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EDUCATION
34 Education EDUCATION
For more information call (310) 825-4191.
Early Childhood Educators
For information about the Early Childhood Education Certificates, email eceonline@uclaextension.edu, visit uclaextension.edu/ education/certificates, or call (310) 825-4191.
EDUC X 21
Child Development/Desarrollo Infantil
4.5 units This is an introductory course in child growth and development span‑ ning conception through middle childhood. The course covers theories of human development; the scientific study of development; genetic and environmental contributions and interactions on child develop‑ ment; and developmental time frames from conception and prenatal development through infancy, toddlerhood, early childhood, and middle childhood. Students learn about milestones and the cultural contexts of development across domains: physical, cognitive, lan‑ guage, social, and emotional development. Students are required to observe an infant 0‑36 months old and a child 3‑6 years old. This is the recommended first course in the ECE series. This is a lower‑divi‑ sion (entry level) college class. This is also an intensive class. We are completing a full course in only 8 weeks. Expect to spend around 12 hours per week completing everything in each week’s module. There is a significant amount of reading required. Professional‑level English language proficiency in the following areas is required: reading comprehension, vocabulary, note‑taking, and written expression.
Reg# 386838 Fee: $527
No refund after 25 June. mOnline June 21‑Aug. 14 c Materials will be provided in Canvas course shell. Kathy Fuller, PhD, educational consultant; recipient, UCLA Extension Distinguished Instructor Award, 2012.
Reg# 386840 Fee: $527
No refund after 22 July. mOnline July 18‑Sept. 11 c Jackie Kelley, MA, early childhood educator; adjunct professor, Santa Monica College.
EDUC X 22
The Young Child in the Family and Community/ El Niño Pequeño en la Familia y Comunidad
4.5 units This online early childhood development course focuses on the social and cultural dynamics between the young child, the family, and the community. Students develop communication skills between young children, peer groups, parents, and teachers. They investigate com‑ munity resources and social services, including health care, welfare, and counseling. Students also explore culture, diversity, and equity within the classroom and the larger community. Students examine their own and others’ understanding of social and cultural belonging. Instruction includes exploration of tools, classroom strategies, com‑ munity resources, and advocacy for supporting family engagement and creating productive partnerships with children and families. Note that this is an intensive course, in which the work of a full academic quarter is offered in only 8 weeks. You may be required to interview people, observe children, or go into the community for this course, so plan ahead.
Reg# 386848 Fee: $527
No refund after 25 June. mOnline June 21‑Aug. 14 c & Victor Soto, MA, human development; adjunct professor for Pacific Oaks College.
Reg# 386846 Fee: $527
No refund after 22 July. mOnline July 18‑Sept. 11 This course requires purchase of a digital text for $73.50 which will be available for purchase when the Canvas course shell is made available to students two days before the course start date. Instructions and a link to purchase will be available on the course website. International Students should verify their web access to Cengage Publishers before purchasing. c & Tamara Jackson, PhD, director of Special Education, La Canada Unified School District; recipient, UCLA Extension Distinguished Instructor Award, 2008.
EDUC X 23
Foundations of Early Care and Education: An Introduction to Teaching Young Children/ Introducción a la Enseñanza de Niños Pequeños
4.5 units Learn about early care, education approaches, and how to identify quality care. This online course on teaching young children introduces the approaches, history, and development of early childhood education programs. The course offers an overview of developmentally appropri‑ ate learning environments, curriculum, and how to define play‑based learning and outcomes. Students explore how different program approaches meet the needs of the young child. Students learn obser‑ vation, assessment, and strategies for guiding children’s behavior. Field observations are required. This is a lower‑division (entry level) college class. This is an intensive course, in which the work of a full academic quarter is offered in only 8 weeks. Expect to spend around 12 hours per week to complete everything in each week’s module. Before you take this course, we recommend you take Child Development, unless you have classroom experience with children already.
Reg# 386849 Fee: $527
No refund after 25 June. mOnline June 21‑Aug. 14 c & Jackie Kelley, MA, early childhood educator; adjunct professor, Santa Monica College.
Reg# 387397 Fee: $527
No refund after 25 June. mOnline June 21‑Aug. 14 c & Lillian Pimentel-Stratton, EdD, Walden University; faculty, Bakersfield College, early childhood education.
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Reg# 386850 Fee: $527
No refund after 22 July. mOnline July 18‑Sept. 11 c & Debra Pourroy, MA, adjunct professor, Los Angeles Valley College and Santa Monica College; site supervisor, Circle of Children School; recipi‑ ent, UCLA Extension Distinguished Instructor Award, 2010.
EDUC X 24
Introduction to Curriculum and Learning Environments/Introducción al Currículo y Ambientes de Aprendizaje
4.5 units This online course covers developmentally appropriate curriculum methods for early childhood. Students learn to design, equip, plan, and implement engaging learning environments for supporting develop‑ mental goals and knowledge. Learn to create optimal curricula and learning experiences based on theory, observation, and assessment within a context of relationships and play. Develop strategies for cul‑ turally‑relevant curricula. Embed activities designed to establish children’s positive attitudes and behaviors for learning, pro‑social behavior, a strong sense of self, competence, and emotion regulation. Understand how the curriculum and learning environment can guide cognitive, social, and emotional development and mitigate challenging behaviors. Students are required to observe young children. This is a lower‑division (entry level) college class. This is also an intensive class. We are completing a full course in only 8 weeks. Expect to spend around 12 hours per week to complete everything in each week’s module. Before you take this course, we recommend you take the Child Development course and the course on Foundations of Early Care and Education, unless you have significant classroom experience with children already.
Reg# 386854 Fee: $527
No refund after 25 June. mOnline June 21‑Aug. 14 c & Nicki Backlar, MA, Pacific Oaks College, Human Development; instruc‑ tor, Santa Monica College; LASC; CD WFI; LAUP.
Reg# 387308 Fee: $527
No refund after 25 June. mOnline June 21‑Aug. 14 This section in Spanish. c & Lillian Pimentel-Stratton, EdD, Walden University; faculty, Bakersfield College, early childhood education.
Reg# 386855 Fee: $527
No refund after 22 July. mOnline July 18‑Sept. 11 c Kathy Fuller, PhD, educational consultant; recipient, UCLA Extension Distinguished Instructor Award, 2012.
EDUC X 25
Play and the Developing Brain in Early Childhood Education
4.5 units This online course provides a contemporary, research‑based perspec‑ tive on learning and inquiry through play in early childhood settings and explains how play supports optimal brain development. Students learn about historical and contemporary perspectives of the critical role of play in early learning and development. Students explore play as an optimal medium for social and cognitive learning, executive function skills, and brain development in the context of current devel‑ opmental theory. Emphasis is placed on practical strategies for creat‑ ing play‑based learning environments, hands‑on experiences, and multi‑cultural inclusiveness. Students observe, document, and explore ways to integrate play throughout the curriculum. Observations of young children are required.
Reg# 386902 Fee: $527
No refund after 25 June. mOnline June 21‑Aug. 14 c & Kate Riedell, PhD, teaching and literacy graduate research consultant, Boston University, Developmental Studies; ABD, UCLA.
EDUC X 312.11
Building Self-Esteem in Young Children
3.0 units Designed to help teachers understand how a child’s interpersonal growth in the context of his/her interpersonal relationships develops a sense of self and self‑esteem. Learn strategies to create a classroom environment that supports the development of a positive self‑image in children. Applies toward Title 22 Regulations and Title 5 Child Development Permits and is an elective course for both the Early Childhood Lead Teacher Certificate and/or Early Childhood Administra‑ tion Certificates.
