Within the context of Christian origins, an overview of the canonical literature of the New Testament with special attention to its literary history and theological themes.

Intensive study in a special topic under the direction of a faculty member.

This course is an independent study, self-paced, competency based course designed for students who wish to develop a deeper knowledge of MS Excel functionality. The course will expand upon basic spreadsheet functions and introduce topics such as cell validation, advanced cell formatting, conditional functions, goal seek, pivot tables, multi-sheet functions, and other advanced topics. Students will complete knowledge assessment through hands-on simulation labs and online exams. A faculty advisor provides support and accountability in completing the requirements of the course. Although the course is self-paced, a minimum amount of progress must be made each week and all course requirements must be completed within assigned course time.

This course is an independent study, self-paced, competency based course designed for students who have little to no technical understanding of information technology, yet wish to begin the CIT program. The course will introduce basic technology topics, such as computer hardware, storage devices, computer peripherals, basic networking, setting up and maintaining a computer, installing and configuring software and basic trouble shooting techniques. Students will gain practical knowledge of computer concepts through simulation lab activities. A faculty advisor provides support and accountability in completing the requirements of the course. Although the course is self-paced, a minimum amount of progress must be made each week and all course requirements must be completed within assigned course time. The course aligns with topics covered in CompTIA's IT Fundamentals certification exam.

This course is designed to introduce the fundamentals of hardware and networking concepts including hardware components, network protocols, mobile devices and hardware and networking troubleshooting. In addition, students will acquire hands-on experience by working with hardware and networking simulators. The course aligns with topics covered in CompTIA's A+ Core 1 certification exam.

This course is designed to introduce the fundamentals of operating systems and security concepts including extensive topics in the Windows operating system, other operating systems, system security, software troubleshooting, and operational procedures. In addition, students will acquire hands-on experience by working with networking and security simulators. The course aligns with topics covered in CompTIA's A+ Core 2 certification exam.

This course is an independent study, self-paced, competency based course designed for students who wish to prepare for the CompTIA's IT Fundamentals certification exam. The course is intended for students who have already completed the CIT 1053 course or have equivalent academic or work experience. Students will be required to complete a predetermined number of practice certification exams, assess knowledge domain deficiencies, and focus on acquiring the requisite knowledge to pass the certification exam. A faculty advisor provides support and accountability in completing the requirements of the course. Although the course is self-paced, a minimum amount of progress must be made each week and all course requirements must be completed within the assigned course time. Attempting the certification exam within the assigned course time is also required. Although passing the certification exam is not required to pass this course, the results of the certification exam will be used to determine the final grade in the course. Students already holding a current certification for this course are not eligible to take this course.

This course is an independent study, self-paced, competency based course designed for students who wish to prepare for the CompTIA's A+ certification exams (Core 1 and Core 2). The course is intended for students who have already completed the CIT 2014 and CIT 2024 courses, equivalent course(s) covering desktop hardware, networking, and operating systems. Students will be required to complete a predetermined number of practice certification exams, assess knowledge domain deficiencies, and focus on acquiring the requisite knowledge domains to pass the certification exams. A faculty advisor provides support and accountability in completing the requirements of the course. Although the course is self-paced, a minimum amount of progress must be made each week and all course requirements must be completed within the assigned course time. Attempting the certification exams within the assigned course time is also required. Although passing the certification exams are not required to pass this course, the results of the certification exams will be used to determine the final grade in the course. Students already holding a current certification for this course are not eligible to take this course.

This course is designed to provide an in-depth understanding to a wide range of network architectures and configuration options. The course explores the concepts of physical and virtual network design options and network administration requirements. The course will cover the topics of wired and wireless networking, network optimization and management, virtual local area networks, network types, network hardware and software and networking standards. In addition, students will acquire hands-on experience by working with networking and security simulators. This course aligns with topics covered in the CompTIA's Network+ certification exam.

