EDLS 210, Learning from A to Z: Launching Your Journey in Education, 3 Units

This course provides an overview of the teaching profession, with students exploring a variety of critical issues relating to diverse approaches to classroom instruction, management, and student success. Students examine the historical, social, cultural, and ethical foundations of American education, with an emphasis on the diversity of contemporary schooling. The class provides an introduction to the Teaching Performance Expectations (TPEs) to help students develop a deeper understanding of the scope and expectations of the teaching profession. Topics broadly explore the purposes of schools in society and the knowledge, dispositions, and performances required to be an effective teacher. This course includes a service-learning component requiring 15-30 hours of engagement in a diverse education setting.

Prerequisite: Sophomore standing

EDLS 260, Shapes, Stats, and Stories: Unveiling God's Design in Mathematics, 3 Units

Students in this course gain a deep understanding of geometric thinking and data analysis concepts and practices, aligning with the California State Framework for Mathematics and the concept of a divinely ordered creation. Students develop geometric thinking by investigating two- and three-dimensional shapes, exploring various representations (models, drawings, coordinates), and mastering measurement techniques. The course enhances data analysis skills as students learn to collect, organize, and represent data, draw inferences, make predictions, and understand probability.

Prerequisite: MATH 110 or MATH 130

EDLS 303, Introduction to Special Populations, 3 Units

Students explore the historical, social, cultural, and legal mandates that have influenced the treatment of, and educational programs for, individuals with mild to moderate or extensive support needs. Students explore eligibility criteria for special education under the Individuals with Disabilities Education Act (IDEA) and Child Find, as well as prereferral interventions, legal mandates for developing an Individualized Education Program (IEP), determining a Least Restrictive Environment (LRE), and offering a Free and Appropriate Public Education (FAPE) for individuals with special needs. Students consider how a Christian worldview, based on the principles of Imago Dei, guides their work with individuals with special needs to foster an environment where all students are treated with respect, dignity, and intrinsic value. Course includes embedded academic service-learning requirement for a total of 12 hours.

Prerequisite: Sophomore standing

EDLS 304, Introduction to Teaching Special Populations, 3 Units

Students explore educational and program considerations for individuals with special needs, including instructional considerations and strategies across the core content areas, as well as functional academics, for individuals with mild to moderate and extensive support needs. Attention is given to evidenced-based practices, culturally responsive teaching, and differentiation for individuals with special needs. Students reflect on the Christian worldview in relation to student diversity and developing a climate of inclusion, community, and belonging within classrooms. Course includes embedded academic service-learning requirement for a total of 12 hours.

Prerequisite: Sophomore standing

EDLS 310, Mind Matters: Exploring the Science of Learning, 3 Units

Students in this course examine the foundations of knowledge and learning, drawing on epistemology and cognitive science to provide a comprehensive understanding of how people learn. Students explore how the brain processes information, debunk learning myths, and develop strategies for optimizing memory, motivation, and metacognition. Students learn how to apply these insights to foster development throughout the K-12 years, drawing on research in neuroscience, learning theories, and mindsets. This course connects theory to practice with applications for instructional strategies, assessment, and learner-centered curriculum design.

Prerequisite: EDLS 210

EDLS 315, Building Future Scientists: Foundations of Physical Science for Children, 3 Units

This course prepares liberal studies majors for understanding and demonstrating core physical science concepts in elementary classrooms (K-8). Students explore fundamental physics concepts (energy, motion, waves) through hands-on experiments, data analysis, and model development, with emphasis on aligning instruction with the Next Generation Science Standards and the California State Framework for Science. Students learn research-based strategies for effective science instruction, including inquiry-based learning and equity, access, and inclusion for diverse learners. This course is intended for liberal studies majors and does not meet the APU General Education Natural Sciences requirement.

Prerequisite: EDLS 210

EDLS 360, Principles of Inclusive Education: AEIOU, 3 Units

This course incorporates the California Teacher Performance Expectations (TPEs) and addresses accessibility (A), equity (E), inclusion (I), opportunities (O), and universal design (U) for diverse learning. Students examine the intersectionality of individuals' cultural backgrounds with ethics, race, religion, gender, and the social forces impacting diverse learners. Grounded in the belief that diversity reflects God's image, this course equips future educators to design accessible and equitable learning environments. Through critical analysis, reflective practice, and service-learning, students develop culturally responsive teaching strategies and advocate for systemic change, fostering a spirit of multiculturalism and fulfilling God's design for reconciliation by transforming the head, heart, and hands in service to all learners. This course includes a service-learning component requiring 8 hours of engagement in the College Headed and Mighty Proud (CHAMP) program. Meets the APU Core: Intercultural Competence general education requirement. 

Prerequisite: Junior or Senior standing

EDLS 420, Fostering Creativity: Unlocking the Arts for Children, 3 Units

This course provides a foundation in arts education for children, emphasizing creative exploration and self-expression through hands-on experiences, observation of teaching professionals, and supervised practice. Students explore music, visual art, theater, and dance, learning how to engage children in activities that foster imagination, develop artistic skills, and integrate arts with other subjects. Students also gain a deeper understanding of the value of arts education and the stages of artistic development in children. This course includes a service-learning component requiring 12 hours of engagement in a diverse setting.

