Elementary School Teaching Credential (Multiple Subject Credential Program)

Department

Education Interdepartmental Programs and Courses

Paul L. Beare, Dean
Education Building, Room 210
559.278.0210
www.fresnostate.edu/kremen

Degrees and Programs Offered

CERT in Educational Technology - Advanced Certificate
CRED in Elementary School Teaching Credential (Multiple Subject Credential Program)
CRED in Multiple Subject - Preliminary BCLAD Emphasis: Hmong, Credential
CRED in Multiple Subject - Preliminary ECE BCLAD Emphasis: Hmong, Credential
CRED in Multiple Subject - Preliminary BCLAD Emphasis: Spanish, Credential
CRED in Multiple Subject - Preliminary ECE BCLAD Emphasis: Spanish
MA in Education - Curriculum & Instruction Option, M.A.
MA in Education - Teaching, M.A.T.

The interdepartmental programs include the Master of Arts program in Education Curriculum and Instruction and the Victim Services Certificate of Special Study Program. See Kremen School of Education and Human Development Programs.

Courses

Curriculum & Instruction

CI 100. Educational Applications of Technology

Use of multiple applications of current and emerging technologies to increase subject matter knowledge and understanding. Evaluation of technologies as effective tools of learning. Exploration of ethical and social issues related to technology.

Units: 3
Course Typically Offered: Fall, Spring

CI 101. Educational Applications of Technology for Secondary Teachers

Use of multiple applications of current and emerging technologies to increase knowledge and understanding of secondary teachers. Evaluation of technologies as effective tools of learning. Exploration of ethical and social issues related to technology. (2 lecture, 2 lab hours)

Units: 3
Course Typically Offered: Fall, Spring

CI 123. Classroom Management

Classroom organization, management, and mainstreaming including focus on the culturally, linguistically diverse student. (Formerly CTET 123)

Units: 2
Course Typically Offered: Fall, Spring

CI 124. Priniciples of Character Education

Prerequisites: Senior status or credential student status.This course is to provide an introduction to and background of character education as required by the California Education Code Section 233.5{a}. The class normally will be offered as a one-unit, two-day weekend course. This course is an elective one-unit class designed for students of senior status who seek admission to a CSUF credential program or for current credential students. (Formerly CI 180T).

Units: 1
Course Typically Offered: Fall, Spring

CI 127. Child Abuse and Neglect for Teachers

Develop realistic perspectives on child abuse and neglect for students, teachers, and teaching candidates. Focus is on identifying, assessing, and documenting child maltreatment and knowledge, application and documentation of the California Mandated Reporting Laws.

Units: 1

CI 136. Multicultural Education

Assists teachers and other school personnel to acquire skills in multicultural cur riculum design and delivery. Emphasizes language acquisition instruction and mentoring techniques for working with students in a pluralistic society. (Formerly CTET 136)

Units: 3

CI 137. Creative Dramatics

(DRAMA 137 same as CI 137.) Basic techniques for the use of dramatization in elementary education; sociodrama, dramatization of school subjects, creative dramatic play; simplified staging techniques.

Units: 3, Repeatable up to 6 units
Course Typically Offered: Fall, Spring

CI 149. Curriculum, Instruction, and Technology in Secondary Classrooms

Use of research to inform decisions about instructional planning, pedagogical strategies, assessment, and classroom organization to facilitate learning for all students in secondary classrooms. Use of current and emerging technologies to enhance learning.

Units: 3

CI 150ECE. Mananging Early Learning Environments

Appropriate for Early Child Emphasis, Multiple Subject Credential candidates in their second semester of the teacher education program. Introduces pre-service teachers to a variety of psychological approaches to managing early learning environments. CR/NC only. (Formerly EHD 111)

Units: 1
Course Typically Offered: Fall

CI 151. Social Contexts of Teaching and Learning

Foundations of education contemporary issues; legal responsibilities; effective involvement with family and community.

Units: 3
Course Typically Offered: Fall, Spring, Summer

CI 152. Adolescent Learning and Development

Prerequisites: Admission to Single Subject Credential Program. Psychological theories of teaching and learning, growth and development of adolescents, motivation, classroom management, and student performance and assessment issues.

Units: 3
Course Typically Offered: Fall, Spring, Summer

CI 159. Curriculum and Instruction in Secondary Schools

Prerequisites: admission to the Single Subject Credential Program and concurrent enrollment in EHD 155A. Instructional planning, methodologies of teaching and learning, evaluation techniques, motivation, classroom management, preparation and evaluation of materials, technology integration. Lesson demonstration and analysis. (2 lecture, 2 lab hours) ( Instructional materials fee, $5) (Formerly CTET 159)

Units: 3
Course Typically Offered: Fall, Spring, Summer

CI 161. Methods and Materials in Middle School Science Teaching

This course is designed to familiarize teachers with the instructional procedures, techniques, and resources that are unique to teaching science at the middle school level.

Units: 3

CI 161. Methods and Materials in Secondary Teaching

Instructional procedures, techniques, and resources for teaching; appraisal of instructional innovations; classroom organization and management; measurement and evaluative techniques.

Units: 3
Course Typically Offered: Spring

CI 171. Understanding the Learner, Instructional Design and Assessment

Prerequisites: Admission to the Multiple Subject Credential Program. Students not currently enrolled in EHD 174 need to make special arrangements with instructors. This course focuses on applied psychology, considering developmental/learning theory, research, and assessment as it relates to the learner. Students examine the design of integrated curriculum in K-8 classrooms and investigates reforms, curricular theories, and instructional models.