This course is an independent study, self-paced, competency based course designed for students who wish to prepare for the CompTIA's Network+ certification exam. The course is intended for students who have already completed the CIT 3014 course. Students will be required to complete a predetermined number of practice certification exams, assess knowledge domain deficiencies, and focus on acquiring the requisite knowledge domains to pass the certification exams. A faculty advisor provides support and accountability in completing the requirements of the course. Although the course is self-paced, a minimum amount of progress must be made each week and all course requirements must be completed within the assigned course time. Attempting the certification exam within the assigned course time is also required. Although passing the certification exam is not required to pass this course, the results of the certification exams will be used to determine the final grade in the course. Students already holding a current certification for this course are not eligible to take this course.

This course is designed to provide an in-depth understanding to the concepts of data and network security. Other topics include access control, authentication, authorization, data security and integrity, encryption, recovery, and business continuity. Students will gain hands-on experience with firewalls, network security, application security, email security, and tools for securing, monitoring and auditing the IT network and systems environments through system security simulators. This course aligns with topics covered in the CompTIA's Security+ certification exam.

This course is an independent study, self-paced, competency based course designed for students who wish to prepare for the CompTIA's Security+ certification exam. The course is intended for students who have already completed the CIT 3024 course. Students will be required to complete a predetermined number of practice certification exams, assess knowledge domain deficiencies, and focus on acquiring the requisite knowledge domains to pass the certification exams. A faculty advisor provides support and accountability in completing the requirements of the course. Although the course is self-paced, a minimum amount of progress must be made each week and all course requirements must be completed within the assigned course time. Attempting the certification exam within the assigned course time is also required. Although passing the certification exam is not required to pass this course, the results of the certification exams will be used to determine the final grade in the course. Students already holding a current certification for this course are not eligible to take this course.

This course is designed to provide the fundamentals of project management with an emphasis on managing unique challenges of information technology (IT) projects. Students will be introduced to the IT project management process using industry accepted methodologies. Extensive case related work will be used to help students understand the important aspects of time, performance, cost, and risk estimation in relation to the unique conditions often present in IT projects. Each of the critical phases of the IT project management process will be reviewed in detail using practical examples from the IT industry. Students are also introduced to computer-based project management software such as MS Project. This course aligns with topics covered in the CompTIA's Project+ certification exam and the PMI's CAPM certification exam.

This course is an independent study, self-paced, competency based course designed for students who wish to prepare for the CompTIA's Project+ certification exam. The course is intended for students who have already completed the CIT 3034 course. Students will be required to complete a predetermined number of practice certification exams, assess knowledge domain deficiencies, and focus on acquiring the requisite knowledge domains to pass the certification exams. A faculty advisor provides support and accountability in completing the requirements of the course. Although the course is self-paced, a minimum amount of progress must be made each week and all course requirements must be completed within the assigned course time. Attempting the certification exam within the assigned course time is also required. Although passing the certification exam is not required to pass this course, the results of the certification exams will be used to determine the final grade in the course. Students already holding a current certification for this course are not eligible to take this course.

This course is designed to provide an in-depth, hands-on introduction to designing and implementing databases that use relational technologies with a significant market presence. Hands-on assignments using an industry standard DBMS, such as MS SQL, MySQL, or Oracle Server will receive significant coverage in the course. SQL and various vendor extensions to the language will be covered. In addition, some advanced topics such as stored procedures and triggers will be covered.

This course is designed to provide in-depth, hands-on instruction in designing and scripting Web sites using HTML5 and CSS3 standards. Techniques in page layout and graphic design will be introduced. Assignments will focus on hands-on use of modern web development practices using integrated development environments. In addition, the course will introduce popular website development and content management tools such as WordPress to show alternative development approaches to HTML5 and CCS3.

This course is designed to provide students an in-depth introduction to cloud computing. The course introduces the concepts of cloud configuration and deployment, security, maintenance, management, and troubleshooting. Hands-on labs with cloud technologies such as Microsoft Azure and AWS will give students practical experience working with cloud technologies. This course aligns with topics covered in the CompTIA's Cloud+ certification exam.

