescent Literacy II

EDUC 296 Assessing Student Learning

EDUC 230A Ethical Reflective Practicum in Secondary Schools I

EDUC 230B Ethical Reflective Practicum in Secondary Schools II

EDUC 230C Ethical Reflective Practicum in Secondary Schools III

EDUC 230D Ethical Reflective Practicum in Secondary Schools IV

Bilingual Authorization Required Courses (9 units for MATTC enrolled candidates, 12 units for all others)

EDUC 246B Bilingual Seminar in TK-12听(for In-Service Teachers only)

EDUC 247B Latinx Language and Culture

EDUC 248B Bilingual Foundations

EDUC 249B Bilingual Methods

Catholic Master of Arts in Teaching (CatMAT) & Excellence in Catholic Education Leadership (ExCEL) Multiple Subject Required Courses (52 units listed below)

EDUC 221ME Effective Teaching for Students with Disabilities

EDUC 231E External Practicum (4x)

EDUC 250E Ethics, Diversity, Reflection: Introduction to K-12

EDUC 251 Technology for K-12 Teachers

EDUC 251E Catechesis

EDUC 252E Social Foundations in TK-12

EDUC 253E Development & Learning

EDUC 257E English Language Development in Elementary Schools

EDUC 258E Developing Positive Classroom Cultures

EDUC 259A Elementary Math Methods I

EDUC 259B Elementary Math Methods II

EDUC 261 Teaching Reading in Elementary Schools

EDUC 262 Elementary Language Arts Methods

EDUC 263 Elementary Methods in Social Studies and the Arts

EDUC 264 Elementary Methods Science, Health, PE Methods

EDUC 295E Assessment of Learning in Elementary / Secondary Classrooms

Catholic Master of Arts in Teaching (CatMAT) & Excellence in Catholic Education Leadership (ExCEL) Single Subject Catholic Courses (46 units listed below)

EDUC 221ME Effective Teaching for Students with Disabilities

EDUC 231E External Practicum (4x)

EDUC 251E Catechesis

EDUC 275E Ethics, Diversity, and Reflection: Intro to K-12 Teaching

EDUC 276 Technology for K-12 Teachers

EDUC 277E Social Foundations in TK-12 Education

EDUC 278E Development & Learning

EDUC 282E English Language Development in Secondary Schools

EDUC 283E Developing Positive Classroom Cultures

EDUC 285 鈥� 292 Secondary Content-Specific Methods Blocks
听听听听听听听听EDUC 285A Secondary English Methods I
听听听听听听听听EDUC 285B Secondary English Methods II
听听听听听听听听EDUC 286A World Languages Methods I
听听听听听听听听EDUC 286B World Languages Methods II
听听听听听听听听EDUC 287A Secondary Mathematics Methods I
听听听听听听听听EDUC 287B Secondary Mathematics Methods II
听听听听听听听听EDUC 288A Secondary Science Methods I
听听听听听听听听EDUC 288B Secondary Science Methods II
听听听听听听听听EDUC 289A Secondary Social Sciences Methods I
听听听听听听听听EDUC 289B Secondary Social Sciences Methods II

EDUC 294A Adolescent Literacy Development I

EDUC 294B Adolescent Literacy Development II

EDUC 295E Assessment of Learning in Elementary/Secondary Classrooms

Abbreviated Preliminary Teaching for Multiple Subject

EDUC 251 Technology for K-12 Teachers

EDUC 257E English Language Development in Elementary Schools

EDUC 261 Teaching Reading in Elementary Schools

EDUC 262 Elementary Language Arts Methods

Abbreviated Preliminary Teaching for Single Subject

EDUC 276 Technology for K-12 Teachers

EDUC 282E English Language Development in Secondary Schools

EDUC 294A Adolescent Literacy I

EDUC 294B Adolescent Literacy II

Educational Leadership Courses (45 units total)

Required Courses:

EDUC 360 School Leadership: Leading Culture and Change

EDUC 365 Human Resource Development

EDUC 366 Community Leadership and Inclusive Schools

EDUC 369 Action Research

EDUC 372 Communities, Schools & Critical Social Theory

Plus 30 elective units

Educational Leadership & Administrative Services Courses (45 units)

Required courses:

EDUC 369 Action Research

EDUC 372 Communities, Schools & Critical Social Theory

Plus 36 elective units

Administrative Services Credential Courses (30 units)

Required courses:

EDUC 360 School Leadership: Leading Change and Culture

EDUC 361 Instructional Leadership

EDUC 363 Ethics, Law, and Governance

EDUC 364 Using Data for Organizational Understanding and Renewal (CalAPA, Cycle 1)

EDUC 365 Human Resource Development

EDUC 366 Community Leadership and Inclusive Schools

EDUC 367 Shaping Team Success (CalAPA Cycle 2)

EDUC 370听Coaching, Culture and Organizational Performance (CalAPA, Cycle 3)

EDUC 371 Trauma-Informed Leadership

EDUC 428 Financial Management

Doctor of Education in Social Justice Leadership Required Courses (77 units)

EDUC 372 Communities, Schools & Critical Social Theory

EDUC 375 Leading for Diversity, Equity, and Inclusion

EDUC 400 Introduction to Research

EDUC 401 Organizational Leadership

EDUC 410 Foundations of Doctoral Studies

EDUC 424 Servant Leadership

EDUC 425 Moral and Ethical Basis Leadership

EDUC 427 Values-Based Leadership: Developing a Leadership Development Plan

EDUC 431 Social Inquiry Methods and Research Collaborations I

EDUC 432 Social Inquiry Methods and Research Collaborations II

EDUC 433 Social Inquiry Methods and Research Collaborations III

EDUC 434 Dissertation Proposal I

EDUC 435 Dissertation Proposal II

EDUC 436 Communities of Inquiry Dissertation in Practice I

EDUC 437 Communities of Inquiry Dissertation in Practice II

EDUC 438 Communities of Inquiry Dissertation in Practice III

EDUC 439 Dissertation Research

EDUC 441听Leadership Integration and Vision Statement

Plus 21 elective units

Social Impact in Leadership Required Courses

SILM 200 Pre-Session - Foundations of Social Impact Leadership

SILM 201 Engaging & Understanding Community to Define Social Impact Problems & Strategy

SILM 202 Social Innovation for Social Impact Leaders

MKTG 3000 Marketing is Everything

SILM 204 Design Thinking for Leaders

FNCE 3000 Financial Management

SILM 205 Using Data to Drive Organizational Change & Innovation

SILM 207 Human Resource Development

MGMT 3051 Strategy Management

SILM 209A, 209B, 209C Internship I, II, III

Department of Education Course Descriptions

EDUC 221M. Effective Teaching for Students with Disabilities

Challenges multiple and single subject teaching credential candidates to critically examine and reimagine inclusive instructional environments. This course moves beyond traditional frameworks to introduce candidates to the dynamic interplay between students' diverse backgrounds鈥攊ncluding their cultural, linguistic, and ability diversities鈥攁nd the educational structures that shape their learning experiences. With a focus on dismantling barriers and fostering equity, the course equips future educators with strategies to deeply understand their students' knowledge, experiences, and interests, as well as to assess their academic, language, and social skills in a holistic manner. Emphasizing critical pedagogy and socially just teaching practices, EDUC 221M encourages candidates to develop and implement flexible, standards-based instruction that is responsive to the needs of all learners, particularly those with disabilities. This approach ensures that every student has meaningful opportunities to learn and thrive every day. The course provides a critical examination of disability types as defined by IDEA 2004 and California's rules and regulations, challenging candidates to consider the socio-political contexts of disability identification and the provision of special education services. Through this lens, candidates explore the diverse population eligible for special education services, critically analyze the continuum of available services, and evaluate different models of service delivery in terms of their inclusivity and effectiveness. Candidates will engage with contemporary debates around inclusion, equity, and justice in education, examining how systemic inequities and cultural biases influence the identification process and the allocation of resources and services. This critical inquiry extends to exploring innovative, equity-oriented models of education that challenge traditional notions of disability and aim to transform educational practices to be genuinely inclusive and empowering for all students. By the end of this course, candidates will not only have developed a comprehensive toolkit for creating inclusive educational environments but also cultivated a critical consciousness about the roles educators play in either perpetuating or challenging systemic inequities within the education system. EDUC 221M invites future educators to become advocates for change, equipped with the knowledge, skills, and ethical commitment to contribute to the creation of more just and equitable educational spaces.

230A. Ethical Reflective Practicum in Secondary Schools I

This class is the first in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the seven Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs). Bilingual teacher candidates complete all requirements of the Multiple Subject or听Single Subject credential program while also demonstrating proficiency in the California Bilingual Teacher Performance Expectations (BTPEs). Throughout the practicum sequence, candidates receive supervision from a bilingual university supervisor and engage in bilingual clinical experiences that develop bilingual pedagogy, language development, biliteracy instruction, culturally and linguistically sustaining practices, and equitable assessment of multilingual learners. Observation feedback, lesson plans, and clinical evaluations provide evidence of candidates' progress toward meeting both the California TPEs and the BTPEs.