Reg# 386904 Fee: $373
No refund after 25 June. mOnline June 21‑July 31 c & Teri Sulc, MA, educational administration, CSU Northridge; counselor/ adult education, parent educator, music school administrator at Gerard’s Guitars in Tarzana.
EDUC X 321.19
Home and School Cooperation for Administration of Early Childhood Centers
3.0 units Learn ways to create an optimal learning environment, where children, parents, and teachers function as a team in the educational process. Applies toward Title 22 Regulations for Supervisor, Administrator, and Director; Title 5 Child Development Permits for Master Teacher, Site Supervisor, and Program Director. This is a core required course for the Early Childhood Education Administration Certificate Program.
Reg# 386905 Fee: $424
No refund after 25 June. mOnline June 21‑July 31 c & Tamara Jackson, PhD, director of Special Education, La Canada Unified School District; recipient, UCLA Extension Distinguished Instructor Award, 2008.
EDUC X 321.2
3.0 units This course offers an overview of administering a child care center. An introduction to the logistical and philosophical details of planning, implementation, and appropriate care and education is presented. Instruction covers national professional guidelines for how an effective administrator implements a plan, creates a safe and developmentally appropriate learning environment, and evaluates the quality and improvement of a center. You learn about record‑keeping, reporting, and staff policies. Licensing, permits, and regulations are covered for the state of California. The course applies toward California Title 22 and Title 5 regulation compliance and child development permits.
Reg# 386907 Fee: $424
No refund after 25 June. mOnline June 21‑July 31 c & Patricia Yeldell, PhD in organizational management, MS in educational leadership from Pepperdine University. Instructional director of Early Childhood Education at the Los Angeles Unified School District. kkk
Reg# 386908 Fee: $424
No refund after 5 Aug. mOnline Aug. 1‑Sept. 11 This course requires purchase of a digital text for $73.50. Instructions and a link to purchase will be available on the course website. International Students should verify their web access to Cengage Publishers before purchasing. c & Anita Varisco, MA in ECE, CSULB; ECE director, Growing Place, Santa Monica.
EDUC X 321.21
3.0 units This course offers an overview of the leadership, supervision, and professional development of staff and how to guide the center and the staff toward a high‑quality, developmentally appropriate philosophy and implementation of a program. Instruction covers how to lead people and serve as a curriculum leader; alignment of environment and practices with center mission and value statements; community building; hiring and retention; staff support, guidance, and profes‑ sional development; and supporting quality curriculum through leadership and reflective evaluation. Students learn to develop rela‑ tionships with families that are culturally sensitive and reciprocal and to communicate with and engage families in the center. Emphasis is given to observation and analysis skills, leadership and mentoring skills, and measuring leadership and management for optimal func‑ tioning of the center and staff. The course applies toward California Title 22 and Title 5 regulation compliance and child development permits.
Reg# 386912 Fee: $424
No refund after 5 Aug. mOnline Aug. 1‑Sept. 11 c & Tamar D. Andrews, EdD, college instructor; director, ECE Temple Isaiah LA.
EDUC X 321.23
Adult Supervision in Early Childhood Programs
3.0 units Instruction examines staff organization for effective communication and interpersonal relationships and covers criteria for selecting and evaluating personnel; the administrative role in promoting professional growth, teaching effectiveness, and sensitivity to individual needs; and staff involvement in planning and evaluating programs. Applies toward Title 22 regulations; Title 5 Child Development Permits for Adult Supervision Requirements for Master Teacher, Site Supervisor, and Program Director of Child Care Centers and is a core required course for the Early Childhood Education Administration Certificate.
Reg# 386914 Fee: $424
No refund after 25 June. mOnline June 21‑July 31 c & Terri Emberling, MA in counseling and clinical psychology; founder/ director, Relationship Roots.
EDUC X 321.26
4.5 units This course offers an introduction and practice on observation, docu‑ mentation, assessment, and the skills necessary to apply assessment findings to create an appropriate curriculum for young children. In this course, students develop systematic and purposeful observation and interpretation of documentation for the creation of emergent curricu‑ lum and assessment of young children aged 0‑5 years. Students learn the California guidelines for Early Childhood Education and Transitional Kindergarten. California ECE competencies and tools introduced in the course include the CA Preschool Curriculum Frameworks, California Preschool Learning Foundations, and Desired Results Developmental Profile (DRDP).
Reg# 386952 Fee: $527
No refund after 25 June. mOnline June 21‑Aug. 14 c & Kristin Sherman, MA in human development and social change; director, ECE program, New School West, Santa Monica, CA ECE Mentor Program. 3.0 units Learn the causes of disruptive behavior, examine the forces that oper‑ ate on the behavior of the young child in school, and identify problems that need teacher intervention. Covers strategies for eliminating dis‑ ruptive behavior and helping young children achieve self‑discipline. Applies toward Title 22 Regulations and Title 5 Child Development Permits; elective course for both the Early Childhood Lead Teacher Certificate and/or Early Childhood Administration Certificates.
Reg# 386955 Fee: $373
No refund after 25 June. mOnline June 21‑July 31 c Debra Pourroy, MA, adjunct professor, Los Angeles Valley College and Santa Monica College; site supervisor, Circle of Children School; recipi‑ ent, UCLA Extension Distinguished Instructor Award, 2010.
EDUC X 321.71
Infant and Toddler Development and Care
4.5 units In this course, students learn about the development of infants and toddlers and associated principles of inclusive and respectful caregiv‑ ing. This course focuses on factors affecting the physical, cognitive, and psychosocial development of the young child in the first three years. The course covers developmental milestones, characteristics, and growth patterns of children from conception through 36 months. Essential policies; principles; and practices that lead to quality care, developmentally appropriate curriculum, and environments for chil‑ dren are examined. Topics include current brain research, infant health and well‑being, recognition of atypical development, observation techniques, assessment strategies, and ways to communicate with parents and implement home visits. Students apply current theory and research to the care and education of infants and toddlers in group settings as they study infant/toddler development. Students are required to observe young children. Letter grade of C or better required for California permits.
Reg# 386956 Fee: $527
No refund after 25 June. mOnline June 21‑Aug. 14 c & Todd Hioki, MA, Pacific Oaks, Human Development with specialization in Social Action; instructor, Pacific Oaks College, Santa Monica College; master teacher, Pacific Oaks Children’s School.
EDUC 845.5
Study Skills
1.0 CEUs Knowing how to facilitate efficient and effective learning has perhaps never been more important than it is in today’s complex and rapidly changing world. However, the last several decades of research have demonstrated that the route to achieve such lasting learning is surpris‑ ingly unintuitive and often requires that we engage in activities that violate standard practices in education. Designed for teachers at any level and of any subject area, this workshop is intended to help educa‑ tors understand and leverage the science of learning in their class‑ rooms to improve student achievement. Through a mix of presentations and interactive activities, the following topics will be covered: (1) the basics of human learning and memory; (2) mindsets and attitudes that motivate, and result from, student learning; (3) popular myths about learning that are stifling educational progress; (4) the science behind several important, yet relatively unknown, fundamental learn‑ ing principles; and (5) how to apply powerful, evidence‑based learning strategies in the classroom to foster efficient, effective long‑term retention and transfer of knowledge. This workshop will help teachers understand how the science of learning can be harnessed to boost student success in the classroom and beyond.