This course is an independent study, self-paced, competency based course designed for students who wish to prepare for the CompTIA's Cloud+ certification exam. The course is intended for students who have already completed the CIT 3074 course. Students will be required to complete a predetermined number of practice certification exams, assess knowledge domain deficiencies, and focus on acquiring the requisite knowledge domains to pass the certification exams. A faculty advisor provides support and accountability in completing the requirements of the course. Although the course is self-paced, a minimum amount of progress must be made each week and all course requirements must be completed within the assigned course time. Attempting the certification exam within the assigned course time is also required. Although passing the certification exam is not required to pass this course, the results of the certification exams will be used to determine the final grade in the course. Students already holding a current certification for this course are not eligible to take this course.

This course is designed to provide a practical approach to web development using either server side or client side scripting languages, such as PHP, ASP or JavaScript. This course teaches the core language and implementation of webpage based scripting. Students will learn the web programming language and practices through many hands-on assignments in developing web based applications. The integration of databases, such as MySQL or MS SQL will provide additional depth of knowledge. In addition the course will introduce other forms of modern web based protocols, such as XML, JSON and SOAP.

This course is designed to provide a practical approach to event based visual programming using modern-general purpose programming languages, such as C#, Java, Python or Visual Basic. This course teaches the core concepts of programming, such as proper variable usage, decision structures, iterative structures, common data structures, and proper programming logic. Students will learn the programming language through many hands-on assignments in developing event based and visual computer applications. The integration of databases, such as MySQL or MS SQL will provide additional depth of knowledge. In addition the course will introduce object oriented programming techniques and the use of complex data structures.

This course is designed to provide in-depth review of modern information systems management strategies and approaches. Topics in the course include management of operational strategy, server and network management practices, data reporting systems, social media management, business and IT strategic alignment, and disaster recovery. A review of incident cases will provide students with an understanding of how the course concepts can be applied in real world situations.

This course is designed to build on the previous computer science and cyber security classes. The course will focus on applications of cyber security programs and process via case studies and research projects.

This course is a supervised experience in which the student works with industry professionals to gain experience with managing information systems. The course may be taken for 1 to 4 units based on the number of engagement hours in the practicum.

This course is a study of a selected problem or topic in Information Technology under the direction of a faculty advisor. The faculty advisor and student propose the research topic and course deliverables.

This seminar course supports the Clinical Practice I experience through classroom inquiry and reflection on the general education curriculum and California standards, including the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates explore school and community demographics and consider methods for teaching diverse populations. All candidates who are preparing for their first preliminary credential must enroll in EDT 40CP1 during their first clinical practice placement and EDT 40CP2 during the second placement.

This seminar course supports the Clinical Practice II experience through additional classroom inquiry and reflection on appropriate instructional strategies for learners with disabilities, the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching diverse populations.

This methodology course provides intensive instruction grounded in sound research to enable candidates to deliver a comprehensive program of systematic, explicit, and meaningfully-applied instruction in reading, writing, listening, and speaking. Opportunities for candidates to learn, understand, and effectively use materials, methods, and strategies to include culturally diverse literature for all learners are provided. Instruction is aligned to the state adopted framework. This course includes intentional practice of classroom management, active, and equitable participation for culturally, ethnically, linguistically, and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through fieldwork experience. Technology for teaching and learning is integrated in the course. This course requires 20 hours of observation in the field.

This course offers candidates the opportunity to develop knowledge, skills and dispositions related to contemporary issues and challenges in California's teaching/learning systems. Special attention will be given to those issues that impede or aid positive school, classroom and community cultures and students' general academic and social success. Utilizing an interdisciplinary focus grounded in Educational Learning/Teaching Theory and pedagogy, candidates explore personal and professional planning practices of self-assessment, missional or life purpose development. Must be taken four times.

This methodology course explores current pedagogy and its research underpinnings with the goal of implementing specific strategies, techniques, and practice of the methods presented. Candidates will demonstrate mastery of specific competencies, including literacy and language development in detailed lesson plans to make content accessible to all learners through developmentally appropriate pedagogy, effective questioning techniques, and use of appropriate resources. Candidates' demonstration lessons provide opportunity for reflection on attempted practices. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through fieldwork experience. Technology for teaching and learning is integrated in the course. This course requires 20 hours of observation in the field.

