Course Descriptions
Early Childhood Education
ECE. 191 Children's Literature (3 units)
An overview of the body of world literature deemed appropriate and enriching for children from infancy to adolescence. Designed to impart knowledge about and practice in storytelling techniques, as well as practical experience in presenting age-appropriate literature to children and youth. Theory and practice in discerning literary genres, criteria for selection, and techniques for using classic and contemporary literature with young people.
ECE. 201 Child Development (3 units)
This course examines the progression of development in the physical, cognitive, social, and emotional domains and identifies developmental milestones for children from conception through adolescence. Emphasis on interactions between biological processes and environmental factors. Students observe children, evaluate individual differences, and analyze characteristics of development at various stages according to developmental theories.
ECE. 210 Early Childhood Education Principles (3 units)
This course provides the historical contexts and theoretical perspectives of developmentally appropriate practice in early care and education for children birth through age eight. Explores the typical roles and expectations of early childhood educators. Identifies professional ethics, career pathways, and professional standards. Introduces best practices for developmentally appropriate learning environments, curriculum, and effective pedagogy for young children including how play contributes to children's learning, growth, and development.
ECE. 211 Early Childhood Education Curriculum (3 units)
This course in an introduction to developmentally appropriate curriculum and environments for children birth through age eight. Students use knowledge of children’s development, theories of learning and development, and examples from various models of developmentally appropriate practice to plan responsive, intentional environments and curriculum in all content areas to support children’s development and learning integrated throughout indoor and outdoor settings.
ECE. 212 Child, Family, and Community (3 units)
The processes of socialization focusing on the interrelationship of family, school, and community. Examines the influence of multiple societal contexts. Explores the role of collaboration between family, community, and schools in supporting children’s’ development.
ECE. 213 The School Age Child (3 units)
The focus of this course is relevant and responsible program planning for before and after school child care. Also presented are the developmental needs of the child 5- to 12-years (middle childhood) and family involvement in child care and the social and economic implications, and available community resources for child care.
ECE. 223 Infant and Toddler Development (3 units)
A study of human development from pre-conception to age three including physical, cognitive, language, social, and emotional growth and development. Applies theoretical frameworks to interpret behavior and interactions between heredity and environment. Emphasizes the role of family and relationships in development.
ECE. 225 Care and Education for Infants and Toddlers (3 units)
Reviews regulations governing child-care centers, essential policies, principles and practices that lead to quality care and developmentally appropriate curriculum for children from birth to 36 months. Applies current theory and research to the care and education of infants and toddlers in group settings.
ECE. 240 Administration I: Business/Legal (3 units)
Introduction to the administration of early childhood programs. Covers program types, budget, management, regulations, laws, development and implementation of policies and procedures. Examines administrative tools, philosophies, and techniques needed to organize, open, and operate an early care and education program.
ECE. 241 Administration II: Personnel and Leadership (3 units)
Effective strategies for personnel management and leadership in early care and education settings. Includes legal and ethical responsibilities, supervision techniques, professional development, and reflective practices for a diverse and inclusive early care and education program.
ECE. 242 Adult Supervision and Mentoring (2 units)
This course prepares classroom teachers to mentor novice teachers while addressing the needs of children, parents, and other staff in Early Childhood Education settings. Students study principles of classroom supervision and practice mentoring and guidance strategies. Cross cultural communication is emphasized.
ECE. 244 Curriculum and Strategies for PreK-Kindergarten (3 units)
This course reviews criteria for high quality prekindergarten and transitional kindergarten experiences including foundational learning skills and the design of appropriate learning environments. Key topics include developmental, political and economic issues affecting school readiness, social and economic stressors and their affect on school readiness and success.
ECE. 247 Foundations for School Success (3 units)
Reviews criteria for curriculum and program planning to prepare children to transition from preschool into kindergarten/early elementary grades. Topics covered include: strategies for parent engagement; play-infused curriculum design to support development in all domains/subject areas; kindergarten expectations and curriculum alignment; current research, policies and issues.