230B. Ethical Reflective Practicum in Secondary Schools II

This class is the second in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the seven Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).Bilingual teacher candidates complete all requirements of the Single Subject credential program while also demonstrating proficiency in the California Bilingual Teacher Performance Expectations (BTPEs). Throughout the practicum sequence, candidates receive supervision from a bilingual university supervisor and engage in bilingual clinical experiences that develop bilingual pedagogy, language development, biliteracy instruction, culturally and linguistically sustaining practices, and equitable assessment of multilingual learners. Observation feedback, lesson plans, and clinical evaluations provide evidence of candidates' progress toward meeting both the California TPEs and the BTPEs.

230C. Ethical Reflective Practicum in Secondary Schools III

This class is the third in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the seven Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs). Bilingual teacher candidates complete all requirements of the Single Subject credential program while also demonstrating proficiency in the California Bilingual Teacher Performance Expectations (BTPEs). Throughout the practicum sequence, candidates receive supervision from a bilingual university supervisor and engage in bilingual clinical experiences that develop bilingual pedagogy, language development, biliteracy instruction, culturally and linguistically sustaining practices, and equitable assessment of multilingual learners. Observation feedback, lesson plans, and clinical evaluations provide evidence of candidates' progress toward meeting both the California TPEs and the BTPEs.

230D. Ethical Reflective Practicum in Secondary Schools IV

This class is the fourth in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the seven Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs). Bilingual teacher candidates complete all requirements of the Single Subject credential program while also demonstrating proficiency in the California Bilingual Teacher Performance Expectations (BTPEs). Throughout the practicum sequence, candidates receive supervision from a bilingual university supervisor and engage in bilingual clinical experiences that develop bilingual pedagogy, language development, biliteracy instruction, culturally and linguistically sustaining practices, and equitable assessment of multilingual learners. Observation feedback, lesson plans, and clinical evaluations provide evidence of candidates' progress toward meeting both the California TPEs and the BTPEs.

231A. Ethical Reflective Practicum in Elementary Schools I

This class is the first in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the seven Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs). Bilingual teacher candidates complete all requirements of the Multiple Subject credential program while also demonstrating proficiency in the California Bilingual Teacher Performance Expectations (BTPEs). Throughout the practicum sequence, candidates receive supervision from a bilingual university supervisor and engage in bilingual clinical experiences that develop bilingual pedagogy, language development, biliteracy instruction, culturally and linguistically sustaining practices, and equitable assessment of multilingual learners. Observation feedback, lesson plans, and clinical evaluations provide evidence of candidates' progress toward meeting both the California TPEs and the BTPEs.

231B. Ethical Reflective Practicum in Elementary Schools II

This class is the second in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the seven Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs). Bilingual teacher candidates complete all requirements of the Multiple Subject credential program while also demonstrating proficiency in the California Bilingual Teacher Performance Expectations (BTPEs). Throughout the practicum sequence, candidates receive supervision from a bilingual university supervisor and engage in bilingual clinical experiences that develop bilingual pedagogy, language development, biliteracy instruction, culturally and linguistically sustaining practices, and equitable assessment of multilingual learners. Observation feedback, lesson plans, and clinical evaluations provide evidence of candidates' progress toward meeting both the California TPEs and the BTPEs.

231C. Ethical Reflective Practicum in Elementary Schools III

This class is the third in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the seven Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs). Bilingual teacher candidates complete all requirements of the Multiple Subject credential program while also demonstrating proficiency in the California Bilingual Teacher Performance Expectations (BTPEs). Throughout the practicum sequence, candidates receive supervision from a bilingual university supervisor and engage in bilingual clinical experiences that develop bilingual pedagogy, language development, biliteracy instruction, culturally and linguistically sustaining practices, and equitable assessment of multilingual learners. Observation feedback, lesson plans, and clinical evaluations provide evidence of candidates' progress toward meeting both the California TPEs and the BTPEs.听

231D. Ethical Reflective Practicum in Elementary Schools IV

This class is the fourth in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the seven Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs). Bilingual teacher candidates complete all requirements of the Multiple Subject credential program while also demonstrating proficiency in the California Bilingual Teacher Performance Expectations (BTPEs). Throughout the practicum sequence, candidates receive supervision from a bilingual university supervisor and engage in bilingual clinical experiences that develop bilingual pedagogy, language development, biliteracy instruction, culturally and linguistically sustaining practices, and equitable assessment of multilingual learners. Observation feedback, lesson plans, and clinical evaluations provide evidence of candidates' progress toward meeting both the California TPEs and the BTPEs.

231E. External School Practicum

231I. Ethical Reflective Practicum for Interns I

This class is the first in a series of four field experience courses designed to introduce intern credential candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the seven Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs). Bilingual teacher candidates complete all requirements of the Multiple Subject or Single Subject credential program while also demonstrating proficiency in the California Bilingual Teacher Performance Expectations (BTPEs). Throughout the practicum sequence, candidates receive supervision from a bilingual university supervisor and engage in bilingual clinical experiences that develop bilingual pedagogy, language development, biliteracy instruction, culturally and linguistically sustaining practices, and equitable assessment of multilingual learners. Observation feedback, lesson plans, and clinical evaluations provide evidence of candidates' progress toward meeting both the California TPEs and the BTPEs.

231I. Ethical Reflective Practicum for Interns II

This class is the second in a series of four field experience courses designed to introduce intern credential candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the seven Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs). Bilingual teacher candidates complete all requirements of the Multiple Subject or Single Subject credential program while also demonstrating proficiency in the California Bilingual Teacher Performance Expectations (BTPEs). Throughout the practicum sequence, candidates receive supervision from a bilingual university supervisor and engage in bilingual clinical experiences that develop bilingual pedagogy, language development, biliteracy instruction, culturally and linguistically sustaining practices, and equitable assessment of multilingual learners. Observation feedback, lesson plans, and clinical evaluations provide evidence of candidates' progress toward meeting both the California TPEs and the BTPEs.

231I. Ethical Reflective Practicum for Interns III

This class is the third in a series of four field experience courses designed to introduce intern credential candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the seven Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs). Bilingual teacher candidates complete all requirements of the Multiple Subject or Single Subject credential program while also demonstrating proficiency in the California Bilingual Teacher Performance Expectations (BTPEs). Throughout the practicum sequence, candidates receive supervision from a bilingual university supervisor and engage in bilingual clinical experiences that develop bilingual pedagogy, language development, biliteracy instruction, culturally and linguistically sustaining practices, and equitable assessment of multilingual learners. Observation feedback, lesson plans, and clinical evaluations provide evidence of candidates' progress toward meeting both the California TPEs and the BTPEs.听

231I. Ethical Reflective Practicum for Interns IV

This class is the fourth in a series of four field experience courses designed to introduce intern credential candidates to curriculum, instruction, and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the seven Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs). Bilingual teacher candidates complete all requirements of the Multiple Subject or Single Subject credential program while also demonstrating proficiency in the California Bilingual Teacher Performance Expectations (BTPEs). Throughout the practicum sequence, candidates receive supervision from a bilingual university supervisor and engage in bilingual clinical experiences that develop bilingual pedagogy, language development, biliteracy instruction, culturally and linguistically sustaining practices, and equitable assessment of multilingual learners. Observation feedback, lesson plans, and clinical evaluations provide evidence of candidates' progress toward meeting both the California TPEs and the BTPEs.

246B. Bilingual Seminar in TK-12 Education听听(In-Service Teachers only)

This, designed only for those seeking the Bilingual Authorization through the In-Service pathway, the course continues discussions about bilingual methods and foundations as well as begins to provide insights into the Latina/o language practices and culture. In-Service Bilingual Teacher candidates gather information about the role and place of both languages at their school site, gather evidence as to the cultural and historical context of the Latino community that they serve as well as sharpen their bilingual methodologies.听Candidates receive supervision from a bilingual university supervisor and engage in bilingual clinical experiences that develop bilingual pedagogy, language development, biliteracy instruction, culturally and linguistically sustaining practices, and equitable assessment of multilingual learners. Observation feedback, lesson plans, and clinical evaluations provide evidence of candidates' progress toward meeting the BTPEs.

*Note: course is taught in Spanish.

247B. Latinx Language and Culture

This course is designed to enable students to develop an awareness and understanding of the traditions, roles, status, and communication patterns of Latina/os as practiced in the United States and their country of origin. Students will acquire skills to discern patterns of cultural relationships among Latina/os in the US and CA. Students will also acquire a deep understanding of the historical, political, economic, religious, and educational factors that impact the acculturation of Latina/os in the U.S. and California. An emphasis will be to view Latina/os country of origin's various factors (demographic, language use, immigration patterns) and how they impact settlement in California.

*Note: course is taught in Spanish.

248B. Bilingual Foundations

This course is designed to enable students to develop an awareness and understanding of foundational issues of Bilingual Education and bilingualism. Students learn about the legal and legislative foundations of bilingual education in the United States. Histories and policies that have shaped bilingual education in the US are also a focus of the course. Students learn to apply knowledge of the cognitive effects of bilingualism and biliteracy to instructional plans. Tenets of bilingualism are reviewed, including the Common Underlying Proficiency construct to understand the transferability of skills, understanding, and strategies from primary to the target language. Students develop skills to promote authentic parent participation to ensure parents are viewed as a critical resource toward ensuring strong bilingualism and biliteracy development.