Units: 3
Course Typically Offered: Fall, Spring, Summer

CI 171ECE. Psychological Contexts of Teaching and Learning

Prerequisites: Admission to Multiple Subject Credential, Early Childhood Education Program. Child context (0-8) is explored. Typical/atypical development, psychological theory, research, practice and current issues are examined.

Units: 3
Course Typically Offered: Spring

CI 175. Science Instruction and Applied Technology

Prerequisites: CI 171, LEE 172, LEE 173, EHD 174. Students not concurrently enrolled in EHD 178 need to make special arrangements with instructor. This course is designed to prepare teacher candidates to effectively and equitably teach elementary school science and to use contemporary instructional technologies in culturally and linguistically diverse classrooms. (Instructional Materials fee, $5) (Formerly CI 125)

Units: 3
Course Typically Offered: Fall, Spring

CI 176. Mathematics Instruction and Applied Assessment

Prerequisite: CI 171, LEE 172, LEE 173, EHD 174. Students not concurrently enrolled in EHD 178 need to make special arrangements with instructor. This course is designed to prepare teacher candidates to plan instruction based on the assessment of students' mathematical understanding and to teach mathematics using multiple strategies and methods in culturally and lingistically diverse elementary classrooms.

Units: 3
Course Typically Offered: Fall, Spring

CI 180T. More Than Survival: The elements of success in teaching choral music

This class will cover the essential elements of running a successful choral-music program. Topics will include motivation and discipline; rehearsal procedures (e.g. warm-up excercises, vocal-development drills, pacing rehearsals); techniques for introducing music and refining the concert "product," teaching musical literacy; literature for ensembles of various voicings (even unbalanced groups); assessment; preparing for festivals and competitions.

Units: 1, Repeatable up to 9 units

CI 180T. Pedagogy for Common Core

This course assists pre-service teachers to acquire skills in pedagogy that is aligned and supportive of the movement towards the Common Core Standards. The emphasis will be on effective teaching strategies that promote student engagement in the 21st century including Cooperative Learning, Inquiry/Problem Based Learning, Critical Thinking Pedagogy, and Differentiated Instruction. The course emphasizes the importance of cultural sensitivity in working with English Language Learners, immigrant students and other special needs student groups in our public school system.

Units: 3, Repeatable up to 9 units

CI 180T. Academic Language for Teachers

Students are taught strategies to develop "academic competence" with English Learners, with a strong focus on literacy development, vocabulary enrichment, critical thinking skills, social skills, and learning strategies.

Units: 3, Repeatable up to 9 units

CI 180T. Increasing Academic Achievement After School

Constructivist approaches in Math, Science, and Literacy will be taught through large and small group instruction. Participants will demonstrate competency through planning and implementation of lesson plans that are problem based and which engage students in hands-on involvement, with the ultimate purpose of increasing student achievement.

Units: 3, Repeatable up to 9 units

CI 180T. Topics in Curriculum and Instruction

Issues and topics in curriculum and instruction; elementary, middle school, and secondary education; technology, and computer literacy. (Formerly CTET 180T)

Units: 1-3, Repeatable up to 9 units

CI 190. Independent Study

See Academic Placement -- Independent Study. Approved for RP grading. (Formerly CTET 190)

Units: 1-3, Repeatable up to 6 units
Course Typically Offered: Fall, Spring

CI 210. Current Issues & Trends in Mathematics Education

Examination and analysis of state, national, and international issues related to K-12 mathematics curriculum, instruction, and assessment with implications for teachers, educational leaders, and policy makers. Professional development resources for mathematics teachers at all instructional levels. (Formerly CTET 280T; CTET 210)

Units: 3

CI 212. Mathematics Education in the Primary Grades

Mathematics content and methods for primary grades. Focus is on using research about children's mathematical understanding and mathematics classrooms to inform instructional decisions. (FOrmerly CTET 212)

Units: 3

CI 225. Integration of Technology Across the Curriculum

Prerequisite: CTC Level 1 technology requirements and completion of final student teaching, or admission to a graduate program or permission of department chair. Appropriate use of advanced technologies to enhance teaching and learning: accessing and evaluating information, analyzing and solving problems, and communicating ideas. Meets CTC Level 2 technology requirements. (2 lecutre, 2 lab hours) (Formerly CTET 225)

Units: 3

CI 227. Current Issues and Trends in Educational Technology

Focuses on the social, economic, and psychological impacts of technology on schools, teaching, and learning. Students examine issues from a historical perspective and formulate a vision of the future of education and technology through readings, discussions, and research. (Formerly CTET 227)

Units: 3

CI 229. Designing Virtual Realities for Education

This course provides students with the skills and knowledge to design virtual reality representations of partner institues in the region. Working in groups, student create educational products that will be posted on the web. (Formerly CTET 2280T; CTET 229)

Units: 3

CI 230. Planning and Implementing Innovative Technology Programs

Strategies for implementing change in educational settings; planning for equitable technology use; planning and instituting effective staff development programs; managing resources, including networking equipment; locating, developing, and coordinating funding sources; and gaining parent and community support. (Formerly CTET 230)

Units: 3

CI 240. Social Justice and the Multicultural Classroom

Cultural and political contexts of schooling; foundations of education. Enhancing educational equity by providing multicultural curriculum, culturally responsive pedagogy and culturally appropriate assessment. They conduct web-supported classroom research. Use web-based collaborative tools with teachers, families of pupils, and community members.