Prerequisite: Junior or senior standing

EDLS 465, Once Upon a Page: Connecting Children's Literature and Literacy, 3 Units

Students in this course closely examine the field of children's literature to gain the skills, knowledge, and attitudes for selecting high-quality children's texts to use for a variety of purposes. Literature is highlighted to teach literacy and foundational concepts and skills, as well as to reflect personal and cultural identity, foster imagination and transformation, and experience enjoyment. Students develop an understanding of how to use books to teach and reinforce key reading skills such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. Focus is placed on covering topics of relevance and interest to young children (birth through early adolescence) through prose, poetry, fiction, and nonfiction. Participants evaluate literature based on its reflection of diverse populations, races, ethnicities, experiences, and perspectives, as well as physical and educational challenges, in order to promote empathy. The history of children's literature is covered in order to analyze books based on society's understanding of child development and the values of the period. Participants also explore texts through a Christian worldview.

Prerequisite: Junior or senior standing

EDLS 497, Readings, 1-4 Units

This is a program of study concentrating on assigned readings, discussions, and writing arranged between, and designed by, a student of upper-division standing and a full-time professor. An independent study fee is assessed for each enrollment in this class.

PRCE 301, Little Learners, Big Beginnings: Foundations of Early Learning, PK-3, 3 Units

Students in this course examine how "little learners" deserve "big beginnings," and how to lay the foundation for children's lifelong success through inclusive, play-based learning environments that nurture every child's cognitive, social-emotional, and physical development. By examining child development from birth to age eight, teacher candidates learn to design developmentally appropriate practices, culturally responsive environments, and family engagement strategies. Through observation, curriculum development, and reflective practice, candidates grasp the vital importance of these formative years, understanding the ethical and legal responsibilities that ensure that all children flourish. This course includes 12 hours of required field experience in PK-3 school settings, allowing candidates to see firsthand how these early "big beginnings" empower "little learners" to thrive.

PRCE 302, Brainwaves and Breakthroughs: Teaching Students with Exceptionalities, PK-3, 3 Units

In this course, teacher candidates delve into the science of neuroplasticity and brain development to learn how to unlock each child's unique learning potential. Covering typical and atypical development from birth to age eight, this course equips candidates with strategies to create lessons rooted in each learner's interests, funds of knowledge, language, and sociocultural context. Reflecting a Christian perspective on creation and Imago Dei, candidates learn to honor every child's intrinsic value and dignity, ensuring that instructional practices accommodate diverse developmental needs. Through self-reflection and application, future educators gain the skills to transform classrooms into places of meaningful breakthroughs for all children.

PRCE 303, Seeds of Learning for Developmentally Appropriate Practice, PK-3, 3 Units

In this course, students sow the seeds of learning by exploring research-based, developmentally appropriate practices that nurture young children's holistic growth. Grounded in California Preschool Learning Foundations and K-3 Content Standards, the course focuses on creating positive learning environments, designing effective instruction, and assessing student learning. Emphasis is placed on building positive relationships with children and families, differentiating instruction to meet diverse needs, and learning culturally responsive teaching practices. This course includes 12 hours of required field experience in PK-3 school settings, allowing students to observe and reflect upon these essential practices in real-world classrooms.

PRCE 304, Windows into Learning: Observing and Assessing Young Children, PK-3, 3 Units

This course empowers teacher candidates to become keen observers and knowledgeable assessors of children's growth and learning. Candidates learn to design standards- and data-driven curricular plans for culturally, linguistically, and ability-diverse PK-3 populations, analyzing assessment data to inform differentiated instruction and to determine children's progress toward meeting learning goals. Drawing upon state standards and frameworks, they develop accessible, contextualized instructional strategies, materials, and assessment cycles. Grounded in a Christian worldview, the course emphasizes fostering inclusive and effective classrooms for all learners. The course includes 12 hours of field experience in PK-3 settings.

PRCE 410, Counting, Comparing, Constructing: Math in Early Childhood, PK-3, 3 Units

This course focuses on how young children develop mathematical understanding through counting, comparing quantities, and constructing knowledge of mathematical concepts. Students examine developmentally appropriate practices for fostering early numeracy and problem-solving skills, with alignment to the California Preschool Learning Foundations and K-3 Content Standards. Emphasis is on designing engaging, play-based activities that use manipulatives, real-world experiences, and technology to support mathematical thinking. Students explore strategies for differentiating instruction, assessing learning, and building positive relationships in culturally and linguistically diverse classrooms. This course includes 12 hours of required field experience in PK-3 school settings, providing opportunities to apply course concepts in real-world environments.

Prerequisite: PRCE 301, PRCE 302, PRCE 303, and PRCE 304

PRCE 420, The Reading Rainbow: Exploring Early Literacy, PK-3, 3 Units

This course immerses students in the foundational principles of early literacy instruction, emphasizing developmentally appropriate, play-based practices that spark a lifelong love of reading and writing. Aligned with the California Preschool Learning Foundations, K-3 Content Standards, and English Language Development Standards, this course explores evidence-based strategies for promoting language acquisition, phonological awareness, print concepts, and reading comprehension in young learners. Students learn to create literacy-rich environments through interactive read-alouds, storytelling, and authentic writing experiences. Special attention is given to differentiating literacy instruction for diverse learners, including multilingual learners and students with disabilities, while effectively using assessments to guide instructional practices and promote literacy development for all children. This course includes 12 hours of required field experience in PK-3 school settings, offering opportunities to apply literacy instruction techniques in real classrooms.

