EPAC Information | EPAC Programs | EPAC Courses
Counseling Courses (COUN)
LOWER DIVISION
191. Career and Personal Explorations (3)
Prerequisite or Corequisite: Any foundation (G.E. Category A1, A2, A3, or B2) class.
Designed for, but not limited to, entering and undeclared students. Exploration of issues, topics and tasks related to personal, educational and career choices. Includes educational and career planning, exploration of personal characteristics and individual differences, life and work values and interests, decision making, goal setting, and job/career search preparation.
Not open for credit to students with credit in EDP 360I/COUN 360I.
UPPER DIVISION
300. The Fundamentals of Peer Advising and Counseling (3)
Introduction to theories of student development, academic advising, multiculturalism, and counseling. Basic skill development and knowledge of policies and procedures to provide effective peer advising. Includes a service-learning component that places students in advising and other peer support services internships on campus.
Letter grade only (A-F).
357. Self-Management (3)
Not open for credit to students with credit in PSY 357.
Prerequisite: PSY 100. Introduction to theory, research and application of self-management procedures. Methods for integrating and managing the cognitive, emotional, behavioral, and physiological aspects of an individual will be discussed. Topics will include systematic self-observation, career decision-making, interpersonal relations, time management, stress and emotion management, and habit change and maintenance.
360A. Life and Career Decisions (3)
Prerequisites: Completion of GE Foundation requirements, one or more Explorations courses, and upper-division standing.
Conducting in-depth self analysis designed to facilitate career and personal choices. How education and personal life experiences influence career and life decisions. Career development theories and assessments with applications to student career development and choices. Sound decision-making and goal-setting processes.
Letter grade only (A-F).
*430. Orientation to Counseling (3)
A survey of the specialties, functions, roles, models and activities commonly employed in the counseling profession. The course will also include practice in rudimentary active listening skills, a survey of historical and conceptual frameworks, voluntary participation in community-educational services, and developing a professional orientation perspective, and exploring the special needs of clients and other professional considerations.
GRADUATE LEVEL
502. Vocational Aspects of Disability (3)
Medical, psychological, and sociocultural aspects of disabling conditions related to vocational activities. Emphasizes identification of functional limitations, attitudinal barriers to employment, and methods of remediating disabling conditions.
Letter grade only (A-F).
504. A Family Systems Approach to School Discipline Problems (3)
Designed to help teachers and parents develop appropriate student behavior. A communications based family systems approach to discipline.
Letter grade only (A-F).
505. Job Development and Consultation (3)
Job development methods leading to employment. Includes resume writing, job interviewing, networking, and employer consultation methods. Conceptual and applied distinctions between employability and placeability are addressed.
506. Counseling in School Settings (3)
Prerequisite: Official admission to the School Counseling Program.
Overview of issues related to school counseling and the role of the professional school counselor. Includes a practicum component designed to develop counseling skills and promote helping relationships. Field experiences are required. School Counseling students are expected to take this course in their first semester in the program.
Letter grade only (A-F).
507. Career and Academic Counseling in K-12 Settings (3)
Prerequisite: COUN 506.
Emphasis on career development theory and practice, the world of work, post-school planning, and academic counseling in K-12 settings. Application of theory through culturally sensitive interventions.
Letter grade only (A-F).
508A. Family Systems Therapy Applied to Lifespan Development (3)
Family systems assessment and counseling applied to lifespan development theories.
Letter grade only (A-F).
508B. Family Systems Methods (3)
Prerequisite: COUN 508A or consent of instructor.
The application and practice of family systems therapeutic methods.
Letter grade only (A-F).
510. Law and Ethics for Counselors (3)
An introduction to professional identity as counselors and examination of laws and ethics related to the counseling profession and its specializations (MFT, career/vocational rehabilitation, student development and administration, and school counseling).
Letter grade only (A-F).
511. Counseling the Alcohol/ Chemically Dependent Person (2)
Survey of the theories, etiologies, and major treatment approaches for counseling and preventing alcohol and chemical dependency, and the role of family and community resources, referrals, and prevention programs.
Letter grade only (A-F.)