Units: 3

CI 241. Teaching for Equity and Justice in the Multicultural Classroom: Practice into Theory

Theory and practical application of multicultural curriculum design. Continued attention to learning theory, instructional theory and role of technology in education. Focus is on what knowledge is most worth teaching, given curriculum standards and the explosion of knowledge in a diverse society.

Units: 3

CI 245. Investigating Pratice in the Diverse Classroom: Practitioner Research

Overview of the epistemological, political, and methodological issues associated with teacher/practitioner research, its progress historically, and the specific questions and issues investigated through teacher/practitioner research. Investigation of multicultural teaching as reflected in curriculum, teacher practice, and assessment of student learning.

Units: 4

CI 246. Action Research in the Multicultural Classroom: Capstone Project and Dissemination

Corequisite CI 260, CI 298B, or CI 299B. Culminating learning experience for the Master of Arts in Teaching (MAT) program. Students then disseminate their Action Research Project through digital display and a multimedia presentation. Enrollment limited to students admitted to the MAT program.

Units: 4

CI 250. Advanced Curriculum Theory and Analysis

Theory and practice of curriculum development, evaluation, and revision. Study of contemporary problems and curriculum approaches to meet societal needs. (2 lecture, 2 lab hours) (Formerly CTET 250)

Units: 3

CI 260. Critical Pedagogy

Students develop knowledge and skills to critically examine and improve planning, instructional decisions, assessment, and student learning. Students engage in systematic reflection of teaching practices.

Units: 4

CI 274. Social Interaction in Teaching

In-depth study of the dynamics of effective interpersonal relations in the classroom with students - and beyond - with administrators, parents, and colleagues. Strategic interaction for creative, low-stress teaching and learning based upon related theory and research. (2 seminar, 2 lab hours) (Formerly ERA 274)

Units: 3

CI 275. Advanced Instructional Theories and Strategies

Study and application of contemporary research and theory in teaching and instruction. (Formerly CTET275)

Units: 3

CI 276. Understanding Mathematics Instruction and Applied Assessment

This course is designed to prepare teachers to plan instruction based on the assessment of students' mathematical understanding and to teach mathematics using multiple strategies and methods in culturally and linguistically diverse elementary classrooms. Graduate students will examing current research and literature that informs instruction in mathematics and guides assessment. (Dual listed with CI 176).

Units: 3

CI 280T. Advanced Topics

Prerequisite: permission of instructor. Advanced, in-depth analysis of issues and problems in curriculum and instruction; elementary, middle school, and secondary education; technology and computers in education. Emphasis placed on advanced research. (Formerly CTET 280T)

Units: 1-3, Repeatable up to 9 units

CI 280T. Reflective Teaching and Mathematics

Course focuses on school mathematics as a context for exploring the historical, social and political dimensions of schooling. Practicing teachers/graduate students will examine current research and literature (e.g., Mathematics CCSS, traditions of Reflective Teaching, etc.) that inform mathematics curriculum, instruction, and assessment in culturally and socio-economically diverse K-12 classrooms.

Units: 3, Repeatable up to 9 units

CI 280T. Reflection & Self Assessment Year II

Instructional strategies in self-assessment, practice in reflection, instruction in the California Standards for the Teaching profession, and instruction / practice in analysis of student work.

Units: 3, Repeatable up to 9 units

CI 282. Philosophy of Education

Seminar on philosophical issues in educational theory and practice and their historical backgrounds. Educational implications of current and historical systematic philosophical outlooks and ideological trends.

Units: 3

CI 284. Seminar in International Education

Analysis of historical, social, and political forces which shape national education endeavors. Emerging international education efforts and organizations. (Formerly ERF 284)

Units: 3

CI 285. Seminar in Advanced Educational Psychology

Prerequisites: Minimum 3 units from the following: CI 152, CI 171, COUN 174, or PSYCH 101, or permission of instructor. Seminar on the psychological foundations of education; nature and characteristics of development, learning processes, and forces which affect educational growth. (Formerly ERA 285)

Units: 3

CI 286. Social Issues in Education

Prerequisites: Minimum 3 units from the following: CI 151, CI 171, a course in Sociology, a course in Anthropology, or permission of instructor. Seminar for analysis of effect on institutional and ideological trends and problems on the role and operation of the school in American society. (Fomerly ERA 286)

Units: 3

CI 287. Seminar in History of Educational Thought

Prerequisites: CI 282 or philosophy course or permission of instructor. Seminar on historical foundations of educational theory; growth of thought regarding teaching and learning; relationship of educational theory and practice in the United States. (Formerly ERA 287)

Units: 3

CI 290. Independent Study

See Academic Placement -- Independent Study. Approved for RP grading. (Formerly CTET 290)

Units: 1-3, Repeatable up to 6 units

CI 298. Project

Prerequisites: advancement to candidacy for the master's degree; B average on 24 units of the master's program including ERA 220. See [-LINK-]. A project consists of a significant undertaking appropriate to education such as the development of curricula and instructional materials, educational policy, educational theory, and educational technology. An approved proposal is required for enrollemtn. Approved for RP grading. (Formerly CTET 298)

Units: 2-4

CI 298A. Project: Curriculum and Instruction

Prerequisites: Advancement to candidacy for the M.A. in Education - Curriculum and Instruction option (MAE - C&I); B average in all MAE coursework, including ERA 220. The project is a significant, original product in the area of curriculum and/or instruction. See MAE - C&I Thesis and Project Guidelines for details. Approved for RP grading.