*Note: course is taught in Spanish.

249B. Bilingual Methods

This course focuses on the methodology of instructing students in Spanish and English in K-12 settings. The course addresses issues related to content scaffolding, biliteracy development, and assessment of emergent bilinguals. Focuses attention is given to first and second language development, including the interrelationship between reading, writing, speaking, and talking and the linguistic structure of both the English and Spanish languages. Students also develop an understanding of the historical policies, program types, and understanding of the diverse types of bilingual programs in the US. This course is required of all Bilingual candidates and must be taken concurrently with enrollment in an ethical reflective practicum or a full-time teaching position in a bilingual Catholic school.

*Note: course is taught in Spanish.

EDUC 250. Ethics, Diversity, Reflection: Introduction to TK-12 Teaching

This intensive course orients credential candidates to the MATTC preliminary teaching credential program and to the teaching profession. Emphasis is placed on providing opportunities for candidates to learn and practice the inquiry, thinking, and reflection skills that are the foundation for teachers鈥� ongoing professional development throughout their careers. The course introduces MATTC candidates to applying critical and socio-cultural theories to create equitable teaching and learning opportunities for all students.

EDUC 250E.听Ethics, Diversity, Reflection: Introduction to K-12

EDUC 251. Technology for K-12 Teachers

This course is designed to acquaint teacher credential candidates with learning theories, practices, hardware, software applications, and web resources that are useful in integrating technology into the daily practice of K-12 teachers. The course meets the requirements identified in the technology standard for teacher preparation for the State of California. The guiding philosophy for the course is Constructivism, instantiated in the design of collaborative, project-based learning activities that capitalize on the full potential of educational technologies. Students will be expected to fully engage in classroom exercises, group projects, and small-group and whole-class discussions on the assigned readings.

EDUC 251E: Catechesis

This course is designed to help current Catholic school teachers enrolled in the CatMAT and ExCEL programs to develop practices of catechesis, or the teaching of the Roman Catholic faith. Through this course, students will learn how to instruct K-12 Catholic school students on beliefs, traditions, and faith practices of the Catholic faith, while also themselves gaining experiences in them. Students who pass this course will have the option of receiving their catechetical certification.

EDUC 252. Social Foundations in Education

The goal of this course is to examine the historical, social, philosophical, and legal foundations of American education. We explore the impact of these various influences on the current state of education for students with disabilities, as well as consider the future of education in a diverse society. This course provides an opportunity to reflect on our roles as educators and the manner in which we will work to improve the educational experience for all students, particularly students with disabilities.

EDUC 252E. Social Foundations in TK-12

EDUC 253. Development & Learning

This course examines human development and learning through the lenses of developmental and educational psychology, with attention to the diverse ways individuals grow cognitively, physically, socially, emotionally, and motivationally. Emphasizing variability in developmental pathways, the course explores how lived experiences, cultural contexts, and systemic factors shape learning and development across childhood, adolescence, and early adulthood.

Through case studies, research-driven discussions, and applied activities, students will:

Develop an understanding of the dynamic and diverse nature of human development, including the experiences of students with disabilities.

Design equitable, inclusive, and supportive learning environments that honor individual strengths, cultural assets, and developmental needs.

Apply developmental theories to inform evidence-based instructional practices and interventions that promote growth, engagement, and resilience for all learners.

This course prepares educators to critically analyze developmental frameworks, challenge deficit-oriented perspectives, and advocate for inclusive and culturally responsive practices that create meaningful learning opportunities for every student.

EDUC 253E. Development & Learning

Through case studies, research-driven discussions, and applied activities, students will:

Develop an understanding of the dynamic and diverse nature of human development, including the experiences of students with disabilities.

Design equitable, inclusive, and supportive learning environments that honor individual strengths, cultural assets, and developmental needs.

Apply developmental theories to inform evidence-based instructional practices and interventions that promote growth, engagement, and resilience for all learners.

EDUC 257. English Language Development in TK-12

This course is designed to provide knowledge of the linguistic and cultural aspects of developing English language proficiency. Students develop an understanding of the theory and methods of teaching linguistically diverse learners, including models for designated and integrated English language development as well as sheltering strategies to make content more accessible.

EDUC 257E. English Language Development in Elementary Schools

EDUC 258. Developing Positive Classroom Cultures

Becoming a teacher鈥攐ne who is committed to serving diverse learning needs of students鈥攚ill be a challenging, but meaningful journey of transformation. This course invites you to ask what it means to develop positive classroom cultures and critically construct your theory and practice for creating a classroom as space in which students have and exercise rightful presence. Critically engaging with discourse around the classroom such as management, control, power dynamics, equity and justice, we explore different cultural approaches that can work toward ensuring students鈥� rightful presence. The course activities and assignments will facilitate you to develop a justice-oriented classroom management model that is consistent with the California Standards for the Teaching Profession.

EDUC 258E. Developing Positive Classroom Cultures

EDUC 259A. Elementary Mathematics Methods I

This course is Part 1 of a two-course sequence in elementary mathematics teaching methods. This sequence is designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in elementary schools. Through assigned readings, classroom discussions, content-rich open mathematics activities, and assignments that require data collection in your field placement, you will be supported as you make sense of how to approach the profession of teaching. Through thinking about ourselves as teachers, examining classroom culture and structure, and conducting clinical interviews on number concepts, we will set the stage for our development as elementary mathematics teachers. The course builds teacher candidates鈥� understanding of how to organize math instruction to support the learning of all students, including students with identified learning disabilities.

EDUC 259B. Elementary Mathematics Methods II

This course is Part 2 of a two-course sequence in elementary mathematics teaching methods. This sequence is designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in elementary schools. Through assigned readings, classroom discussions, content-rich mathematics activities, and assignments that require data collection in your field placement, you will be supported as you make sense of how to approach the profession of teaching. By examining classroom culture and structure, and evaluating, designing, and implementing math lessons, we will set the stage for our development as elementary mathematics teachers.

EDUC 261. Teaching Reading in Elementary Schools

This course enables credential candidates to develop awareness and understanding of current theories and best practices of comprehensive, balanced reading instruction in elementary school settings. Candidates will learn how to adapt instruction to meet the needs of individuals based on their cultural, linguistic, and experiential backgrounds and their specific needs as learners. Focused attention will be given to the nature of reading difficulties and principles of diagnosis and assessment. Content presented in this course prepares candidates for the Reading Instruction Competence Assessment (RICA). This course is required of all multiple subject teaching credential candidates, must be taken concurrently with enrollment in EDUC 231B, full-time teaching position, or with instructor permission.

EDUC 262. Elementary Language Arts Methods

A study of language arts teaching strategies, with a focus on teaching writing to students in grades K-8, including English learners and students with special needs. Focused attention is given to techniques for integrating literature and language arts instruction with science and social studies content.

EDUC 263. Elementary Methods in Social Studies and the Arts

In this course, multiple subject credential candidates learn how to design, implement, and evaluate standards-based social science lessons and how to integrate content from the California content standards for visual and performing arts, and the California Common Core. The course emphasizes mastery of instructional strategies that create opportunities for all students, including English learners and students with special needs, to read and write about how to use social studies for social justice and how to incorporate the visual and performing arts as ways to express and visually represent meaningful learning. Topics include working with curriculum frameworks and content standards, developing curriculum units, and planning lessons that maximize the learning of all students.

EDUC 264. Elementary Methods in Science, Health, and PE Methods

This course is designed to assist multiple subject credential candidates in developing the skills necessary to design and carry out science, health, and physical education instruction, demonstrations and laboratory experiences for students in elementary and middle school programs. We will build on current research and best practice in order to foster all k-8 students鈥� science/health/PE learning. Here, I use the term all students in coherence with the inclusive definition of California Teacher Performance Assessment Guides: as students

who may exhibit a wide range of learning and behavioral characteristics, as well as disabilities, dyslexia, intellectual or academic advancement, and differences based on ethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, culture, language, religion, and/or geographic origin, and
whose first language is English, English learners, and Standard English learners.

Particularly regarding science, we explore science instructional concepts and strategies and many of them are written in abbreviations:

NGSS听(Next Generation Science Standards) comprise of Performance Expectation听(PE) statements, which entails three dimensions of science learning:
听听听听听听听听- SEPs听(Science and Engineering Practices), DCIs听(Disciplinary Core Ideas), and
听听听听听听听听- CCs听(Crosscutting Concepts).
We learn 5E听(Engage, Explore, Explain, Elaborate, and Evaluate) approach to instruction, applicable to PE and health teaching.
Culturally relevant and sustaining pedagogies (CRP, CSP) will inform our efforts creating science learning spaces where all students have rightful presence (RP).
We practice CER听(Claim-Evidence-Reasoning) as a form of science talk moves, which are also applicable to PE and health learning opportunities that involve communication and argumentation.

I hope these frameworks help you establish your own pedagogies through working on the assignments of the course as introduced on the following pages. The weekly assignments build onto the final signature assignment, Instructional Unit Design, as one of the representative competencies for successful elementary teachers.