Prerequisite: PRCE 301, PRCE 302, PRCE 303, and PRCE 304

PRCE 430, A Tapestry of Learners: Culturally Responsive Instruction, PK-3, 3 Units

In this course, teacher candidates discover how each child's unique threads of culture, language, and experience, weave together to create a vibrant learning community. Through self-reflection and exploration of evidence-based, developmentally appropriate practices, candidates learn to recognize and address their own biases, applying knowledge of students' assets-prior experiences, interests, languages, and sociocultural backgrounds-to planning, instruction, and assessment. Grounded in a Christian perspective, this course highlights how affirming the Imago Dei in every student honors their inherent worth and fosters inclusive, culturally responsive PK-3 classrooms.

Prerequisite: PRCE 301, PRCE 302, PRCE 303, and PRCE 304

PRCE 440, Beyond the Classroom Walls: Partnering with Families and Communities, PK-3, 3 Units

In this course teacher candidates discover how the support and collaboration of families and communities extend far beyond a school's four walls to shape children's learning and development. By embracing respectful, culturally responsive relationships that honor the diversity of families, candidates will explore laws on professional responsibilities and conduct, examine their own biases, and learn tangible ways to celebrate and support every family. Grounded in a Christian perspective, this course underscores how recognizing each family's unique value elevates teaching and learning - both inside and beyond the walls of the classroom.

Prerequisite: PRCE 301, PRCE 302, PRCE 303, and PRCE 304

PRCE 450, Clinical Practice, PK-3, 10 Units

Clinical practice provides teacher candidates a full-time culminating preparatory experience with opportunities to participate as classroom teachers in schools while supervised by a university coach, for the purpose of developing and verifying beginning-level teaching competency. These experiences include, but are not limited to, creating a positive environment for students with diverse needs, designing and implementing instruction for their PK-3 grade level and learners, promoting and supporting rigorous and appropriate content in their lessons, and reflecting in order to monitor student learning and adjust instruction. Clinical practice provides teaching experiences with multilingual learners and ethnically diverse students; a focus on foundational literacy skills (e.g., print concepts, phonological awareness, phonics and word recognition, fluency) and additional crosscutting themes in literacy and oral and written language (e.g., meaning making, language development, effective expression, content knowledge); and opportunities to practice screening and diagnostic techniques that inform teaching and assessment, and early intervention techniques to support students with dyslexia.

Prerequisite: PRCE 301, PRCE 302, PRCE 303, PRCE 304, PRCE 410, and PRCE 420

PRCE 451, TPA and LPA Support Course, PK-3, 2 Units

Teacher candidates in this course receive CTC-acceptable support regarding the requirements of the CalTPA and LPA, including explanatory materials and in-depth discussions regarding the scoring rubrics. Teacher candidates explore resources and evidenced-based practices in the field to support the development of their CalTPA and LPA, and participate in discussion groups in order to provide peer-to-peer support and feedback on their original submissions. Finally, teacher candidates self-assess their submissions against the CalTPA and LPA rubrics.

Prerequisite: PRCE 301, PRCE 302, PRCE 303, PRCE 304, PRCE 410, and PRCE 420

PRCE 460, Clinical Practice, PK-3, 8 Units

Clinical practice provides teacher candidates a full-time culminating preparatory experience with opportunities to participate as classroom teachers in schools while supervised by a university coach, for the purpose of developing and verifying beginning-level teaching competency. These experiences include, but are not limited to, creating a positive environment for students with diverse needs, designing and implementing instruction for their PK-3 grade level and learners, promoting and supporting rigorous and appropriate content in their lessons, and reflecting in order to monitor student learning and adjust instruction. Clinical Practice provides teaching experiences with multilingual learners, ethnically diverse students, focus on foundational literacy skills (e.g., print concepts, phonological awareness, phonics & word recognition, fluency) and the additional cross cutting themes in literacy, oral and written language (e.g., meaning making, language development, effective expression, content knowledge), and are able to practice screening and diagnostic techniques that inform teaching and assessment and early intervention techniques and support students with dyslexia.

Prerequisite: PRCE 301, PRCE 302, PRCE 303, PRCE 304, PRCE 410, and PRCE 420, and granted equivalency for clinical practice from the BA in Early Childhood Education program

EDUC 536, Family, Community, and School Connections, 3 Units

This course focuses on community dynamics, community building, and parental involvement as essential components in education. Successful school reform models of parental involvement are examined, along with their connection to higher student achievement. Master's degree candidates discuss and define their role in building strong partnerships with all families, especially those in underserved communities. They utilize asset-based community-building strategies in educational practice as they explore their school communities and conduct capacity inventories. Candidates develop an ethnography representing their deepening understanding of who their students are, how the families and communities in which they are embedded help shape them, and how they can utilize this knowledge to enhance holistic development of students through their practice.

Prerequisite: EDUC 560

EDUC 537, Curriculum Design, Development, and Evaluation, 3 Units

In an era of rapid technological shifts and evolving student needs, static curriculum is no longer enough. This course empowers master's candidates to move beyond traditional planning by applying a systems approach to curriculum architecture. Through the lens of the ADDIE and Backward Design models, students master the essentials of effective curriculum design, including: establishing goals and measurable objectives, selecting learning activities and resources that drive achievement, and designing diverse formative and summative assessments to track student progress. Students also learn to utilize multiple feedback loops to evaluate instructional impact and inform future revisions. As a research-embedded course, this framework guides students through the completion of chapter 3 (methodology) of their master's thesis, directly building upon the research proposal developed in EDUC 580.

