This course will provide students with an introduction to teaching as a profession. The course will address the qualities of an effective teacher, components and purposes of an effective professional portfolio, and critical issues in diverse contemporary classrooms. This course requires a minimum of ten (10) hours of structured fieldwork in an approved public K-8 general education classroom.

EDEL 105 will provide students with an introduction to the profession of teaching at the secondary level. Teaching and learning in contemporary classrooms serving diverse student populations are discussed. The course will address professional teaching standards and current educational issues. Students will begin development of their Teacher TRAC Reflective Practitioner Portfolio. Ten hours of observation in a middle/high school is a required component of this course.

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 ENG 100 or ENGL 100S 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.

Recommended: Completion of EDEL 200 or ENG 100 or ENGL 100S or COMM 130 with a grade of "C" or higher or pass.” This course offers an examination and evaluation of philosophies of education from America’s ethnic and marginalized communities. Central to this course will be the history, experiences and contributions of Latinx, Native American, African American, Asian American, women and LGBTQ+ philosophers. The aim of this course is to engage students with philosophies of education that condemn inequality, uphold social justice and explore how the intersectionality of race, ethnicity, gender, and sexuality affect struggle and social justice activism within the American education system. This course is not open to students who are currently enrolled in or have completed ETHN 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.