EDUC 265. Assessing Student Learning

This course is designed to help you understand, integrate, and skillfully apply the principles of assessment for the secondary classroom. You will be taught how to develop assessments that align well to your lesson objectives and provide information about what your students have learned in terms of academic knowledge and social skills. Overall, this course will help you to understand the principles of assessments, construct valid assessments of student learning, recognize the strengths and limitations of various assessment types, and learn about the legal and ethical implications in the use of assessment data, particularly in the determination of special education eligibility and the monitoring of services and areas for growth identified in IEPs. At the end of this course, you will be able to develop, administer, score, and report a range of culturally and linguistically responsive diagnostic, formative, and summative assessments that will help all your students learn.

EDUC 275. Ethics, Diversity, Reflection: Introduction to TK-12 Teaching

EDUC 275E. Ethics, Diversity, Reflection: Introduction to K-12 Teaching

EDUC 276. Technology for TK-12 Teachers

EDUC 277. Social Foundations in TK-12 Education

EDUC 277E. Social Foundations in TK-12 Education

EDUC 278. Development & Learning

Through case studies, research-driven discussions, and applied activities, students will:

Develop an understanding of the dynamic and diverse nature of human development, including the experiences of students with disabilities.

Design equitable, inclusive, and supportive learning environments that honor individual strengths, cultural assets, and developmental needs.

Apply developmental theories to inform evidence-based instructional practices and interventions that promote growth, engagement, and resilience for all learners.

EDUC 278E. Development & Learning

Through case studies, research-driven discussions, and applied activities, students will:

Develop an understanding of the dynamic and diverse nature of human development, including the experiences of students with disabilities.

Design equitable, inclusive, and supportive learning environments that honor individual strengths, cultural assets, and developmental needs.

Apply developmental theories to inform evidence-based instructional practices and interventions that promote growth, engagement, and resilience for all learners.

EDUC 282. English Language Development in Secondary Schools

EDUC 282E. English Language Development in Secondary Schools

EDUC 283. Developing Positive Classroom Cultures

EDUC 283E. Developing Positive Classroom Cultures

EDUC 285 鈥� 292. Secondary Content-Specific Methods Blocks

These courses are designed to enable single-subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject effectively to all students. Special attention is paid to developing candidates鈥� ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content. All single subject credential candidates are required to take the Methods I and Methods II block in the content area aligned with the credential they are seeking.

EDUC 285A. Secondary English Methods I

EDUC 285A and EDUC 285B are designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject, Secondary English Methods, to all students. Special attention is paid to developing candidates鈥� ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content. All single subject credential candidates are required to take the EDUC285A Methods I and EDUC285B Methods II blocks in the content area aligned with the credential they are seeking.

EDUC 285B. Secondary English Methods II

EDUC 285A and EDUC 285B are designed to enable single-subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject, Secondary English, effectively to all students. Special attention is paid to developing candidates鈥� ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content, as well as Universal Design for Learning (UDL) strategies and inclusive practices that support students with disabilities in the least restrictive environment. All single subject credential candidates are required to take Methods I and Methods II in the content area aligned with the credential they are seeking.

EDUC 286A. World Languages Methods I

EDUC286A is a highly interactive World Language Methods course in which students will examine the most effective past and present approaches, strategies, and techniques for teaching world languages as well as heritage speakers. Students demonstrate teaching strategies, develop lesson and unit planning skills, demonstrate knowledge of the application of basic concepts of phonology, syntax, and morphology, and evaluate world language and heritage speaker resources available in the field. Students will engage in cooperative learning, small group discussions, whole class discussions, peer feedback and analysis and evaluation of lessons based on criteria for success.

EDUC 286B. World Languages Methods II

This course is designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach World Languages to all students. Special attention is paid to developing candidates鈥� ability to utilize standards and instructional strategies to plan, deliver and reflect upon instruction. The course also probes the role of cultural and content understanding in the development of instruction. All single subject credential candidates are required to take the Methods I and Methods II block in World languages. The course requires concurrent enrollment in EDUC 231B or employment as a full-time teacher in a WASC accredited private school.

EDUC 287A. Secondary Mathematics Methods I

EDUC 287A (Secondary Math Methods I) is part one of a two-course sequence in secondary mathematics teaching methods. This sequence is designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in secondary schools. This course focuses on how mathematics teachers can support all students to view themselves as mathematically competent. This course will support teacher candidates to implement equity-based mathematics teaching strategies, to teach for mathematical sense making and a growth mindset, and to support diverse learners. Through thinking about ourselves as mathematics teachers and learners, examining mathematics classroom culture and structures, facilitating rich mathematical tasks in our placements, and assessing student work, this course will set the stage for our development as secondary mathematics teachers.

EDUC 287B. Secondary Mathematics Methods II

EDUC 287B (Secondary Math Methods II) course is Part 2 of a two-course sequence in secondary mathematics teaching methods. This sequence is designed to provide teacher candidates with a coherent set of experiences to teach mathematics for equity and justice. Through assigned readings, classroom discussions, rich mathematics activities, and assignments that require facilitation of mathematics tasks in your field placement, you will be supported to create mathematics classrooms that foster a culture of growth mindset and support students' mathematical sense making in ways that honor students鈥� experiences and thinking. Through thinking about ourselves as teachers, examining classroom culture and structures, facilitating mathematical discussions, and assessing student work, we will set the stage for our development as secondary mathematics teachers.

EDUC 288A. Secondary Science Methods I

This course is designed to assist multiple subject credential candidates in developing the skills necessary to design and carry out science instruction, demonstrations and laboratory experiences for students in secondary school science courses. We will build on current research and best practice in order to foster secondary students鈥� science learning. Here, I use the term all students in coherence with the inclusive definition of California Teacher Performance Assessment Guides: as students

who may exhibit a wide range of learning and behavioral characteristics, as well as disabilities, dyslexia, intellectual or academic advancement, and differences based on ethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, culture, language, religion, and/or geographic origin, and
whose first language is English, English learners, and Standard English learners.

Particularly regarding science, we explore science instructional concepts and strategies and many of them are written in abbreviations:

NGSS听(Next Generation Science Standards) comprise of Performance Expectation听(PE) statements, which entails three dimensions of science learning:
听听听听听听听听- SEPs听(Science and Engineering Practices), DCIs听(Disciplinary Core Ideas), and
听听听听听听听听- CCs (Crosscutting Concepts).
We learn 5E听(Engage, Explore, Explain, Elaborate, and Evaluate) approach to instruction.
Culturally relevant and sustaining pedagogies (CRP, CSP) will inform our efforts creating science learning spaces where all students have rightful presence (RP).
We practice CER听(Claim-Evidence-Reasoning) as a form of science talk moves.

I hope these frameworks help you establish your own pedagogies through working on the assignments of the course as introduced on the following pages. The weekly assignments build onto the final signature assignment, Science Unit Design, as one of the representative competencies for successful elementary science teachers.

EDUC 288A. Secondary Science Methods II

This course continues the work undertaken in EDUC 288A (Secondary Science Methods I) to develop and refine instructional design techniques and strategies for implementing effective programs of study for secondary science students. In addition, the course is designed for engagement with current issues, challenges, and opportunities associated with science teaching and learning at the secondary level, with particular emphasis on the assurance that all students have opportunities to learn the core ideas, practices, and crosscutting concepts (as outlined in state and national standards documents), while leveraging students鈥� interests, prior knowledge, and lived experiences. Here, I use the term all students in coherence with the inclusive definition of California Teacher Performance Assessment Guides: as students

who may exhibit a wide range of learning and behavioral characteristics, as well as disabilities, dyslexia, intellectual or academic advancement, and differences based on ethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, culture, language, religion, and/or geographic origin, and
whose first language is English, English learners, and Standard English learners.

Particularly regarding science, we explore science instructional concepts and strategies and many of them are written in abbreviations:

NGSS听(Next Generation Science Standards) comprise of Performance Expectation听(PE) statements, which entails three dimensions of science learning:
听听听听听听听听- SEPs听(Science and Engineering Practices), DCIs听(Disciplinary Core Ideas), and
听听听听听听听听- CCs (Crosscutting Concepts).
We learn 5E听(Engage, Explore, Explain, Elaborate, and Evaluate) approach to instruction.
Culturally relevant and sustaining pedagogies (CRP, CSP) will inform our efforts creating science learning spaces where all students have rightful presence (RP).
We practice CER (Claim-Evidence-Reasoning) as a form of science talk moves.

I hope these frameworks help you establish your own pedagogies through working on the assignments of the course as introduced on the following pages. The weekly assignments build onto the final signature assignment, Science Unit Design, as one of the representative competencies for successful elementary science teachers.

EDUC 289A. Secondary Social Sciences Methods I

This course is designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject effectively to all students. Special attention is paid to developing candidates鈥� ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content. All single subject credential candidates are required to take the Methods I and Methods II block in the content area aligned with the credential they are seeking. Single subject credential candidates in art and music should enroll in the social sciences methods course block.