512. Child and Spousal/Partner Abuse (1)
Child and spousal/partner abuse assessment indicators, laws, community resources, mandatory reporting requirements for child abuse and spousal/partner violence, assessment, detection, and interventions for the child, family, spouse/partner, and the offender. Designed for licensure requirements for mental health practitioners and graduate students.
Letter grade only (A-F).
513. Introduction to Clinical Interviewing (3)
A foundation course that provides training in core interviewing skills including active listening, case exploration, goal setting, conducting a mental status exam, and assessing for self-harm.
Letter grade only (A-F)
514. Medication and Counseling (2)
Prerequisites: COUN 513 or consent of instructor.
An examination of the categories of psychotropic medications: antidepressants including antipsychotics, anxiolytics, and mood stabilizers. Major side-effects of these medications and a brief overview of their medical management are reviewed. Herbal alternatives to pharmacologic agents will be explored. Identification of information resources for counselors and clients.
Letter grade only (A-F).
515. Counseling Theories (3)
Prerequisite: COUN 513.
Major counseling theories examined and the competencies of each developed for use in helping relationships.
Letter grade only (A-F).
516. Counseling the Adult (3)
Prerequisite: COUN 515.
Theory and practice of counseling and guidance of the adult.
Letter grade only (A-F).
522. Counseling Methods and Techniques (3)
Prerequisites/Corequisites: COUN 513, 515.
An applied course which provides practice in the methods and techniques of the major theoretical approaches employed in counseling.
Letter grade only (A-F).
529. Assessment in Career Counseling (3)
Prerequisite: EDP 420 or equivalent or consent of instructor.
The selection, administration, scoring, and interpretation of assessment instruments in career counseling. Assessment areas include interests, values, personal characteristics, and aptitudes and abilities. Techniques for developing and using special assessment instruments will also be covered.
Letter grade only (A-F).
530. Career Development and Decision Theory (3)
Emphasis on life planning concepts as related to the world of work, theories of career development and the career decision process.
Letter grade only (A-F).
531. Career Information Resources (3)
Knowledge, use and management of information resources in the career development field.
Letter grade only (A-F).
538. Student Development in Higher Education (3)
Survey of student development in public and private colleges and universities, focusing on historical, philosophical and theoretical foundations; roles and functions; legal, ethical, and organizational issues.
Letter grade only (A-F).
543. Human Sexuality Counseling (3)
Prerequisite: COUN 515.
Training in human sexuality education, counseling, and therapy. An examination of personal attitudes and values. The study of the physiological, psychological, and sociocultural variables associated with sexual behavior, sexual identity, and sexual disorders. For MFCC certification only.
Letter grade only (A-F).
547. Student Development Theory in Higher Education: Theory to Practice (3)
Prerequisite: COUN 538.
Explores student development theory and the application of theory to practice for programs and services in student affairs/higher education. Esxamine cognitive, psychosocial, topology, and person/environment theories and their application to traditional and non-traditional student populations. Critiques of these models for viability and usefulness with diverse student populations will be considered. Program models allow for translation of theory to practice guides students in designing effective program for college student populations as a requirement for this class.
Letter grade only (A-F).
548. Students in U. S. Higher Education (3)
Prerequisite: COUN 538.
Focus on concepts of community and culture in United States college with an emphasis on understanding the diversity of student population to include age, gender, ethnic culture, sexual orientation, and people with disabilities.
Letter grade only (A-F).
549. Management of Student Development in Higher Education (3)
Analysis of management and organizational theory and practice as it pertains to student development in higher education. Includes study of human and physical resources management.
Letter grade only (A-F).
552. Introduction to the Community College (3)
Prerequisite: Enrollment in M.A., M.S. or Credential Programs.
Introduction, orientation, and survey of California and American community college. Components and modules include teaching and learning, leadership and governance issues, organization and administration, student development, classroom research, institutional resources, and student diversity and equity in the community college.
Letter grade only (A-F).
555. Cross-Cultural Counseling (3)
Prerequisites: COUN 510, 513, 515; COUN 506 for School Counseling Option, COUN 538 for SDHE Option, or their equivalent upon approval of the instructor.
