May 05, 2024

University Catalog 2021-2022

University Catalog 2021-2022 [ARCHIVED CATALOG]

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Education
	TEP-6170: Professional Intensives This intensive module will have changing topics related to current student issues, recent legislation, and emerging educational research. For example, one quarter’s intensive might focus on educational accountability and assessment (including examining the effects of high stakes testing on diverse student populations). Other topics could include curricular issues, special student populations, health, standards, educational technology, ethics in education, etc Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6170AA: Access and Equity for Special Populations Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6170B: Advanced Use of Educational Technology This course will enable credential candidates to build upon skills and knowledge gained during preliminary preparation by investigating best practices in using classroom technology, to prepare students to be life-long learners in an information-based, interactive society. Candidates will make appropriate and efficient use of software and related media to create and teach technology-integrated lessons within a constructivist pedagogy. They will revise and adapt lessons to reflect best practices learned in integrating technology into the curriculum. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6170C: Social Justice Health Candidates will earn to deliver comprehensive support for student’s physicals, cognitive, emotional and social well being based on an understanding of the relationship between student health, learning and discrimination. Each candidate will learn to promote personal, classroom and school safety through informal assessment, instructional planning and the implementation if appropriate prevention and intervention strategies. Each candidate will learn to access local and community resources to support student health, as well as major state and federal laws related to health and safety, including reporting requirements and parents’ rights. Candidates will learn to implement appropriate elements of the adopted health curriculum with an emphasis on health related social justice issues. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6170D: Differentiated Instruction for Unversal Access TEP 617D is designed for professional educators who have earned a preliminary California State Teaching Credential and are seeking to clear the credential. The course explores and supports the development of pedagogical content knowledge in and across all areas of the curriculum, and makes visible ways for teachers to construct and maintain a caring learning environment intentionally designed to provide access for diverse learners to the curriculum as defined by the Common Core State Standards (CCSS). Professional educators explore and construct strategies to differentiate by learning modalities, applying universal design methods and research-based strategies that support English Language Development. The course foregrounds: Social Learning Theories and Practice, Specially Designed Academic Instruction in English (SDAIE), flexible grouping methods, and brain-based strategies that educators learned in their preliminary preparation year. Finally, educators will advance their technological knowledge base through application of on-line resources, apps, and platforms such as Facebook, Pintrest, Google Docs, Gmail, Google Hangout, Twitter, etc. Each candidate will integrate technological platforms into lessons/ activities in ways that foster universal access to learning. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6171: Access & Equity for Special Populations This course builds upon the knowledge gained by candidates in their preliminary credential program (at Antioch - TEP 6011 and 6012). Candidates will learn new skills necessary to provide equitable experiences and accommodations for the special education student within an inclusive environment. Candidates use informal assessment, instructional planning and evaluation, behavior encouragement techniques, mainstreaming principles, and consultation skills. As a result of this course, candidates will be able to interface with special education personnel, implement and evaluate special learner programs, and work effectively with exceptional learners in the regular classroom environment. They will use their knowledge of legal obligations with respect to students with special needs and will be able to clearly identify students for appropriate referral. Candidates will be able to advocate for the needs of special students and be aware of family issues with respect to disability, culture and language. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6173: Differentiated Instruction for Universal Access This course supports the development of the induction candidate’s pedagogical content knowledge in all areas of the curriculum. The course reviews the interconnections between creating and maintaining a caring learning environment and students’ access to the curriculum defined by the CA Content Standards for the candidate’s teaching assignment. Candidates explore strategies to differentiate by learning modalities, applying universal design methods and research based strategies for English Language Development. Candidates practice SDAIE, flexible grouping and brain-based strategies they have learned in their preliminary preparation year. Candidates also advance their technological knowledge through application of online resources. Each candidate integrates these technology-related tools into the educational experience of students, including those with special needs. By meeting course learning goals, the candidate will fulfill the pedagogy area of their Individualized Inquiry Plan. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6180: Leadership in Educational Reform Leadership is studied as a social construct for both classrooms and wider contexts. Candidates consider the potential for formal and informal leadership in the context of the professional role of educators. Historic and contemporary school leadership and change efforts are studied and their methods are identified and analyzed in terms of their applicability to contemporary school change leadership. Effective communication, presentation, persuasion, and interpersonal effectiveness skills are identified and practiced. Candidates construct a change plan in their interest area that involves their work in leadership. Reflection upon oneself as both a member of society and as a leader, and identifying strengths and areas to strengthen in one’s service as a leader are fostered. Min. Credits: 4.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6190: Producing and Disseminating Educational Research In this course, students begin to carry out the research method and purpose developed and refined during TEP6140 and TEP6160. By this point, students have clear research questions, an appropriate methodology and a literature review that is close to final draft form and uses at least 20 sources. Class meetings focus on problem solving, writing, data analysis, ethics and preparation for the “Public Conversations.” By the end of this quarter, students should have relatively complete draft versions of the first 3 chapters and an outline or beginning draft of the results or findings chapter. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Prerequisites: TEP-6140: Found of Educational Research,TEP-6160: Crit Eval or Educ Research Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6210: Thesis Completion and Publication Min. Credits: 6.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Thesis / Dissertation Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6210A: Thesis Study The course’s central goal is to help students further examine their research question and determine any necessary next steps to complete their thesis. Students will study and practice professional data interpretation, writing, organization and presentation skills. Students will review other these and offer critique of each others work. In this course, students will prepare their poster session presentations and collaborate in the creation of the Capstone Event. The course will be conducted through interactive practices that are intended to enhance the skills of civic education for each student. Min. Credits: 3.0 Max Credits: 6.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Thesis / Dissertation Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6211: Thesis Study Students review central features of their learning and receive support in the completion of their projects, which will incorporate these features. Students study and practice professional data interpretation, writing, organization, and presentation skills. Methods of research publication are studied and candidates are encouraged to receive assistance toward publishing their work. Min. Credits: 6.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Thesis / Dissertation Prerequisites: TEP-6140: Found of Educational Research,TEP-6160: Crit Eval of Educ Research,TEP-6190: Produc & Dissem Ed Research Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6220: Integrated Curriculum I This intensive workshop helps teachers in K-8 classrooms prepare for and improve their skills in a hands-on, interactive context. Topics include curriculum development, lesson planning, field trips, writer’s workshop, classroom arrangement, parent meetings, and homework. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6220A: Professional Inquiry and Collegial Observation I Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6220B: Professional Inquiry and Collegial Observation II Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6220C: Professional Inquiry and Collegial Observation III Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6221.LA: Professional Inquiry and Collegial Observation I Throughout the Induction Program Clear Credential candidates take TEP 6221 - 6226 Professional Inquiry and Collegial Observation (PICO). The main purpose of these 2-unit courses is for candidates to become familiar with the Antioch Domains (CSTPs + 2) and to develop an Individualized Learning Plan (ILP) that will facilitate their growth around these standards. Candidates are asked to think about the opportunities they have to practice and evaluate their own teaching in relation to the domains and to plan traditional and alternative ways to meet the standards. Candidates formalize this thinking in an Individualized Learning Plan, which identifies areas for of growth for the candidate’s teaching practice, plans for how the growth will take place, and includes ways in which the growth might be documented and assessed. Another purpose of PICO is to help candidates find and build professional relationships which will help support them as they begin in the profession. They are taught collegial coaching practices and a community of practice is established within the class. Candidates are also encouraged to learn about in-service opportunities in their schools and in the larger teaching community, form collegial relationships and take additional course work to support their application and integration of learning in these areas. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6222.LA: Professional Inquiry and Collegial Observation II Throughout the Induction Program Clear Credential candidates take TEP 6221 - 6226 Professional Inquiry and Collegial Observation (PICO). The main purpose of these 2-unit courses is for candidates to become familiar with the Antioch Domains (CSTPs + 2) and to develop an Individualized Learning Plan (ILP) that will facilitate their growth around these standards. Candidates are asked to think about the opportunities they have to practice and evaluate their own teaching in relation to the domains and to plan traditional and alternative ways to meet the standards. Candidates formalize this thinking in an Individualized Learning Plan, which identifies areas for of growth for the candidate’s teaching practice, plans for how the growth will take place, and includes ways in which the growth might be documented and assessed. Another purpose of PICO is to help candidates find and build professional relationships which will help support them as they begin in the profession. They are taught collegial coaching practices and a community of practice is established within the class. Candidates are also encouraged to learn about in-service opportunities in their schools and in the larger teaching community, form collegial relationships and take additional course work to support their application and integration of learning in these areas. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6223.LA: Professional Inquiry and Collegial Observation III Throughout the Induction Program Clear Credential candidates take TEP 6221 - 6226 Professional Inquiry and Collegial Observation (PICO). The main purpose of these 2-unit courses is for candidates to become familiar with the Antioch Domains (CSTPs + 2) and to develop an Individualized Learning Plan (ILP) that will facilitate their growth around these standards. Candidates are asked to think about the opportunities they have to practice and evaluate their own teaching in relation to the domains and to plan traditional and alternative ways to meet the standards. Candidates formalize this thinking in an Individualized Learning Plan, which identifies areas for of growth for the candidate’s teaching practice, plans for how the growth will take place, and includes ways in which the growth might be documented and assessed. Another purpose of PICO is to help candidates find and build professional relationships which will help support them as they begin in the profession. They are taught collegial coaching practices and a community of practice is established within the class. Candidates are also encouraged to learn about in-service opportunities in their schools and in the larger teaching community, form collegial relationships and take additional course work to support their application and integration of learning in these areas. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6224: Professional Inquiry and Collegial Observation I Through focused conversations involving introspection and meaning construction with self and others, candidates will identify and strengthen their own theory of practice and their ability to construct theory from applied contexts. By selecting from significant personal experiences of teaching and learning related to the standards required by the advanced course of study, and posing questions related to these experiences, candidates will participate in conversations over time with their critical friends. Videotapes, collegial observations and artifacts of teaching will be used to ground the development of theoretical constructs and growth of classroom facilitation skills. By participating in a sustained community of practice, candidates will be supported in their growth over time. Candidates will enhance their ethnographic note taking/note making skills and their capacity for constructive conversation. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6224.LA: Professional Inquiry and Collegial Observation IV Throughout the Induction Program Clear Credential candidates take TEP 6221 - 6226 Professional Inquiry and Collegial Observation (PICO). The main purpose of these 2-unit courses is for candidates to become familiar with the Antioch Domains (CSTPs + 2) and to develop an Individualized Learning Plan (ILP) that will facilitate their growth around these standards. Candidates are asked to think about the opportunities they have to practice and evaluate their own teaching in relation to the domains and to plan traditional and alternative ways to meet the standards. Candidates formalize this thinking in an Individualized Learning Plan, which identifies areas for of growth for the candidate’s teaching practice, plans for how the growth will take place, and includes ways in which the growth might be documented and assessed. Another purpose of PICO is to help candidates find and build professional relationships which will help support them as they begin in the profession. They are taught collegial coaching practices and a community of practice is established within the class. Candidates are also encouraged to learn about in-service opportunities in their schools and in the larger teaching community, form collegial relationships and take additional course work to support their application and integration of learning in these areas. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6225: Professional Inquiry and Collegial Observation II Through focused conversations involving introspection and meaning construction with self and others, candidates will identify and strengthen their own theory of practice and their ability to construct theory from applied contexts. By selecting from significant personal experiences of teaching and learning related to the standards required by the advanced course of study, and posing questions related to these experiences, candidates will participate in conversations over time with their critical friends. Videotapes, collegial observations and artifacts of teaching will be used to ground the development of theoretical constructs and growth of classroom facilitation skills. By participating in a sustained community of practice, candidates will be supported in their growth over time. Candidates will enhance their ethnographic note taking/note making skills and their capacity for constructive conversation. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6225.LA: Professional Inquiry and Collegial Observation V Throughout the Induction Program Clear Credential candidates take TEP 6221 - 6226 Professional Inquiry and Collegial Observation (PICO). The main purpose of these 2-unit courses is for candidates to become familiar with the Antioch Domains (CSTPs + 2) and to develop an Individualized Learning Plan (ILP) that will facilitate their growth around these standards. Candidates are asked to think about the opportunities they have to practice and evaluate their own teaching in relation to the domains and to plan traditional and alternative ways to meet the standards. Candidates formalize this thinking in an Individualized Learning Plan, which identifies areas for of growth for the candidate’s teaching practice, plans for how the growth will take place, and includes ways in which the growth might be documented and assessed. Another purpose of PICO is to help candidates find and build professional relationships which will help support them as they begin in the profession. They are taught collegial coaching practices and a community of practice is established within the class. Candidates are also encouraged to learn about in-service opportunities in their schools and in the larger teaching community, form collegial relationships and take additional course work to support their application and integration of learning in these areas. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6226: Professional Inquiry and Collegial Observation III Through focused conversations involving introspection and meaning construction with self and others, candidates will identify and strengthen their own theory of practice and their ability to construct theory from applied contexts. By selecting from significant personal experiences of teaching and learning related to the standards required by the advanced course of study, and posing questions related to these experiences, candidates will participate in conversations over time with their critical friends. Videotapes, collegial observations and artifacts of teaching will be used to ground the development of theoretical constructs and growth of classroom facilitation skills. By participating in a sustained community of practice, candidates will be supported in their growth over time. Candidates will enhance their ethnographic note taking/note making skills and their capacity for constructive conversation. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6226.LA: Professional Inquiry and Collegial Observation VI Throughout the Induction Program Clear Credential candidates take TEP 6221 - 6226 Professional Inquiry and Collegial Observation (PICO). The main purpose of these 2-unit courses is for candidates to become familiar with the Antioch Domains (CSTPs + 2) and to develop an Individualized Learning Plan (ILP) that will facilitate their growth around these standards. Candidates are asked to think about the opportunities they have to practice and evaluate their own teaching in relation to the domains and to plan traditional and alternative ways to meet the standards. Candidates formalize this thinking in an Individualized Learning Plan, which identifies areas for of growth for the candidate’s teaching practice, plans for how the growth will take place, and includes ways in which the growth might be documented and assessed. Another purpose of PICO is to help candidates find and build professional relationships which will help support them as they begin in the profession. They are taught collegial coaching practices and a community of practice is established within the class. Candidates are also encouraged to learn about in-service opportunities in their schools and in the larger teaching community, form collegial relationships and take additional course work to support their application and integration of learning in these areas. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6230: Review of Educational Research This course is designed to introduce candidates to issues central to critical qualitative educational research, with emphasis on action research methods and becoming teacher-researchers. Candidates use critical reading, writing, inquiry, and discussion. Candidates reflect on, develop, and articulate their own perspectives relative to the course content. Candidates begin to design an action research project, which they will continue to build upon throughout the year. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6250: Financing School Change This course is designed to provide MAE candidates the technical and practical knowledge, understanding and skills necessary to successfully pursue grant funding from government agencies, public, private and corporate foundations for creating community programs, conducting academic and community based research projects. Candidates will learn how to develop compelling, well-written proposals, and the strategies used by successful grant writers to significantly increase their funding success. The course is intended to prepare candidates interested in pursuing careers in education, research, non-profit management, and public service. This course will compliment university courses in research methodology. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6290A: Educational Research: Inquiry II This course follows TEP 623 and provides support for MAE candidates to continue developing their action research projects. Designed with both seminar and individual candidate-faculty sessions, the course will provide skills and guidance for candidates to complete the literature review, clearly identify and study their project’s methodological approach, and obtain all necessary permissions to conduct research beginning the following quarter, if not earlier. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6290B: Educational Research: Inquiry III This course follows TEP 629B and provides support for MAE candidates to continue developing their action research projects. Designed with both seminar and individual candidate-faculty sessions, the course will provide skills and guidance for candidates to complete the literature review, clearly identify and study their project’s methodological approach, implement their action research projects, continue data collection and analysis, and begin interpretation of their data. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6290C: Collaborative Inquiry III Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6300.LA: Apprenticeship for Social Justice Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6300.SB: Social Justice & Educational Reform Contemporary research and practice related to progressive education movements are studied, including humanistic, student-centered, democratic, environmental, character, radical pedagogy, moral education, de-schooling, and charter schools. Students explore their own assumptions about these approaches and write a supported essay on their approach to teaching and school reform. The concept and practices of activism within and outside of the system are introduced. During this course students also form a unique collegial support group for pursuing the master’s degree as experienced teachers. Antioch’s social justice mission and its impact in the educational program are shared in this course. Prerequisite(s): Admission into the Master of Arts in Education Program in Social Justice and Educational Leadership Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6310A: Resillience Education Candidates will apply knowledge and skills acquired in their preliminary credential preparation to provide comprehensive support for student’s physical, cognitive, emotional and social well-being based on an understanding of relationships between student health, a caring learning environment and discrimination. Topics for this course focus on community building in classrooms and schools as a mediating variable in developing positive behaviors and a positive disposition toward learning. Candidates use methods learned during their preliminary credential preparation year to promote respect, value differences, and mediate conflicts. Each candidate will learn to promote personal, classroom and school safety through informal assessment, instructional planning, and the implementation of appropriate prevention and intervention strategies. The PORT model of Resilience Education will be introduced and practiced. Each candidate will demonstrate how to access local and community resources to support all students. Participants in the course will use personal reflection and curriculum development for the purpose of strengthening their own and their students’ resilience. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6311: Resilience Education Candidates will apply knowledge and skills acquired in their preliminary credential preparation to provide comprehensive support for student’s physical, cognitive, emotional and social well being based on an understanding of relationships between student health, a caring learning environment and discrimination. Topics for this course focus on community building in classrooms and schools as a mediating variable in developing positive behaviors and a positive disposition toward learning. Candidates use methods learned during their preliminary credential preparation year to promote respect, value differences, and mediate conflicts. Each candidate will learn to promote personal, classroom and school safety through informal assessment, instructional planning, and the implementation of appropriate prevention and intervention strategies. The PORT model of Resilience Education will be introduced and practiced. Each candidate will demonstrate how to access local and community resources to support all students. Participants in the course will use personal reflection and curriculum development for the purpose of strengthening their own and their students’ resilience. PREREQUISITE: Completion of a preliminary credential. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6320: Practicum in Educational Inquiry Students work on gathering data and implementing the projects they designed in TEP619. Students engage in Action Research in their own classrooms or other practicum placements in which reforms are needed. This research is a culmination of the learning students have done in core courses in preparation for their own projects. Students focus on the development of solid research practices based upon their understandings of the social, political, historical and cultural environments they are studying. They receive support from faculty and peers as they practice the research aspects of their projects in the field. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom,Online (asynchronous) Prerequisites: TEP-6140: Found of Educational Research,TEP-6160: Cri Eval of Educ Research,TEP-6190: Produc & Dissem Ed Research Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6320B: Social Justice and Diversity for Education In this course, candidates will examine approaches to teaching for social justice that incorporate community building, empowerment, critical pedagogy, and social action. Candidates will study theoretical frameworks for understanding social justice in education and will acquire tools and skills to apply these concepts in their own teaching. Candidates will reflect on the meaning of being a social justice educator, identifying personal and institutional barriers to equity and inclusiveness, and developing the commitment and resources to navigate around or over these barriers. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6340: Critical Media Literacy The twentieth century brought about an explosion of different ideas about how children develop and learn and how they should be educated. Some radical, some conservative, these models continue to be presented as the best ways for children to learn. Is there one way? This course explores a number of alternative secular school approaches, both public and private, with the purpose of investigating core differences in conceptions of children, learning development, and the aims of education. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6350A: Review of Educational Research This course is designed to introduce candidates to issues central to critical qualitative educational research, with emphasis on action research methods and becoming teacher-researchers. Candidates use critical reading, writing, inquiry, and discussion. Candidates reflect on, develop, and articulate their own perspectives relative to the course content. Candidates begin to design an action research project, which they will continue to build upon throughout the year. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6350B: Constructing a Literature Review This course follows TEP 635A and provides support for MAE candidates to continue developing their action research projects. Designed with both seminar and individual student-faculty sessions, the course will provide skills and guidance for candidates to complete the literature review, clearly identify and study their project’s methodological approach, and obtain all necessary permissions to conduct research beginning the following quarter, if not earlier. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6350D: Project Production and Dissemination This course follows TEP 635C and is designed to provide support for MAE candidates to complete their action research projects. Designed with both seminar and individual student-faculty sessions, the course will provide skills and guidance for candidates to develop the final sections of their project, including the findings, discussionn and conclusion. Candidates will also review and critique the projects of their fellow cohort. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6360: Exploring Creativity This creativity course focuses on understanding creativity from a multi-disciplinary perspective. Course content includes definitions of creativity, methods of recognizing and motivating creative expression within organizations and within families. This course includes consideration of multiple resources, examples and methods that foster creative expression. Through exploration of creativity as a social, psychological, organizational, historic and educational phenomenon, students will construct a definition of creativity, become aware of examples of the creative process and barriers to creativity in modern organizations and develop action plans for personal and organizational creativity as appropriate to each student’s goals. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara,Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6370: Global Perspectives in an Era of Change This course is designed to help candidates develop the competence to function effectively and ethically in a complex, rapidly changing world that is increasingly interdependent yet fraught with conflicts and disparities. Learning to look at the world from a global perspective assures that graduates have had at least one significant academic exposure to the world beyond the US borders and the opportunity to consider their implications of this knowledge of the international community and their own lives. Topics addressed will include contemporary popular culture, nationalism, globalization, international education, human rights, economics, regional, ethnic or religious conflict and the role of government. Through concentrated study of a particular country, culture or region or through in-depth focus on a particular global issue with reference to two of more parts of the world, or through the study of global affairs by comparative method, candidates may cultivate a broader and more thoughtful perspective; increase their global awareness; and learn the importance of the particularities of place, time, and culture to understand our world in order to become a world citizen. Topics vary for each Global Perspectives class by quarter. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6370.LA: Global Perspectives in an Era of Change This course is designed to help candidates develop the competence to function effectively and ethically in a complex, rapidly changing world that is increasingly interdependent yet fraught with conflicts and disparities. Learning to look at the world from a global perspective assures that graduates have had at least one significant academic exposure to the world beyond the US borders and the opportunity to consider their implications of this knowledge of the international community and their own lives. Topics addressed will include contemporary popular culture, nationalism, globalization, international education, human rights, economics, regional, ethnic or religious conflict and the role of government. Through concentrated study of a particular country, culture or region or through in-depth focus on a particular global issue with reference to two of more parts of the world, or through the study of global affairs by comparative method, candidates may cultivate a broader and more thoughtful perspective; increase their global awareness; and learn the importance of the particularities of place, time, and culture to understand our world in order to become a world citizen. Topics vary for each Global Perspectives class by quarter. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6370.SB: Small Group Leadership Small Group Leadership theory and practice is relevant for all who work within organizations or who practice in small groups. This course is highly interactive and requires self-study as well as application of ethnographic observation of at least one working group. Participants in the course will demonstrate understandings of the task and maintenance functions of the groups, and how leadership is diffused among membership. Participants study leadership functions, social power theory and the dynamics of groups including how norms are established, how to manage effective meetings and how groups form and mature over time. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6380: Leadership & Change This course will familiarize candidates with traditional and modern concepts of leadership and organizational change. Candidates will apply these concepts to hypothetical situations and those based on real world experiences within the students’ organizations. Historical and contemporary leaders will be examined to trace common themes of leadership and to contrast differences. In addition, candidates will explore various leadership styles and traits to discover their own leadership styles and strengths. Lastly, candidates will research real world leaders to discover how they bring both stability and change to people and organizations. Min. Credits: 3.0 Max Credits: 4.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6390: Global Perspectives in an Era of Change II This course is designed to help candidates develop the competence to function effectively and ethically in a complex, rapidly changing world that is increasingly interdependent yet fraught with conflicts and disparities. Learning to look at the world from a global perspective assures that graduates have had at least one significant academic exposure to the world beyond the US borders and the opportunity to consider their implications of this knowledge of the international community and their own lives. Topics addressed will include contemporary popular culture, nationalism, globalization, international education, human rights, economics, regional, ethnic or religious conflict and the role of government. Through concentrated study of a particular country, culture or region or through in-depth focus on a particular global issue with reference to two of more parts of the world, or through the study of global affairs by comparative method, candidates may cultivate a broader and more thoughtful perspective; increase their global awareness; and learn the importance of the particularities of place, time, and culture to understand our world in order to become a world citizen. Topics vary for each Global Perspectives class by quarter. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6410: Inquiry-Based Design and Community-Linked Pedagogy This cousre provides an opportunity for students interested in utilizing a social justice framework to design or implement an inquiry-based program in the classroom or to conduct research within a community organizational setting or to evaluate a specific program being implemented in the classroom or community to foster institutional knowledge within these multiple settings. Students will present the process of inquiry and prodcue a final project at the end of the course. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6420: Current Trends in Neuroscience The goal of this course is to introduce candidates to the current research in neuro-cognitive understanding, focusing primarily on the executive functions of the pre-frontal cortex. Candidates will briefly review the physiology of the brain and a brief history of brain research. Implications of the research for successful communication, management and differentiation in real world environments will be studied. Understanding brain-compatible approaches will be emphasized. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6430: Advanced Leadership This course will build on the concepts visited in the Education 638 course. Students will examine organizational structures and processes to diagnose leadership needs. Students will also use scenario situations in a laboratory setting to gain insights into practical leadership applications and gain further insight into their own leadership strengths and preferences. Research will be done to gain an understanding of modern leadership philosophy. Lastly, students will study real world leaders to discover how they bring both stability and change to organization organizations. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6440: Education-Community Contexts and Interactions Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6450: An Intro to Ecoliteracy As we begin the 21st century on Earth, the living inhabitants of the planet stand positioned at the foot a great wave of social crisis and global ecological catastrophe. They are already nearly drowned in an ocean of post-WWII social transformations, in economies of capital, and in the cultural revolution that has resulted from rapid advances in military science and technology - that which is frequently referred to under the moniker of globalization. Thus, our moment is new - never before have the collected mass beings of the planet Earth been so thoroughly threatened with extinction as they are now and never before have so many of us raised this problem consciously and desperately together in the hopes of transforming society towards a better, more peaceable kingdom as a result. And yet, the present does not arise in a vacuum, but rather out of the concreteness of history itself. We move, then, in a sea of possibilities and swirling energies. Amidst these energies arises the great wave; and it is crashing and we who are threatened with annihilation and asked to threaten others with the same are its driftwood. Will we then be smashed to splinters upon the polluted beach of no tomorrow? Will we surf the awesome tube of this grave peril and move laterally across it into newly imagined freedoms? Or will we head outward into deeper waters still, floating upon unfathomable depths, along with dangers and possibilities even as of yet unforeseen? Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6451: An Intro to Ecoliteracy While at least a century of progressive education has helped to map the foundations of critical social literacies, and environmental education has for some decades attempted to produce environmental literacy about the world, we are entering a new educational period in which we now recognize the demand for a critical literacy that allows for an integral understanding of the ecological relationship between the economic and the environmental, between culture and nature, the human and nonhuman, and self and other. This course will explore various aspects of what ecological literacies might in this way entail in the various place-based contexts that make up our lives at present. Its methodology will be critical, creative, dialogical, and utilizing a facilitated seminar format in which students present questions and ideas related to the week’s texts in combination with faculty contextualization and problem-posing. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom,Online (asynchronous) Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6470: Grant Proposal Development This course will introduce and familiarize students with the technical and practical knowledge, understanding, and skills necessary to successfully pursue grant funding. Students will be able to apply these skills to secure funding from government agencies, public, private and corporate foundations to create educational-related projects/programs, as well as for conducting academic and community-based research. This course will be a learning lab where students will walk through the steps to develop an actual funding proposal that can be used as a base for funding opportunities in the future. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6501: Fieldwork With Mentoring I An essential component of the Induction Program is individualized site-based mentoring for the purpose of helping Clear Credential candidates meet their individualized growth goals as detailed on their Individualized Learning Plans (ILP). This course requires candidates to identify a site-based mentor, and meet with the mentor weekly for support in meeting their growth goals. Candidates and mentors work together to create goals, appropriate to the candidate’s developmental needs. Candidates are expected to document their meetings and how the meetings contributed to individual growth. Mentors and candidates might do observations, participate in conferences together, co-plan lessons, or any other activity that might help the candidate grow. In addition to working with their mentor, candidates may participate in other mentoring activities, such as workshops, classes, meetings with specialists, and other forms of targeted professional development designed to help them with their ILPs. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Field Study,Clinical Training Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6502: Fieldwork With Mentoring II An essential component of the Induction Program is individualized site-based mentoring for the purpose of helping Clear Credential candidates meet their individualized growth goals as detailed on their Individualized Learning Plans (ILP). This course requires candidates to identify a site-based mentor, and meet with the mentor weekly for support in meeting their growth goals. Candidates and mentors work together to create goals, appropriate to the candidate’s developmental needs. Candidates are expected to document their meetings and how the meetings contributed to individual growth. Mentors and candidates might do observations, participate in conferences together, co-plan lessons, or any other activity that might help the candidate grow. In addition to working with their mentor, candidates may participate in other mentoring activities, such as workshops, classes, meetings with specialists, and other forms of targeted professional development designed to help them with their ILPs. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Field Study,Clinical Training Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6503: Fieldwork With Mentoring III An essential component of the Induction Program is individualized site-based mentoring for the purpose of helping Clear Credential candidates meet their individualized growth goals as detailed on their Individualized Learning Plans (ILP). This course requires candidates to identify a site-based mentor, and meet with the mentor weekly for support in meeting their growth goals. Candidates and mentors work together to create goals, appropriate to the candidate’s developmental needs. Candidates are expected to document their meetings and how the meetings contributed to individual growth. Mentors and candidates might do observations, participate in conferences together, co-plan lessons, or any other activity that might help the candidate grow. In addition to working with their mentor, candidates may participate in other mentoring activities, such as workshops, classes, meetings with specialists, and other forms of targeted professional development designed to help them with their ILPs. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Field Study,Clinical Training Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6504: Fieldwork With Mentoring IV An essential component of the Induction Program is individualized site-based mentoring for the purpose of helping Clear Credential candidates meet their individualized growth goals as detailed on their Individualized Learning Plans (ILP). This course requires candidates to identify a site-based mentor, and meet with the mentor weekly for support in meeting their growth goals. Candidates and mentors work together to create goals, appropriate to the candidate’s developmental needs. Candidates are expected to document their meetings and how the meetings contributed to individual growth. Mentors and candidates might do observations, participate in conferences together, co-plan lessons, or any other activity that might help the candidate grow. In addition to working with their mentor, candidates may participate in other mentoring activities, such as workshops, classes, meetings with specialists, and other forms of targeted professional development designed to help them with their ILPs. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Field Study,Clinical Training Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6505: Fieldwork With Mentoring V An essential component of the Induction Program is individualized site-based mentoring for the purpose of helping Clear Credential candidates meet their individualized growth goals as detailed on their Individualized Learning Plans (ILP). This course requires candidates to identify a site-based mentor, and meet with the mentor weekly for support in meeting their growth goals. Candidates and mentors work together to create goals, appropriate to the candidate’s developmental needs. Candidates are expected to document their meetings and how the meetings contributed to individual growth. Mentors and candidates might do observations, participate in conferences together, co-plan lessons, or any other activity that might help the candidate grow. In addition to working with their mentor, candidates may participate in other mentoring activities, such as workshops, classes, meetings with specialists, and other forms of targeted professional development designed to help them with their ILPs. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Field Study,Clinical Training Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6506: Fieldwork With Mentoring VI An essential component of the Induction Program is individualized site-based mentoring for the purpose of helping Clear Credential candidates meet their individualized growth goals as detailed on their Individualized Learning Plans (ILP). This course requires candidates to identify a site-based mentor, and meet with the mentor weekly for support in meeting their growth goals. Candidates and mentors work together to create goals, appropriate to the candidate’s developmental needs. Candidates are expected to document their meetings and how the meetings contributed to individual growth. Mentors and candidates might do observations, participate in conferences together, co-plan lessons, or any other activity that might help the candidate grow. In addition to working with their mentor, candidates may participate in other mentoring activities, such as workshops, classes, meetings with specialists, and other forms of targeted professional development designed to help them with their ILPs. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Field Study,Clinical Training Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6710: Engaging and Supporting All Students in Learning Teachers know and care about their students in order to engage them in learning. They connect learning to students’ prior knowledge, backgrounds, life experiences, and interests. They connect California Standards for the Teaching Profession (2009)5subject matter to meaningful, real-life contexts. Teachers use a variety of instructional strategies, resources, and technologies to meet the diverse learning needs of students. They promote critical thinking through inquiry, problem solving, and reflection. They monitor student learning and adjust instruction while teaching. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6720: Creating and Maintaining Effective Environments for Student Learning Teachers promote social development and responsibility within a caring community where each student is treated fairly and respectfully. They create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. Teachers create a rigorous learning environment with high expectations and appropriate support for all students. Teachers develop, communicate, and maintain high standards for individual and group behavior. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. They use instructional time to optimize learning. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara,Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6730: Understanding and Organizing Subject Matter for Student Learning Teachers exhibit in-depth working knowledge of subject matter, academic content standards, and curriculum frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students’ understanding of the subject matter. Teachers utilize instructional strategies that are appropriate to the subject matter. They use and adapt resources, technologies, and standards aligned instructional materials, including adopted materials, to make subject matter accessible to all students. They address the needs of English learners and students with special needs to provide equitable access to the content. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6740: Planning Instruction & Designing Learning Experiences for All Students This course is designed to use the knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction and establishing and articulating goals for student learning. Developing and sequencing long-term and short-term instructional plans to support student learning and adapting instructional plans and curricular materials to meet the assessed learning needs of all students will be addressed. Using the tools of civic engagement this community-based learning course is designed to give students a basic understanding of key concepts and frameworks of civic engagement. Students will critically examine community relationships, power structures and the concept of privilege as they plan assessment processes for classroom use. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6750: Assessing Students for Learning This course is designed to apply the knowledge of the purposes, characteristics, and uses of different types of assessments. Collecting and analyzing assessment data from a variety of sources to inform instruction will be covered and reviewing data, both individually and with colleagues, to monitor student learning will be taught. Students will use assessment data to establish learning goals and to plan, differentiate, and modify instruction and involve all students in self-assessment, goal setting, and monitoring progress. Study of the basic skills of good reasoning needed for the intelligent and responsible conduct of life. Topics include: argument structure and identification, validity and strength of arguments, common fallacies of reasoning, use and abuse of language in reasoning, principles of fair play in argumentation. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TEP-6760: Developing As a Professional Educator This course will familiarize students with traditional and modern concepts of leadership and organizational change. Student will apply these concepts to hypothetical situations and those based on real world experiences within the students’ organizations. Historical and contemporary leaders will be examined to trace common themes of leadership and to contrast differences. In addition, students will explore various leadership styles and traits to discover their own leadership styles and strengths. Lastly, students will research real world leaders to discover how they bring both stability and change to organizations. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5090: Assessment in Special Education The purpose of this course is to expose students to a variety of assessment methods appropriate for individuals with mild to moderate disabilities, including those who are culturally and linguistically diverse. The course will explore a range of assessment techniques, based on an ecological model of assessment which recognizes the impact of the assessment context on student performance. Emphasis will be on those instruments, and assessment methods which provide direction for instruction as well as diagnosis, including, but not restricted to: traditional psychometric instruments, curriculum-based assessment, clinical observation, criterion-referenced assessment, and other alternative assessment techniques. Participants will engage in discussions about language practices and patterns of language use among cultural and linguistically diverse populations that may be misunderstood as language deficiencies. The dilemma of using traditional assessment instruments, such as standardized tests is considered, and a variety of alternative assessment methods are explored. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5110: Language Arts Curricula: Theory and Methods This course is designed to expand credential candidates’ foundational learning from TEP 5051 and TEP 5052: Reading Instruction in Elementary School Classrooms by providing them with opportunities for learning the knowledge and skills necessary to develop and enact a comprehensive, integrated, and methodologically grounded Language Arts Program that supports access to the core curriculum for all students and ensures that they are able to meet or exceed the Common Core State Standards for English Language Arts (CCSS-ELA) and the California English Language Development (ELD) Standards. Particular attention is given to the development of comprehensive literacy instruction for English Learners. Candidates will learn theories and methods of instruction for English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE). Integrated instructional approaches to promote language and literacy development through reading, writing, listening, and speaking will be addressed. Finally, this course is designed to help credential candidates begin to develop and enact the skills, understandings and dispositions necessary to make decisions regarding instruction and curriculum that will ensure English language proficiency and academic progress for each student. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5120: Student Teaching W/ Prof Sem I Candidates begin on-site daily student teaching under the supervision of a Cooperating Teacher and University Supervisor. They take on increasing responsibilities for the class throughout the quarter. The required weekly seminar continues to integrate each week’s teaching experience with theory and methods studied in the degree. Candidates will be expected to apply knowledge of engaging and supporting students in learning, including EL learners and students with disabilities. In addition, candidates will learn about creating and maintaining effective environments for student learning and how to optimally understand and organize subject matter. Also, candidates will apply knowledge of planning instruction and designing learning experiences for all students and assessing student learning. Lastly, they will work to continue their development as professional educators. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Field Study Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5120A: Student Teaching With Professional Seminar The professional seminar provides student teachers with the support and critical feedback necessary to connect their practice with course principles and educational theory. A large portion of the seminar will be devoted to developing the candidate’s ability to plan (with a special focus on assessing students’ learning relation to the lesson’s objectives), implement and evaluate effective lessons. The seminar provides an opportunity for participants to develop their professional support network by building stonger connections within their cohort. Student teachers are strongly encouraged to share openly about their teaching experiences, both positive and negative, and to listen to each other with patience and care. This course is part of on-going professional development within the Antioch University Teaching Credentialing Program. The weekly seminar is used to discuss procedures that are implemented, to analyze the results of implementation, and to examine issues that arise in the placement. Min. Credits: 12.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Student Teaching Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5121: Student Teaching Mild/Moderate with Professional Seminar I The purpose of this course is to expose students to a variety of assessment methods appropriate for individuals with mild to moderate disabilities, including those who are culturally and linguistically diverse. This course will explore a range of assessment techniques, based on an ecological model of assessment which recognizes the impact of the assessment context on student performance. Emphasis will be on those instruments and assessment methods which provide direction for instruction as well as diagnosis, including, but not restricted to: traditional psychometric instruments, curriculum-based assessment, observation, criterion-referenced assessment, and other alternative assessment techniques. Participants will engage in discussions about assessment practices and patterns of language use among cultural and linguistically diverse populations, to include English learners, that may be misunderstood as language deficiencies. The dilemma of relying solely on traditional assessment instruments, such as standardized tests is discussed, and a variety of alternative assessment methods are explored. Participants will learn to administer standardized and informal academic achievement assessments and how to write a follow-up assessment report. Min. Credits: 12.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Student Teaching Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5122: Student Teaching With Prof Sem II The professional seminar provides student teachers with the support and critical feedback necessary for them to connect their practice with course principles and educational theory. A large portion of the seminar will be devoted to developing the candidate’s ability to plan, implement, reflect upon and evaluate effective lessons. This planning and reflection will be further worked on through the Candidates’ completion of TPA 4 (Culminating Teaching Experience) and reflection of their teaching practice. The seminar is an opportunity for participants to develop their professional support network by building stronger connections within their cohort. Student Teachers are strongly encouraged to share openly about their teaching experiences, both positive and negative, and to listen to each other with patience and care. This course is part of on-going professional development within the Antioch University Teacher Education program. The weekly seminar is used to discuss procedures that are implemented in the student teaching placements, to analyze the results of implementation, and to examine issues that arise in the placement. Student teaching placements run concurrent with this seminar. Completion of student teaching is demonstrated utilizing the Antioch Developmental Rubric as observed by the University Supervisor and Cooperating Teacher. (Expectations for student teaching are more fully explained in the Student Teacher Handbook.) Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5150A: Student Teaching Mild/Moderate With Professional Seminar II The professional seminar provides student teachers with the support and critical feedback necessary for them to connect their practice with course principles and educational theory. A large portion of the seminar will be devoted to developing the candidate’s ability to plan, implement, reflect upon and evaluate effective lessons. This planning and reflection will be further worked on through the Candidates’ completion of TPA 4 and reflection of their teaching practice. The seminar is an opportunity for participants to develop their professional support network by building stronger connections within their cohort. Student Teachers are strongly encouraged to share openly about their teaching experiences, both positive and negative, and to listen to each other with patience and care. This course is part of on-going professional development within the Antioch University Teacher Education program. The weekly seminar is used to discuss procedures that are implemented in the student teaching placements, to analyze the results of implementation, and to examine issues that arise in the placement. Student teaching placements run concurrent with this seminar. Completion of student teaching consists of demonstrating all eight Antioch Domains of Practice at least at the beginning level as observed by the University Supervisor and Cooperating Teacher. (Expectations for student teaching are more fully explained in the Student Teacher Handbook Min. Credits: 12.