Reg# 387465 Fee: $0
No refund after 25 June. A Remote 3 mtgs Tuesday, 6:30‑ UCLA X Open 8pm, June 21‑July 5 c Attendance required. Assignments required. Saskia Giebl, MSc
EDUC X 440.2
ECE Educator Liability Fundamentals: How to Protect Children and Safeguard Your Career
The focus of the course is to provide practitioners—care providers and administrators ‑ with an understanding of their own, legal responsibili‑ ties around child safety, ways to reduce risk in the ECE setting, and what to do when a child is injured, abused, or neglected. The course introduces early childhood program providers and administrators to legal terminology, issues, conflict resolution and NAEYC best practices, with an emphasis on compliance with state and federal regulations. Topics include negligent supervision lawsuits; reporting and report writing; liability for intentional conduct; school safety best practices; team collaboration techniques to protect children and staff; deposition preparation fundamentals; and computer applications for administration.
Reg #:387811
No refund after 25 June. mOnline June 21‑July 31 c & Michelle McGinnis
College Counseling Certification
For information about the College Counseling Certificate, email onlineccc@uclaextension.edu, visit uclaextension.edu/ education/certificates, or call (310) 825-4191.
EDUC X 414.83
Introduction to Counseling for College Admission
4.5 units Introduction to Counseling for College Admission explores the college admission process from both the student and counselor perspectives, with emphasis on student research, application, selection, and coun‑ selor information dissemination and responsibility. This course pro‑ vides in‑depth information on application calendar options, college and university options, and admission criteria. The course offers education information with an emphasis on the counselor’s skill development in assisting students with college application and selec‑ tion, while providing current theory and issues combined with strate‑ gic practice.
Reg# 387070 Fee: $795
No refund after 24 June. mOnline June 20‑Aug. 28 c & Claudia Salinas, MA. Throughout her college counseling career what Ms. Salinas has valued the most have been the relationships with the students she has counseled. She is the first in her family to attend college. It is her belief that the path to college is an opportunity to reflect on and consider the many possibilities of career choices, appropriate majors, and selection of the school which would be the best choice to empower students to recognize and own their options. Deren Finks
Reg# 387072 Fee: $795
No refund after 24 June. mOnline June 20‑Aug. 28 c & Pam Walker, MA. In her professional career of more than 29 years in higher education, she worked at both private and state colleges within the Massachusetts area
Reg# 387222 Fee: $795
No refund after 24 June. mOnline June 20‑Aug. 28 c & Karen Grace-Baker, MBA, formerly was lead college counselor at a private Los Angeles‑based high school. Presently working as an independent college counselor Recipient of Outstanding Instructor award.
EDUC X 414.90
Testing/Career Assessment
4.5 units College‑bound students encounter a series of standardized examina‑ tions as they progress toward college admission. The PSAT/NMSQT, SAT, ACT, and Advanced Placement tests are the most common. Topics include what each exam tests for, validity of test results, issues of bias, and the effect of coaching. In the realm of career planning, numerous career inventories can help students—both college‑bound and other‑ wise—identify their career interests and propensities; some of the more widely used career instruments are highlighted.
Reg# 387077 Fee: $795
No refund after 24 June. mOnline June 20‑Aug. 28 c Margarita Landeros, EdD, who currently serves as a counselor sup‑ port specialist for Green Dot Public Schools California (GDPSC) where she uses her experience as a former high school counselor and school leader to support and coach school counselors across GDPSC, includ‑ ing leading professional development, refining and initiating school counseling policies and systems, and overall consulting with coun‑ selors to maximize their student impact. Prior to GDPSC, Ms. Landeros served as a counselor at a Los Angeles‑based high school where she built a robust college counseling program for students and families.
Reg# 387078 Fee: $795
No refund after 24 June. mOnline June 20‑Aug. 28 c David An, MEd. In his experience as a college counselor, he has worked with an 800 student case load of juniors and seniors at a public high school located in northern California. He has conducted class workshops, made presentations, and hosted family evenings information sessions. He founded the First Gen Essay Coach Program and has run a grant‑funded program “Saturday Success Days.”
Reg# 387224 Fee: $795
No refund after 24 June. mOnline June 20‑Aug. 28 c Sally Lozada, PhD, who serves as the Director of Counseling and Guidance at a private Midwest high school with the responsibilities of implementing pathways of success for students in grades 9‑12. This entails course selection in preparation for post‑secondary options, liaison with college, university, selective services, employers and apprenticeships for student matriculation, manage and implement master course and faculty schedule, all aspects of state and national testing, scholarship acquisition, as well as institutional accreditation.
EDUC X 414.89
Financial Aid Fundamentals
4.5 units Financial aid is complex and information intensive, and college coun‑ selors must understand this important component of the college admissions process. Topics include history of financial aid; types and sources of financial aid; how to apply for federal, state, and institu‑ tional aid; eligibility; how aid is determined; and scholarship search services. Recommended: Students who are enrolled in the College Counseling Certificate program may take the College Counseling for International Students course in place of the required Financial Aid Fundamentals course. When choosing this option, they would be required to take another elective course. Please notify us at onlineccc@uclaextension. edu if you wish to choose this option.
Reg# 387074 Fee: $795
No refund after 24 June. mOnline June 20‑Sept. 4 c Pam Walker, MA. In her professional career of more than 29 years in higher education, she worked at both private and state colleges within the Massachusetts area Bill Smith
Reg# 387076 Fee: $795
No refund after 24 June. mOnline June 20‑Sept. 4 c Angela Harris, MA, program advisor and financial aid technician at a Los Angeles‑area high school. She has served as a college counselor at two other Los Angeles‑area high schools.
Reg# 387095 Fee: $795
No refund after 24 June. mOnline June 20‑Aug. 28 c Linda Dagradi, EdD, educator with more than 35 years of experience in leadership positions in financial aid administration, school counsel‑ ing, and enrollment management 4.5 units This course in the College Counseling Certificate focuses on individual groups of students with unique perspectives in the admissions pro‑ cess, such as students with learning differences, athletes, actors, and underserved students who are members of the LGBT community, first‑generation students, transfer students, etc. The specificity and changeability of the course content allows the program to keep information current and provide certificate students with recent views or changing critical elements in the counseling profession.
Reg# 387087 Fee: $795
No refund after 24 June. mOnline June 20‑Aug. 28 c Cyndy McDonald, MA, who has more than 20 years of experience as a school counselor and educational consultant. She founded Higher Education Consultants Association (HECA) and a nonprofit program, After Military Planning (AMP). She is president of an online college counseling system and operates a college counseling practice.
Reg# 387088 Fee: $795
No refund after 25 Apr. to 24 June. mOnline June 20‑Aug. 28 c Joan Canzone, MS, associate director of college counseling at a Los Angeles‑based private high school
EDUC X 414.85
Practicum in College Counseling
6.0 units Apply theory and methodology in a genuine counseling situation under professional supervision. Students complete 65 hours of super‑ vised fieldwork in a local counseling venue and earn 50 hours of academic credit. Fieldwork must consist of individual counseling or meeting with students in group settings. For those who may have difficulty making arrangements to complete 65 hours of student counseling, they may complete 35 hours of counseling, as well as a pre‑approved research project which is submitted to the instructor at the completion of the class. Students also participate in the online portion of the course in which practicum experiences are shared with colleagues and reviewed by the instructor. Prerequisite(s): Completion of the six required courses and formal enrollment in the certificate. Students may not enroll until their Practi‑ cum proposal has been approved and they have received permission from the College Counseling Certificate advisor.