This methodology course emphasizes a cross-curricular approach to content-based instruction through critical thinking skills, basic analysis skills, study skills and specific teaching strategies and methodology for active forms of learning. The process of interrelation of ideas and information within and across science, social studies, health and physical education utilizing the academic content standards is emphasized. Included in this course is the integration of reading, writing, listening, and speaking across content areas. Instruction is aligned to the California State Standards (K-8) and the language needs of all learners. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied. Technology for teaching and learning is integrated in the course.

This methodology course is designed to prepare prospective secondary-level (Grades 7- 12) candidates for successful teaching of language arts. Candidates become familiar with a variety of specific methods to use in teaching literature, composition, and language. The topics explored include the following: trends in English curriculum development, the six-trait writing process, assessment, classroom application of various forms of technology, and professional organizations. Instruction is aligned to the state adopted English Language Arts California State Standards (7-12) and the California English Language Development Standards. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. (Equivalent to Literature 5035 Methods of Teaching English.)

This methodology course is designed to prepare prospective secondary-level (Grades 7- 12) candidates for successful teaching of mathematics content. Topics include: strategies and models for developing mathematical concepts, building skills for understanding and communicating mathematical ideas effectively, and techniques for teaching critical thinking and problem solving. Attention is also given to the following: methods of presentation, awareness of national mathematics organizations, the writing of unit/daily lesson plans, microteaching of a math lesson, selection of materials, inclusionary practices, classroom application of various forms of technology, and techniques for assessment. Instruction is aligned to the state-adopted Mathematics Standards (7-12) and the California English Language Development Standards. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. (Equivalent to Mathematics 4063 Secondary School Mathematics)

This methodology course is designed to prepare prospective secondary-level (Grades 7- 12) candidates for successful teaching of life and physical sciences. Topics include the following: pedagogical content knowledge, curriculum selection and design, safe laboratory management and operation, integration of language arts and mathematics in the science curriculum, methods and modalities of science teaching, assessment, classroom application of various forms of technology, and professional organizations. Micro-teaching, classroom observation and group and self-evaluation are included. Instruction is aligned to the state-adopted Science Standards (7-12) and the California English Language Development Standards. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically, and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched.

This methodology course is designed to prepare prospective secondary-level (Grades 7- 12) candidates for successful teaching of both the social and behavioral sciences. Topics include the following: instructional planning, evaluation and questioning techniques, research methods, and professional organizations. Instruction is aligned to the state-adopted Social Science Standards (7-12) and the California English Language Development Standards. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched.

This methods course is based on the organizing principles of the California State Framework, the National Standards for the Learning of Foreign Languages in the 21st Century, the American Council on the Teaching of Foreign Guidelines, and current research in methodology in foreign language instruction. Topics include the following: instructional planning, selection and classroom application of various forms of technology, evaluation and questioning techniques, research methods, and professional organizations. Each candidate will develop a unit of instruction suitable for a secondary level classroom. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched.

This methods course introduces the study to the theory and practice of teaching visual arts in secondary schools. Content is designed to address content areas of the California Visual Arts Standards in middle and high schools. Topics include the following: instructional planning and classroom management, selection and classroom application of various forms of technology, evaluation and questioning techniques, state and national content standards and assessments, research methods, professional organizations (National Association of Art Educators), and the inclusive classroom. Each candidate develops a unit of instruction suitable for a secondary level classroom. Each candidate is required to prepare a final portfolio of the work in the course. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. (Equivalent to ART 4055)

This methods course introduces the philosophical bases, instructional techniques and procedures, and the various elements involved in teaching physical education at the secondary level. Topics include the following: classroom teaching methods, practical application, and the California State Framework in Physical Education. Each candidate is required to prepare a final portfolio of the work in the course. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched.