Units: 1-3

CI 298B. Project: MAT

Prerequisites: Advancement to Candidacy for the Master of Arts in Teaching (MAT) degree; B average on initial 13 units of the MAT, including ERA 243. See Criteria for Thesis and Project. The action research project consists of a significant undertaking appropriate to multicultural, social justice education such as the development and refinement of curricula and instructional materials, educational policy, educational theory, and educational technology. An approval proposal is required for enrollment.

Units: 4

CI 298C. Project Continuation

Pre-requisite: Project CI 298. For continuous enrollment while completing the project. May enroll twice with department approval. Additional enrollments must be approved by the Dean of Graduate Studies.

Units: 0

CI 299A. Thesis: Curriculum and Instruction

Prerequisites: Advancement to candidacy for the M.A. in Education - Curriculum and Instruction option (MAE - C&I); B average in all MAE coursework including ERA 220. The thesis involves a systematic study of a significant problem and demonstrates original, critical, and independent thinking. See MAE - C&I Thesis and Project Guidelines for details. Approved for RP grading.

Units: 1-3

CI 299B. Thesis: MAT

Prerequisites: Advancement to Candidacy for the Master of Arts in Teaching (MAT) degree; B average on the initial 13 units of the MAT, including ERA 243; completion of an acceptable action research thesis proposal. See Criteria for Thesis and Project. Preparation, completion, submission, and defense of acceptable action research thesis for the Master of Arts in Teaching (MAT) degree. See Kremen School of Education and Human Development's graduate program coordinator for school thesis guidelines.

Units: 4

CI 299C. Thesis Continuation

Pre-requisite: Thesis CI 298. For continuous enrollment while completing the thesis. May enroll twice with department approval. Additional enrollments must be approved by the Dean of Graduate Studies.

Units: 0

CI 380T. Teaching Poetry: A Structured Approach

This course contains peotry units appropriate for use with intermediate and middle grade students (4th-8th). The course manual addresses the writing process, ways of integrating art, music, social studies, and various developmental language skills into the poetry units. An extensive list of website references is provided for teachers who wish to gain more knowledge of this inspirational portion of the language arts program. Teachers will explore sources for finding special poetry for specific occasions, ideas for integrating poetry into the general curriculum, and poetry lesson plans. Additionally, teachers will be able to meet their professional development needs while engaging their students in meaningful activities. Teaching Poetry presents the teacher with a structured approach for involving their students will explore a range of poetic forms including Clerihew, Ballad, Limerick, Haiku, Diamante, Cinquain, and more. Students will engage in collaborative techniques, as they read, write, and share poetry. Teachers will use strategies that are both inspirational and practical as they encourage students to develop poems of their own.

Units: 3

CI 380T. Integrating Life Science in the Elementary Classroom

This course combines science theory with hands-on experiments dealing with life science concepts. Teachers in the elementary grades will be provided with opportunities to engage their students in relevant learning experiences, while increasing their own content knowledge in the area of life science. In addition, this course provides the elementary educator with the opportunity to meet professional development needs without leaving the classroom . This course is designed to enhance the classroom teachers ability to teach life science in a meaningful way through utilizing the methods and activities that spark the student's desire to learn. Fun and motivating, the activities cover general botany and biology as well as the human body - bones, muscles, circulatory and respiratory systems, senses and the brain. Many of the activities are perfect for use at home in order to encourage parental involvement in the educational process of their child. This is possible because most of the materials, many of which are included, are easy to find. Teachers will also have the opportunity to locate and explore appropriate learning activities available on the Internet.

Units: 3

CST 401. MSC Module 1: Curriculum, Instruction, and Intern Teaching in the Elementary School

Prerequisite: admission to CalStateTEACH program. Major emphasis on the foundations of education, teaching reading and mathematics, and assessment. ($500 course materials fee)

Units: 10
Course Typically Offered: Fall, Spring, Summer

CST 401A. Beginning Curriculum, Instruction, and Supervised Fieldwork in the Elementary School

Major emphasis on instructional planning and reading/language arts. Taken concurrently with CST 444; CSET preparation. ($500 course materials fee)

Units: 7
Course Typically Offered: Fall, Spring, Summer

CST 401B. Curriculum, Instruction and Supervised Fieldwork in the Elementary School

Continuation of CST 401A. Major emphasis on foundations of education, instructional planning, and reading and mathematics instruction and assessment. (No course materials fee)

Units: 3
Course Typically Offered: Fall, Spring, Summer

CST 401F. Multiple Subject Supervised Field Experience

Supervised field experience in elementary school classroom. Taken concurrently with CST 401B. CR/NC grading only.