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Student Teaching Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5151: Student Teaching Mild/Moderate With Professional Seminar II This course is part of ongoing professional development within the Antioch University Teacher Education and Master’s degree program. Candidates continue to engage in on-site daily student teaching in a setting with students with mild/moderate disabilities under the supervision of a Cooperating Teacher and University Supervisor. The required weekly seminar continues to integrate each week’s teaching experience with theory and methods studied in the Program. Candidates take over all class responsibilities for at least a two-week period. A weekly small group seminar is used to discuss procedures that are implemented in the student teaching placements. Culturally responsive instruction and teaching with mutual respect and care are reviewed with peers and instructor in a supportive, problem-solving context. Min. Credits: 12.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Student Teaching Prerequisites: TESE-5121: Stu Teaching w/ Proseminar I Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5152: Special Education Seminar II This course is part of ongoing professional development within the Antioch University Teacher Education and Master’s degree program. Candidates continue to engage in on-site daily student teaching in a setting with students with mild/moderate disabilities under the supervision of a Cooperating Teacher and University Supervisor. The required weekly seminar continues to integrate each week’s teaching experience with theory and methods studied in the Program. Candidates take over all class responsibilities for at least a two-week period. A weekly small group seminar is used to discuss procedures that are implemented in the student teaching placements. Culturally responsive instruction and teaching with mutual respect and care are reviewed with peers and instructor in a supportive, problem-solving context. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5160: Understanding and Teaching Students with Mild and Moderate Disabilities I This course focuses on meeting the needs of students with mild and moderate disabilities, through effective teaching methodologies, instructional strategies, interventions, accommodations, and adaptations to core curriculum. Content areas include research based practices, observable phenomena and ways to manage them, ecological assessment and considerations, planning and organizing instruction and curriculum, and integrating technology. Emphasis is on adapting and implementing instructional techniques and materials based on assessment for learners with diverse needs and backgrounds to enhance development in areas of reading, literacy, mathematics, and metacognition. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5160.LA: Understanding and Teaching Students with Mild and Moderate Disabilities I This course focuses on meeting the needs of students with mild and moderate disabilities, through effective teaching methodologies, instructional strategies, interventions, accommodations, and adaptations to core curriculum. Content areas include research based practices, observable phenomena and ways to manage them, ecological assessment and considerations, planning and organizing instruction and curriculum, and integrating technology. Emphasis is on adapting and implementing instructional techniques and materials based on assessment for learners with diverse needs and backgrounds to enhance development in areas of reading, literacy, mathematics, and metacognition. Min. Credits: 4.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5160.SB: Understanding and Teaching Students with Mild and Moderate Disabilities I The purpose of this course is to provide candidates the knowledge and skills to meet the needs of students with mild and moderate disabilities through effective teaching methodologies, instructional strategies, interventions, accommodations, adaptations and modifications to core curriculum. Content areas include: use of research based practices, observable phenomena and ways to manage them, ecological assessment and considerations, planning and organizing instruction/curriculum, use of assessment (academic, standardized, ecological, observation) to inform instruction, observable phenomena, and integration of technology, including assistive technology. Emphasis is on adapting and implementing instructional techniques/materials, based on assessment, for learners with diverse needs and backgrounds to enhance development in the areas of: literacy, written expression, spelling, mathematics, social studies, science, the arts, study skills, and transition related skills. Overall the course provides Teacher Candidates with instructional competence, collaborative skills, and a strong knowledge base that can be used in service to individuals with disabilities in our community. Min. Credits: 4.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5170: Understanding and Teaching Students with Mild and Moderate Disabilities II This course focuses on meeting the needs of students with mild and moderate disabilities, through effective teaching methodologies, instructional strategies, interventions, accommodations, and adaptations to core curriculum. Content areas include research based practices, observable phenomena and ways to manage them, ecological assessment and considerations, planning and organizing instruction and curriculum, and integration of technology, including assistive technology. Emphasis is on adapting and implementing instructional techniques and materials, based on assessment, for learners with diverse needs and backgrounds to enhance development in areas of written expression, spelling, social studies, science, art, study skills, and transition related skills. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5170.LA: Understanding and Teaching Students with Mild and Moderate Disabilities II This course focuses on meeting the needs of students with mild and moderate disabilities, through effective teaching methodologies, instructional strategies, interventions, accommodations, and adaptations to core curriculum. Content areas include research based practices, observable phenomena and ways to manage them, ecological assessment and considerations, planning and organizing instruction and curriculum, and integration of technology, including assistive technology. Emphasis is on adapting and implementing instructional techniques and materials, based on assessment, for learners with diverse needs and backgrounds to enhance development in areas of written expression, spelling, social studies, science, art, study skills, and transition related skills. Min. Credits: 4.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5170.SB: Understanding and Teaching Students with Mild and Moderate Disabilities II of students with mild and moderate disabilities through effective teaching methodologies, instructional strategies, interventions, accommodations, adaptations and modifications to core curriculum. Content areas include: use of research based practices, observable phenomena and ways to manage them, ecological assessment and considerations, planning and organizing instruction/curriculum, use of assessment (academic, standardized, ecological, observation) to inform instruction, observable phenomena, and integration of technology, including assistive technology. Emphasis is on adapting and implementing instructional techniques/materials, based on assessment, for learners with diverse needs and backgrounds to enhance development in the areas of: literacy, written expression, spelling, mathematics, social studies, science, the arts, study skills, and transition related skills. Overall the course provides Teacher Candidates with instructional competence, collaborative skills, and a strong knowledge base that can be used in service to individuals with disabilities in our community. Min. Credits: 4.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5180: Family Dynamics and Communication for Special Education Services The purpose of this course is to provide students with theory, general principles, and procedures for fostering collaborative partnerships among families, professionals, students, and other stakeholders that lead to outcomes of individual and mutual empowerment. In class activities, discussions, course readings, and assignments will be used to facilitate student understanding of research, recommended practices, and family perspectives concerning parent-professional partnerships. In addition, the interaction of culture and disability will also be explored. A framework for addressing problems or conflicts that often arise between service providers and clients from different cultures will be discussed. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5192: Assistive Technology Applications for Students with Mild to Moderate Disabilities This course will explore the use of assistive technologies in schools, including their access, use and control in a democratic society; their use for development of problem solving, critical thinking, and creativity; and their integration into the school curriculum for students with mild to moderate disabilities. Special educator course participants will specifically learn to use technology to facilitate the teaching and learning process for students with disabilities. They will learn about the terms, trends, history and current information based on applications of technology and assistive and adaptive devices for working with students in an educational setting. Emphasis will be placed on course participants learning the various low tech and high tech technology tools that are available to assist students with mild to moderate disabilities in an educational setting. Readings, lectures, and assignments will present definitions and instructionally relevant characteristics of students with mild to moderate disabilities. The course will also emphasize principles of effective methods for utilizing technology to effectively adapt instruction, curriculum, and assessments to meet the unique educational needs of students. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5361: Exploratory Practicum in Special Education I In this course candidates have planned observations and practicum experiences with the full range of the service delivery systems in special education. They interact with the full diversity of grades/ages, federal disability categories and the continuum of special education services for students with mild to moderate disabilities. Through interviews and observations, candidates explore the variety of services provided to individuals with disabilities in school and other community service settings, observing professionals in a variety of roles. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom,Online (asynchronous) Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5362: Exploratory Practicum in Special Education II This course is a continuation of TESE 5361. In TESE 5362 candidates have planned experiences and/or interactions with the full range of the service delivery system and the providers of such services. These experiences reflect the full diversity of grades/ages, federal disability categories and the continuum of special education services for students with mild to moderate disabilities. Through interviews and observations, candidates explore the variety of services provided to individuals with disabilities in and out of the school setting. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom,Online (asynchronous),Independent Study Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5380: Comprehensive Behavior Assessment and Positive Behavior Support In this course, candidates study the research and practices of social and academic behavior management with exceptional pupils in special education and inclusive settings. They learn theoretical perspectives on behavior management, and how to conduct applied behavioral analysis based on ecological assessment and functional analysis. This course also covers the ethical standards and professional conduct related to behavior management practice for individuals with disabilities. In addition, legal requirements, practices and procedures related to Title 5, California Code of Regulations Behavioral Interventions for Special Education Students, will be infused throughout this course and students will have a working knowledge of the requirements of state and federal laws. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5380.LA: Comprehensive Behavior Assessment and Positive Behavior Support In this course, candidates study the research and practices of social and academic behavior management with exceptional pupils in special education and inclusive settings. They learn theoretical perspectives on behavior management, and how to conduct applied behavioral analysis based on ecological assessment and functional analysis. This course also covers the ethical standards and professional conduct related to behavior management practice for individuals with disabilities. In addition, legal requirements, practices and procedures related to Title 5, California Code of Regulations Behavioral Interventions for Special Education Students, will be infused throughout this course and students will have a working knowledge of the requirements of state and federal laws. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5380.SB: Comprehensive Behavior Assessment and Positive Behavior Support In this course, candidates study the research and practices of social and academic Positive Behavior Support with exceptional pupils in special education and inclusive settings. They learn theoretical and applied perspectives on behavior support; how to conduct comprehensive ecological and behavioral assessments, consistent with Positive Behavior Support; and how to derive multi-element Positive Behavior Support plans from such assessments. This course also covers ethical standards and professional conduct related to behavior support practices for individuals with disabilities. In addition, legal requirements, practices and procedures relating to Title 5, California Code of Regulations “Behavioral Interventions for Special Education Students” (no longer required but still used throughout the State) and those pertaining to Federal law (IDEIA ‘04) will be infused throughout this course and students will have a working knowledge of the requirements of local practices and Federal law. Classroom behavior support theory and practice, as well as the design and delivery of Positive behavior Support (PBS) programs, will be presented in the context of a culturally and ethnically diverse society. In addition, actively soliciting, welcoming and valuing family expertise is considered integral to this course - for the Functional Behavioral Assessment and for the design and implementation of PBS. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5410: Introduction to Autism Spectrum Disorder The basics of autism spectrum disorders (ASD) covering historical perspectives, current definitions, and characteristics will be introduced. Emphasis will be placed on incidence and prevalence trends, and characteristics associated with language/communication, cognition/neurology, social skills, sensory issues, and behavior. Students will also be taught the implications for program planning and service delivery. Course completion requires five hours of fieldwork. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-5410.LA: Introduction to Autism Spectrum Disorder The basics of autism spectrum disorders (ASD) covering historical perspectives, current definitions, and characteristics will be introduced. Emphasis will be placed on incidence and prevalence trends, and characteristics associated with language/communication, cognition/neurology, social skills, sensory issues, and behavior. Students will also be taught the implications for program planning and service delivery. Course completion requires five hours of fieldwork. Min. Credits: 3.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-6010B: Individualized Education Design and Policy Implementation The focus of this course is to learn to implement special education law, specifically the Individuals with Disabilities Education Act (IDEA), and its implications for school contexts. Students will learn how to prepare for and coordinate IEP meetings, including working closely with families, students, colleagues in regular and special education and outside service providers. They understand the connections between assessment and instruction, and are able to design effective instructional plans to meet student needs. They learn to write appropriate short and long term goals and objectives and plan comprehensive programs to coordinate all aspects of a student’s educational program. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles,Antioch Univ Santa Barbara Method(s): Workshop Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-6011: Individual Education Design and Policy Implementation The purpose of this course is to introduce special education law, specifically the Individuals with Disabilities Education Act (IDEA), and its implications for school contexts. Students will learn how to prepare for and coordinate IEP meetings, including working closely with families, students, colleagues in regular and special education, and outside service providers. They understand the connections between assessment and instruction and will be able to design and write effective instructional plans to meet student needs. They learn to write appropriate short and long term goals and objectives and plan comprehensive programs to coordinate all aspects of a student’s special educational program. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-6012: Individual Education Design and Policy Implementation The purpose of this course is to introduce special education law, specifically the Individuals with Disabilities Education Act (IDEA), and its implications for school contexts. Students will learn how to prepare for and coordinate IEP meetings, including working closely with families, students, colleagues in regular and special education, and outside service providers. They understand the connections between assessment and instruction and will be able to design and write effective instructional plans to meet student needs. They learn to write appropriate short and long term goals and objectives and plan comprehensive programs to coordinate all aspects of a student’s special educational program. Min. Credits: 1.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Prerequisites: TESE-6011: Indiv Ed Design & Policy Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-6013: Individual Education Design and Policy Implementation The focus of this course is to learn to implement special education law, specifically the Individuals with Disabilities Education Act (IDEA), and its implications for school contexts. Candidates will learn how to prepare for and coordinate IEP meetings, including working closely with families, students, colleagues in regular and special education, and outside service providers. They understand the connections between assessment and instruction, and are able to design effective instructional plans to meet student needs. They learn to write appropriate short and long term goals and objectives and plan comprehensive programs to coordinate all aspects of a student’s educational program. Min. Credits: 2.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Education
	TESE-6110: Independent Study Min. Credits: 0.0 Max Credits: 6.0 Credit Basis: Quarter credit Location(s): Antioch Univ Santa Barbara Method(s): Independent Study Faculty Consent Required: N Program Approval Required: N Course Type Education
	THS-MAE: Thesis Completion Min. Credits: 0.0 Credit Basis: Quarter credit Location(s): Antioch Univ Los Angeles Method(s): Research Faculty Consent Required: N Program Approval Required: N Course Type Education
Environmental Studies and Sustainability
	ES-5030: Environmental Dispute Resolution Dispute resolution is a skill that one continues to master throughout one’s professional life. This course will introduce the basics of how to address multi-issue, multi-stakeholder environmental disputes. Students learn how to map the complexity of such disputes and the shared connections and values. Specific skills to be addressed include: identifying invested stakeholders, getting stakeholders to the table, setting ground rules, negotiating in good faith, facilitation vs. mediation, how to use caucuses (private discussions) to move an agenda forward and building consensus. Min. Credits: 1.0 Credit Basis: Semester credit Location(s): Antioch Univ New England Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Environmental Studies and Sustainability
	ES-5040: Consulting Skills This course will address the spectrum from responding to a Request for Proposal (RFP), as well as a Request for Qualification (RFQ), to managing a project within budget and on time and producing a robust consultant’s report/documentation. In addition, guidance will provide how to manage project staff and build relationships with potential sub-contractors. Students will learn how to establish a billing rate and bidding a price for services rendered. Tips will be given on how to best market one’s service, which changes if the work is new to the consultant’s portfolio versus if there is a track-record for a specific type of work product. Min. Credits: 1.0 Credit Basis: Semester credit Location(s): Antioch Univ New England Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Environmental Studies and Sustainability
	ES-5080: Conservation Psychology Theory & Applic Conservation psychology is the scientific study of the reciprocal relationships between humans and the rest of nature, with the practical goal of promoting environmental sustainability and quality of life. This course will provide an overview of relevant approaches from psychology as they apply to environmental conservation. We will examine relationships among social, cognitive, affective and behavioral processes from both theoretical and applied perspectives. A new textbook devoted to conservation psychology will be used, along with additional readings. There will be a variety of assignments and activities. In addition to becoming conversant with basic psychological concepts, students will practice applying conservation psychology and social marketing techniques. Students will choose the topic for their final project, which may range from conservation biology, sustainable business, resource management, education, land use planning, to advocacy. On completion of the course, students will have a better understanding of how the tools of conservation psychology can be used for a wide range of conservation practice. Min. Credits: 3.0 Credit Basis: Semester credit Location(s): Antioch Univ New England Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Environmental Studies and Sustainability
	ES-5100: Geographic Information Systems (GIS) This is an introductory course in the use of GIS software to create, manage and work with spatially explicit data. The class will explore how to access GIS information available on the WWW, extract and analyze data using ArcGIS 10.0 software, understand limitations associated with various data sources, technical vocabulary, and preparation of maps for digital presentations. This is a computer based course with emphasis on the language of GIS and real world application. Min. Credits: 3.0 Credit Basis: Semester credit Location(s): Antioch Univ New England,Antioch Univ Los Angeles,Antioch Univ Seattle Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Environmental Studies and Sustainability
	ES-5110: Indigenous Knowledge Systems and Environmental Sustainability Indigenous Knowledge is the traditional knowledge of Indigenous peoples, a coherent knowledge system that, through cultural traditions and practices, fully integrates the arts and sciences with practical knowledge of conservation, agriculture, medicine, education, and other components of daily life. This course is not about the Indigenous knowledge of any specific people because that knowledge is passed down traditionally as intergenerational knowledge, but focuses on the interface between Euro-American knowledge systems and Indigenous knowledge systems (IKS). It is designed for students who are interested in learning about cross-cultural theories of knowledge and practice and serving in cross-cultural contexts in areas such as education, conservation, agriculture, and environmental sustainability. We will examine literature on the historical, cultural, and philosophical origins of IKS, indigenous education and research. We will also explore practical guidelines for learning about another culture, respecting intellectual property rights, and developing ethical protocol for working with Indigenous peoples. Min. Credits: 2.0 Max Credits: 3.0 Credit Basis: Semester credit Location(s): Antioch Univ New England Method(s): Classroom Faculty Consent Required: N Program Approval Required: N Course Type Environmental Studies and Sustainability