This methodology course introduces candidates to a variety of assessments, instructional, and management strategies as related to secondary content subject matter. Candidates explore the delivery of instruction in the content areas in which they seek their credential with extensive research, practice, and reflection. Topics include the following: lesson planning and formative assessment. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. (Equivalent to Music Education 4054 Secondary School Music Methods (3))

This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university-assigned elementary classroom with a Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in the elementary classroom. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology, and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates' preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 1 required for credential completion.

This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university-assigned secondary classroom with a Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in the secondary classroom. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communications. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates' preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 1 required for credential completion.

This methodology course focuses on issues of managing the learning environment to promote success in inclusive settings for learners with moderate to severe disabilities. Techniques in training support personnel to actively use appropriate monitoring systems for support in classroom settings and natural environments are studied. Strategies related to positive behavior supports across all learning environments are emphasized.

This methodology course examines curriculum and instruction appropriate for individualized services including supplementary aids, services, and technology. Curricular issues addressed include modification of the curriculum within inclusive settings and natural environments, selecting appropriate curricula materials, developing and modifying appropriate curricula, and developing individual instructional plans based on formative assessment. This course requires 20 hours of observation in the field.

This course is the second Clinical Practice teaching experience. Student Teachers are assigned to a different content area and/or grade level in a secondary classroom than in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in this new secondary classroom setting. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates' preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 2 required for credential completion.

This course is the second Clinical Practice teaching experience. Student Teachers are assigned to a different content area and/or grade level in an elementary classroom than in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in this new elementary classroom setting. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates' preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 2 required for credential completion.

Candidates will explore historical interactions and contemporary legal, medical, pedagogical, and philosophical models of social responsibility, treatment and education for individuals with disabilities. The course focuses on ensuring candidates effectively provide safe educational environments and practices for all students and families based on individualized and unique needs. These needs will be reviewed as a means to ensure students' overall access to educational environments through collaborative practices highlighting specific student abilities and challenges in areas of communication, learning, social, physical movement, mobility, sensory, emotional supports, and adaptive needs.

Candidates will monitor student progress from eligibility, to placement in LRE using collaboration and appropriate special education supports to help students gain access towards academic content and learning goals. They will explore current knowledge and best practice of content standards through IEP development by applying knowledge of the purposes, characteristics and appropriate uses of different types of assessments including students whose cultural, ethnic, gender, or linguistic differences may be misunderstood or misidentified as manifestations of their disability. Candidates will administer and utilize assessment data to disseminate assessment data at IEPs, and develop appropriate learning goals. Candidates will make use of assessment data to: 1) identify effective intervention and support techniques, 2) develop needed augmentative and alternative systems, 3) implement instruction of communication and social skills, 4) create and facilitate opportunities for interaction; 5) develop communication methods to demonstrate student academic knowledge; and 6) address the unique learning, sensory and access needs of students with physical/orthopedic disabilities, other health impairments, and multiple disabilities.

Candidates will apply knowledge of students, including their experiences, interests, and social-emotional learning needs to develop supports and strategies for positive psychosocial development and self-determined behavior of students with disabilities. They will demonstrate the ability to develop transition plans with students, their families, appropriate school and community service personnel including goals for independent living, post-secondary education, and/or careers, with appropriate connections between the school curriculum and life beyond high school. Candidates will use person-centered/family centered planning processes, and strengths-based, and functional/ecological assessments to develop effective evidence-based instructional supports, support students in assuming increasing responsibility for learning and self-advocacy.

In this methodology course candidates will understand the historical and legal aspect of developing, implementing and analyzing assessments for special education supports, how to manage caseloads of diverse special education populations and how to resolve conflicts with all stakeholders. Candidates will monitor student progress from eligibility, to placement in LRE using collaboration and appropriate supports to gain access towards learning goals. They will explore current knowledge and best practice of content standards through IEP development by applying knowledge of the purposes, characteristics and appropriate uses of different types of assessments including students whose cultural, ethnic, gender, or linguistic differences may be misunderstood or misidentified as manifestations of their disability. Candidates will demonstrate knowledge of special education law, including the administration and documentation of assessments and how to hold IEP meetings according to the guidelines established by law.