EDUC 538, Current Issues in Education, 3 Units

In an era defined by rapid technological disruption and shifting social paradigms, education leaders must be more than administrators-they must be architects of change. This course invites master's candidates to investigate and propose strategic solutions for the most urgent challenges in modern education. Through a multidisciplinary lens, students explore four core concentrations: 1) Instructional Design and Curriculum Development: analyzing how content is structured for diverse learners; 2) Instructional Practice: evaluating pedagogy (PK-12) and andragogy (adult learning) across physical and digital environments; 3) Organizational Theory and Governance: examining the structure of schools, universities, and corporate learning departments; and 4) the Politics of Education: assessing the impact of policy, ethics, and socioeconomic trends on educational equity. Students evaluate current research and varying perspectives to determine their impact on learning effectiveness and the well-being of the education community. As a culminating project, candidates synthesize empirical research on a specific topic to craft a comprehensive literature review, demonstrating expertise in current trends and forecasting future directions for research and practice within their respective fields (PK-12, higher education, or corporate training).

EDUC 546, Digital Communications, 3 Units

This course engages students in collaborative, investigative, and reflective learning opportunities through the exploration of relevant digital communication tools. Attention is given to current modes of communication that utilize a digital platform, and effective strategies for implementation within teaching/learning environments.

Prerequisite: EDUC 560

EDUC 547, Special Topics in Educational Technology, 3 Units

Students in this course explore current technologies, emerging trends, and a variety of special topics in educational technology. Course material covers practical and theoretical aspects, effectiveness, and problems related to the implementation of the topic into relevant teaching/learning environments. Different topics are offered at different times, so the course may be repeated for credit.

EDUC 548, Emerging Trends in Technology: AI and Innovative Teaching, 3 Units

Students in this course examine the intersection of human creativity and the rapidly evolving digital landscape, positioning emerging technologies as transformative catalysts rather than replacements for the human experience. Graduate students critically evaluate a broad spectrum of innovations, including generative AI, through a lens of ethical consideration and instructional rigor. By synthesizing pedagogical and andragogical theories, students explore sophisticated applications for implementing Universal Design for Learning (UDL), fostering collaborative student-led inquiries, and leveraging Cyber-Physical Learning environments to bridge the physical and digital worlds. Students analyze systemic barriers to equity, such as algorithmic bias and the "digital divide," while exploring the potential of adaptive learning systems to personalize student success. This course empowers educators to navigate the "human-tech" partnership intentionally by using these tools as force multipliers for productivity and creativity while safeguarding the integrity of individualized, student-centered learning.

EDUC 556, Historical and Philosophical Perspectives of Disability Studies, 3 Units

This course explores and analyzes the historically key definitions of disability in light of the major theories, methodological approaches, and proposed public policy uses that have shaped them. It also considers how civil rights, human rights, self-determination, social policy, and participative action research have influenced disability studies. A diverse set of current and historical research articles on disability studies is analyzed to model the ways in which different research topics have been addressed and introduce how current research can stimulate future studies. Emphasis is given to the formulation of important research questions and the development of testable hypotheses based on previous theory, literature, and experience, as master's candidates begin to develop initial sections of their capstone research project.

Prerequisite: EDUC 560

EDUC 557, Current Trends in Curriculum and Disability Studies, 3 Units

This course equips candidates with practical and theoretical understanding of curriculum in schooling, with an emphasis on the role performed by the special education teacher or differentiation expert. Course material covers the various approaches to curriculum construction and organization in schools by examining the principles of curriculum improvement, change, and evaluation. Focus is on the theories, research, and best practices related to planning and developing curriculum and its implementation in schools and classrooms in order to address the needs of students in diverse communities.

Prerequisite: EDUC 560

EDUC 558, Research and Collaboration for Special Education, 3 Units

This course provides educational specialists the communication and problem-solving skills to successfully collaborate with families, other educators, related service providers, and individuals with exceptionalities within the K-12 education environment. Additionally, this advanced course enables master's degree candidates in special education to build upon earlier courses and examine educational research within the special education framework, with an emphasis on data collection for action research.

Prerequisite: EDUC 560

EDUC 560, Action Research in Education, 1 Unit

This course introduces students to basic qualitative and quantitative research methods, designs, and reporting strategies. Master's degree candidates are enabled to develop an understanding of the research process by introducing the basic principles of research and academic writing. Through activities integrating theory with practice, candidates learn how to identify problems to study, develop research questions, specify data collection methods and design their action research projects which are continued in a subsequent course.

EDUC 569, Capstone Seminar, 2 Units

Culminating the MA emphasis courses, the capstone seminar helps students build on the coursework representing their repertoire of academic preparation from the credential and master's programs. Master's candidates complete their action research projects, and create an ePorfolio for compiling assignments that profile their professional identities (personal philosophy, identity and dispositions narrative), their scholarly work (ethnography, curriculum assessment, literature review), and their practical applications (lesson and unit plans, classroom management) in the classroom. In this way, students refine and contribute further to a body of work representing their accomplishments and professional identity. Finally, through this course, candidates enhance their understanding and experience of a community's connection to the school environment.