Study of U.S. and international cultural factors, perspectives and personal and societal values that affect the counseling relationship, methods, and outcomes. These factors include historical, geographical, socio-psychological, educational and counseling factors from various cultural groups that students will encounter in their professional settings.
Letter grade only (A-F).
556. Counseling Children and Adolescents (3)
Prerequisites: COUN 515 and 522, or consent of instructor.
Theories and application of the methods and techniques of the major theoretical approaches employed in counseling children and adolescents.
557. Counseling Couples (3)
Prerequisites: COUN 515.
Couple development theories, issues, and practices pertaining to counseling couples.
Letter grade only (A-F).
559. Play and Art Therapy for Children/Adolescents (3)
Prerequisites: COUN 508A and 556 or consent of instructor.
Experiential survey and the practice of play and art techniques employed in therapy as applied to theoretical orientations and problematic behavior.
Letter grade only (A-F).
580. Vocational Work Evaluation Systems (3)
Prerequisites: COUN 430, 529.
Concepts and processes of vocational work evaluation systems as they pertain to the assessment of occupationally disabled clientele. Role and functions of work evaluators in industry, private and public vocational rehabilitation agencies, schools, and personnel/training activities will be examined in regard to their theoretical and situational applications.
Letter grade only (A-F).
593. Seminar in Professional Development in Counseling and Human Services (1)
Prerequisite: COUN 538 and 548 (must have completed or concurrently enrolled)
Experiential orientation to profession of counseling and student development/student affairs in higher education with an emphasis on opportunities to observe interactions between organizational cultures, student cultures, and the functions and role of student affairs professionals in the work environment. Students meet in seminar format to discuss and analyze observations and intentional learning activities from shadowing a professional and completing a fifty-hour practicum.
Letter grade only (A-F).
601. Trauma and Grief Counseling. (3)
Prerequisites: COUN 556 or consent of instructor. Required course for students in the Marriage and Family Therapy Program and a recommended course for graduate students in the other Counseling Programs.
Overview of developmentally informed models of trauma response, training in identifying and assessing problematic responses to trauma and loss, and guidelines for working with traumatized children, adolescents and families in various settings. Current treatment approaches for treatment of acute and chronic forms of post-traumatic distress and traumatic bereavement will be covered. Will not cover treatment of childhood sexual or physical abuse.
Letter grade only (A-F).
606. Current Issues in Professional School Counseling (3)
Prerequisite: COUN 506.
A variety of current issues in school counseling presented in learning modules. Topics include assessment, education of students with disabilities, school violence prevention, crisis counseling, comprehensive counseling plans, and classroom management.
Letter grading only (A-F).
607. School Counseling Practicum (3)
Prerequisites: COUN 506, 515.
Practical application of counseling theory to work with children and adolescents. Supervised counseling, consultation, and case management experiences conducted in the educational psychology/counseling clinic and in school settings.
Letter grade only (A-F).
608. Seminar in Marriage and Family Therapy (3)
Prerequisites: COUN 510, 511, 512, 513, 515, 522. Recommended: COUN 556 and 634.
Theories, research, treatment planning, and therapeutic methods of MFT counseling utilizing major psychotherapeutic approaches regarding assessment, diagnosis, and treatment of various mental health problems.
Letter grade only (A-F).
609. MFT Practicum (2)
Prerequisites: COUN 510, 511, 512, 513, 515, 522.
Practicum application submitted no later than March 1 for the following fall semester, and October 1 for the spring semester. May be taken concurrently with COUN 608. MFT counseling in an appropriate non profit setting with closely supervised experiences prior to MFT fieldwork. Students will be required to assess, diagnose, describe appropriate interventions and conduct counseling services for individuals and/or families.
Credit/No Credit grading only.
615. Seminar in Home-School – Community Relations (3)
Prerequisite: COUN 430.
Theory and research into the social influences of home, school, and community on child behavior; techniques to foster close home-school relations and use of community agencies. (Open only to School Counseling Master’s Degree students who have advanced to candidacy prior to Fall 1999 and to PPS/SC credential-only students admitted to the program prior to Spring 1999.)
Letter grade only (A-F).