EDUC 289B. Secondary Social Sciences Methods II

EDUC 294A. Adolescent Literacy I

Throughout Adolescent Literacy (AdL) credential candidates will explore theories, major trends, and principles in the fields of literacy that render effective instruction for all adolescent readers. We will examine and deepen our understanding of literacy development, beyond decoding and performing timed writing proficiencies. We will explore the many literacies (multiliteracies) our students bring with them, which are too often dismissed and/or undervalued in the school and the classroom. We will specifically address issues related to non-dominant students whose language and literacy practices do not mirror those expected in schools (TPEs 7B). We will address the literacy needs of English Language Learners (BCLAD Standards from Domain 3) speakers of non-dominant varieties of English, students with neurodiverse needs, and youth who are developing 21st century literacy skills. This course, required of all single subject teaching credential candidates, does not require concurrent enrollment in a Clinical Practicum placement or a full-time teaching position. Attention is given to supporting the literacy and content area learning of Culturally and Linguistically diverse students with a broad range of experiential and ability levels.

EDUC 294B. Adolescent Literacy II

This second course of the two-course sequence presents research-based principles for effective literacy instruction to support content area learning in secondary school. Students acquire models for integrating reading and academic talk into content area instruction. Attention is given to supporting the literacy and content area learning.

EDUC 295E. Assessment of Learning in Elementary/Secondary Classrooms

Students explore the frameworks of backwards design and universal design for learning to create curriculum maps, unit plans, and lesson plans. Students also learn to design and score diagnostic, formative, and summative assessments of student learning.

EDUC 296. Assessing Student Learning

This course is designed to help you understand, integrate, and skillfully apply the principles of assessment. You will be taught how to develop assessments that align well with your lesson objectives and provide information about what your students have learned. Overall, this course will help you to understand the principles of assessments, construct valid assessments of student learning, recognize the strengths and limitations of various assessment types, and learn about the legal and ethical implications of the use of assessment data, particularly in the determination of special education eligibility and the monitoring of services and areas for growth identified in IEPs. At the end of this course, you will be able to develop, administer, and score a range of sound formative and summative assessments that will help all your students learn.

EDUC 357. Leadership, Equity, and Policy in College Athletics

This course explores the evolving role of intercollegiate athletics within the broader context of campus culture and higher education. Students will examine contemporary issues impacting college athletes, athletic departments, and their relationship to academic and student affairs. Students will examine how college sports shape institutional identity, student experiences, equity, leadership, and policy in higher education. The course will also emphasize examining critical trends, challenges, and opportunities that affect students, faculty, staff/ administrators, the broader campus community, and the evolving future of higher education.

EDUC 304. Teaching Performance Assessment Assistance and Support

This course is designed to support multiple or single subject credential candidates on the preservice pathway in the successful completion of the California Commission on Teacher Credentialing Teaching Performance Assessment (TPA) requirement. This course may be taken multiple times for credit.

EDUC 360: School Leadership: Leading Culture and Change

This course explores current issues with regard to organizational culture and change. Topics to be explored include how organizational culture influences such things as making staffing decisions, using data-driven professional development, understanding the barriers to organizational reform, managing and changing culture, understanding governance structures for public and private schools and other organizations, and creating principles of equity, diversity, inclusivity, and accountability as well as researching future educational visions.

EDUC 361. Instructional Leadership

This course focuses on curriculum planning, implementation, and evaluation; and meeting the needs of a diverse learning community through content, social climate, instructional strategies, and the role of the learner. Current movements in curriculum and instruction and the use of technology in the curriculum as an educational tool are studied; assessment and issues related to supervision, program evaluation, program development, implementation, staff development, and support services are considered. The course includes hands-on as well as theoretical/analytical sides of redefining curriculum; the role of staff, parents, students, and the community at large in curriculum development and planning are considered.

EDUC 363. Ethics, Law & Governance

Students will explore the ethical and legal foundation of school leadership resulting in: Understanding one鈥檚 core values as an integral part of ethical decision-making, understanding the basic laws and rights pertaining to all stakeholders/educational partners (students and staff), understanding the responsibilities of school leaders pertaining to our most vulnerable students, participating as reciprocal learners in the course through dialogue, reflection, and engagement in a collaborative seminar class.

*Note: This course addresses the California Administrator Performance Expectations (CAPE), specifically in standards 3B, 5A, 5B, 5C, 6A, 6B.

EDUC 364. Using Data for Organizational Understanding and Renewal (CalAPA, Cycle 1)

This course is designed to provide enrolled students an opportunity to increase their equity consciousness to accelerate student learning for vulnerable student populations and improvement practices within teams, departments and organizations. Candidates will learn to analyze both quantitative and qualitative data to identify institutional and structural root causes and identify research-proven strategies to address equity gaps. Candidates will learn about equity-driven leadership, with the intended outcome of facilitating equity discussions and intervene by naming, confronting, and interrupting implicit bias, so that all members of the school/team/department/ organization community are treated with dignity and respect, resulting in the necessary conditions to achieve equitable results for students in school systems and/or recipients of organizational goals.

This course is the first of three leadership learning experiences centered on an approved and supervised embedded job experience based on The California Teacher Commission (CTC) California Administrator Performance Assessment (CalAPA) requirements for CYCLE #1. This course is built around weekly reflections and skill building, data collection and analysis (to inform school or organization improvement and promote equity).

Students will have exposure to and practice with the following steps in the CalAPA, CYCLE #1 process:

鉂� 1-Investigate the mission, vision and/or goals at your school or within your team, organization, etc. and further select, collect and analyze data to identify connections and equity gaps

鉂� 2-Plan to identify the equity gaps/areas of need and develop a problem (or rather an opportunity) statement to that regard

鉂� 3-Act to solicit feedback and develop potential strategies for school, team, organizational improvement

鉂� 4-Reflect on your work in the above steps to self-evaluate your leadership capacity, strengths you would like to further develop around equitable leadership

Students will also reflect upon their work within the elements of the California Administrator Performance Expectations (CAPE), a measure for school administrators and a guiding set of standards that can be adaptable to other organizational environments. This course will provide exposure to and practice with specific elements within CAPE #1 (Developing a Student-Centered Vision of Teaching and Learning) and CAPE #2 (Personal and Professional Learning).

*Note: This course addresses the California Administrator Performance Expectations (CAPE), specifically in standards 1C, 2A, 2B, 2D, 5B, 5C, 6B.

EDUC 365. Human Resource Development

This course prepares future administrators/leaders with theory, knowledge, skills and sensibilities to understand the ethical and legal responsibility in human resources practices; recruit, select, and develop personnel; create policies and conditions to retain the best personnel; and provide opportunities for their growth and advancement to enhance the quality of education for students and/or the quality of work for an organization and its purpose.

*Note: This course addresses the California Administrator Performance Expectations (CAPE), specifically in standards, 3A, 3C, 3D, 5A, 5B, 5C, 6A.

EDUC 366. Community Leadership and Inclusive Schools

This course is designed to provide access to foundational and contemporary research in the areas of community leadership and creating more inclusive schooling environments. We will examine a variety of ways community groups and schools are promoting the active engagement of participants to improve education 鈥� whether that be parents, teachers, community residents, students, or the public at large. In that context, we also examine efforts to foster collaborations among and between a wide array of stakeholders in education, including community organizations, school personnel, school system administration, unions, the business community, faith institutions, civil rights organizations, and youth, including undocumented youth. We will also examine the role of political organizing in addressing structural and racial inequalities in education in America, and consider the ways that education organizing strengthens broader community-building efforts.

EDUC 367. Shaping Team Success (CalAPA Cycle 2)

This course provides (aspiring, current, and curious) school/organization leaders with the skill and knowledge to analyze state, district, and local data for use in planning systemic improvement of instructional delivery, program effectiveness, and/or administrative processes. Acquisition, analysis, and interpretation of data are applied in educational settings to facilitate research-based decisions in planning for instructional and organizational improvement.

This course is the second of three leadership learning experiences centered on an approved and supervised embedded job experience based on The California Teacher Commission (CTC) California Administrator Performance Assessment (CalAPA) requirements for CYCLE #2. This course is built around weekly reflections and skill building, data collection and analysis to inform school or organization improvement and promote equity.

Students will have exposure to and practice with the following steps in the CalAPA, CYCLE #2 process:

鉂� 1-Investigate professional learning within the current environment

鉂� 2-Plan a collaborative process to address a problem of practice, with a strategy, based on school/student (or organization) data

鉂� 3-Act to initiate and implement the strategy discussed within a 鈥渃ommunity of practice鈥�

鉂� 4-Reflect on the process (monitoring effectiveness) and initial outcomes/new learning as a result of the first steps (1 through 3)

Students will also reflect upon their work within the elements of the California Administrator Performance Expectations (CAPE), a measure for school administrators and a guiding set of standards that can be adaptable to other organizational environments. This course will provide exposure to a practice with specific elements within CAPE #1 (Developing a Student-Centered Vision of Teaching and Learning) and CAPE #2 (Personal and Professional Learning).

Preamble to the California Administrator Performance Expectations (CAPE). Effective educational leaders strive for educational opportunities that are driven by equity and culturally responsive practices to promote each student鈥檚 academic success and wellbeing. California leaders recognize, respect, and utilize each student鈥檚 strengths, experiences, and background as assets for teaching and learning. Effective educational leaders confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations.