Units: 3
Course Typically Offered: Fall, Spring, Summer

CST 402. MSC Module 2: Curriculum, Instruction, and Supervised Teaching in the Elementary School

Prerequisites: successful completion of CST 401 and subject matter competency (passage of CSET or subject matter equivalency verified by an academic adviser). Continued work in the foundations of education, teaching, reading, and mathematics. Major emphasis in teaching science, language arts, technology, and assessment. ($500 course materials fee)

Units: 10
Course Typically Offered: Fall, Spring, Summer

CST 403. MSC Module 2: Curriculum, Instruction, and Intern Teaching in the Elementary School

Prerequisite: successful completion of CST 402. Continued work in all curricular areas. Major emphasis in teaching social studies and mathematics, learning theory, and models of discipline. ($500 course materials fee)

Units: 10
Course Typically Offered: Fall, Spring, Summer

CST 404. MSC Module 4: Curriculum, Instruction, and Supervised Teaching in the Elementary School

Prerequisite: successful completion of CST 403. Continued work in all curricular areas. Major emphasis in reading diagnosis and remediation, integrated curriculum, technology, visual and performing arts, and physical education. ($500 course materials fee)

Units: 10
Course Typically Offered: Fall, Spring, Summer

CST 421. Multiple Subject Credential Module 1

Beginning Curriculum and Instruction in the Elementary School. Major emphases on Foundations of Education, Classroom Management, Instructional Planning, English Learners, Students with Special Needs, Reading & Mathematics Instruction, Educational Technology, and Assessment.

Units: 12
Course Typically Offered: Fall, Spring, Summer

CST 421A. Multiple Subject Credential Module 1A

Beginning Curriculum and Instruction in the Elementary School. Major emphases on Foundations of Education, Classroom Management, Instructional Planning, English Learners, Students with Special Needs, and Educational Technology.

Units: 6
Course Typically Offered: Fall, Spring, Summer

CST 421B. Multiple Subject Credential Module 1B

Beginning Curriculum and Instruction in the Elementary School. Major emphases on Instructional Planning, Reading & Mathematics Instruction, Educational Technology, and Assessment.

Units: 6
Course Typically Offered: Fall, Spring, Summer

CST 421S. Multiple Subject Supervised Fieldwork

Supervised early fieldwork participation in an assigned elementary school classroom.

Units: 3

CST 422. Multiple Subject Credential Module 2

Curriculum and Instruction in the Elementary School. Major emphases in Health, Classroom Management, Diversity, Science, Mathematics, Language Arts, Reading Diagnosis and Remediation, Educational Technology, Universal Design for Learning, and Assessment.

Units: 12
Course Typically Offered: Fall, Spring, Summer

CST 422A. Multiple Subject Credential Module 2A

Curriculum and Instruction in the Elementary School. Major emphases in Health, Classroom Management, Diversity, Science, Mathematics, Educational Technology, Universal Design for Learning, and Assessment.

Units: 6
Course Typically Offered: Fall, Spring, Summer

CST 422B. Multiple Subject Credential Module 2B

Curriculum and Instruction in the Elementary School. Major emphases in Language Arts, Reading Diagnosis and Remediation, Educational Technology, and Assessment.

Units: 6
Course Typically Offered: Fall, Spring, Summer

CST 422S. Multiple Subject Supervised Initial Student Teaching

Supervised initial student teaching in an assigned elementary school classroom.

Units: 3
Course Typically Offered: Fall, Spring, Summer

CST 423. Multiple Subject Credential Module 3

Curriculum and Instruction in the Elementary School. Major emphases in the Integrated Curriculum, Social Studies, Educational Technology, Visual and Performing Arts, Physical Education and Assessment.

Units: 9
Course Typically Offered: Fall, Spring, Summer

CST 423S. Multiple Subject Supervised Student Teaching

Supervised full-day student teaching in an assigned elementary school classroom.

Units: 6
Course Typically Offered: Fall, Spring, Summer

CST 444. CSET Preparation

Prerequisite: admission to CalStateTEACH program. To be taken concurrently with CST 401A: CSET Track. Only for those students who have not passed the CSET and do not have subject matter equivalence. Designed to further basic skills in math, science, language arts, social studies, fine arts, and physical arts. CR/NC grading only.

Units: 3, Repeatable up to 6 units
Course Typically Offered: Fall, Spring, Summer

CTET 280T. Imp Std Sci

Annual Central Valley Science Project's Summer Science Institute for 4th - 9th grade teachers of science.

Units: 1, Repeatable up to 9 units

CTET 380T. Talking to Others Email

Units: 1

CTET 380T. Improving Mathematics Instruction

This is a service course and the numbers of units depends on how many mini-institutes sponsored by the San Joaquin Valley Mathematics Project are attended. All institutes focus on the state math content standards, used and of new math textbooks, and increasing math competency.

Units: 1-5

ERE 153. Educational Statistics

Methods of describing, analyzing, and interpreting data; statistical methods including correlation, regression, t-tests, 1 and 2-way ANOVA designs, and chi-square. Computer applications during lab activities. (2 seminar, 1 lab hours) (Formerly ERF 153)

Units: 3
Course Typically Offered: Fall, Spring, Summer

ERE 180T. Topics in Education

Issues and topics in educational foundations; curriculum and instruction; early childhood, elementary, middle school, and secondary education; pupil personnel services; supervision and administration; child abuse, and computer literacy.

Units: 1-3, Repeatable up to 9 units

ERE 190. Independent Study

See Academic Placement -- Independent Study. Approved for RP grading.

Units: 1-3, Repeatable up to 6 units
Course Typically Offered: Fall, Spring

ERE 220. Research in Education

Prerequisites: ERE 153. Seminar in education research methodology; library resources; critiquing data collection, analyses, interpretation in research articles; writing research papers; for elementary adn secondary teaching, early childhood, reading, administration, counseling, special education, related fields. (2 seminar, 1 lab hour).