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TEP-6170: Professional Intensives

TEP-6170AA: Access and Equity for Special Populations

TEP-6170B: Advanced Use of Educational Technology

TEP-6170C: Social Justice Health

TEP-6170D: Differentiated Instruction for Unversal Access

TEP-6171: Access & Equity for Special Populations

TEP-6173: Differentiated Instruction for Universal Access

TEP-6180: Leadership in Educational Reform

TEP-6190: Producing and Disseminating Educational Research

TEP-6210: Thesis Completion and Publication

TEP-6210A: Thesis Study

TEP-6211: Thesis Study

TEP-6220: Integrated Curriculum I

TEP-6220A: Professional Inquiry and Collegial Observation I

TEP-6220B: Professional Inquiry and Collegial Observation II

TEP-6220C: Professional Inquiry and Collegial Observation III

TEP-6221.LA: Professional Inquiry and Collegial Observation I

TEP-6222.LA: Professional Inquiry and Collegial Observation II

TEP-6223.LA: Professional Inquiry and Collegial Observation III

TEP-6224: Professional Inquiry and Collegial Observation I

TEP-6224.LA: Professional Inquiry and Collegial Observation IV

TEP-6225: Professional Inquiry and Collegial Observation II

TEP-6225.LA: Professional Inquiry and Collegial Observation V

TEP-6226: Professional Inquiry and Collegial Observation III

TEP-6226.LA: Professional Inquiry and Collegial Observation VI

TEP-6230: Review of Educational Research

TEP-6250: Financing School Change

TEP-6290A: Educational Research: Inquiry II

TEP-6290B: Educational Research: Inquiry III

TEP-6290C: Collaborative Inquiry III

TEP-6300.LA: Apprenticeship for Social Justice

TEP-6300.SB: Social Justice & Educational Reform

TEP-6310A: Resillience Education

TEP-6311: Resilience Education

TEP-6320: Practicum in Educational Inquiry

TEP-6320B: Social Justice and Diversity for Education

TEP-6340: Critical Media Literacy

TEP-6350A: Review of Educational Research

TEP-6350B: Constructing a Literature Review

TEP-6350D: Project Production and Dissemination

TEP-6360: Exploring Creativity

TEP-6370: Global Perspectives in an Era of Change

TEP-6370.LA: Global Perspectives in an Era of Change

TEP-6370.SB: Small Group Leadership

TEP-6380: Leadership & Change

TEP-6390: Global Perspectives in an Era of Change II

TEP-6410: Inquiry-Based Design and Community-Linked Pedagogy

TEP-6420: Current Trends in Neuroscience

TEP-6430: Advanced Leadership

TEP-6440: Education-Community Contexts and Interactions

TEP-6450: An Intro to Ecoliteracy

TEP-6451: An Intro to Ecoliteracy

TEP-6470: Grant Proposal Development

TEP-6501: Fieldwork With Mentoring I

TEP-6502: Fieldwork With Mentoring II

TEP-6503: Fieldwork With Mentoring III

TEP-6504: Fieldwork With Mentoring IV

TEP-6505: Fieldwork With Mentoring V

TEP-6506: Fieldwork With Mentoring VI

TEP-6710: Engaging and Supporting All Students in Learning

TEP-6720: Creating and Maintaining Effective Environments for Student Learning

TEP-6730: Understanding and Organizing Subject Matter for Student Learning

TEP-6740: Planning Instruction & Designing Learning Experiences for All Students

TEP-6750: Assessing Students for Learning

TEP-6760: Developing As a Professional Educator