*Note: This course addresses the California Administrator Performance Expectations (CAPE), specifically in standards 1A, 1B, 1C, 2A, 2B, 2C, 2D, 5A, 6B

EDUC 368. Social Impact Organizations: From Design to Impact

This course focuses on exploring the conception, creation, and designing for social change and impact across organizations including non-profit, for-profit, and educational entities. In recent years, designers inside and outside educational institutions have been able to rethink traditional modes of creating social change and, as a result, have begun to make a greater impact. The course draws from the collective, participatory, and shared power design models to empower leaders in their leadership place of influence.

EDUC 369. Action Research

The course features a spectrum of activities that focus on research, planning, theorizing, learning, and development in the resolution of a problem(s). It includes an understanding of the principles of qualitative research principles, the dynamics associated with diversity and change, and the need to study problems that are relevant in real settings while systematically inquiring, making hypotheses, and testing these hypotheses. Used as a vehicle for empowering teachers and learners. It includes approaches to scholarly inquiry. (3 units)

EDUC 370. Coaching, Culture and Organizational Performance (CalAPA, Cycle 3)

This course provides a comprehensive overview of coaching and feedback theories and methods necessary for effective and transformational performance coaching of others (teachers, evaluatees, mentees, etc.) with an executive/leadership lens.

This course is the third of three leadership learning experiences centered on an approved and supervised, embedded job experience based on the California Commission on Teacher Credentialing (CTC) California Administrator Performance Assessment (CalAPA) requirement for Cycle #3 or field placement in educational leadership. The course is built around coaching methodology, theories and frameworks as well as practical tools for providing effective feedback. These objectives will be addressed via weekly seminars and a series of assignments resulting in a completed field project.

Students will have exposure to and practice with the following steps in the above referenced CalAPA, Cycle #3 process:

鉂� 1-Investigate current systems of feedback and evaluation and identify a volunteer to participate in your practice of providing feedback

鉂� 2-Plan to prepare and participate in a process of performance evaluation and feedback, starting with the gathering of information necessary and holding a pre-observation conference with your volunteer

鉂� 3-Act to conduct the performance evaluation and develop a post-observation feedback session with your volunteer

鉂� 4-Reflect on your work in the above steps to self-evaluate your leadership capacity, strengths you would like to further develop around equitable leadership in the areas of feedback systems, coaching and observation abilities

*Note: This course addresses the California Administrator Performance Expectations (CAPE), specifically in standards, 2A, 2B, 2C, 2D and 3D.

EDUC 371. Trauma-Informed Leadership

This course is designed to help students preparing to be public school administrators develop personal insights, interpersonal skills, and management practices for leading diverse, inclusive programs and organizations with a focus on trauma-informed educational practices and English Language Learner (ELL) programs. This course will introduce students to the core concepts (general theory and foundational knowledge), informing evidence-based assessment and intervention for traumatized children and adolescents. Strength-based practice will be highlighted.

EDUC 372. Communities, Schools, & Critical Social Theory

This course examines the links between schools and the social structure鈥攖he social, economic and political factors that have shaped conditions in urban schools and communities. For instance, the socioeconomic context of urban schools provides an important examination of the role of schooling in a stratified society and provides the theoretical grounding for the course. Critical Social Theories of race/ethnicity, class, gender, and culture will be utilized as frameworks through which to explore the development and current conditions of urban communities, schools, and society.

EDUC 373. Using Data to Drive Organizational Change & Innovation

Leaders of all organizations are increasingly asked to identify and utilize data to shape planning, decision-making, and inform the leader's understanding of the organization, and its impact, and strategically plan for the future.

Intrinsic to leading colleges and organizations is leading culture and change. In this course, students will explore how to frame questions, identify data, and use that data to set goals and move programs, organizations, schools, or colleges forward. This course will primarily serve students in higher education or other social enterprise organizations.

EDUC 375. Leading for Diversity, Equity & Inclusion

This course focuses on the role of diversity, equity, and inclusion across the PreK-higher educational system. The course will provide both historical and contemporary examination of how diversity, equity, and inclusion practices have evolved and shaped the U.S. educational system. Throughout the course, students will explore theories of diversity, equity, and inclusion (e.g., race, ethnicity, culture, ability, etc.) to discuss the current landscape, organizational successes, and shortcomings, and future needs of educational leaders to address institutional and day to day problems of practice.

EDUC 376. Leading Technologically Enhanced Learning in Schools

This course will provide educational leaders with an opportunity to explore learning in the contemporary, technologically-enhanced world. How should the 鈥渆ncyclopedia in our pocket鈥� change the content and process of teaching and learning in our classrooms? What do contemporary students need to learn, what are the ways they should learn, and how can we assess that learning in the 21st century? In this course, leaders are asked to explore and rethink their assumptions about what kids should learn in school and how we should structure everything from our classrooms, and our support services, to our school day.

EDUC 378. Design Thinking for Leaders

This hands-on and team- and project-based course offers students new ways to be intentional and collaborative when designing solutions to a wide range of challenges. Students will explore the design thinking process in multiple projects, working in diverse teams to solve real-world challenges. Key principles of design thinking include being human-centered, prototype-driven, collaborative, and mindful of the process. Topics include need finding, human factors, visualization, rapid prototyping, team dynamics, and storytelling and storyboarding, to mention just a few. This course is an invitation to rediscover your creativity and experiment with the design process in a joyful and open way. It will be an opportunity for you to enhance your skills and empower you to create innovative solutions that are meaningful and will make a difference. It will energize you to tackle challenges differently and you will experience how Design Thinking can add a new perspective to your leadership.

EDUC 379. Improving Post-Secondary Educational Outcomes: Equity Challenges and Opportunities

This course will provide a theoretical and empirical overview of educational issues pertinent to racially minoritized groups in the U.S. Special emphasis will be placed on understanding the separate and intersecting effects of race, class, gender, and immigrant status on racially minoritized groups' educational attainment and achievement. The course will also provide a critical understanding of how historical, social, political, and economic forces impact racially minoritized groups with regard to their experience in the PreK through higher educational systems.

EDUC 380: Human Development for Social Impact: Addressing Social Inequality

Social change begins with the development and transformation of individuals. This class offers an in-depth understanding of the role of leadership in the nonprofit and social sector, including models, strategies, and practices that the student can adopt and apply in their day-to-day practice of leading social impact work. The course addresses a shift in the paradigm of change leadership that recognizes that leaders are more effective when they stand within, not beyond, the system they are working to impact. Using this as a basis, the course explores theories and models of leadership and their application to one鈥檚 own leadership style and ways of working with teams, organizations, and communities.

EDUC 382. Student Development Theory for Higher Education

This course provides an introduction to theories of student development and the application of said theories to student affairs practice and understanding of U.S. college student experiences and outcomes. The course will focus on adult learning and development and provide leaders and aspiring leaders in higher education with a deeper understanding of how colleges and universities can utilize understandings of development to inform academic and co-curricular supports to address student needs and improve student performance, retention, and graduation. Particular attention will be given to the ways that a deeper understanding of student development can further the social justice goals of leaders who seek to improve the academic outcomes of students who have been less well-served in their institutions.

EDUC 391. Mindfulness for Educational Leaders

No matter where you are going in the future, you will likely participate in groups and organizations that will consistently ask or expect you to lead. The best leader is authentic, has integrity, is self- and other-aware, and acts with this awareness firmly in mind. Good leaders act mindfully with respect for the people and the world around them. This course explores your development as a mindful leader today鈥攁nd tomorrow鈥攆ocusing inward and outward, reflecting on where you have come from and where you are going, what type of world you want to live in, and what your relationships with others are like, and how you can be an effective leader. We will engage this topic through active class involvement with mindfulness practices, numerous written assignments, lots of 鈥済ood conversation鈥� in which you raise issues important to you, many in-class activities and exercises, and exploration of the leadership of people known to you and whom you admire in the world.

EDUC 394: Social and Emotional Well-Being in Schools and Communities

Using a socio-emotional framework this course will help future educational leaders to understand and respond to the educational opportunity gaps that exist in public schools and how to counteract them. This course will examine the opportunity gaps in PreK-20 education for low-income Latino, Native American, and African-American students. Further, we will examine theoretical lenses, research studies, case studies, policies, and practices that promote the maintenance and reproduction of the opportunity gap as well as those that seek to eliminate the opportunity gap. In particular, structural issues related to the financing of public education, resource allocations, culture and language, poverty, segregation, school choice, high stakes accountability, and teachings and learning environments will be emphasized.

EDUC 395: History of Higher Education

This course focuses on the development and history of American colleges and universities. Students will explore the origin of higher education in the U.S., the historical natures of various institutional types, the historical inclusion and exclusion of people of diverse backgrounds, and how the historical context of higher education is relevant to contemporary higher education and emergent professional practice.

EDUC 399. Urban Education

The problems confronting urban public schools in the United States are complex and multi-faceted. While we are constantly overrun with a deluge of news reports that track the consistent failure of schools in the inner city, we are rarely presented with the opportunity to explore urban education issues from more critical perspectives fully. More often than not, we rely on stereotypes about the nature of the inner city or the attitudes, misgivings, and lack of understanding of urban dwellers and school leaders as methods to define and understand the complex problems faced by members of these communities. This course seeks to enhance students' knowledge about urban schools by providing a broad overview of urban education as a field of inquiry. To that end, the course explores three key issues: 1) The social and economic contexts of urban schools; 2) The social, economic, and political oppression of students in urban spaces experience and how they resist; and 3) the challenges of urban school reform.