Prerequisite: EDUC 536, EDUC 537, and EDUC 538; or EDUC 546, EDUC 547, and EDUC 548; or EDUC 556, EDUC 557, and EDUC 558

EDUC 580, Research in Education, 3 Units

This course provides a comprehensive foundation in the systematic process of educational inquiry. Students move beyond basic consumption of research to become critical evaluators and designers of scholarly investigations. Through the lens of their specific professional fields-whether PK-12, higher education, or corporate learning-students master qualitative, quantitative, and mixed-methods designs, as well as the fundamental statistical tools necessary for data interpretation. The primary output of this course is a completed research prospectus, which serves as the foundational document for the students' research. Students continue their research projects throughout the program: conducting the literature review, identifying data collection methods, collecting and analyzing data, and finally completing their research in the final EDUC course.

EDUC 583, The Soul of Teaching: Value-Based Education, 3 Units

Students in this course explore the historical and philosophical foundations of general and special education through the lens of a Christian worldview, seeking to uncover the 'soul' of the teaching vocation. Students trace the evolution of educational thought and analyze modern philosophies to develop a personal framework for effective leadership and instruction. Beyond theory, the course emphasizes the cultivation of professional dispositions, teacher resiliency, and the educator's role in advancing equity and social flourishing. Students examine the complexities of culture-including ethnocentrism, acculturation, cultural pluralism, and view of disability-to better understand the diverse populations they serve. By integrating faith with practice, students develop culturally responsive strategies and inclusive environments that honor the dignity of every learner in PK-12, higher education, and corporate settings.

Prerequisite: EDUC 580

EDUC 586, 21st Century Leadership for Educators, 3 Units

In an era of rapid technological disruption and shifting educational landscapes, modern educators need more than just pedagogical tools, they need a navigational guide. This master's-level course is designed to equip educators with the essential 21st-century competencies of communication, collaboration, critical thinking, and creativity, anchored by the 'true north' of compassion and contemplative prayer (See the framework below). Moving beyond a theoretical understanding of these needs, this course emphasizes the practical integration of leadership strategies and skills necessary for educators (special and general) and organizational leaders to fully collaborate, problem solve, and lead their school or organization to desired outcomes.

EDUC 588, Neurodiverse Learners and Inclusive Education, 3 Units

Students in this course explore the intersection of neurodiversity, disability studies, and inclusive practices within educational and professional settings. Grounded in the Azusa Pacific University mission of academic excellence and Christian perspective, this course challenges students to move beyond traditional medical models of disability toward a social and biblical understanding of human uniqueness. Students examine the historical and current understandings of disability and analyze how these perspectives influence education policy, law, and professional practice. Throughout the term, participants learn to identify learner assets, evaluate environments for barriers to inclusion, and develop instructional plans utilizing Universal Design for Learning (UDL) to support students in schools and individuals in the workplace.

EDUC 589, Research in Education: Capstone, 3 Units

As the definitive milestone of the Master of Arts program, this course is a dynamic synthesis of students' academic journey and professional growth. Transitioning from theory to high-impact practice, students finalize the action research project initiated in EDUC 580, leveraging contemporary data analytics to analyze their findings and transforming classroom observations into evidence-based solutions for 21st-century learning environments. Simultaneously, students curate a high-visibility ePortfolio-a digital showcase of their professional identity. By aligning their best work with the California Standards for the Teaching Profession (CSTP), students create a compelling narrative of their accomplishments. This course helps students refine their voice as expert educators, equipping them with a sophisticated body of work that demonstrates their readiness to lead and innovate in the evolving education landscape.

Prerequisite: EDUC 580; EDUC 537 and EDUC 538, or EDUC 547 and EDUC 548, or EDUC 586 and EDUC 588.

EDUC 593, Data-Driven Instruction: Effective Assessment Strategies for All Learners, 3 Units

Students in this course explore strategies for designing standards-based, data-driven instructional plans to serve diverse populations (e.g., culturally, linguistically, and ability-diverse learners). Education leaders engage in the administration and analysis of formative, summative, and diagnostic assessments to inform the ongoing development of tailored instruction that serves the unique needs of individuals from diverse, intersecting backgrounds and identities. In view of the achievement and performance gaps that exist across various educational and professional landscapes, students utilize assessment results-alongside professional frameworks and current standards specific to their specialization-to develop cycles of planning, instruction, and assessment. These cycles demonstrate the use of instructional strategies, materials, technologies, and resources to make content connected, contextualized, and accessible to all learners. Students consider how a Christian worldview catalyzes their commitment to creating learning environments that meet the needs of every individual they serve.

Prerequisite: EDUC 537, EDUC 538, and EDUC 580

EDUC 599, Readings in Education, 1-4 Units

EDUC 659, Master's Thesis Rsrch Seminar, 6 Units

This course represents the capstone of the Master of Arts in Education program. In this course, students transition from researchers-in-training to scholarly practitioners who contribute original insights to the field of education. The course is divided into two integrated components: 1) collaborative inquiry, which provides weekly synchronous mentorship with a faculty chair to navigate complex analytical hurdles during the writing process; and 2) independent scholarly writing, which provides the dedicated space for the individual construction of the final thesis manuscript. Drawing upon the research proposal, literature review, and data collected in previous coursework, students synthesize their findings to complete their final work. The culminating product is a formal master's thesis that demonstrates the student's ability to engage in professional discourse and advocate for transformative change in their specific educational or professional setting. During week 8, students present their findings in a formal, in-person defense. Additionally, students finalize their ePortfolio, compiling all required documents and manuscripts onto the platform provided by the instructor.