Reg# 387091 Fee: $550
No refund after 24 June. mOnline June 20‑Aug. 28 c & Julia Varriale, MA, college counseling consultant. Recipient of the UCLA Extension Distinguished instructor Award
Reg# 387092 Fee: $550
No refund after 24 June. mOnline June 20‑Aug. 28 c Alexandra Furgiuele, MA, PPS. Ms. Furgiuele has been working as a college counselor/consultant since 2009. She has worked in a public high school in the San Francisco Bay area and independently with students through her own consulting practice and through Study Point and College Connections as well.
1.5 CEUs College financing has become an integral element in the college search and enrollment process, particularly for first‑generation and low‑income students. However, college financing rouses anxious and often fearful responses from parents, students, and even counselors. This short, intensive course is designed to make counselors aware of key areas related to college affordability. The course brings in family concerns and challenges of living with debt, both of which are impor‑ tant for counselors to know and weigh. The topics include an overview of the financial aid delivery system, an examination of college cost issues, the relationship between admission and financial aid applica‑ tion, a review of the sources and awarding of aid; the role of financial aid administrators, the challenge of educational debt, and the role of advisors in the college financing process.
Reg# 387096 Fee: $295
No refund after 22 July. mOnline July 18‑Aug. 1 c Linda Dagradi, EdD, educator with more than 35 years of experience in leadership positions in financial aid administration, school counsel‑ ing, and enrollment management
EDUC 845
Introduction to College Admissions
1.5 CEUs The purpose of this short, intensive course is to introduce potential advisors or counselors, who are either new to the field or are making a career change, to numerous aspects of the college admissions process. During this two‑week course, students develop an under‑ standing of key factors such as choosing the “right” college, the application process, financial aid, the impact of standardized test scores, and how to communicate with various types of parents and guardians through case study scenarios. We also explore the charac‑ teristics of college bound students, guiding students towards a pro‑ spective major or career, and how to maneuver the emotional and mental health aspects that come with applying to college. In this course, students practice applying their newfound knowledge and skills to real case study examples. Upon completion, students are prepared and have confidence to continue their studies in counseling or pursue advanced topics via enrollment in the full UCLA College Counseling certificate program. The ideal student for this course is an aspiring college advisor, current school counselor, CBO advisor, or other professional working in college advisement who seek to expand their experiential learning of college admissions.
Reg# 387265 Fee: $295
No refund after 1 July. mOnline June 27‑July 11 Shanell Leggins, EdD in Educational Leadership with an emphasis in Educational Psychology, MA in Counseling and Pupil Personnel Ser‑ vices Credential, BA in Sociology with a minor in Psychology, as well the college counseling certificate. Dr. Leggins has worked in the field of education for more than 20 years and as a counselor for more than 15 years. Her counseling experience spans from public, private, domestic, and abroad. She currently works as the Associate Director of College Guidance at an independent school in Los Angeles, CA.
v IN-PERSON, page 1. A REMOTE, page 1. m ONLINE, page 1. g HYBRID (IN-PERSON), page 1. l c HYBRID (REMOTE), page 1. WEB-ENHANCED COURSE, page 1. & TEXTBOOK REQUIRED C UC CREDIT
EDUC X 414.80
Finalizing the College Counseling Process
4.5 units Drawing on the theory and information presented in the required courses included in the UCLA College Counseling certificate program, this 45‑hour course provides a project‑based learning approach for Practicum‑ready students to apply their knowledge and experience. Using the latest research and publications available in the field, this interactive class draws on the theory and information presented in other required courses and challenges students to apply their knowl‑ edge, strategies, and approaches with real‑life students. Emphasis is on the development of tools and strategies in determining student goals, aspirations, college lists, admission, and financial options—all focused on helping students and their families make the final college decision. This course is designed to meet the needs of counselors in public, private, or independent settings. Prerequisite(s): Students must have completed two other courses before becoming enrolled in Counseling the College Bound Student and the College Admission Process.
Reg# 387268 Fee: $795
No refund after 24 June. mOnline June 20‑Aug. 28 c & Peggy Hock, PhD, Vice Principal of Academics and Director of College Counseling at a northern California private school. An active member of NACAC and WACAC Catherine Murphy, MA, director of college counseling at a northern California private college preparatory school. Active member of NACAC and WACAC; previously served a president for both orgnizations.
EDUC X 414.96
The Business of Educational Consulting
4.5 units Educational consultants are unique among business professionals because their goal is not just to have a profitable practice but also to truly make a difference in the lives of their clients. This course focuses on how to create a successful practice using basic business principles and entrepreneurship skills. Topics covered include steps needed to begin the process: early decisions, formulating the business plan, business structures, fee setting, contracts, creating a marketing plan, and social media. The material in this course is intended to help you create your personal business template so you can launch a success‑ ful educational consulting business.
Reg# 387093 Fee: $795
No refund after 24 June. mOnline June 20‑Aug. 28 c & Jennifer Mandel, MA, owner and president of a private college coun‑ seling firm. Recipient of 2018 Distinguished Instructor Award
Reg# 387277 Fee: $795
No refund after 24 June. mOnline June 20‑Aug. 28 c & Charlotte Klaar, PhD, CEP, certified educational planner, who is a nationally recognized leader in the independent educational consult‑ ing industry. She was awarded the Steven R. Antonoff Award for Profes‑ sional Achievement in recognition of her contributions to the profession. She has more than 20 years of college counseling experience.
EDUC X 414.99
Preparing Community College Students for Transfer
4.5 units This course emphasizes the development of knowledge and skills with regard to guiding and supporting community college students through all steps of their community college education, from enrollment through transfer application and admission. Students learn about community college matriculation processes, course selection, transfer application, and how to strategically position prospective transfer students for admission to public and privates colleges and universities. Students explore the current community college landscape as well as big issues like challenges for disadvantaged populations and persis‑ tence towards transfer. Students learn about the critical programs essential to supporting persistence and transfer, like those for first‑ generation college students, articulation agreements, admissions priority agreements, honors, and financial aid.
Reg# 387094 Fee: $795
No refund after 24 June. mOnline June 20‑Aug. 28 c Rosina Wright-Castro, PhD, who serves as an academic counselor at community college located in the Los Angeles area.
TESOL
For information about the TESOL Certificate, call (310) 825-4191, email eceonline@uclaextension.edu, or visit uclaextension.edu/ education/certificates.
EDUC 825
Introduction to the TESOL Program
1.0 CEUs This course prepares the student for success in the TESOL Certificate and the TESOL Portfolio. The course is mandatory and must be taken first in the series. This course gives a clear overview of all that is expected to successfully complete the program. It reviews the entire program, including the scope of work, goals, requirements, and portfolio assignments in the four TESOL classes. Expectations for success and time frames are discussed. This course prepares students to save work from each course that will be compiled into a portfolio during the TESOL Practicum Portfolio course. The TESOL certificate is designed to balance current teaching theories and practical experi‑ ence in second language acquisition instructional methods.
Reg# 387063 Fee: $75
No refund after 25 June. mOnline June 21‑July 3 c Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
EDUC X 425.01
TESOL Methods: Reading, Writing, Listening, and Speaking
5.0 units This practical, online introduction for teachers of English to speakers of other languages (TESOL) presents techniques for teaching listening, speaking, reading, and writing skills to English as Second Language learners. Candidates learn to assess learner demands and understand the roles played by instructors of second‑language learners. Candi‑ dates learn to identify learning objectives, formulate lesson plans, employ teaching strategies, select classroom materials, and design assessments for English learners at all levels.