634. Family Systems Therapy: Theory and Practice (3)
Major family systems therapy theories, research issues, and techniques for counseling families.
Letter grade only (A-F).
637. Career Counseling Practicum (4)
Prerequisites: COUN 510, 515, 529, 530 or 531 and EDP 524A or EDSP 564 or COUN 580.
Career counseling at the secondary and post secondary levels with closely supervised clinical experiences. Students will be required to assess, diagnose, develop treatment plans, write progress and termination reports, provide appropriate interventions and conduct counseling services for individuals seeking career/vocational guidance.
638. Group Counseling (3)
Prerequisites: Admission to the MS in Counseling, and/or PPS School Counseling Credential, or School Psychology Program, COUN 510, 513, 515 or equivalent upon approval of instructor.
Review of theories and applications of small group processes in guidance and counseling. Laboratory practice is provided and issues and roles relating to the selection of participants, leadership, interaction methods, problem-solving, and evaluation are examined. Students will learn how to proficiently facilitate the group process and address multicultural issues in group settings.
Letter grade only (A-F).
639. Seminar in Organization of Pupil Personnel Services (3)
Prerequisite: COUN 430, 506.
Practices in organizing, administrating, supervising, and evaluating pupil personnel services programs at various educational levels.
Letter grade only (A-F). (Open only to School Counseling Master’s Degree students who have advanced to candidacy prior to Fall 2005 and to PPS/SC credential-only students admitted to the program prior to and including Fall 2004.)
643A-D. Counseling Field Work (3)
A. School Counseling (3)
Prerequisites: COUN 607, Certificate of Clearance, EDP 536 (must be taken concurrently with either COUN 643A or 644A).
Practical experiences in counseling and guidance activities under supervision in approved school settings (total of 300 hours). Emphasis on personal and professional development as school counselors.
Applications for field work must be made no later than March 1 for the following summer or fall semester, and October 1 for the spring semester.
Credit/No Credit grading only.
B. Student Development in Higher Education (3)
Prerequisites: COUN 516, 538.
Practical experiences of 225 hours in counseling and guidance activities under supervision in approved settings.
Applications for field work must be made no later than March 1 for the following fall semester, and October 1 for the spring semester. Not open for credit to students with credit in EDP 541. Credit/No Credit grading only.
C. Career Counseling
Prerequisites: COUN 637.
Practical experiences in counseling and guidance activities under supervision in approved settings.
Applications for field work must be made no later than March 1 for the following summer or fall semester, and October 1 for the spring semester. Not open for credit to students with credit in EDP 541. Credit/No Credit grading only.
D. Marriage and Family Therapy
Prerequisites: COUN 608, 609.
Practical required experiences of 150 hours in counseling activities under supervision in approved settings.
Applications for field work must be made no later than March 1 for the following summer or fall semester and October 1 for the spring semester. Credit/No Credit grading only.
644A-D. Advanced Counseling Field Work (3)
A. Advanced School Counseling
Prerequisites: COUN 507 (or EDP 530 or 531 for students who have advanced to candidacy prior to Fall 2005), 638, 643A; EDP 536 (must be taken concurrently with either COUN 643A or 644A); pass CBEST.
Continued practical experiences in counseling and guidance activities under supervision in approved school settings (total of 300 hours). Emphasis on personal and professional development as school counselors.
Applications for field work must be made no later than March 1 for the following summer or fall semester, and October 1 for the spring semester. Credit/No Credit grading only.
B. Student Development in Higher Education (3)
Prerequisites: COUN 516, 538, 643B.
Continued practical experiences of 225 hours in counseling and guidance activities under supervision in approved settings.
Applications for field work must be made no later than March 1 for the following fall semester, and October 1 for the spring semester. Not open for credit to students with credit in EDP 541. Credit/No Credit grading only.
C. Career Counseling (3)
Prerequisites: COUN 638, 643C.
Continued field work under licensed/ credentialed supervisors (if required by specialty area or work setting).
Applications for field work must be made no later than March 1 for the following summer or fall semester, and October 1 for the spring semester. Not open for credit to students with credit in EDP 545. Credit/No Credit grading only.
D. Marriage and Family Therapy (3)
Prerequisites: COUN 638, 643D.