Prerequisite: EDUC 537, EDUC 538, EDUC 580, EDUC 583, EDUC 586, EDUC 588, EDUC 593

SPED 500, Candidate Support and Supervision, 1-3 Units

Teacher candidates explore current educational practices and a variety of special topics in the field of education, and course material covers practical and theoretical aspects relevant to the teaching/learning environment. Interns may be required to take this course during their program in an effort to meet program requirements while receiving mandated supervision and support.

SPED 517, Art of Teaching II: Pedagogy and Instructional Design for Education Specialists, 3 Units

Students explore pedagogy as the combination of teachers' professional knowledge, skills, and abilities that are directed to creating effective learning opportunities and outcomes for all students in a range of contexts. Building on broad themes in Art of Teaching I, teacher candidates explore pedagogical methods and specific models for meeting individual student needs, utilizing universal and individualized strategies. Attention is given to culturally responsive teaching practices for learners with diverse cultural and ethnic identities, as well as differentiation practices for students with various learning needs. Candidates further analyze the relationship between curriculum, pedagogy, and assessment, and, finally, examine and reflect on the Christian worldview in relation to student diversity and developing a climate of equity and collaboration within classrooms. This course includes 12 hours of required field experience in a TK-12 school.

Prerequisite: TESP 501

SPED 518, Science of Teaching II: Effective Assessment Strategies for Learners with Special Needs, 3 Units

This course explores strategies for designing standards and data-driven curricular plans and units to serve diverse student populations (e.g., culturally, linguistically, and/or ability-diverse learners). Teacher candidates engage in the administration and analysis of formative, summative, and diagnostic assessment to inform the ongoing development of differentiated instruction that serves the unique academic needs of students from diverse, intersecting backgrounds and identities. In view of the academic achievement gap that exists in California TK-12 schools, candidates utilize assessment results, alongside state frameworks and current standards specific to their specialization, in development of further curriculum/planning, instruction, and assessment cycles, and these demonstrate the use of instructional strategies, materials, technologies, and other resources to make content connected, contextualized, and accessible to all students. Candidates consider how a Christian worldview catalyzes their commitment to engage fully in the work of creating classrooms that meet the needs of all their students. This course includes 12 hours of required field experience in a TK-12 school.

Prerequisite: TESP 502

SPED 526, Specialized Academic Instruction: Reading, Writing, and Math, 3 Units

This course introduces candidates to multifaceted and multitiered methodologies and strategies necessary for teaching and engaging diverse students with disabilities in mathematics and language arts. Candidates become proficient in making explicit connections between ongoing assessment, student characteristics and strengths, instruction, and curriculum. They learn to analyze data to plan effective and differentiated instruction and interventions, and also how to collaboratively design effective IEP goals while considering the role of technology in those goals.

SPED 527, Teaching Students with Extensive Support Needs, 3 Units

This course provides teacher candidates with a systems perspective for understanding and supporting individuals with extensive support needs and their families who come from culturally and linguistically diverse backgrounds. Using a person-centered planning approach, candidates examine effective collaborative strategies for team building, Individual Education Program (IEP) development, joint problem solving, and transition planning. Course material covers evidence-based strategies, adaptations, modifications, and technologies that provide access to Common Core standards, functional academics, and life skills. Various models are reviewed, including co-teaching, inclusion, community-based instruction, and vocational training.

SPED 528, Assessment and IEP Development: Mild to Extensive Support Needs, 3 Units

Teacher candidates in this course examine current assessment mandates for students with mild to extensive support needs, studying test development and learning to evaluate assessment tools based on current research-based policies and mandates. Candidates also learn to administer and interpret norm-criterion reference assessment instruments as well as informal surveys or assessment instruments, and gain an understanding of the influence of cultural and linguistic factors in the development of Individual Education Program (IEP) goals and Individual Transition Plans (ITPs).

SPED 529, Positive Behavior Supports for Students with Exceptional Needs, 3 Units

This course equips teacher candidates with the skills and legal framework essential to the development of positive behavior supports and self-management outcomes for students with disabilities. Candidates examine foundations of behavior disorders, appropriate communication, and behavioral support strategies that align with best practices. The foundations of functional analysis of behavior that leads to the development of positive behavior intervention plans are examined. Models of collaborative practices that lead to positive relationships and critical partnerships with students, families, educators, and agencies are investigated through skill development and self-analysis.

SPED 567, Clinical Practice: Mild to Moderate Support Needs, 8 Units

This course prepares teacher candidates to support students with mild to moderate disabilities, including learning disabilities, intellectual disabilities, autism, and other health impairments. Through full-time, supervised student teaching or internship in TK-12 public school classrooms, candidates gain hands-on experience implementing Individualized Education Programs (IEPs). They create supportive classroom environments, conduct formal and informal assessments, plan instruction aligned with California Content Standards, and track student progress on goals and objectives. Candidates also apply positive behavior supports when needed and work with English learners and diverse student populations. The course emphasizes foundational literacy skills, oral and written language development, and diagnostic techniques, including early intervention strategies for students with dyslexia.

