This course provides students with an introduction to the profession of teaching at the elementary school level. Topics addressed are the qualities of an effective elementary school teacher, components and purposes of an effective professional portfolio, and critical issues in diverse contemporary school settings. This course requires a minimum of ten (10) hours observation in an approved public K-8 general education classroom.

This course provides students with an introduction to the profession of teaching at the secondary school level. Topics addressed are the qualities of an effective secondary school teacher, components and purposes of an effective professional portfolio, and critical issues in diverse contemporary school settings. This course requires a minimum of ten (10) hours observation in an approved public middle/high school classroom.

This course provides an introduction to the profession of teaching special education in K-8 settings. Topics addressed are the qualities of an effective special education teacher, components and purposes of an effective professional portfolio, and critical issues in diverse contemporary school settings that serve students with disabilities. A minimum of ten (10) hours of structured observation are required: five (5) hours in a special education classroom and five (5) hours in a general education classroom that serves students under the Individuals with Disabilities Education Act (IDEA) (10 hours total).

Prerequisite: Courses taught at the level of Introduction to College Composition with a grade of "C" or higher or "Pass" or equivalent or appropriate placement based on the college’s multiple measures process with eligibility for ENGL C1000 or ENGL C1000E or a course at the level of college reading or READ 101 or READ 102. EDEL 200 provides an overview of the concepts and issues related to the teaching profession in a democratic society, including philosophies of education, the history of education in America, the sociology of education, contemporary issues in education, and the role of education in American society. This course requires a minimum of forty-five (45) hours of fieldwork in an approved public K-8 general education classroom. Course must be taken for a letter grade.

This Social Science course draws on frameworks and theories from interdisciplinary scholarship to analyze the current conditions of special education, disability, and equity in American schools. This is achieved through the study of historical, social, political and cultural movements that led to legislated change. Emphasis is placed on understanding the theoretical, historical, cultural, legal, and philosophical frameworks that impact special needs education within the American school system today. Further emphasis is placed on the role of disability studies and current issues in American special education through the lenses of equity, diversity, inclusion, human rights and social justice.

This humanities course will examine philosophical theories of education through the study of traditional and contemporary, western and non-western literary works. Students will be introduced to philosophy of education frameworks. Emphasis is placed on works of philosophical and cultural importance that are tied to justice, equity, inclusion, and democracy. This course is not open to students who are currently enrolled in or have completed PHIL 215. (Formerly EDEL 205)

A course to provide opportunity for individual research and field projects under the direction of a faculty member in a given department. With the guidance of the faculty member, students prepare and carry out a written learning agreement describing the purposes and outcomes of the project. Students should expect to meet with the supervising faculty member one to two hours each week for conferences. Credit is based upon the number of hours in the semester expected to complete the project (1 unit for 54 hours, 2 units for 108 hours). This course may be taken a maximum of 2 times. For selected disciplines, UC transfer credit may be possible after admission to a UC campus, pending review of appropriate course materials by UC staff. See a counselor for an explanation.