Reg# 387064 Fee: $698
No refund after 8 July. mOnline July 4‑Aug. 28 Please note that while late enrollment into a course is acceptable up to three days after the course start date, it is the responsibility of each student to acquire all required books and course materials by the time they are needed in the course. c & Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
Reg # 387749
No refund after 8 July. mOnline July 4‑Aug. 28 c & Charles Ko
EDUC X 425.03
Introduction to Linguistics for TESOL Educators: English Grammar and Language
5.0 units This online course offers an introduction to the history and construc‑ tion of languages and to the basic linguistic concepts of learning a second language, such as grammar, pragmatics, and syntax. Linguis‑ tics provides an introduction to language evolution and to an appre‑ ciation of human language. Participants improve their own (English) language mastery, gain insight into English in comparison with other languages, examine grammatical categories and processes of other languages, and discover the rich array of languages and language types spoken worldwide. Key topics include grammar, syntax, seman‑ tics, sociolinguistics pragmatics (the speech setting: assumptions, body language, etc.), dialects (areal, social, professional, creole, and pidgin languages), writing systems, and computational linguistics.
Reg# 387065 Fee: $698
No refund after 8 July. mOnline July 4‑Aug. 28 Please note that while late enrollment into a course is acceptable up to three days after the course start date, it is the responsibility of each student to acquire all required books and course materials by the time they are needed in the course. c Viktorija Lejko-Lacan, MA, lecturer, Department of Slavic Languages and Literatures, UCLA; language and language development instructor.
EDUC X 425.05
TESOL Practicum Portfolio
2.0 units Students must pass all four core courses with a C or better to be eligible for this course. This is the culminating course in the TESOL Certificate. The TESOL Practicum Portfolio integrates prior learning, assignments, lesson plans, and observations from the TESOL courses and provides students the opportunity to reflect and refine their teaching practices. Participants compile a professional digital portfolio that captures and highlights their best work from each course. The portfolio also includes the development of professional goals and a comprehensive teaching philosophy. A taped video lesson and classroom observation for each course is included in the final portfolio, providing detailed evidence of teaching strengths. The completed portfolio supports participants in job placement and interviews and tells the personal story of learning and growth throughout the TESOL program.
Reg# 387066 Fee: $230
No refund after 26 Aug. mOnline Aug. 22‑Sept. 18 Students must pass all four core courses with a C or better, or be concurrently enrolled in the fourth core course, to be eligible for TESOL Practicum Portfolio. Please note that while late enrollment into a course is acceptable up to three days after the course start date, it is the responsibility of each student to acquire all required books and course materials by the time they are needed in the course. c Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
K-12 California Teacher Credentialing & Authorizations
CLAD Through CTEL Certification
Enrollment in these courses is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. These courses are not part of the TESOL program.
EDUC 804.1
Introduction to the Study of Teaching English Language Learners (CLAD Through CTEL Certificate)
0.5 CEUs This orientation to the CLAD through CTEL Program gives applicants a clear understanding of the entire program, including its scope and goals, requirements, standards, procedures that affect competencies, and field experience(s). This orientation is a prerequisite for all other CLAD through CTEL courses and includes formal application to the UCLA Extension program. Prerequisite(s): Submitted application to UCLA Extension’s English Learner Added Authorization program.
Reg# 387075 Fee: $25
No refund after 25 June. mOnline June 21‑Sept. 4 Discounts cannot be applied to fees for this course. Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. c Lauren Flemming
EDUC X 426
Culture and Inclusion
4.0 units Fulfills Equity, Diversity, and Access requirement (Standard 9) for the SB2042 Preliminary Credential. Please obtain the approval of your credential program advisor before enrolling to ensure that this course satisfies your credential program requirements. Examine culture and cultural diversity and the relationship to academic achievement, development, implementation, and evaluation of culturally inclusive instruction. Topics include cultural concepts and perspectives, cultural contact, cultural diversity in California and the United States, cross‑ cultural interaction, the roles of culture in the classroom and the school, culturally inclusive learning environments, family and com‑ munity involvement, and culturally inclusive curriculum and instruction.
Reg# 387286 Fee: $650
No refund after 15 July. mOnline July 11‑Aug. 21 Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. c Marisela Limon Recendez, MEd, University of California, Los Angeles, EdD, University of Southern California
EDUC X 426.1
Language and Language Development
4.0 units Fulfills English Language Learner requirement (Standard 12) for the SB2042 Preliminary Credential when taken with X 426.3. Please obtain the approval of your credential program advisor before enrolling to ensure that this course satisfies your credential program requirements. Presents a research‑based conceptual understanding of language systems, structures, forms, functions, and variations of both aural and written language forms. Topics include applying language functions and variations, discourse, and pragmatics directly to assessment and instruction of English learners; specific linguistic and socio‑linguistic challenges of English learners; and materials and methods for under‑ standing and analyzing socio‑cultural and political factors that affect second‑language development.
Reg# 387287 Fee: $650
No refund after 1 July. mOnline June 27‑Aug. 7 Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. c Ann Ingman
EDUC X 426.2
Assessment of English Learners
3.0 units Investigate the principles and design of standards‑based assessment and instruction for English‑language learners and their relationship to identifying students’ strengths and needs in English language/lit‑ eracy development and academic achievement. Covers the roles, purposes, and types of formal and informal assessment that inform teachers in planning effective, differentiated instruction and monitor‑ ing English learners’ progress with respect to a given standard and issues of norming, test reliability, validity, and cultural and linguistic biases with respect to children of diverse backgrounds.
Reg# 387288 Fee: $577
No refund after 15 July. mOnline July 11‑Aug. 28 Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. Enrollment limited; early enrollment advised. c & Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
EDUC X 426.3
Foundations and Methods of English Language/ Literacy Development and Content Instruction
6.0 units Fulfills English Language Learner requirement (Standard 12) for SB 2042 Preliminary Credential when taken with X 426.1. Please obtain the approval of your credential program advisor before enrolling to ensure that this course satisfies your credential program requirements. Explore current research‑based theories of second language acquisi‑ tion and the differences between first and second language and lit‑ eracy development. Topics include cognitive, linguistic, and socio‑cultural factors that affect language learning in children of diverse backgrounds; use of the California English Language Develop‑ ment standards and the English Language Proficiency Assessments for California (ELPAC) in instructional planning that promotes language development and academic achievement; and research‑based approaches and methods for English‑language development in listen‑ ing, speaking, reading, and writing as they relate to communicative competence. Learn to deliver comprehensible instruction to English learners with three instructional models: English Language Develop‑ ment (ELD), Content‑based ELD, and Specially Designed Academic Instruction in English (SDAIE).
Reg# 387291 Fee: $800
No refund after 1 July. mOnline June 27‑Aug. 28 Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. Enrollment limited; early enrollment advised. c & Brooke Howland, EdD
1.0 units The CTEL Portfolio brings together learning and field experiences from the other CTEL courses in a cohesive manner. Candidates collaborate with instructors from each course individually to determine an appro‑ priate field assignment based on academic and professional interests and establish the material that should be included in the CTEL Port‑ folio. Although field assignments differ between candidates, everyone must complete a CTEL Portfolio that documents their experiences, including organized reflections and evidence of knowledge, skills, and abilities. Prerequisite(s): Enrollment is restricted to students who have com‑ pleted EDUC 804.1, EDUC X 426, EDUC X 426.1, EDUC X 426.2, and EDUC X 426.3 and submitted an approved application to UCLA Extension’s English Learner Added Authorization program.
Reg# 387292 Fee: $200
No refund after 2 Sept. mOnline Aug. 29‑Sept. 11 Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. c Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
K-12 Clear Teaching Credentials
For information about California clear credential programs and courses that satisfy CTC clear credential requirements, call (310) 825-4191, email credentials@uclaextension.edu, or visit uclaextension. edu/education/k-12-california-teacher-credentialing-authorizations.