Prerequisite: Clearance by the Office of Student Placements

SPED 577, Clinical Practice: Extensive Support Needs, 8 Units

This course prepares teacher candidates to support students with extensive support needs including unique learning needs resulting from a range of specific learning disabilities, intellectual disabilities, autism, other health impairments, emotional disturbance, multiple disabilities, traumatic brain injury, orthopedic impairment, or deafblindness. Through full-time, supervised student teaching or internships in TK-12 public school classrooms, candidates gain hands-on experience implementing Individualized Education Programs (IEPs). They create highly individualized, supportive classroom environments, conduct formal and informal assessments, plan instruction aligned with California Content Standards, and monitor progress on personalized goals and objectives. Candidates also implement intensive positive behavior supports, assist with communication and mobility needs, and collaborate with related service providers. The course emphasizes functional academics, life skills, augmentative and alternative communication (AAC), and strategies to promote independence. Candidates gain experience working with multilingual learners and diverse student populations, while learning specialized instructional techniques, including adaptive technology integration, to meet the complex needs of students with extensive support requirements.

Prerequisite: Clearance by the Office of Student Placements

TEP 511, Art of Teaching II: Pedagogy and Instructional Design, 3 Units

This course explores pedagogy as the combination of teachers' professional knowledge, skills, and abilities that are directed to creating effective learning opportunities and outcomes for all students in a range of contexts. Building on broad themes from Art of Teaching I, teacher candidates explore pedagogical methods and specific models for meeting individual student needs, utilizing universal and individualized strategies. Attention is given to culturally responsive teaching practices for learners with diverse cultural and ethnic identities, as well as differentiation practices for students with various learning needs. Candidates further analyze the relationship between curriculum, pedagogy, and assessment, and examine and reflect on the Christian worldview in relation to student diversity and developing a climate of equity and collaboration within classrooms. This course includes 12 hours of required field experience in a TK-12 school.

Prerequisite: TESP 501

TEP 512, Science of Teaching II: Effective Assessment Strategies for All Learners, 3 Units

This course explores strategies for designing standards and data-driven curricular plans and units to serve diverse student populations (e.g., culturally, linguistically, and/or ability-diverse learners). Teacher candidates engage in the administration and analysis of formative, summative, and diagnostic assessment to inform the ongoing development of differentiated instruction that serves the unique academic needs of students from diverse, intersecting backgrounds and identities. In view of the academic achievement gap that exists in California TK-12 schools, candidates utilize assessment results, alongside state frameworks and current standards specific to their specialization, in development of further curriculum/planning, instruction, and assessment cycles, and these demonstrate the use of instructional strategies, materials, technologies, and other resources to make content connected, contextualized, and accessible to all students. Candidates consider how a Christian worldview catalyzes their commitment to engage fully in the work of creating classrooms that meet the needs of all their students. This course includes 12 hours of required field experience in a TK-12 school.

Prerequisite: TESP 502

TEP 537, Teaching for Equity: Differentiation and Literacy in the Secondary Classroom, 3 Units

Teacher candidates engage in a comprehensive exploration of differentiated instruction, literacy strategies, and assessments for secondary teachers, integrating theory and practice to create inclusive and effective learning environments. Candidates master research-based literacy strategies to be incorporated across their subject area, and learn to analyze and apply knowledge of diverse student needs, including academic, social-emotional, cultural, and linguistic factors. Through critical reflection and hands-on activities, candidates gain the skills and knowledge to engage all learners and foster their academic and literacy growth. This course requires 12 hours of field work.

TEP 538, Pedagogy and Practice in the Secondary Classroom, 3 Units

Teacher candidates engage in content-specific pedagogical strategies by subject matter. Issues addressed include, but are not limited to: teacher beliefs and their effect on student performance; effective curriculum and lesson development; culturally appropriate pedagogical practices; the plan, teach, assess, reflect, and apply cycle; content-specific strategies for teaching and assessing; and preparation for the workforce. Candidates also begin the development of an Individualized Learning Plan to gain competence as reflective practitioners and further develop the professional knowledge, skills, and dispositions necessary to meet the expectations for beginning teachers.

TEP 540, Inquiry-Based Methods of Teaching Mathematics and Science, TK-8, 3 Units

This course prepares teacher candidates to effectively teach and integrate mathematics and science in a self-contained TK-8 classroom environment. With an emphasis on the California standards and frameworks for math and science, the course provides a foundation in research-based teaching methods that promote critical thinking, inquiry, and problem-solving. Candidates learn to design interdisciplinary lessons that connect math and science concepts, fostering student engagement and curiosity. The course covers strategies for differentiated instruction, formative and summative assessment techniques, and the use of technology and hands-on learning tools to enhance student understanding relevant to the instruction of mathematics and science. Candidates also explore ways to create an inclusive classroom environment that meets the diverse needs of all learners, including multilingual learners and students with special needs.

TEP 555, Clinical Practice: Multiple Subject, 8 Units

This course prepares teacher candidates to teach in a self-contained elementary classroom setting. Through full-time supervised student teaching or internship in TK-6 public school classrooms, candidates gain hands-on experience creating positive, inclusive classroom environments, designing and implementing instruction for Multiple Subject grade levels, and promoting rigorous, developmentally appropriate content. Candidates reflect on instructional practices to monitor student learning and adjust teaching strategies accordingly. The course emphasizes working with multilingual learners and diverse student populations, focusing on foundational literacy skills (e.g., print concepts, phonological awareness, phonics, word recognition, fluency) and cross-cutting literacy themes (e.g., meaning-making, language development, effective expression, content knowledge). Candidates also gain experience with screening, diagnostic techniques, and early interventions strategies related to literacy, including supports for students with dyslexia.