ECE. 254 Teaching in a Diverse Society (3 units)
Examines the historical and current perspectives on diversity and inclusion and the impact of systemic societal influences on children’s development, learning, and school experiences. Strategies for developmentally, culturally, and linguistically appropriate anti-bias curriculum will be explored as well as approaches to promote inclusive and anti-racist classroom communities. Includes self-reflection on the influence of teachers’ own culture and life experiences on teaching and interactions with children and families.
ECE. 255 Multilingual Learners: Language and Literacy Development (1 units)
Children's language and literacy acquisition focuses on the connection between language and brain development. Course covers the expressive and receptive functions of language; theories of language acquisition; first and second language acquisition; code-switching; dual language learning support; varieties of English such as Black English Vernacular; and the revitalization of tribal languages.
ECE. 260 Children with Special Needs (3 units)
Introduces the variations in development of children with special needs ages birth through eight and the resulting impact on families. Includes an overview of historical and societal influences, laws relating to children with special needs, and the identification and referral process.
ECE. 263 Curriculum and Strategies for Children with Special Needs (3 units)
Best practices in early childhood special education including curriculum modification and support strategies to facilitate the development of cognitive, motor, social, emotional and language development in young children (birth to 8 years of age). Examines intervention plans and interdisciplinary collaboration across both inclusive and self-contained classrooms through a family-focused culturally sensitive framework.
ECE. 271 Foundational Concepts in Multilingual Learning (1 units)
The course surveys current dual/multi language learning research and practice, foundational concepts in dual/multilingual learning, and teaching strategies that promote cognitive-linguistic competence in young children.
ECE. 273 Multilingual Learners: Personalized Oral Language Learning (POLL) (1 units)
This course reviews instructional methods that support learning and development of children's home language and literacy skills as well as English. Students study effective oral language strategies such as modifications, adaptations, enhancements in the environment, and teaching methods that ensure full access and active participation of all learners.
ECE. 280 Cultural Humility: Cultivating an Equity Mindset (1 units)
The course examines the impact of values, beliefs, implicit and explicit biases on teacher interactions with culturally and linguistically diverse children and families. Concepts such as cultural humility, anti-bias, and reciprocal communication are discussed from an equity-mindset framework necessary to create quality learning environments for all children.
ECE. 313 Health, Safety and Nutrition (3 units)
Laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in care and education settings for children birth through middle childhood. Includes the teacher’s role in prevention strategies, nutrition and meal planning, integrating health safety and nutrition experiences into daily routines, and overall risk management.
ECE. 333 Observation and Assessment of Young Children (3 units)
Introduces the appropriate use of assessment and observation tools as well as strategies to document young children’s development and learning. The use of findings to inform and plan learning environments and experiences are emphasized. Recording strategies, rating systems, portfolios, and multiple assessment tools are practiced, along with strategies for collaboration with families and professionals.
ECE. 362 Partnering with Families (1 units)
This course focuses on developing culturally and linguistically inclusive communication skills to promote establishment of reciprocal relationships between families and educators. Students learn about strategies that promote effective communication and interactions with multilingual and multiracial families including biological parents, adoptive families, families experiencing homelessness, and extended family members.
ECE. 364 Multilingual Practices in Action (1 units)
Foundational knowledge and skills for supporting multilingual learners and their families. Students use case studies to design and implement research-based language and literacy practices to promote equitable learning opportunities for all children including those with special needs.
ECE. 366 Practicum in Early Childhood Education (3 units)
Demonstration of developmentally appropriate early childhood program planning and teaching competencies under the supervision of Early Childhood Education faculty and other qualified early education professionals. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Reflective practice will be emphasized as student teachers design, implement, and evaluate approaches, strategies, and techniques that promote development and learning. Includes exploration of career pathways, professional development, and teacher responsibilities.
ECE. 695 Independent Study (0.5- 3 units)
Designed for students who are interested in furthering their knowledge via self-paced, individualized instruction provided in selected areas or directed study to be arranged with instructor and approved by the division dean using the Independent Study Form. Varying modes of instruction can be used -- laboratory, research, skill development, etc. For each unit earned, students are required to devote three hours per week throughout the semester. Students may take only one Independent Study course within a given discipline.