EDUC X 324.936
Methods of Teaching in Elementary Schools
4.0 units Meets Commission on Teacher Credentialing (CTC) requirement of a “course directly related to teaching in a self‑contained classroom, excluding the methods of teaching reading” for teachers who hold a Single Subject Teaching Credential and wish to obtain the Multiple Subjects Teaching Credential without completing the full professional preparation program. For details, visit ctc.ca.gov/credentials/leaflets/ cl621a.pdf. This course provides a study of the objectives, selection, organization, and presentation of the subject matter of all elementary school subjects with the exception of reading. Teachers develop a repertoire of teaching strategies appropriate to the developmental characteristics and learning styles of elementary school children.
Reg# 387162 Fee: $725
No refund after 24 June. mOnline June 20‑Aug. 14 Credit students must log on to the course by the first week of class and fully participate in all sessions as outlined in the course syllabus. Enrollment limited; advance enrollment required. c Patricia Whitman, EdD, intern supervisor, UCLA Extension Education Department
EDUC X 330.53
4.0 units The primary goal of this course is for each student to gain increased ability to effectively and efficiently teach K‑12 physical education in pursuit of the added authorization credential. Students learn strategies for teaching California standards‑based physical education. Topics include curricular models, teaching styles, student and teacher assessment, class management and discipline, motivation, and teach‑ ing diverse learners. Prerequisite(s): CA General Education Teaching Credential (Multiple Subject or Single Subject)
Reg# 387174 Fee: $725
No refund after 24 June. mOnline June 20‑Aug. 14 Enrollment limited; early enrollment advised. c Ken Hansen, PhD 4.0 units This course focuses on methodologies appropriate for facilitating English/language arts instruction at the middle and high school levels in a variety of classroom settings. As candidates for the Single Subject Credential in English, students in this course learn, practice, and reflect on the specific pedagogical knowledge needed to teach English/ language arts to secondary students. We explore a variety of teaching strategies for organizing a secondary English/language arts curricu‑ lum using the national standards of the Common Core. Teacher can‑ didates discuss, plan, implement, and assess appropriate instruction using current best practices for the effective teaching of English/ language arts. The course addresses various curricular areas of English/language arts, including the teaching of writing; reading comprehension and literature; language applications; grammar; speaking applications and visual media; and how they can be effec‑ tively integrated into daily lesson planning while meeting Common Core Standards. Additionally, teacher candidates learn how to be reflective practitioners who regularly engage in classroom action research to improve their teaching. Prerequisite(s): CA General Education Teaching Credential (Multiple Subject or Single Subject)
Reg# 387177 Fee: $725
No refund after 24 June. mOnline June 20‑Aug. 14 c & Jennifer DaCosta
EDUC X 330.55
Single Subject Methods for Teaching Mathematics
4.0 units This course is designed to prepare secondary math candidates to effectively plan and deliver the state‑adopted academic content standards for students in mathematics (grades 7‑12). The candidate has multiple opportunities to learn, practice, and reflect upon mathe‑ matics‑specific pedagogical knowledge and skills in order to enable students to understand basic mathematical computations, concepts, and symbols to solve common problems and novel problems; help students solve real‑world problems using mathematical reasoning and concrete, verbal, symbolic, and graphic representations; provide a secure environment for taking intellectual risks and approaching problems in multiple ways; model and encourage students to use multiple ways of approaching mathematical problems; encourage discussion of different solution strategies; foster positive attitudes toward mathematics; and encourage student curiosity, flexibility, and persistence in solving mathematical problems. The course also helps students in grades 7‑12 to understand mathematics as a logical system that includes definitions, axioms, and theorems; understand and use mathematical notation and advanced symbols; and assign and assess work through progress monitoring and summative assessments that include illustrations of student thinking such as open‑ended questions, investigations, and projects. Prerequisite(s): CA General Education Teaching Credential (Multiple Subject or Single Subject)
Reg# 387274 Fee: $725
No refund after 24 June. mOnline June 20‑Aug. 14 c Allison Leggett, EdD
EDUC X 330.56
4.0 units This course is designed for credentialed teachers who are looking to add a certification in social studies to their credential. The primary goal of this course is for candidates to learn specific teaching strategies that are effective in supporting them to teach the state‑adopted academic content standards for students in history/social science (grades 7‑12). The course is centered on developing an understanding of historical thinking and learning new methods to help secondary students think, read, and write like historians. Participants in the course have an opportunity to design lessons and learning experiences that they can use to teach social studies, while also continuing to build their own understanding of what it means to learn social studies. Prerequisite(s): CA General Education Teaching Credential (Multiple Subject or Single Subject)
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Reg# 387278 Fee: $725
No refund after 24 June. mOnline June 20‑Aug. 14 Enrollment limited; early enrollment advised. c Victoria Harvey, PhD, UC Santa Barbara
EDUC X 330.57
Single Subject Methods for Teaching Science
4.0 units This course focuses on methodologies appropriate for facilitating science instruction at the middle and high school levels in a variety of classroom settings. As candidates for the added authorization Single Subject Credential in Science, students in this course learn, practice, and reflect on the specific pedagogical knowledge needed to teach science to secondary students. Teacher candidates learn specific teaching strategies that are effective in supporting them to teach the state‑adopted academic content standards for students in science (7‑12). They learn strategies to balance the focus of instruction between science information, concepts, and principles. Additionally, teacher candidates learn how to be reflective practitioners who regu‑ larly engage in classroom action research to improve their teaching. Specific topics include the use of scientific investigation, inquiry, and experimentation; cultural sensitivity in science instruction; measuring and recording scientific data; integration of mathematics in science instruction; laboratory safety; and integration of curriculum with real‑ world applications and connections to careers in science. Prerequisite(s): CA General Education Teaching Credential (Multiple Subject or Single Subject)
Reg# 387283 Fee: $725
No refund after 24 June. mOnline June 20‑Aug. 14 Enrollment limited; advance enrollment required. c Allison Leggett, EdD
K-12 Educator Professional Development
For information about methods courses that allow California general education teachers to add a subject authorization to their multiple subject or single subject credential, call (310) 825-4191, email education@uclaextension.edu, or visit uclaextension.edu/education/ k-12-educator-professional-development.
EDUC X 334
Project-Based Learning: Bridging Common Core and 21st Century Skills
1.5 units Students learn how to design and implement Project‑Based Learning (PBL) instructional units in the K‑12 classroom and examine how PBL is an effective instructional approach for bridging 21st century skills and state standards (Common Core Mathematics and English Lan‑ guage Arts, and Next Generation Science). The course focuses on the essential elements of PBL, including driving and essential questions for inquiry, exploration of real‑world issues and solving authentic problems using digital tools and resources, and performance assess‑ ments. As they learn about the necessary elements and structure of a well‑designed project, course participants themselves experience the course as a collaborative, project‑based learning unit. As the final product, students develop a standards‑aligned PBL unit for use in their own teaching.
Reg# 387284 Fee: $270
No refund after 15 July. mOnline July 11‑Aug. 14 Enrollment limited; early enrollment required. c Keep It Real PBL, Elementary book required for elementary school educators.Keep It Real PBL, Secondary book required for secondary school educators. Jennifer Stillittano
The material used for these AP courses is the workbook published by College Board each year. They are available in an electronic format. The link is included in the course syllabus. There is a $50 nonrefund‑ able amount to cover the cost of workbook, in addition to the standard $30 nonrefundable amount. Registration for the AP courses is a two-step process: Step 1: Register for your AP ® Summer Institute course(s) on the UCLA Extension Online College Board website. Step 2: Once registered with the College Board, please click “Enroll Now”, above and follow the prompts to checkout and pay for your course. You will be enrolling in the course and paying the course fee to UCLA Extension.