This course utilizes evidence-based strategies for promoting social and emotional development and preventing and addressing challenging behaviors. Candidates will demonstrate knowledge of the communicative intent of behavior, implement strategies that support social emotional learning, demonstrate the ability to identify if a student's behavior is a manifestation of his or her disability and, if so, to develop positive behavior intervention plans inclusive of the types of interventions and multi-tiered systems of supports that may be needed to address these behavior issues, implement systems to assess, plan, and provide academic and social skills instruction to support positive behavior in all students, including students who present complex social communication, behavioral and emotional needs, and elicit their ability to provide positive behavioral support, taking advantage of informal and formal opportunities to engage in instruction. Participants will create supportive partnerships with parents, families, teachers and employers to provide instructional, behavioral, social, communication, sensory, and pragmatically appropriate supports to students with mild support to extensive support needs.

Candidates will learn methods and strategies that promote diversity and foster inclusion in the classroom and within the school culture. Through collaborative learning experiences and the use of evidence-based inclusive high leverage practices (HLPs), candidates will develop knowledge and skills to better meet the diverse academic and social-emotional needs of students with mild to moderate and extensive support needs. Emphasis will be on the three key areas of support for successful inclusion: curricular adaptations, peer supports, and instructional and assistive technology. Field-based experiences are threaded throughout the course where candidates will engage in translating research and theory into practice.

This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university-assigned classroom setting with a Cooperating Teacher and focus on the general education curriculum and California standards. The candidate is placed in an inclusive classroom that serves general education students as well as students with disabilities. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver the general education curriculum and California standards. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates' preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 1 required for credential completion.

This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university-assigned classroom setting with a Cooperating Teacher and focus on the general education curriculum and California standards. The candidate is placed in an inclusive classroom that serves general education students as well as students with disabilities. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver the general education curriculum and California standards. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to the candidates' preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 1 required for credential completion.

This Clinical Practice experience provides the Mild/Moderate Education Specialist candidate an opportunity to focus on instructional strategies appropriate for learners with disabilities. Student teachers are assigned to a different content area, grade level, or special education service area other than that in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies appropriate for learners with disabilities under the leadership of the Cooperating Teacher to learn to manage and deliver instruction. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology, and parent communication. Throughout the Clinical Practice experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates' preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 2 required for credential completion.

This Clinical Practice experience provides the Moderate/Severe Education Specialist candidate an opportunity to focus on instructional strategies appropriate for learners with disabilities. Student teachers are assigned to a different content area, grade level, or special education service area other than that in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies appropriate for learners with disabilities under the leadership of the Cooperating Teacher to learn to manage and deliver instruction. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology, and parent communication. Throughout the Clinical Practice experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates' preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 2 required for credential completion.

An introduction to algebra, including a study of the real number system, solutions of linear and quadratic equations, polynomials, factoring, systems of equations, graphing, inequalities, and radicals. The class also examines basic financial mathematics.

This course examines the role of the professional nurse and utilizes self-reflection to internalize the value of being faithful to those placed in trust. This course explores Christian nursing history, scholarly writing, research, theory, and the legal/ethical foundations for practice in the professional role. This course explores the role of the nurse within the context of Christian service and caring and will analyze major nursing concepts including therapeutic communication and health informatics. Current trends in nursing management and servant leadership for communication, decision making and management of groups are also investigated.

This practicum will provide the opportunity for the student to apply the role of professional nurse in a variety of contexts.

This online course will focus on the analysis and critique of the science of nursing.

This course is a continuation of NRS 3060A focusing on foundational concepts and inquiry techniques in nursing research. Quantitative and qualitative methods are examined through individual and small group work in basic research utilization to identify best practices in health care.

