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 interdisciplinary course introduces students to the study of disability and education through the lens of the social sciences. Grounded in the theoretical and methodological traditions of sociology and political science, the course examines how public education systems have historically responded to and shaped understandings of disability. Students engage with core social science concepts such as institutional power, social norms, policy formation, and collective behavior to analyze the role of education in broader societal dynamics. Emphasis is placed on empirical inquiry and critical analysis of educational policies, institutional structures, and public discourse. The course prepares students to use academic research methods to investigate how disability is constructed, contested, and governed within educational settings.

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)

This course explores multiple perspectives on autism, highlighting the voices of autistic scholars, disability studies, philosophy and psychology. Students examine the neurological, social, communicative, and behavioral characteristics of autism and explore research-based interventions that support learning, communication, and self-regulation. Emphasis is placed on understanding how various paradigms, including medical, social, and neurodiversity models, shape perceptions of autism in educational settings. Through observation, case studies, and critical reflection, students analyze inclusive and evidence-based practices while considering ethical, cultural, and philosophical implications for supporting neurodiverse learners. A minimum of 6–8 hours of structured field observation in a school, clinic, or community setting serving individuals with Autism Spectrum Disorder (ASD) is required.

This course builds on foundational study of autism by introducing applied behavioral and instructional practices used to support individuals with autism spectrum disorders in educational and community settings. Students examine how behavior, learning, and communication interact in real-world environments and learn to observe, describe, and interpret behavior using introductory data collection tools and evidence-based supports. Emphasis is placed on reinforcement, prompting, skill development strategies, ethical practice, and collaboration among educators, psychologists, and families. A minimum of 10 hours of structured field observation in an autism-serving classroom, school, community center, adult school, or other community-based organization is required.

A course to provide opportunities for individual research and field projects in Education under the direction of a faculty member. With the guidance of the supervising faculty, students prepare and carry out a written learning agreement describing the purposes and outcomes of the project. Students meet regularly with the instructor for guidance and feedback. This course may be taken a maximum of 3 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.

This course provides advanced opportunities for sustained individual research and field projects under faculty direction. Students design and implement an extended learning agreement that requires in-depth analysis, synthesis of theory and practice, and demonstration of advanced skills. Projects at this level emphasize independent inquiry and the production of a substantial report, portfolio, or presentation. Students should expect to meet with the supervising faculty one to two hours each week for conferences. 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.