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Impact the lives of students.

Earn your bachelor's degree and teaching credential in as as few as 15 months.

Do you want to be prepared for a rewarding teaching career, supported by a strong education network, and equipped with the confidence to succeed? At PLNU, you can do all this as a working adult – even while balancing your personal and professional commitments.

Our comprehensive program in Integrated Studies with an Emphasis in Education allows you to finish your bachelor’s degree while earning your teaching credential. And since PLNU is ranked as a Top 5 “Best Value” among private California universities by Kiplinger’s Personal Finance, you will be getting private-university quality at an affordable price.

Inspire others and be inspired.

Earn a fulfilling Teaching Career

If you are a paraeducator with classroom experience or a career changer looking to translate your experience into the education field, this program will prepare you to teach. 

Connect to a Network of Support

PLNU faculty and master teachers will mentor you. Career counselors will guide you. Your advisor will support you. Our alumni network and professional development opportunities will keep you connected after you graduate. 

Gain the Confidence to Succeed

With coursework grounded in research and tied to critical issues educators face, you’ll be ready to have a real impact. Our reputation means local schools and districts work directly with PLNU to interview and hire our graduates. 

More reasons to choose PLNU’s degree completion program:

  • Earn your degree and credential in as little as two years.
  • Participate in interviews, workshops, and other professional development and special events with local schools and districts to enhance your education and build your network.
  • Learn alongside people who share your values, goals, and love for students.
  • Receive support every step of the way, from applying to test prep to career counseling. 
  • Prepare for success with no cost basic skills refresher courses.
  • Learn in a Christian environment where you will be valued and cared for as a whole person.
Expected Completion Time

As few as 15 months

Program FormatCohort
LocationBakersfield
Mission Valley
Needed Units to Graduate

120 units (37.5 must be taken at PLNU)

Program Start Date

Fall 2015: August 31, 2015

Cost

$500 per unit

Ready to get started?

Steve Sonnich

Steve Sonnich


Associate Administrator of Human Resources, Grossmont Union High School District |

As the Associate Administrator, Human Resources, of one of the largest employers in East County San Diego, we find that Point Loma graduates are among the best we are honored to consider. This is not an accident. Point Loma hires excellent staff and focuses their programs on supporting students, providing them with top tier preparation and connecting them to employers.  We know, they know what they are doing, which provides us with confidence when we hire their graduates.

Quality & Experience

Management and Relational Development

The Center for Student Success and Career Development provides financial, academic, and career support for students, giving them the tools they need to be successful at PLNU and beyond.

Learn More

A graduate of the bachelor’s program will be able to do the following:

Evaluate the educational, cultural, interpersonal and social environments within the  professional workplace from an ethical and Christian context.

Demonstrate problem-solving and decision-making skills within the context of a diverse educational environment.

Distinguish how the role of a teacher-leader needs to continually adapt in relation to individual student needs, social and cultural influence, and school context.

Evaluate personal, interpersonal, social strengths and weaknesses, and incorporate personal style to effectively and ethically influence the workplace.

Dr. Shirlee Gibbs

Shirlee Gibbs


Coordinator, MA in Teaching Program and Professor of Education |

Our teacher education program is designed to provide multiple pathways for candidates to achieve teaching credentials and advanced degrees. We model approaches to teaching that are relational and supportive while also giving candidates research-based strategies and fieldwork experiences in the classroom. 

Important Dates

Program Start Date:

August 31, 2015

The Selection Process

We understand that your application is not only a reflection of you as a student; it’s a reflection of you as a person. That’s why we are committed to reviewing your application thoroughly and giving it the individual care and attention it deserves. We believe you have more to offer than just a GPA, which is why there is no numeric formula that determines admittance. Rather, we holistically evaluate your academic history, work and life experience, background, and circumstances to determine admittance into the program. We strongly encourage you to apply, even if you’re unsure of your qualifications.

To be admitted into PLNU's degree completion program, you must have completed at least 40 semester hours with a minimum cumulative GPA of at least a 2.75 from an accredited institution as evidenced by an official transcript sent directly from each college or university attended.*

You must also have attained the minimum age of 23, OR minimum age of 21 with an associate’s degree, OR minimum age of 21 with significant work experience.

Application Checklist

Note: The application is completed entirely online with the exception of transcripts, which can be submitted electronically or directly to PLNU, and test scores, which should be submitted electronically.

  • Submit online application for admissions 
  • Submit official transcripts from each institution attended.
    • Official transcripts must be sent to: 
      Point Loma Nazarene University 
      Office of Graduate Admissions 
      3900 Lomaland Dr. 
      San Diego, CA 92106
    • Official electronic transcripts must be emailed to: 
      gradprocessing@pointloma.edu
  • Submit a 500-600 word essay with your online application in APA Format including the following:    
    • Why you wish to join the Integrated Studies Degree Completion program 
    • Your relevant academic and professional experience
    • Your future career or life goals
  • Complete an interview with your enrollment counselor.
     