Prerequisite: Clearance by the Office of Student Placements

TEP 563, Clinical Practice: Single Subject, 8 Units

This course prepares teacher candidates to support students in a departmentalized content area setting, usually in the middle or high school grades. Through full-time supervised student teaching or internship in public school classrooms, candidates gain hands-on experience creating a positive environment for students with diverse needs, designing and implementing instruction for their Single Subject content area and grade level learners, promoting and supporting rigorous and appropriate content in their lessons, and reflecting in order to monitor student learning and adjust instruction. Clinical Practice provides teaching experiences with multilingual learners and ethnically diverse students.

Prerequisite: Clearance by the Office of Student Placements

TEP 577, CalTPA Support Course: Single Subject, 2 Units

This course introduces and provides CTC-acceptable support to single subject teacher candidates regarding the requirements of CalTPA cycle 1 and cycle 2, including explanatory materials and in-depth discussions regarding the scoring rubrics. Teacher candidates explore resources and evidenced-based practices in the field to support the development of their instructional cycles. Teacher candidates also participate in discussion groups in order to provide peer-to-peer support and feedback on their original submissions. Finally, the teacher candidates self-assess their instructional cycle submissions against the CalTPA rubrics.

TEP 590, Candidate Support and Supervision, 1-3 Units

Teacher candidates explore current educational practices and a variety of special topics in the field of education, and course material covers practical and theoretical aspects relevant to the teaching/learning environment. Interns may be required to take this course during their program in an effort to meet program requirements while receiving mandated supervision and support.

TESP 501, Art of Teaching I: Foundations of Teaching, 3 Units

This course provides an introduction to basic pedagogy, including classroom management, lesson planning and teaching, standards-based instruction, teaching strategies for students with diverse identities and needs, and the application of technology to support teaching and learning. Teacher candidates consider strategies, models, and processes for meeting the needs of a broad range of TK-12 students, including special needs students, gifted students, multilingual learners, speakers of nondominant varieties of English, and students of all cultural or ethnic identities. Candidates directly apply classroom learning in a collaborative context that implements inclusion. Candidates also examine Christian character and develop an understanding of grace in the Christian worldview as applied in classroom contexts, in consideration of meeting the needs of students and building community within the classroom. This course includes 12 hours of required field experience in a TK-12 school.

TESP 502, Science of Teaching I: How Students Learn, 3 Units

This course provides a foundational overview of human growth and development for all students in the TK-12 environment. Teacher candidates explore how research on the neuroscience of learning, theories of learning, and student motivation shape current understanding of student development through the TK-12 education experience. They investigate how this knowledge enables them to meet the needs of all students. Candidates also examine their own cultural beliefs, attitudes toward diversity, and related assumptions, considering how these factors may impact student learning and achievement. Candidates demonstrate applied knowledge of communication styles and strategies for fostering positive cross-cultural interactions among students with diverse cultural, linguistic, and ability backgrounds. Finally, candidates reflect on the importance of supporting the development of all students from a Christian worldview. This course includes 12 hours of required field experience in a TK-12 school. Meets the APU Core: Social Science general education requirement. 

TESP 508, Literacy and the Humanities, TK-8, 3 Units

Candidates explore approaches to literacy instruction for culturally and linguistically diverse students, as well as students with varied academic and physical needs. Course material focuses on the latest research related to the science of reading and the benefits of writing as a means for communication, comprehension, and reflection. Following a structured literacy framework for explicit and systematic instruction of foundational skills (e.g., phonological awareness, phonics, spelling, fluency, vocabulary) as well as higher-level skills (e.g., comprehension and written expression), candidates develop strategies to scaffold learners at various developmental levels, including those who have dyslexia. The major themes of literacy-foundational skills, language development, meaning making, effective expression, and content knowledge-are addressed as ways to build a comprehensive and integrated program. The visual and performing arts are embedded to reinforce literacy learning and support creative and cultural expression. The history/social science curriculum grounds content literacy to help all students apply reading, writing, listening, and speaking skills to multiple areas of learning for meaning and purpose. This course includes 12 hours of required field experience in a TK-8 school.

TESP 553, Schools and Educational Systems, 2 Units

Students in this course examine the legal, ethical, and organizational systems that shape the teaching profession. Teacher candidates explore school and community culture, focusing on communication and collaboration strategies to ensure equitable access for all students. Course material addresses contractual responsibilities, professional expectations, and advocacy for positive change within schools, all viewed through a Christian lens.

TESP 557, Teaching Performance Assessment (TPA) and Literacy Performance Assessment (LPA) Support Course, 2 Units

This course introduces and provides CTC-acceptable support to teacher candidates regarding the requirements of the CalTPA and LPA, including explanatory materials and in-depth discussions regarding the scoring rubrics. Teacher candidates explore resources and evidenced-based practices in the field to support the development of their CalTPA and LPA. Teacher candidates also participate in discussion groups in order to provide peer-to-peer support and feedback on their original submissions. Finally, the teacher candidates self-assess their submissions against the CalTPA and LPA rubrics.

TESP 590, Candidate Support and Supervision, 1-3 Units

This course is for teacher candidates who need support in their credential or degree program. Current education practices and a variety of special topics in the fields of general education and special education are explored. Course material covers practical and theoretical aspects relevant to the teaching/learning environment. Intern candidates take this course during their program to receive required supervision and support.