EDUC 400. Introduction To Research

Introduction to Research will introduce the foundational principles and practices of social science research as tools for investigating educational and social problems. The course covers both qualitative and quantitative approaches, with attention to the historical and paradigmatic traditions that shape how knowledge is produced in the social sciences. Students will develop the knowledge and skills to design rigorous, equity-centered research studies, from identifying a problem of practice and reviewing the literature, to selecting a methodology and formulating research questions. Additionally, students will explore the role of theory in research design, examine how positionality and power inform inquiry, and build the capacity to critically evaluate empirical, conceptual, and methodological scholarship. By the end of the course, students will understand not just how to conduct research, but when and why particular approaches are appropriate and how to design studies that generate knowledge in service of equity and justice in educational and social contexts.

EDUC 401. Organizational Leadership

This course examines organizational theory through a critical social justice lens, centering the experiences and knowledge of marginalized communities while interrogating how organizations reproduce or challenge systems of oppression. Rather than centering traditional organizational theory, we begin with critical frameworks (including critical race theory, decolonial theory and queer theory) as foundational lenses through which to understand how organizations function, who they serve, and how they can be transformed. Students will develop the analytical tools to examine institutions of education and learning as sites of both oppression and possibility and to envision more just organizational futures.

EDUC 408: Foundation of Social Impact Leadership

Understanding the history and context of social impact innovation provides context for future action. In this course, you will examine the history and heritage of social change in a global context and will analyze social issues to find points of leverage to participate in change-making and determine where you might choose to engage. You will also research, analyze, and synthesize philosophies of social change, leadership styles, and competencies, and articulate your own. By the end of the course, you will better understand where you fit into the landscape of social change and consider the ways in which you will engage.

EDUC 410. Foundations of Doctoral Studies

This introductory course prepares doctoral students for success in the program, focusing on balance and cohort identity building, communities of practice, leadership and innovation, action research, and leadership within complex organization systems.

EDUC 411. Contemporary Issues in Higher Education

Possible topics include The organization and purpose of higher education; Who governs the university (trustees, administration, faculty); Funding of public higher education; The role of community colleges; The liberal arts, professional programs, and commoditization; The changing professoriate (adjunct and contingent faculty); Student issues (cost, debt, and careers); Accountability, assessment, and accreditation; The role of technology in instruction (online and blended learning); and Issues of Academic Freedom.

EDUC 420. Narrative Ways of Knowing

This class will be organized by the idea that narrative writing is a distinct form of expression. Narrative understanding may be learned by the thoughtful application of rhetorical and narrative theories as well as creative nonfiction best practices that create rich, evocative stories out of personal experiences, innovative research, and ethnographic field notes. Why choose this narrative form? Why not concentrate our energies on more traditional forms of scholarly writing, such as the argument-based essay or traditional research report? To answer that question is to raise the question: Does engaging in this style of writing produce a kind of knowing that is unique?

Writing personal narratives does produce a way of knowing that is unique. The philosopher Sara Worth puts it this way: 鈥渢raditional forms of knowledge (knowing how and knowing that) are not sufficient to cover a third kind of knowledge (knowing what it is like) in the way that storytelling can.鈥� One reason for this 鈥渦niqueness鈥� is the relationship writers of personal narrative develop with their material, or data. Inherent to this form of writing is 鈥渟elf-reflexivity,鈥� which demands that the critical lens turned outward is also turned inward, and questions about the writer鈥檚 standpoint, way of seeing the world, and interest in the topic are thoroughly explored. Only if readers trust the narrator will they also learn to trust the narrator鈥檚 story.

EDUC 424. Servant Leadership

Mission and values-driven organizations require servant leaders with a deep understanding of the community the organization is serving and a theory of action that articulates what change is envisioned and how to facilitate change. Grounded in Jesuit values of accompaniment 鈥� accompanying others in their suffering 鈥� students begin to articulate a collaborative and visionary model of leadership to support communities as part of community. Students will explore leadership frameworks that support this work. Students will also learn tools and strategies for better understanding and develop a theory of action for having an impact on the social problems the organization seeks to address.

EDUC 425. Moral & Ethical Basis Leadership

This course is organized around the concept of education as a moral enterprise and of the role of educational leadership in modern society, and provides students with opportunities to examine their own values, beliefs, and attitudes in relation to their leadership responsibilities and practice. Emphasis is given to the exercise of leadership in the service of the school community. Presents various ethical frameworks and perspectives on ethics, including the importance of ethical principles in decision making.

EDUC 426. Financial Leadership

Leaders of mission- and values-driven service organizations need to think about how to keep the money coming in: Will it be through fundraising, building a business model that allows for subscription income, or something else? Key concepts of fundraising approaches, the pros and cons of the 鈥渁ngel鈥� investor, and ensuring that finances move your organization forward rather than holding it back.

EDUC 427. Values-Based Leadership: Developing a Leadership Development Plan

This course focuses on the ways in which leaders must recognize and respond to a variety of competing value propositions both within and outside their organizations (schools, non-profits, universities). Whereas practical leadership typically involves the creation of incentive systems, values-based leadership also motivates through the creation of norms, by example and inspiration. In today鈥檚 world leaders are expected to not only appreciate competing value propositions but also be able to articulate and advocate principles and standards of behavior. To achieve these goals requires the ability to anticipate not only how others will respond to the interaction between incentives and values-based approaches but also how emotions drive attitudes and behavior. Values-based leadership ultimately involves the ability to take the disparate value propositions of various stakeholders and integrate them into a coherent vision. Doing so requires the capacity to make tough choices, to take a stand and to offer an articulate and coherent justification for one's decisions. The course helps to develop this ability to consider a wide-range of value perspectives and to integrate them when making hard decisions.

EDUC 428. Financial Management

Financial Management is an introduction to resource allocation, management, and reporting in schools and nonprofit institutions. The course focuses on the budget process, nonprofit and government accounting and finance, information technology, and property management. The course then considers school funding models, site planning, as well as reporting and other requirements. School business management is situated in the economics of the school enterprise, explores the role of innovation and entrepreneurship, and applies these concepts to the development of business models and plans.

EDUC 431. Social Inquiry Methods and Research Collaborations I

This first course in the research methods sequence supports students in the framing of an actionable research question for their investigation. These questions primarily focus on 鈥淲hat do you want to learn?鈥� 鈥淗ow do you want to learn it?鈥� Students expand their researcher 鈥渢ool kits鈥� through action research methods of inquiry.

EDUC 432. Social Inquiry Methods and Research Collaborations II

The second course in the research methods sequence focuses on the formalizing of a research project. What do we already know? Using existing literature to define and refine a meaningful question and defining how to collect data to answer that question. At the completion of this course students will have completed an initial review of the literature on their topic of choice.

EDUC 433. Social Inquiry Methods and Research Collaborations III

The third and final course in the research methods sequence focuses on an in-depth exploration of qualitative and quantitative (mixed methods) approaches informing the action research dissertation. This course exposes students to a range of strategies for leveraging communities and technologies for broader impact for both action research and other change practices.

EDUC 434. Dissertation Proposal I

The overriding work of this course is to both introduce the elements of a dissertation proposal and work to write our own strong drafts. We will examine the importance of varied aspects of proposal design. These elements include the development of the research question and problem statement, a review of relevant literature and a connection of that body of work to the research focus, formulation of conceptual and theoretical frameworks, a description and justification of research methods, and a consideration of ethical research practices. We will learn about these elements in the context of crafting our own dissertation proposals.

EDUC 435. Dissertation Proposal II

This course supports student learning by helping them in incorporating and refining materials from the prior course and finalizing the dissertation proposal. This course is structured primarily to scaffold the work of getting your dissertation proposal written. As such, there will be two important aspects to your participation: One is your engagement with your own writing. Specific draft pieces of the proposal are due throughout the quarter. At each class meeting you will be asked to communicate your specific place in the writing process (along with, of course, your struggles and questions). The second part of your engagement entails your collaborative commitment to your colleagues. Each class will be a combination of whole group instruction on dissertation proposal elements as well as small group collaboration that is structured to provide constructive critique and moral support throughout the writing process. Students during this course will defend their Dissertation Proposal and complete and Institutional Review Board application to be authorized to conduct research.

EDUC 436. Communities of Inquiry Dissertation in Practice I

Independent study in which a student nested within a small group, under the supervision of a faculty member, conducts research that is expected to lead to a specific project such as a dissertation, report, or publication. Assignments might include data collection, experimental work, data analysis, or preparation of a manuscript. The Communities of Inquiry meet during the 2nd and 3rd years and serve as thematic seminars and advisement support communities as students advance toward the dissertation while helping to build a collaborative culture of accountability and support. The dissertation committee chair is a faculty member assigned by the college. The first Communities of Inquiry course supports Data Collection and Analysis. Specifically, this course focuses on making sense of data. Qualitative and quantitative data analysis approaches; learning from our own and others鈥� data how to identify findings. This course can be understood as helping bring order out of chaos.