Elementary Education
EDUC 200 Introduction to Classroom Teaching (3 units)
A survey of the teaching profession including: pedagogical methods; theories of learning; planning, delivering and assessing instruction; classroom management, professional and ethical considerations; diversity; and standards for the teaching profession. A minimum of 48 hours of structured fieldwork in public school elementary classrooms that represent California’s diverse student population, and includes cooperation with at least one carefully selected and campus-approved certificated classroom teacher.
EDUC 249 Redefining Leadership: Individuals Effecting Change (3 units)
Leadership is examined from both theoretical and practical perspectives through the Phi Theta Kappa (PTK) Leadership Development Studies curriculum. This course is designed to provide emerging and existing leaders the opportunity to explore the underlying theoretical basis of leadership and develop or improve their ability to exercise leadership. The course integrates original works from leadership scholars, readings from the humanities, experiential exercises, and feature films. While learning about leadership theories, students explore nationally and internationally accepted leadership models as a framework for developing the necessary skills and strategies to build their capacity for leadership in their personal and professional lives.
EDUC 265 Positive Behavior Support in Inclusive Settings (3 units)
This course reviews strategies for behavior management and guidance. Children’s behaviors are analyzed from a developmentally appropriate and culturally sensitive framework that honors children's developmental differences, as well as the diverse cultural and contextual factors that help shape their behaviors.
EDUC 300 Applied Inclusive Strategies (1 units)
Foundational knowledge and skills for supporting children with special needs. Students learn how to implement Universal Design for Learning (UDL), positive behavior support plans, and special education concepts in the classroom.
EDUC 695 Independent Study (0.5- 3 units)
Designed for students who are interested in furthering their knowledge via self-paced, individualized instruction provided in selected areas or directed study to be arranged with instructor and approved by the division dean using the Independent Study Form. Varying modes of instruction can be used -- laboratory, research, skill development, etc. For each unit earned, students are required to devote three hours per week throughout the semester. Students may take only one Independent Study course within a given discipline.
Social Work & Human Services
HMSV 100 Introduction to Social Work and Human Services (3 units)
An introductory overview of social welfare and social service institutions in the U.S. The course presents an historical perspective of the development of U.S. social work and human services. Special attention is given to the policies and procedures of current social service delivery systems as well as the importance of cultural sensitivity within those settings.
HMSV 121 Social Work and Human Services Seminar (1 units)
This course provides the student who is participating in a supervised field experience in a community organization, agency, or institution with a weekly class meeting that provides the academic element to the experiential course offering. The application of concepts gained in the prerequisite or corequisite course to the field experience are emphasized. This course is designed to provide the student with an opportunity to develop skills that would facilitate gaining employment in the human services field.
HMSV 122 Social Work and Human Services Fieldwork (2 units)
This course offers the student a supervised field experience in a community organization, agency, or institution, allowing the student to apply knowledge and learn new skills outside of the classroom environment. This course is designed to provide the student with an opportunity to observe, practice, and develop skills that would facilitate gaining employment in the human services field.
HMSV 672 Work Experience Education: Internship (1- 3 units)
Supervised internship in cooperation with private or public sector employers. Designed to apply knowledge and learn new skills, directly related to the student’s program of study, outside of the normal classroom environment. Students must attend one orientation which is offered the first three weeks of each semester. One unit of credit will be earned for each 48-54 hours of paid or unpaid work per semester, with a maximum of 6 units per semester. Students may repeat Work Experience courses within the SMCCCD for credit up to a maximum of 16 total units. The unit limitation applies to any Work Experience Education (any combination of 670, 671 and/or 672 courses) offered within the SMCCCD.
HMSV 695 Independent Study (0.5- 3 units)
Designed for students who are interested in furthering their knowledge via self-paced, individualized instruction provided in selected areas or directed study to be arranged with instructor and approved by the division dean using the Independent Study Form. Varying modes of instruction can be used -- laboratory, research, skill development, etc. For each unit earned, students are required to devote three hours per week throughout the semester. Students may take only one Independent Study course within a given discipline.