NOTE: All students are expected to have some proficiency with computer technology (email, Internet, word processing, etc.).

*Prospective students who meet the other criteria but do not have the required semester hours for entrance or are lacking in the core requirements will be advised how to correct any deficiency. An enrollment counselor will assist these students with the development of a written pre-admission educational plan, which may include bridge courses taken at PLNU. Only courses from an accredited institution where at least a grade of a “C” has been earned will be accepted by transfer. Prospective students who do not meet the minimum GPA requirement can be considered for admission under exception. Contact your enrollment counselor for details.

**General education deficiencies may be completed after admittance, but at least 20 hours must be completed prior to starting the program cohort. Three hours of appropriate prior learning credit (see below) may be used to meet one of the general education areas—with the exception of English Composition and Math.

***The PLNU General Education Learning Outcomes (GELO’s) will be addressed and measured within the PLNU degree program to ensure the GE outcomes that we value are demonstrated.

Financial Aid

The Center for Student Success and Career Development is committed to assist you throughout your educational journey. Your Student Success Advisor will walk you through your payment options, which may include federal student loans, grants, employer tuition reimbursement, military benefits, and the Tuition Installment Plan. We encourage you to reach out to your Student Success Advisor to learn about the financial opportunities available to you.

Still have questions? Our enrollment counselors are here to help.

Dr. Lori Aragon


Assistant Superintendent, Greenfield Union School District, Kern County |

Point Loma has established a reputation within the community for producing well trained, reflective teacher candidates who are committed to the profession!  Point Loma engages in an ongoing process to improve programs by collaborating with local educational leaders to address programs and teacher training that is needed for students in Kern County. 

Faculty

Director of Assessment and Accreditation, Professor of Special Education
Dr. Liston's ministry is to “pay forward” the mentoring support she received and to assist inspiring educators in realizing their dreams as future teachers and leaders in their field.
Associate Dean for Undergraduate Programs and MA Education Programs, Director of Cross Disciplinary Studies and Professor of Education
After 19 years in the public school system, Dr. Conni Campbell serves as professor and associate dean of undergraduate and graduate studies for PLNU’s School of Education. Campbell began her teaching career serving in several schools in San Diego County.
Dean, School of Education
Professor of Education
Dr. Martinez’s research interests are in the areas of language acquisition and the integration of faith, teaching, and learning.
Professor of Education
Coordinator, Master of Arts in Special Education, Bakersfield Regional Center and Professor of Education
Associate Dean for Initial Teacher Preparation Programs, Director of the Bakersfield Regional Center and Associate Professor of Education
Professor of Education
Professor Posey believes that if students saw the learning process as something they are a part of, rather than something being done to them, we would see much more engagement and commitment on the part of students.
Coordinator, MA in Teaching Program and Professor of Education
Areas of research include: Understanding Behavior, Anger, and Choices; The Effects of Gratitude on Students with Behavior Challenges; Cognitive Behavioral Intervention Strategies for Students with Behavior Challenges.

List of Courses

EDU-302 (3) - Foundations of Education and Learning Theory

This survey course provides an overview of the major laws and principles regarding the historical and contemporary purposes, roles and functions of education in American society as well as an overview of the major concepts, theories and research related to the cognitive, linguistic, social, emotional and physical development of children and adolescents. Wesleyan perspectives in education are introduced. Effective instructional strategies that ensure active and equitable participation of all learners, as well as modifications for diverse learners with exceptionalities, are observed through fieldwork experiences. Fifteen fieldwork hours are required. Candidates are responsible for transportation to and from the school site. Task-stream registration is required.

EDU-306 (3) - Principles of Language Acquisition

This course focuses on the principles of language acquisition and effective instructional practices for English learners. It further examines the pedagogy of educational equity to provide English learners access to the core curriculum. Foundational knowledge and classroom instructional practices are linked through the systematic study of phonemic awareness, oral language, and literacy development. Special emphasis is placed on the Structured English Immersion model as practiced in California schools. Effective instructional strategies that ensure active and equitable participation of learners who are culturally, ethnically, and socioeconomically diverse are introduced and applied through fieldwork experiences. This course requires 15 clock hours of observation and participation specific to culturally and linguistically diverse learners in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from the school site. Task-stream registration required.

EDU-324 (3) - Differentiated Mathematics Instruction for All Learners

This methodology course addresses the planning of content-specific instruction and delivery of content consistent with state adopted (K-8) mathematics standards and the language needs of all learners. The interrelated components of a balanced program of mathematics and the fostering of positive attitudes toward mathematics are stressed. This course includes instruction in how to model concepts and teach learners to solve problems using multiple strategies and to anticipate, recognize and clarify mathematical misunderstandings that are common among K-8 learners. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through fieldwork experience. Technology for teaching and learning is integrated in the course. It is through this course that each candidate completes the CalTPA task “Designing Instruction” as a performance-based measure of the knowledge and skills taught in this course. This course requires 15 clock hours of observation and participation specific to math instruction in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from the school site. Task-stream registration required.