A digital, downloadable version of the College Board workbook will be provided prior to the class start date. The cost of the digital text is included in the course fee. If hardcopies are preferred, teachers can purchase them for $35 by going to the College Board store at collegeboard.org/sto/enter.do. In the event of refunding out of the class, there is a $70 nonrefundable amount to cover the cost of workbook, in addition to the standard $30 nonrefundable amount, totaling a $100 nonrefundable amount. *College Board, AP, Advanced Placement Program, and the acorn Logo are registered trademarks of the College Board. Used with permission. If you have any questions about this registration process, please email onlineccc@unex.ucla.edu.
EDUC X 394.05
Teaching AP®Art History
4.5 units This online course includes intensive sessions for teachers who are designing an AP® art history course for their high school or planning to take over an existing program. The course explains the design, benefits, and challenges of the AP® art history course. Topics include timing and scheduling decisions that must be made when offering the course to high school students and how to create a classroom experi‑ ence that maximizes learning. Instruction provides an explanation of the AP® art history exam and gives tips for teaching and testing AP® ‑quality multiple‑choice questions, short answers, and the non‑ Western art essay. The course also explains textbook selection, how to create and store an art‑slide collection, and selecting other audio‑ visuals. This course is particularly useful for the new AP® teacher who may have students who historically have been underrepresented in AP® programs, including high school sophomores.
Reg# 387080 Fee: $775
No refund after 24 June. mOnline June 20‑July 25 Kerry Johanson, MA, College Board AP consultant, reader for College Board: AP Art History Exams, Art Resource teacher, Virginia school district.
EDUC X 394.04 Teaching AP 4.5 units ® Biology This online course includes intensive sessions for teachers who are designing an AP® biology course for their high school or planning to take over an existing program. Biology is the study of living things and their life processes, and AP® Biology is a college‑level course that concludes with an exam (offered each May) that covers a full year of course work. This course covers the strategies teachers can use to teach the main topics of biology as well as the new technologies that are being used in the study of biology. Participants explore new techniques geared toward teaching a college‑level biology course to high school students. Instruction also focuses on tips for the AP® biology exam. Participants have the opportunity to share with other new and continuing AP® biology teachers. Administrators and AP® coordinators should find this course useful, as it explains the design, benefits, and challenges of an AP® biology high school course.
Reg# 387142 Fee: $775
No refund after 24 June. mOnline June 20‑July 25 Larry Calabrese, Endorsed College Board Advanced Placement Consultant, Los Angeles Harbor College EDUC X 394.14 Teaching AP 4.5 units ® Calculus This online course provides teachers with the tools they need to implement an effective AP ® Calculus AB course. During this training, teachers will explore the mathematical practices and the unit guides included in the revised Course and Exam Description. Participants will understand how to use activities and instructional strategies that organize the course content to develop students’ proficiencies in the skills needed for success on the AP ® Exam. Calculus content review will be embedded within the course. The current Calculus AB Exam will be discussed in depth. Learning objectives include identifying the content and skills for success on the AP ® Calculus AB Exam, identify‑ ing the characteristics of a “calculus‑based” justification in a variety of free response questions, examining other resources to support teaching AP ® Calculus AB, examining AP ® Calculus AB exam scor‑ ing rubrics, and scoring AP ® Calculus AB exams. Special attention will be given to AP ® Classroom and Instructional Planning Reports.
Reg# 387144 Fee: $775
No refund after 24 June. mOnline June 20‑July 25 David Platt, PhD, Mathematics instructor, Housatonic Community College, Connecticut
EDUC X 394.12 Teaching AP 4.5 units ® Chemistry This course includes intensive sessions for teachers who are design‑ ing an AP* high school chemistry course or teaching existing courses. Initially, participants are introduced to the AP* chemistry course requirements and the format of the AP* chemistry exam through The College Board materials. The AP* curriculum is organized into Six Big Ideas. Modules on the Six Big Ideas form the heart of the course. Problems and questions from previously released AP* exams are used to relate the course content to the concepts and principles addressed by the exams. Participants interact with each of these Big Ideas by working through released AP* problems, gathering and sharing resources from the instructor and other participants, and completing assignments that are useful for developing an AP* course syllabus. Participants are also required to consider an experiment that can be performed in a laboratory at their schools or at home and modify the experiment to demonstrate guided‑inquiry principals as required by the AP* curriculum.
Reg# 387146 Fee: $775
No refund after 24 June. mOnline June 20‑July 25 Paul Groves, Science teacher, South Pasadena High School, AP Chemistry Exam Table Leader, AP Exam Reader
EDUC X 394.15 Teaching AP 4.5 units ® Economics This course includes intensive sessions for teachers who are just beginning their experience in teaching an AP® economics course as well as those with experience who are looking for more innovative ways to teach the different concepts associated with AP® economics. Participants are introduced to the AP® economics course require‑ ments and the format of the AP® economics exam through The Col‑ lege Board materials. Modules on different economic topics are covered, and participants develop lesson plans on these topics. Problems and questions from previously released AP® exams are used to relate macroeconomics and microeconomics content to the concepts and principles addressed by the exams. The heart of the course focuses on the development of a course syllabus that meets the College Board requirements for recommended AP® economics curriculum.
Reg# 387148 Fee: $775
No refund after 24 June. mOnline June 20‑July 25 Patricia Brazill, MA, College Board Faculty Consultant, AP® reader, co‑chair, Macroeconomics Test Development committee, College Board Mentor, Professional Design Committee since 2001. Adjunct instructor of Economics at SUNY College at Brockport EDUC X 394.03
Teaching AP® English Language and Composition
4.5 units This course includes intensive sessions for teachers who are design‑ ing an AP® English language and composition course for their high schools or are planning to take over an existing program. Administra‑ tors and AP® coordinators might find this course useful since it explains the design and benefits of an AP® English language and composition high school course. Participants review such topics as publications from The College Board, timing and scheduling decisions that must be made when offering an AP® English language and composition course, and methods and models for teaching a success‑ ful AP® language course. Participants analyze and review the grading of released copies of the AP® English language and composition exam (offered each May). The course provides sample lesson plans with tips for teaching and testing. Participants read, discuss, and interact as they create four lesson plans and conclude the course by creating their own syllabus for a two‑semester AP® English language and composition course. This course is designed to help teachers who are new to AP® as it begins by focusing on materials published by The College Board. However, assignments and interaction among course participants should prove useful and practical for all partici‑ pants whether initiating or enhancing an AP® English language and composition course.
Reg# 387149 Fee: $775
No refund after 24 June. mOnline June 20‑July 25 Carol Elsen, MA, English Teacher, Valley Christian School, Montana
EDUC X 394.01
Teaching AP® English Literature and Composition
4.5 units This 45‑hour equivalent online course includes intensive sessions for teachers who are designing an AP® English literature and composi‑ tion course for their high school or planning to take over an existing program. Administrators and AP® coordinators should find this course useful, as it explains the design, benefits, and challenges of an AP® English literature and composition high school course. Topics include publications from The College Board’s AP® program, timing and scheduling decisions that must be made when offering the course, and establishing a classroom experience that inspires students to do their best work. The AP® English literature and composition exam (offered each May) is explained, and tips for teaching and testing AP® ‑quality multiple‑choice questions and free‑response essays are provided. Participants conclude by creating their own syllabus for a two‑semester AP® English literature and composition course. Recom‑ mendations on curriculum and book selection, source books, audio‑ visuals, and web‑based learning opportunities are part of the course and its required assignments. The course is particularly useful for new AP® teachers. Materials published by The College Board are a first step, and course assignments should prove useful and practical for teachers who are setting up an AP® English literature and composi‑ tion course that reflects a wide range of reading and writing.