EDUC 437. Communities of Inquiry Dissertation in Practice II

In the second course of Communities of Inquiry sequence you will write your data findings and develop implications based on your research. Having developed an outline of chapter 4 in the first Community of Inquiry course, throughout the quarter you will write a narrative of your findings. You will utilize your data to support your claims and take the steps necessary to ensure your claims are credible and trustworthy. Having completed this process, you will return to the literature to determine how your findings connect to existing research and to identify implications.

The primary goal of this course is to WRITE! By the end of this quarter, you will have a full draft of chapter 4 and an outline of your discussion and implications of chapter 5. To do so, we will set benchmarks throughout this quarter. This will also require frequent communication with your dissertation chair. Class time will be utilized to discuss the writing of findings as well as individual and small group workshop time.

EDUC 438. Communities of Inquiry Dissertation in Practice III

Independent study in which a student nested within a small group, under the supervision of a faculty member, conducts research that is expected to lead to a specific project such as a dissertation, report, or publication. Assignments might include data collection, experimental work, data analysis, or preparation of a manuscript. The Communities of Inquiry meet during the 2nd and 3rd years and serve as thematic seminars and advisement support communities as students advance toward the dissertation while helping to build a collaborative culture of accountability and support. The dissertation committee chair is a faculty member assigned by the college. The third Communities of Inquiry course places an emphasis on extracting meaning from the research findings. As educational leaders in positions of power across a variety of organizations, there is a considerable emphasis on the implications of the research findings. Students are asked to reflect on strengths and weaknesses of this project and how it can inform action at their school, organizational, or community-based sites. Students are also encouraged to devote extensive time to the writing of the various dissertation findings chapters.

EDUC 439. Dissertation Research

Dissertation research hours are taken during the third, and final year of the program. The courses consist of supervised research focused on the preparation of the dissertation, including literature review, research, data collection and analysis, and writing. Students work closely with their dissertation chair, as well as the second member and external member of the committee. The Dissertation ends with an oral presentation of the final dissertation and after making final edits and revisions to the written dissertation document. A minimum of 9 units, or 3 units each quarter in students鈥� final year, is required. Students may enroll for additional quarters if the dissertation is not completed.

EDUC 440. Leading People and Organizations

This course prepares future Pre-K12, Social Impact, and Higher Education leaders with theory, knowledge, skills, and sensibilities to attract, select, and develop personnel; create policies and conditions to retain the best; and provide opportunities for their growth and advancement to enhance the quality of education for students. This course draws from the substantial literature on the management of human resources, organizational development, human relations, professional development, and other areas of study relevant to the purposes of this course.

EDUC 441. Leadership Integration and Vision Statement

The primary focus of this course is on supporting you as educational, higher education, and social impact leaders in defining and refining the differential impact in education or in other endeavors that you wish to make. This course is in part reflexive 1) taking you on a journey and evolution as an education leader and also to support your writing and research trajectory (Qualifying exams or writing analytic insights).

Social Impact Leadership听Course Descriptions

SILM 200. Foundation of Social Impact Leadership听

This course will provide an overview of traditional and contemporary organizational theories and strategic frameworks relevant to understanding social impact organizations. Using multiple theories and perspectives, students will examine a variety of case studies and conceptual frameworks for recognizing how various environmental-, organizational-, and individual-level attributes shape social impact organizational behaviors and service provider鈥檚 practices. Using the conceptual basis acquired from this course, students will be asked to analyze a social impact organization and recommend strategies to improve organizational functioning.

SILM 201. Engaging and Understanding Community to Define Social Impact Problems and Strategy

This course is designed to provide students with the knowledge, skills, and dispositions to effectively engage communities in addressing social impact problems. With both theoretical frameworks and practical application, students will explore the complexities of community engagement, including building meaningful relationships with community members, understanding diverse perspectives, and fostering inclusive dialogue. Case studies will be used to practice implementing successful strategies for defining problems and co-creating solutions that reflect community needs and values. Students will learn principles of community engagement, techniques for conducting needs assessment, methods for facilitating community conversations and gathering qualitative data and strategies for developing actionable plans based on community input.

SILM 202. Social Innovation for Social Impact Leaders

This course explores the transformative possibilities of using social innovation tools to bring about social change, particularly for minoritized communities. Students in this course will explore various case studies that illustrate and use innovative principles to organize, create, and manage ventures to influence social change locally, regionally, and beyond. Designed as a solutions-oriented course, students will wrestle with key problems and engage professionals in the social impact sector. With a particular focus on building digital communities; the course will also encourage students to critically assess their own digital footprint and to challenge the definition of 鈥渋nnovation,鈥� especially as it has been defined within Silicon Valley.

SILM 204. Design Thinking for Social Impact Leaders

This hands-on and team- and project-based course can help you create innovative solutions for everyday challenges. It will introduce you to the process and methods of design thinking and will offer you new ways to be intentional and collaborative when you are designing solutions to a wide range of challenges. Through presentations, collaboration with teammates, coaching, and guest lectures, you鈥檒l explore the design thinking process in multiple projects, working in diverse teams to solve real-world challenges. Key principles of design thinking include being human-centered, prototype- driven, collaborative and mindful of the process. Topics include need finding, human factors, visualization, rapid prototyping, team dynamics, and storytelling and storyboarding, to mention just a few. This course is an invitation to rediscover your creativity and experiment with the design process in a joyful and open way. It will be an opportunity for you to enhance your skills and empower you to create innovative solutions that are meaningful and will make a difference. It will energize you to tackle challenges differently and you will experience how Design Thinking can add a new perspective to your work.

SILM 205. Using Data to Drive Organizational Change and Innovation

Leaders of all organizations are increasingly asked to identify and utilize data to shape planning, decision-making, and to inform leader's understanding of the organization, its impact, and to strategically plan for the future. Intrinsic to leading colleges and organizations is leading culture and change. In this course, students will explore how to frame questions, identify data, and to use that data to set goals and move programs, organizations, schools or colleges forward. This course will primarily serve students in higher education or other social enterprise organizations.

SILM 207. Human Resource Development: Building and Growing Effective Teams

The course is intended to provide students with an introduction to the principles of human resource development, an overview of various supervision, evaluation, and leadership tools and strategies to support the cultivation of the individuals who make the organization work. Students will read empirical and conceptual works as well as a foundational guide for practitioners to anchor reflection and experiential learning related to managing human resources and organizational growth. Students will engage in legal, ethical and practical discussions in human resource management and work collaboratively to design a meaningful plan to address these issues. Leadership issues will be explored and practiced including motivating individuals and teams, interviewing and hiring, conducting observations, designing improvement plans, nurturing a fair and inclusive environment, and creating a culture of performance and continuous improvement.

FNCE 3000. Financial Management for Social Impact Organizations听

This course sequence will introduce core financial concepts and support students鈥� development as financial leaders of their units and organizations. Students will understand how to conceive and develop a business model, including both nonprofit and for-profit enterprises. Particular focus will be on budgets and financial modeling as an expression of values and strategy, and a focus on social enterprise vs. non-profit financial models as tools for social change.

MKTG 3000. Marketing I & II

Focuses on decisions faced by managers concerning market segmentation, targeting, and positioning. Covers concepts such as new product development, pricing strategies, distribution channels, customer relationships, and performance metrics within a strategic planning framework. Students apply these key concepts and frameworks to cases and to formulating a comprehensive marketing plan centered on sustainable profitability and capabilities. Cases cover various environments and industries, especially those of concern to Silicon Valley firms.

MGMT 3051. Strategy Management

This course focuses on the processes by which managers position their businesses to develop and sustain an advantage relative to rivals in the face of uncertainty, rapid change, and competition. Strategy involves understanding the utility of different choices and tradeoffs 鈥� choosing what not to do is as important as choosing what to do. As a result, the course covers a variety of tools, frameworks, theories and concepts for analyzing a firm's strategic position and the environment in which it is operating to inform the strategic decision-making process. By covering the factors that make some strategic positions strong and viable, students will develop the ability to evaluate the effects of changes in resources & capabilities, industry forces, macro environmental forces, and technology on industry structure and firm behavior and, in turn, on a firm's opportunities for creating, capturing and sustaining a superior strategic position relative to rivals. Analyzing real world situations best facilitates this activity; therefore, case analysis plays a large role in the course.

SILM 209A, 209B, 209C. Social Impact Internship I, II, and III

This three course sequence includes a field experience designed to introduce students to the practical work of social impact leadership, management, and measurement, and to serve as a 鈥渃apstone鈥� experience of their program. For this internship, students will follow a structured internship in a social impact organization (see below for options) over the course of 20 weeks (Summer and Fall Quarters), engage in a weekly seminar, and receive mentoring support to develop a capstone project in which they will create and reflect on a portfolio of work from the program and the internship. The capstone paper will include reflections on their experiences, their leadership values, goals, growth and areas for future growth, and will culminate in an opportunity to reflect with mentors, internship supervisors, and faculty on their next professional steps. Each quarter is 3 units for a total of 9 internship units.