Continued practical required experiences of 150 hours in counseling activities under supervision in approved settings.
Applications for field work must be made no later than March 1 for the following summer or fall semester and October 1 for the spring semester. Credit/No Credit grading only.
690. Seminar in School Counseling Supervision: Theory and Practice (3)
Prerequisite: Consent of instructor.
Focus on models and methods of school counseling supervision. Designed to prepare school counselors to be effective site supervisors for school counseling field work students.
Open to advanced students in the School Counseling Program as well as practicing school counselors. Letter grade only (A-F).
692. Special Topics in Counseling (1-6)
Advanced study of special topics in the field of counseling. Continuing education and non-degree students may enroll for units subject to suitable changes in course content.
Topics regarding continuing education for mental health providers are announced in the UCES Schedule of Classes or the University Fall, Spring, or summer semester Schedule of Classes. May be repeated to a maximum of 12 units with different topics.
A. Introduction to Psychodrama
B. Advanced Psychodrama
Prerequisites: COUN 692A or consent of instructor.
693. Advanced Seminar in Professional Development in Counseling and Human Services (1-2)
Prerequisites: COUN 515, 538, 548, 593, and concurrently enrolled in COUN 549.
Explore professional associations available for counselors and student affairs professionals, and will attend one on-campus professional development institute and one off-campus professional conference that is either regional or national in scope. Additionally, students will explore and demonstrate an integration of roles, philosophy, and theory for counseling and student development work. Finally students will develop a life long professional development plan.
Letter grade only (A-F).
695C. Integrative Seminar in Professional School Counseling (3).
Prerequisites: Advancement to candidacy; COUN 507 (or EDP 530 or EDP 531 for students who have advanced to candidacy prior to Fall 2005), 555, 638; EDP 596; and permission to enroll from School Counseling Program Coordinator. Prerequisite/Corequisite: COUN 643A.
Designed to support integration and synthesis of knowledge, skills, and attitudes learned and developed during the school counseling program, and to facilitate the transition from graduate student to counseling professional and lifelong learner.
Letter grade only (A-F).
Educational Administration Courses (EDAD)
GRADUATE LEVEL
541. Leadership, Organizational Management, and Ethics (3)
Prerequisite: Admission to the Preliminary Administrative Services Credential Program.
Examines the relationship between leadership and organizations; the role of educational leaders; a shared vision to support equitable academic achievement for all students; multiple measures to guide decision making; the relationship among political, social, economic, legal, and cultural factors and schools.
Ten hours field experience required. Letter grade only (A-F).
544. Legal Aspects of Education: Implications and Applications for School Leadership
Prerequisite: EDAD 541.
Implications and applications of school law including accessing technological sources of legal information, conducting basic legal research, demonstrating operational knowledge of school law, creating a conceptual and ethical legal leadership framework, developing legal foundational knowledge.
Ten hours field experience required. Letter grade only (A-F).
580. Introduction to Field Experience in Administration (3)
Prerequisite: Approval by the Program Coordinator, Department of Educational Psychology, Administration and Counseling.
First of two on-the-job field experiences. Application of leadership theory to practical settings in quasi-administrative roles. Requires 100 hours of site-based field participation.
Credit/No Credit grading only.
590. Special Problems in Educational Administration (1-3)
Prerequisite: Enrollment limited to graduate students who hold a standard teaching credential and consent of instructor.
Advanced study in educational administration within specialization area. Course conducted in experimental, research and/or seminar format.
May be repeated to a maximum of 6 units for certificate and degree purposes, subject to suitable change in course content. Non-degree and non-certificate students may enroll for additional units subject to suitable change in course content. Letter grade only (A-F).
597A,B,C. Directed Study (1,2,3)
Prerequisite: Approval of program coordinator and Graduate Studies Office. Application for enrollment must be made to the Office of Graduate Studies by March 1 for the summer or fall semester or by October 1 for the spring semester.
Individual creative activity; projects, surveys, intensive reading; practical and action research in an area significant to the field of educational administration. Could also involve small group activity focused on an educational problem or issue.