Reg# 387151 Fee: $775
No refund after 24 June. mOnline June 20‑July 25 Skip Nicholson, BA, has served as a College Board certified consultant for workshops and AP Summer institutes, training coach for certified presenters since 2000. A current member of the National Teacher Corps: Folger Shakespeare Library as well presently serving as the co‑director of the Shakespeare Text & Theater, Stratford‑upon‑Avon (UK)
EDUC X 394.17 Teaching AP 4.5 units ® Environmental Science This online course includes intensive sessions for teachers who are designing an AP® environmental science course for their high school or planning to take over an existing program. AP® Environmental Science is a college‑level course that concludes with an exam (offered each May) that covers a full year of course work. Participants explore new techniques geared toward teaching a college‑level environmental science course to high school students. Instruction also focuses on tips for the AP® environmental science exam. Participants have the opportunity to share with other new and continuing AP® environ‑ mental science teachers. Administrators and AP® coordinators should find this course useful, as it explains the design, benefits, and chal‑ lenges of an AP® environmental science high school course.
Reg# 387090 Fee: $775
No refund after 24 June. mOnline June 20‑July 25 Marian DeWane, ED, former College Board content advisor for AP® Chemistry, editor and author for Special Focus materials and vertical teams in science workshop. Ms. DeWane has 23 years of experience teaching AP® environmental science and chemistry.
EDUC X 394.08 Teaching AP 4.5 units ® Physics I This online course includes intensive sessions for teachers who are designing an AP® Physics 1 course or are planning to revise or move into an existing program. While all participants are required to cover the core material, each individual is allowed to concentrate on the particular course that they teach or plan to teach. Administrators and AP® coordinators should find this course useful, as it explains the design, benefits, and challenges of an AP® physics high school course. Topics include instructional methodologies, textbook overview, AP® Course Audit syllabus development, curriculum resources, and the selection and planning of appropriate inquiry‑based lab experi‑ ments. A highlight of this course will be learning how to create instructional materials to build and/or strengthen the students’ con‑ ceptual understanding of physics principles as suggested by the latest physics education research. A portion of the program is particularly designed to focus on the new and experienced AP® teacher who may have classes composed of students who historically have been under‑ represented in AP® courses. Materials published by The College Board are the basis for the readings. Hands‑on assignments should prove useful and practical for teachers setting up their course.
Reg# 387152 Fee: $775
No refund after 24 June. mOnline June 20‑July 25 Dolores Gende, BS, AP® Physics instructor and Educational Technol‑ ogy at a Ft. Lauderdale‑based high school; college board advisor for the AP® Physics 1 Development Committee; College Board Endorsed Consultant and Lead Consultant trainer.
EDUC X 394.18 Teaching AP 4.5 units ® Statistics This online course includes intensive sessions for teachers who are designing an AP® statistics course for their high school or planning to take over an existing program. AP® statistics is a college‑level course that concludes with an exam (offered each May) that covers a full year of course work. Participants explore new techniques geared toward teaching a college‑level statistics course to high school stu‑ dents. Instruction also focuses on tips for the AP® statistics exam. Participants have the opportunity to share with other new and con‑ tinuing AP® statistics teachers. Administrators and AP® coordinators should find this course useful, as it explains the design, benefits, and challenges of an AP® statistics high school course.
Reg# 387155 Fee: $775
No refund after 24 June. mOnline June 20‑July 25 Lee Kucera, PhD, math department chair, GATE coordinator and AP® statistics teacher at Southern California high school, and College Board Reader for AP® statistics EDUC X 394.07 Teaching AP 4.5 units ® American Government This course includes intensive sessions that are designed for teachers who are creating an AP® government and politics course for their high school or planning to take over an existing program. Administra‑ tors and AP® coordinators should find this course useful, as it explains the design, benefits, and challenges of an AP® government and poli‑ tics high school course. Topics include a history of The College Board’s AP® program, timing and scheduling decisions that must be made when offering the course, and establishing a government and politics classroom experience that maximizes teaching and learning. The government and politics exam (offered each May) is explained, and tips for teaching and testing AP® ‑quality multiple‑choice questions and the free‑response essays are provided. Participants conclude by creating their own syllabus for a two‑semester AP® government and politics course. Tips on textbook selection, source books, audio‑visuals, and web‑based learning opportunities are provided. The course particularly focuses on both new and experienced AP® teachers who may have classes composed of students who historically have been underrepresented in AP® courses. College Board materials are the basis for readings, and hands‑on assignments should prove useful and practical for teachers who are setting up a government and poli‑ tics course.
Reg# 387156 Fee: $775
No refund after 24 June. mOnline June 20‑July 25 Eugene Chase, MA, has been teaching AP Government since 1994. Has been an endorsed College Board consultant and exam reader since 1999.
EDUC X 394.02 Teaching AP 4.5 units ® U.S. History This online course includes intensive sessions for teachers who are designing an AP® United States History (AP® USH) course for their high school or planning to take over an existing program. Administra‑ tors and AP® coordinators should find this course useful, as it explains the design, benefits, and challenges of an AP® U.S. History high school course. Topics include a history of The College Board’s AP® program, timing and scheduling decisions that must be made when offering the course, and establishing an AP® USH classroom experience that maximizes teaching and learning. The AP® USH exam (offered each May) is explained, and tips for teaching and testing AP® ‑quality multiple‑choice questions, free‑response essays, and the document‑ based question are provided. Participants conclude by creating their own syllabus for a two‑semester‑long AP® USH course. Tips on textbook selection, source books, audiovisuals, and web‑based learn‑ ing opportunities are given. This course is particularly useful for the new AP® teacher who may have students who historically have been underrepresented in AP® programs. Materials published by The Col‑ lege Board are the basis for course readings. Hands‑on assignments should prove useful and practical for teachers who are setting up an AP® USH course.
Reg# 387157 Fee: $775
No refund after 24 June. mOnline June 20‑July 25 James Zucker, MA in Arts and Teaching. Has been teaching AP U.S. History for seven years and has served as both an endorsed consul‑ tant for AP U.S. History, as well as a grader for the College Board. 4.5 units The AP® World History course can appear overwhelming to teachers due to the scope and sequence of the course, but the class has the exciting potential of introducing students to the themes of historical thinking and the patterns of development among the great global civilizations. This course will help teachers organize an Advanced Placement class that guides students through the historical thinking skills of cause and effect, change and continuity, comparison and contrast, and analysis of primary sources. Teachers will develop a thematic approach for analyzing the histories of all the great global civilizations, develop methods and approaches that will engage and excite students in forming historical interpretations and evaluations about the developments of these civilizations, and help students develop their own historical argumentation and interpretation.
Reg# 387159 Fee: $775
No refund after 24 June. mOnline June 20‑July 25 James Zucker, MA in Arts and Teaching. Has been teaching AP U.S. History for seven years and has served as both an endorsed consul‑ tant for AP U.S. History, as well as a grader for the College Board.
Course Icons Provide Information At-a-Glance
v IN-PERSON, page 1. A REMOTE, page 1.
m ONLINE Technical requirements, page 1. g HYBRID (IN-PERSON), page 1. l c HYBRID (REMOTE), page 1. WEB-ENHANCED COURSE, page 1. & TEXTBOOK REQUIRED Visit our website for textbook information. C UC CREDIT May be transferable to other colleges and universities. Learn more on our website.