EDU-404 (3) - Foundations of Special Education

This survey course provides an overview of the major educational practices, theories, and research regarding diverse learners with disabilities. Emergent issues and best practices, including differentiated instruction, curricular adaptations and modifications, compliance with laws, ethical concerns, and characteristics and needs of learners with disabilities, will be examined. Principles of effective collaborative and interdisciplinary teaming, positive behavior supports, and inclusive educational programming are addressed. This course meets the special education mainstreaming requirement for all basic teaching credentials. It is through this course that each candidate completes the CalTPA task “Subject Specific Pedagogy” as a performance-based measure of the knowledge and skills taught in this course.  Fifteen fieldwork hours are required when taken on the undergraduate campus.  Task-stream registration required.

EDU-409 (3) - Classroom Assessment and Research Practices

This methodology course analyzes assessment types, practices, and instruments used to evaluate student academic achievement utilizing formative, summative, formal, informal, as well as classroom-based and standardized measures. Candidates apply the knowledge and skills to design both whole class and differentiated instruction and assessments based on learner profiles. The relationship between theory and practice provides the basis for reflection to encourage application of research-based assessment strategies in the classroom. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse leaders, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied. Technology for teaching and learning is integrated in the course.

EDU-420 (3) - Methods of Teaching Reading and Writing

This methodology course provides intensive instruction grounded in sound research to enable candidates to deliver a comprehensive program of systematic, explicit, and meaningfully-applied instruction in reading, writing, listening, and speaking. Opportunities for candidates to learn, understand, and effectively use materials, methods, and strategies to include culturally diverse literature for all learners are provided. Instruction is aligned to the state adopted English Language Arts Content Standards (K-8) and the English Language Development Standards. This course includes intentional practice of classroom management, active, and equitable participation for culturally, ethnically, linguistically, and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through field work experience. Technology for teaching and learning is integrated in the course.

EDU-420f (.5) - Fieldwork for Methods of Teaching Reading and Writing

Candidates work with a small group in the area of literacy under the direction of a cooperating teacher. This course requires 15 clock hours of participation in a classroom specific to literacy instruction in a culturally diverse and inclusive school setting. Graded Credit/No Credit. Candidates are responsible for transportation to and from the school site.

EDU-422 (3) - Interdisciplinary Approaches to Teaching in the Content Areas

This methodology course emphasizes a cross-curricular approach to content-based instruction through critical thinking skills, basic analysis skills, study skills and specific teaching strategies and methodology for active forms of learning. The process of interrelation of ideas and information within and across science, social studies, health and physical education utilizing the academic content standards is emphasized. Included in this course is the integration of reading, writing, listening, and speaking across content areas. Instruction is aligned to the state adopted content standards (K-8) and the language needs of all learners. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied. Technology for teaching and learning is integrated in the course.

EDU-440 (4) Elementary Clinical Practice I

This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university-assigned elementary classroom with a Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in the elementary classroom. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. This course is graded Credit/No Credit. The Clinical Practice experience contributes to the candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion.

EDU-4CP1 (1) - Elementary Clinical Practice Seminar I

This seminar course supports the Clinical Practice I experience through classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the Cal TPA task “Assessing Learning” as a performance-based measure of the knowledge and skills taught in this course

EDU-460 (4) - Elementary Clinical Practice II

This course is the second Clinical Practice teaching experience. Student Teachers are assigned to a different content area and/or grade level in an elementary classroom than in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in this new elementary classroom setting. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. Graded Credit/No Credit. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion.

EDU-4CP2 (1) - Elementary Clinical Practice Seminar II

This seminar course supports the Student Teaching II experience through classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on further development of skills in the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task “Culminating Teaching Experience” as a performance-based measure of the knowledge and skills taught in this course.  Credit/No Credit

Why PLNU?

No matter which PLNU degree completion program you decide is right for you, you'll discover the hallmark PLNU experience is designed to give every student the clear framework and professional tools to stand out in his or her career. 

Established in 1902, PLNU is located in beautiful San Diego. Our small class sizes, focused faculty attention, and convenient online offerings are just a few of the powerful ways PLNU delivers real value to every student, no matter which physical or virtual campus he or she chooses.

Kiplinger's Icon

Top 5 "Best Value" among private California universities. 
- Kiplinger's Personal Finance

B.A. in Integrated Studies with an Emphasis in Education

Degree Completion info event - Weds July 15th at 6pm

Contact

San Diego
Jessica Hill
Enrollment Counselor
(619) 563-2857
​jessicahill@pointloma.edu

Bakersfield
Stephanie Meier
Enrollment Counselor
stephaniemeier@pointloma.edu
(866) 861-4723

Upcoming Events