May be repeated to a maximum of 6 units, with no more than 3 units in one semester or for degree purposes. Letter grade only (A-F).
640. Mentoring and Professional Development Planning for the New Administrator (2)
Prerequisite: Admission to EDAD Professional Administrative Services Program.
Development of Individualized Induction Plan based on pre-assessed skills and competence; plan includes assessment documents, mentoring component, goal identification based on CCTC standards, completion strategies, evidence/indicators of goal attainment and evaluation plan.
Credit/No Credit grading only.
647. Human and Financial Resources (3)
Prerequisite: EDAD 541.
Examines civil service systems and the role and structure of personnel administration used in public school education. Reviews bureaucracy, rules and regulations, limitations in hiring and firing, PERB decisions, case law; labor contracts and limitations imposed by those contracts. Examines costs associated with human resources and other fiscal infrastructure costs associated with the provision of free public education in California.
Letter grade only (A-F). (Lecture 2 hours; Lab 2 hours.)
648. Schools as Organizations: Development, Management, and Assessment (3)
Prerequisite: EDAD 541.
Concepts and skills of managing educational organizations. Decision making, conflict management, motivation, leadership, team building, communication, planning, and organizational change, culture and renewal. Perspectives and analysis of complex organizations and theoretical and conceptual advances in the field.
Letter grade only (A-F).
649. Urban Schools and the Community: Social, Political, Policy Issues (3)
Examination of characteristics of urban schools and the diversity of student populations and attitudes toward them. Study of the social, political, cultural forces impacting schools. Study of school programs and community collaboratives for delivering instruction and services.
Letter grade only (A-F).
650. Instructional Leadership and Assessment (3)
Prerequisite: Admission to MA and/or Preliminary Administrative Services Credential program.
Examine instructional leadership practices which have been proven successful in maximizing achievement for all students in urban schools including working with teachers to develop a learning community; planning and utilizing assessments of student progress; utilizing instructional supervision models.
Letter grade only (A-F).
658. Organizational Development, Culture, and Change (3)
Prerequisite: EDAD 640.
Explores elements that influence schools as effective organizations, transformational leadership, organizational development, learning strategies for developing successful school cultures and instructional programs. Study of larger political, social, legal and supervisory contexts of organizations; use of behavior/management sciences.
Letter grade only (A-F).
659. Educational Governance, Politics and Policy (3)
Prerequisite: EDAD 640.
Examination of systemic impact of governance systems at federal, state, local levels; implementation and policy development strategies; politics of public education, micro-politics of school sites using theoretical and pragmatic perspectives.
Letter grade only (A-F).
677A. Curriculum/Program Development and Evaluation (3)
Prerequisite: EDAD 541. Corequisite: EDAD 677B.
Examines teaching, learning, and achievement for all students; policy impact on curriculum development, implementation, and assessment; distributed instructional leadership and accountability; multiple measures and data-driven assessment for program evaluation; closing the achievement gap; communication and partnership with stakeholders.
Ten hours field experience required. Letter grade only (A-F).
680. Advanced Field Experience in Administration (3)
Prerequisites: EDAD 541, approval by the Coordinator of Educational Administration, successful completion of EDAD 580.
Second of two on-the-job field experiences. Application of leadership theory to practical settings in quasi-administrative role. Requires three week, full-time participation at location other than candidate’s own site.
Credit/No Credit grading only.
692. Administrator Portfolio Development and Exhibition (2)
Prerequisite: Completion of the Professional Development Plan, including the core courses, electives and/or professional development activities.
Development and presentation of Professional Portfolio reflecting and documenting progress/mastery of goals connected to CTC Administrative Standards.
Credit/No Credit grading only.
693. Developing Teacher Leadership in Middle Level Education (3)
Prerequisite: Students must be enrolled in either a Teacher Education Masters Program, or the Tier II Professional Administrative Services Credential Program, or consent of the instructor.
Involves administrators and teachers in developing middle level teacher leadership through the lens of teacher empowerment. Theory and practice of collaborative and action research models as tools for school improvement.
Letter grade only (A-F). Same course as EDEL 693 and EDMS 693.
