Set your teaching credential on the fast track
Set your teaching credential on the fast track
- Bachelor of Arts
- Graduate Education
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Early Decider Program
Antioch University Santa Barbara’s BA and Graduate Education Departments have perfected a way for local students to earn their BA degree, Masters degree, and teaching credential. The Early Decider Program allows AUSB BA students to apply and gain provisional acceptance into the Master of Education & Multiple Subject Credential (MEd-TC) program, and register for graduate-level credential courses during their last undergraduate quarter. Successful completion of that quarter will result in those units credited toward both the BA degree (allowing for BA degree conferral), and the Master of Education & Multiple Subject Credential program requirements.
A student interested in the Early Decider Program should consult with an undergraduate Academic Advisor to design an academic plan that aligns with the Early Decider Program and prepares them for many of the California Multiple Subject Credential requirements.
In addition to submitting a complete admission application to the MEd-TC program, prior to Quarter 1 of the MEd-TC program, the student must have:
- 20 or less upper-division undergraduate units remaining to complete the BA degree
- Completed all of the BA degree requirements in general studies, core, and the area of concentration
- Completed INT 308A – Capstone Seminar
- Taken and passed the CBEST exam
Full acceptance into the MEd-TC program is contingent upon:
- BA degree conferral
- Successful completion of Quarter 1 of MEd-TC coursework
- Passage of CSET – Multiple Subject exam *Taking the CSET prior to Quarter 1 of the MEd-TC program is strongly recommended.
- Completion of California’s Multiple Subject Credential Basic Skills requirement
As an Early Decider, the following academic units will be credited toward both the BA degree and the Master of Education & Multiple Subject Credential requirements:
Quarter 1 of the MEd-TC program (Summer)
Course Number, Description, and (Units) HDV 455 Child Development & Learning (3)
HDV 455 Child Development & Learning (3)This advanced child development class integrates current child development theory and research with elementary and middle school teaching practice emphasizing the cognitive, social, moral, and emotional domains. Students learn to read and interpret professional journal articles in order to explore the influence of culture on child development and child rearing practices. Candidates review contrasting claims concerning what, how, and why children learn. They collect and interpret developmental data through formal observations of and interviews with children, making connections between the implications of developmental research on methods of teaching. Candidates also discuss other forms of interactions with children and their rights.
HDV 458A Language Development & Acquisition (3)
HDV 458A Language Development & Acquisition (3)Credential candidates will develop knowledge of foundational theories, skills, and instructional practices necessary to make informed decisions regarding instruction, engagement and assessment that will ensure English language proficiency and academic progress for all students, especially English learners. Affective factors influencing students’ cognitive, social, and linguistic development will be addressed. Credential candidates will also be introduced to relevant federal and state laws, policies, and legal requirements governing the education and assessment of students who are designated as English language learners.
TEP 536 Foundations of Social Justice Education (4)
TEP 536 Foundations of Social Justice Education (4)This course provides an orientation to the philosophies of teaching and learning that guide the MEd/TC Program. A primary objective is to facilitate candidates’ beginning constructions of their professional identities as teachers in diverse classrooms. Candidates study foundations of philosophy, history, politics, pedagogy, sociology and purposes of public education in the US. Candidates review the demographics of student populations and how they are related to racism, classism, and other forms of bias and their opportunities. Candidates become familiar with the Common Core Standards in the context of Educational Reform. While developing their own philosophy of education, candidates learn how to establish a caring learning community based on the principles of equal inherent worth, and mutual respect. Candidates practice advocacy for democratic action.
TEP 536A Foundations of Social Justice Education Lab (1)
TEP 536A Foundations of Social Justice Education Lab (1)This course supports the field aspects of TEP 536, foundations of Social Justice Education. Candidates work in schools to fulfill the fieldwork assignments within TEP 536 and begin to use ethnographic methods to understand classroom cultures.
TEP 537 Mediation and Conflict Resolution in Schools (3)
HTEP 537 Mediation and Conflict Resolution in Schools (3)In this theory and experiential course, students learn and practice basic counseling and collaborative conflict resolution skills. Candidates learn strategies for communicating with individuals and groups, particularly with people who differ from themselves in terms of culture, ethnicity, language, gender, gender identity, sexual preference and social class. Candidates explore different ways of utilizing these skills and implementing these concepts in a multicultural school and classroom setting. Candidates develop sensitivity to students’ unique needs and issues. Candidates learn and practice developmentally appropriate skills for grades K through 8. Candidates will also reflect on their experience as a member of a cohort, and begin to use the concepts, skills and theories presented in the course to maximize the group’s productivity.
TEP 601A Social & Legal Dimensions of Special Education (2)
HTTEP 601A Social & Legal Dimensions of Special Education (2)This course provides candidates with information required to meet the needs of exceptional students. Content areas include state and federal special education legislation, exceptional learner characteristics, referral practice, and mainstreaming principles. As a result of this course, teacher candidates will understand their 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.
TEP 635 Research Ethics for Human Subjects (1)
TEP 635 Research Ethics for Human Subjects (1)This course, which is completed online, provides students with the ethical and legal information they need in order to conduct research with human subjects. All students conducting research involving human participants must complete the ethics modules through the Collaborative Institutional Training Initiative (CITI) Program and have a current research ethics certificate on file. These modules address the ethical considerations pertinent to research with human subjects in the behavioral and social sciences. These include Research with Protected Populations, Ethical Principles, Belmont Report, History and Ethical Principles, Avoiding Group Harms, Defining Research with Human Subjects, Assessing Risk, Informed Consent, Privacy and Confidentiality, and Conflicts of Interest. Each student establishes contact with the CITI Program and completes the ethics modules by the end of the Winter Quarter, but before any data collection is undertaken. Instructions for accessing CITI modules and for overview of the Institutional Review Board (IRB) process are provided during the first and second sessions of TEP 614 in the Fall Quarter.
TEP 505 Social Science & Children’s Experience (3)
TEP 504 Social Science & Children’s Experience (3)In this course, candidates will learn methods to make social studies a meaningful and powerful part of their classroom curriculum. Candidates will gain familiarity with developmentally-appropriate social studies topics and activities, and how to substantively integrate social studies with other disciplines in order to support more connected and effective learning experiences. Candidates will demonstrate their ability to teach the state-adopted content standards for Social Science. Candidates will learn how to engage students in social science inquiry and problem solving by developing significant themes and posing essential questions that require extended study and critical thinking in the areas of history, politics, culture, geography, community development, social justice, and the environment.
Candidates will learn how to support and guide their students with resources that will help them research and construct knowledge on these topics, and take social or political action when it is warranted
Total: 20 Quarter (Units)
*Courses designated here are for the Multiple Subject Credential. A comparable set of courses is available with the same number of quarter units for those who wish to earn the Multiple Subject Credential and the Mild/Moderate Education Specialist Credential simultaneously.
AUSB and AULA, campuses of a one-system university, offer mission consistent options that are accredited by the California Commission on Teacher Credentialing.
For more information on the Early Decider Program, please contact Sharisse Estomo, Assistant Director of Admissions at: email@example.com or 805.962.8179 ext. 5113.