Units: 3

ERE 243. Research on Teaching in the Multicultural Classroom: Quantitative and Qualitative Methods

Prerequisite: CI 245. Provides students with a series of modules on quantitative and qualitative research techniques used in action research. Students begin to develop their Action Research Project after reviewing articles, developing mini-research ideas, collecting and analyzing data in the classroom context to improve teaching and learning.

Units: 3

ERE 244. mixed Methods Research in Diverse Classrooms

Provides students with a series of modules on quantitative and qualitative research techniques used in action research. Students conduct mini-research studies by collection and analyzing data in the classroom context to improve teaching and learning and to synthesize the results.

Units: 4

ERE 260. Assessment as Learning

Analyze interaction among assessment models, effective instruction, and learning in educational settings. Use educational theory to identify criteria for choosing and integrating alternative assessments including performance, observation/interview, portfolio, curriculum-embedded and self-assessment. Develop assessment items and protocols.

Units: 3

ERE 272. Instructional Planning and Evaluation

Principles and practices of instructional planning, assessment and testing of learning outcomes, performance appraisal and evaluation of teaching; test construction analysis, and grading.

Units: 3

ERE 280T. Advanced Topics in Education

Prerequisite: permission of instructor. Advanced, in-depth analysis of issues and problems in educational foundations; curriculum and instruction; reading; early childhood, elementary, middle school, and secondary education; and computers in education. Emphasis placed on advanced research.

Units: 1-3, Repeatable up to 6 units

ERE 288. Educational Measurement and Program Evaluation

Prerequisite: ERE 153. Procedures and issues involved in the measurement and evaluation of educational programs; planning, etc. Applications in educational settings are emphasized. (2 seminar, 2 lab hours)

Units: 3

ERE 290. Independent Study

See Academic Placement --Independent Study. Approved for RP grading.

Units: 1-3, Repeatable up to 6 units

ERE 298. Project

Prerequisites: advancement to candidacy for the master's degree; B average on 24 units of the master's program including ERE 220. See [-LINK-]. A project consists of a significant undertaking appropriate to graduate study in education. An approved proposal is required for enrollment. Approved for RP grading.

Units: 4

ERE 298C. Project Continuation

Pre-requisite: Project ERE 298. For continuous enrollment while completing the project. May enroll twice with department approval. Additional enrollments must be approved by the Dean of Graduate Studies.

Units: 0

ERE 299. Thesis

Prerequisites: advancement to candidacy for the master's degree; B average on at least 24 units of the master's program including ERE 220 and completion of an acceptable thesis proposal. See Criteria for Thesis and Project. Preparation, completion, and submission for the master's degree. See the Kremen School of Education and Human Development's graduate programs coordinator for school thesis guidelines. Approved for RP grading.

Units: 4

ERE 299C. Thesis Continuation

Pre-requisite: Thesis ERE 298. For continuous enrollment while completing the thesis. May enroll twice with department approval. Additional enrollments must be approved by the Dean of Graduate Studies.

Units: 0

UNIV 1. An Introduction to Learning and the University

Assists students to acquire attitudes and skills needed to be effective lifelong learners. Individual and group activities focus on adaptation to change, study skills, goal setting, time management, career planning, information competence, community engagement, health and wellness. Exposure to campus resources. GE Area E1.

Units: 3
GE Area: E1

Requirements

Preliminary Multiple Subject Credential Requirements

Requirements for Initial Admission

  1. Attend a Multiple Subject Credential Program orientation meeting.
  2. Provide evidence of successful completion of an appropriate pre-program field experience (45 hours) or EHD 50, Introduction to Teaching.
  3. Complete an application to the credential program. Required application timelines and materials and forms are available online at http://education.fresnostate.edu. All admission requirements (forms, documents, prerequisites) must be completed prior to enrollment in professional program courses.
  4. Provide evidence of having taken all three sections of the California Basic Educational Skills Test (CBEST) with passing scores. Verification of a minimum score of 41 is required when passing only the reading and writing sections.
  5. Provide evidence of having taken and passed all three sections of the California Subject Examinations for Teachers (CSET) Multiple Subject (exception for Blended students.)
  6. Verify application for admission to California State University, Fresno with a Receipt of Application or admission with a current enrollment transcript.
  7. Provide a complete verification of a cumulative GPA of 2.67 or 2.75 on the last 60 units.
  8. Complete an Admission Interview Form and obtain an interview from a Multiple Subject credential faculty member. Sign up for interviews in ED 250.
  9. Provide the signed Multiple Subject Program Advising Form obtained at orientation.
  10. Obtain a medical clearance at the University Health Center or from a private physician.
  11. Obtain two letters of recommendation written by instructors, supervisors, or other individuals in a position to recommend for admission into a teacher education program.
  12. Obtain appropriate clearance to teach in a public school by presenting a valid California Teaching Credential or applying for a Character and Identification Clearance.

Program Completion Requirements (University and State Credentialing)

  1. Successful completion of a core of profession education courses, dispositional assessments, and all performance assessment tasks associated with the Fresno Assessment of Student Teachers (FAST)

Professional Preparation

The courses have been sequenced by phases to provide a cohesive program. Teacher candidates must complete all courses in a phase before moving to the next phase.

Phase 1
CI 171 (3 units)
LEE 172 (3 units)
LEE 173 (3 units)
EHD 174 (2 units)
EHD 174A (1 unit)

Phase 2
CI 175 (3 units)
CI 176 (3 units)
LEE 177 (3 units)
EHD 178 (2 units)
EHD 178A (1 unit)

Phase 3
SPED 179 (3 units)
EHD 170 (9 units)
EHD 170A (2 units)

Total (38 units)

Note: Teacher candidates must earn a GPA of 3.0 with a "C" or better, or a CR (Credit), on all professional preparation courses to be recommended for the credential.