695. Master’s Research Study in Educational Administration (3)
Prerequisites: EDP 520 or 595; advancement to candidacy in Educational Administration Option, approval of graduate advisor and written application to the Graduate Office. Application for enrollment must be made to the Graduate Office by March 1 for the summer or fall semester or by October 1 for the spring semester.
Application of action based research methods to identify, study, and analyze a school/district based problem. Preparation of culminating research study to include related literature, data collection methods, findings, recommendations and implications.
Credit/No Credit grading only. May be repeated to a maximum of 6 units in different semesters. Not open for credit to students pursuing the Thesis option.
697. Directed Research (1-3)
Prerequisites: Consent of instructor, department chair and associate dean. Individual research or intensive study under the guidance of a faculty member.
Individual research or intensive study under the guidance of a faculty member.
May be repeated to a maximum of 3 units for certificate and degree purposes, subject to suitable change in course content. Application for enrollment must be made by March 1 for the fall semester or by October 1 for spring. Letter grade only (A-F).
698. Thesis (3,3)
Prerequisites: Advancement to candidacy, EDP 595 or 696, approval by director, department chair and associate dean.
Planning, preparation and completion of a thesis under supervision of a faculty committee.
Must be taken for six units. Application for enrollment must be made to the Graduate Studies Office by March 1 for the fall semester or summer session or October 1 for the spring semester. Letter grade only (A-F).
Educational Psychology Courses (EDP)
LOWER DIVISION
180. Family, School, Community Partnerships (3)
Introduces current family, school, and community partnership models and approaches that foster two-way partnerships with families and communities of diverse backgrounds. Historical, legal, and political perspectives regarding educational equity for diverse student populations.
Letter grade only (A-F).
190. Current Topics in Education (1-3)
Orientation to and exploration of topics relevant to the college student as a learner-scholar and decision-maker within the changing campus, community and societal milieu. Lectures, discussion, field study.
May be repeated to a maximum of 6 units with different topics. Topics will be announced in the Schedule of Classes.
UPPER DIVISION
301. Child Development and Learning: A Cross-Cultural Perspective (3)
Explores the physical, cognitive, communicative/linguistic, and socio-emotional development of the child from the prenatal through adolescent period across diverse cultures with an emphasis on the learning process and developmentally appropriate teaching practices.
302. Early and Late Adolescent Development and Learning: A Cross-Cultural Perspective (3)
Explores social, emotional, cognitive, and physical development in early and late adolescence across cultures with an emphasis on the learning process and developmentally appropriate teaching practices.
305. Educational Psychology (3)
Overview of Educational Psychology. Analysis of theories of learning as they relate to intellectual, social, and personal development of diverse learners. Emphasis on learning, motivation, and development with attention to educational practices that foster critical thinking, problem solving, and performance skills..
373I. Nonverbal Communication: Interaction of Mind and Body (3)
Prerequisites: Completion of GE Foundation requirements, completion of one or more Exploration course(s), and upper division status.
History and theories of the development of mind/body integration. Enhancement of personal and interpersonal relations through lectures, discussion, films, and movement experiences. Analysis and synthesis of the interdependence of the psychological and physical processes in nonverbal communication.
Same course as DANC 373I.
390. Current Topics in Education (1-3)
Orientation to and exploration of topics relevant to the college student as a learner-scholar and decision-maker within the changing campus, community and societal milieu. Lectures, discussion, field study.
May be repeated to a maximum of 6 units with different topics. Topics will be announced in the Schedule of Classes.
*400. Introduction to Educational Measurement and Statistics (3)
Introductory course in educational measurement and statistical concepts. Basic concepts of measurement including descriptive statistics, norms, reliability, and validity; correlation and simple regression; derived and transformed scores; development of educational measures; interpretation of test scores.
May not be used as a substitute for EDP 419 or 420.
*405. Positive Strategies for Classroom Management (3)
Models and strategies of classroom management to promote student prosocial behaviors and academic growth. Includes information regarding developing, implementing, and evaluating behavioral interventions to increase student success in General and Special Education programs.
*419. Educational Statistics (3)
Prerequisite: Satisfactory completion of an undergraduate mathematics course suitable for general education math credit and, if required by the major, a lower division statistics course.