This course introduces the role of the nurse within the context of Christian service and caring. Students will explore the environmental, multi-cultural, and global issues related to nursing in the community as a vocational calling. The focus is on the health of populations with emphasis on epidemiology, health promotion, health protection, disease prevention, health policy, health care delivery systems, and cultural competency.

This practicum will provide the opportunity for the student to analyze community/public health issues in a variety of contexts. An emphasis on critical synthesis from nursing and the social sciences as it relates to population health will focus on healthcare conditions associated with patients, families and communities.

This course explores nursing theory as it relates to trends and issues in healthcare management including analysis and synthesis of the professional nurse role. Reflective practice will focus in leadership theories and styles within multiple healthcare environments. Content includes nursing theory as it relates to leadership/management principles, career development, communication, leading change, problem solving, decision making, coordinating client care, conflict management, interdisciplinary team approaches, cultural diversity, managing personal and organizational resources, legal, ethical and political influences on the professional nurse role.

This practicum will provide the opportunity for the student to apply leadership principles in a variety of contexts.

This culminating course will provide the learner with the opportunity to apply evidence-based principles to the work place. A project will demonstrate successful completion of learning outcomes for the university and School of Nursing. This course will apply the process of Evidence-Based Practice (EBP) and theoretical foundations. The EBP content will center on the development of clinical practice questions and review of the literature. Students will gain knowledge and develop skills to determine the quality of research evidence. Research evidence will also be explored for the proposed application to improve clinical practice.

An introduction to and comparative examination of the components of the justice process dealing with delinquent and criminal behavior. Examines criminally deviant behavior in a complex society.

The study of crime and criminal behavior, the role of law, efforts at prevention and control.

A series of four one-unit skills course segments designed to develop essential skills and competencies required for daily performance of duties in various criminal justice careers. Incorporates basic concepts for collecting and documenting evidence and procedures. A series of competency based-courses for report writing, interviewing, and communication skills. SCJ3050A focus is writing. SCJ3050B focus is evidentiary and motivational interviewing. SCJ3050C focus is internal communication. SCJ3050D focus is communication and interaction with media, courts, and community.

Introduces major concepts of social research, provides skills to understand research results; awareness of influence of social and legal parameters of ethical research; opportunity to do analysis and apply research in the criminal justice arenas, identify research strategies to promote social/economic justice. Helps prepare students for capstone course.

Foundations for understanding the historical development, philosophy of law and constitutional provisions, social forces and application to the administration of justice; study of events and trends relating to law. Explore underlying theoretical issues and examine crimes against persons, habitation, property and public order, and morals.

Examination of the federal constitutional provisions which impact the criminal justice system with an emphasis on the amendments in the Bill of Rights and law enforcement; the rights to due process and the assistance of counsel; penalties and constraints on the correctional system and the influences of a broader society.

This course will provide a critical introduction to the fundamental principles and practices of restorative justice. The course explores the needs and roles of key "stakeholders' (victims, offenders, communities, justice systems), outlines the basic principles and values of restorative justice, and introduces some of the primary models of practice. It also addresses challenges to restorative justice - the dangers, the pitfalls - as well as possible strategies to help prevent restorative justice and victimology from theoretical, demographic, legal, and faith perspectives. The course builds an understanding of the relationships between restorative justice and victims, offenders, the criminal justice system. The emotional effects of crime and reconciliation will also be examined.

The field experience provides students the opportunity to increase their professional competence through direct, supervised practice experiences in the community setting. As part of the capstone experience, it is a time of integration, of learning about the commonality of practice in spite of the diversity of settings. SCJ4072 is to be completed concurrently with SCJ 4076 Seminar as a capstone experience of application and professional integration.

As part of a capstone experience, this course draws on material learned in other courses, provides opportunity t0 integrate academic learning with personal and professional internship experiences. To be completed concurrently with 2-unit SCJ 4072 Internship.

This course is designed to help students improve and polish their professional writing skills within their chosen profession. Specially, students will learn to write professional reports, and compose professional routine and persuasive letters. Throughout this course, students will learn how to leverage their strengths and skills on paper, in person, and online.