  1. Demonstration of subject matter competence by passing the California Subject Exam for Teachers (CSET) Multiple Subject. Passing scores on the CSET are valid for five (5) years. (All candidates, including Blended)
  2. Complete a bachelor's degree from an accredited institution.
  3. Provisions and Principles of the U.S. Constitution. Completion of a course (two semester units or three quarter units) in the provisions and principles of the United States Constitution or passage of examination in the subject given by a regionally accredited junior college, college, or university or verification of meeting the interstate agreement requirement.
  4. Pass the Reading Instruction Competence Assessment (RICA).
  5. Pass the California Basic Educational Skills Test (CBEST). (All sections)
  6. Verify completion of CPR training.

Requirements for the Preliminary and Professional (clear) Credentials can change, and subject matter tests can be revised. For an update or other information, contact the Certification and Graduate Programs Office in ED 151 at 559.278.0299.

Time Restrictions. Courses required for preliminary credentials must be completed no more than 10 years prior to credential application. A preliminary credential provides authorization to teach for a maximum of five years. Requirements for completing the Professional (Clear) Multiple Subject Credential will be provided by the employing school district.

Withdrawal/Drop from Program. A student request to drop from the program made in writing, or through a complete withdrawal form, will be considered final. Reentry to the program will require reapplication to the program. An appeal for special consideration may be submitted to the Education Student Services Center, ED 100, in order to be reviewed by the Admissions and Standards Committee.

Requirements for Admission to Student Teaching. Multiple Subject Credential candidates must qualify for admission to two distinct levels of student teaching: (1) Fieldwork A and B (EHD 174 and 178) and (2) Fieldwork C Final Student Teaching (EHD 160A, 160B, 170).

Requirements for Admission to Field Study A (EHD 174)

  1. Submit an application form for EHD 174 by the specified deadline.
  2. Complete all admissions requirements and receive notification of initial admission to the program.
  3. Maintain a 3.0 GPA on all professional preparation courses. All courses (except those offered for CR/NC only) must be taken for a letter grade.

Requirements for Admission to Field Study C Final Student Teaching (EHD 160A, 160B, 170.)

  1. Submit an EHD 170 application form by deadline.
  2. Successfully complete Phase 1 and 2.
  3. Demonstrate subject matter competence by successfully passing all three sections of the California Subject Examinations for Teachers (CSET) Multiple Subject. (All candidates, including Blended)
  4. Complete an approved program of professional preparation in a specific program option (see Program Option section) and maintain a GPA of 3.0 with no individual course grade lower than a C. All courses (except those offered for CR/NC only) must be taken for a letter grade.
  5. If admitted as an exception with conditions, satisfy all conditions specified.
  6. Clarification: Students who receive permission to complete the EHD 170 assignment in two semesters must sign up for EHD 160A (5 units) and EHD 160B (5 units). Successful completion of EHD 160A and 160B must include a minimum of one week of full-time student teaching. Successful completion of EHD 170 requires one full semester, all day, every day of student teaching in each assignment. Students will be solely responsible for planning and teaching a minimum of two weeks all day in this EHD 170 assignment.
  7. Provide evidence of passing all sections of the California Basic Educational Skills Test (CBEST) by presenting a CBEST Permanent Verification card.

Note: Students who receive a "No Credit" grade in any student teaching course are required to petition the Admissions and Standards Committee for approval to retake the course. Students who receive a grade of "No Credit" for a second time will be dismissed from the Multiple Subject Credential Program. Student teachers whose placements are terminated after the date for refund of tuition are responsible for full tuition regardless of circumstances leading to termination.

Preliminary Multiple Subject Credential (2042) Program Options

The following program options offer teacher candidates a variety of routes to obtain a Preliminary Multiple Subject Credential.

General. Provides professional preparation required for teaching in self-contained educational settings (typically found in the elementary school).

Emphasis in Bilingual Cross-Cultural Language and Academic Development (BCLAD). Prepares teachers to work with English Learner students. BCLAD (Spanish and Hmong) will authorize teachers to provide academic instruction to English Learner students in their primary language.

Hmong
HMONG 100* (3 units)
HMONG 101* (3 units)
ANTH 123* (3 units)
LEE 129 (3 units)
LEE 135 (3 units)
Total (15 units)

Spanish
SPAN 119* (3 units)
SPAN 121A* (3 units)
SPAN 134* (3 units)
CLAS 116* (3 units)
LEE 136 (3 units)
Total (15 units)

*Courses taken prior to applying to credential program.

Faculty

Name Degree Email Phone
Arenz, Bernard W Doctor of Philosophy barenz@csufresno.edu 559.278.0037
Avila, Benjamin I Master of Arts benjamina@csufresno.edu
Ayala, Daniel R Doctorate of Education daayala@csufresno.edu
Behrend, Jean L Doctor of Philosophy jeanb@csufresno.edu 559.278.0235
Benavides, Otto E Doctorate of Education ottob@csufresno.edu 559.278.0379
Benninga, Jacques S Doctor of Philosophy jackb@csufresno.edu 559.278.0253
Biacindo, Kathryn J Doctorate of Education kbiacindo@csufresno.edu 559.278.0240
Blake-Quisenberry, Janine Bachelor of Arts jquisenb@csufresno.edu 559.278.0257
Bock, Stephen C Master of Arts sbock@csufresno.edu
Bohlin, Carol F Doctor of Philosophy carolb@csufresno.edu 559.278.0237
Bohlin, Roy M Doctor of Philosophy royb@csufresno.edu 559.278.0245
Burgos, Leonel R Master of Science lburgos@csufresno.edu
Bushman, Johanna M Second Master of Arts jobushman@csufresno.edu
Calhoun, David O Master of Science dacalhoun@mail.fresnostate.edu
Childers, David M Master of Arts dchilders@csufresno.edu
Christensen, Patricia A Master of Arts patc@csufresno.edu 559.278.0300
Cole, Kimberly A Doctorate of Education kimcole@csufresno.edu 559.278.0474
Corella, Julio I Master of Arts jcorella@csufresno.edu
Darling, Michael Master of Arts midarling@csufresno.edu
Davies, Kay M Master of Science kayd@csufresno.edu
Deruosi, Tanis D Master of Arts tderuosi@csufresno.edu
Dille, Diana L Master of Arts dianad@csufresno.edu 559.278.0250
Dunnicliff, Stacy L Master of Education sdunnicliff@csufresno.edu
Foster, Christopher W Doctorate of Education chfoster@mail.fresnostate.edu
Gonzales, Phillip M Master of Arts pgonzales@csufresno.edu
Gonzalez, Berta Doctor of Education bertag@csufresno.edu 559.278.0446
Gonzalez, David Bachelor of Arts dagonzalez@csufresno.edu
Greenlaw, Corey P Doctorate of Education cgreenlaw@csufresno.edu
Hasenbeck, Erica N Master of Arts ehasenbeck@mail.fresnostate.edu
Hensley, David L Doctor of Philosophy dhensley@csufresno.edu 559.278.6637
Hively, Jocelyn D Master of Science jocelyn@mail.fresnostate.edu
Hougland, Donna J Bachelor of Arts donnahougland@csufresno.edu
Jacobo, Amber L Doctorate of Education ajacobo@csufresno.edu
Keeler, Alice M Master of Education akeeler@csufresno.edu
Lomeli, Jose Doctorate of Education josel@csufresno.edu 559.278.0361
Mannlein, William R Master of Arts wmannlein@csufresno.edu
Martinez, Samuelito C Master of Education samuelitom@csufresno.edu
Mata, Susana C Doctor of Philosophy susanam@csufresno.edu 559.278.0363
Matthews, Karen Bachelor of Arts kmatthews@csufresno.edu
Maurer, John L Bachelor of Arts jmaurer@csufresno.edu
Mcknight, Joan B Master of Education jmcknight@csufresno.edu
Miller, Elizabeth R Doctorate of Education elmiller@csufresno.edu
Moosoolian, Jane M Master of Education janem@csufresno.edu 559.278.0115
Moradian Watson, Jennifer L Doctorate of Education jmoradianwatson@csufresno.edu
Nef, Susan Master of Library & Info Sci sunef@csufresno.edu
Nelson, Frederick L Doctor of Philosophy fnelson@csufresno.edu 559.278.0261
Nyberg, Lisa Doctor of Philosophy lnyberg@csufresno.edu 559.278.0236
Ott, Jeran L Master of Education jott@csufresno.edu
Parks, Joe Doctorate of Education jparks@csufresno.edu 559.278.0260
Pham, Kien T Doctor of Philosophy kienp@csufresno.edu 559.278.0247
Phillips, Emy L Master of Arts ephillips@csufresno.edu
Pieretti, Terri M Doctorate of Education tpieretti@csufresno.edu
Placenti, Henry D Master of Arts henryp@csufresno.edu 559.278.0210
Price, Joseph S Doctorate of Education josephp@csufresno.edu 559.278.0230
Provencio, Marie E Master of Arts mariep@csufresno.edu 559.278.1787
Roberts, Judy A Master of Arts jroberts@csufresno.edu
Rogers, Deborah L Master of Arts derogers@csufresno.edu
Rosenberg, Harry E Doctorate of Education hrosenberg@csufresno.edu
Scheidt, Helen D Master of Arts hscheidt@csufresno.edu
Schlievert, Susan F Doctorate of Education susansc@csufresno.edu 559.278.0348
Shamp, Sina M Master of Arts sshamp@csufresno.edu
Shimizu, Patiane Master of Science pshimizu@csufresno.edu
Smits, Susan E Doctorate of Education ssmits@csufresno.edu
Soria, Matilda T Doctorate of Education msoria@csufresno.edu
Tracz, Susan M Doctor of Philosophy susant@csufresno.edu 559.278.0347
Ullrich, Walter J Doctor of Philosophy wullrich@csufresno.edu 559.278.0356
Van Doren, Susan A Doctorate of Education svandoren@csufresno.edu
Vargas, Veronica Master of Arts vvargas@csufresno.edu
Walls Mcewen, Linda S Master of Social Work lmcewen@csufresno.edu
Wandeler, Christian A Doctor of Philosophy cwandeler@csufresno.edu
Wenrick, Melanie R Doctor of Philosophy mwenrick@csufresno.edu 559.278.0238
Wiechmann, Dennis R Doctorate of Education dwiechmann@csufresno.edu
Woods, Wendy S Bachelor of Arts wwoods@csufresno.edu