Introduction to descriptive and inferential statistical methods with application to educational research problems. Emphasis on understanding statistical concepts, computation skills, and the use of computer programs in data analysis.
(Lecture 2 hours, laboratory 2 hours).
*420. Tests, Measurements and Evaluations (3)
Prerequisite: EDP 419.
Determination, meaning and use of fundamental statistical concepts applied to problems of measurement and evaluation. Construction, interpretation and use of standardized and teacher-made tests.
428. Language, Learning and the Developing Child: A Cross-Cultural Perspective (3)
Explores the communicative-linguistic, cognitive, physical, and socio-emotional development of the child from the prenatal to adolescent periods across diverse cultures with an emphasis on language acquisition and the learning process.
Letter grade only (A-F). Not open for credit to students currently enrolled in the Liberal Studies program. Same course as LING 429, CDFS 409, and EDEL 429.
431. Cultural and Linguistic Diversity in Schools (3)
Multicultural education, including concepts of culture, educational equity, social justice, multiple forms of diversity, and anti-bias/anti-racist curriculum. Models of English language acquisition, bilingual education theory, and instructional accommodations for diverse students. 10 hours fieldwork required.
Letter grade only (A-F). Same course as EDEL 431 and LING 431.
*432. Social and Cultural Diversity in Educational Settings (3)
Examination of personal attitudes toward distinct groups of people. Study of historical and structural factors that either promote or diminish equal human worth and either empower or oppress people based on class, race/ethnicity, gender, sexual orientation, ability, language, or religion.
Same course as EDEL 430.
439. SDAIE: Specially Designed Academic Instruction in English (3)
Theories of second language acquisition and practical application, including methods of teaching content to English language learners, reading and writing strategies, and curriculum development with application to K-12.
Letter grade only (A-F). Same course as EDEL 439 and EDSE 439.
*485. Theoretical Foundations of Language Minority Education (3)
Introduction to theoretical foundations of language minority instruction. Background on the historical and political context of the development of educational language policies. Models of bilingual and English language development education.
Letter grade only (A-F). Same course as LING 485.
*490. Special Topics in Educational Psychology (1-6)
Prerequisite: Consent of instructor.
Topics of current interest in educational psychology selected for intensive study.
May be repeated to a maximum of 6 units with different topics. Topics will be announced in the Schedule of Classes.
492. Internships in the Human Services (3)
Prerequisite: Consent of instructor.
Students are placed in agencies and organizations to engage in volunteer or paid work in human services/mental health. The required fifteen hour seminar will focus on personal values, interpersonal communications skills, critical thinking, and problem solving. Development of knowledge and skills transferable to future careers will be stressed.
A minimum of 120 hours field experience is required for the semester.
*497. Independent Study (1-3)
Prerequisites: Consent of instructor and department chair.
Independent study undertaken under the supervision of a faculty member.
May be repeated to a maximum of 6 units, with no more than 3 units applicable to credential or major requirement.
GRADUATE LEVEL
500. Educational Research (3)
Prerequisite: EDP 400.
Types and applications of educational research, research design, problems of internal and external validity, uses of research resources, and critiques of research studies. Recommended to be taken early in a master’s degree program.
Letter grade only (A-F).
501. Foundations of Vocational Rehabilitation (3)
History, philosophy, and legislation of rehabilitation affecting people with disabilities served by public and private rehabilitation delivery systems.
Letter grade only (A-F).
517. Seminar in School Counseling (3)
Prerequisite: COUN 515.
Theory, research and techniques of counseling; use and analysis of case studies. Clinical work required.
Not open for credit to students with credit in EDP 631. Letter grade only (A-F).
519. Quantitative Educational Data Analysis I (3)
Prerequisites: EDP 419 and 420 or equivalent.
An advanced educational univariate data analysis course. Hypothesis testing using analysis of variance, analysis of covariance, multiple regression, and path analysis.
Letter grade only (A-F).
520. Research Methods in Education (3)
Prerequisites: For majors in Educational Psychology: EDP 419 and 420, or equivalents. For other majors, with approval of program advisor: EDP 400 or equivalent.
Examination and application of educational research methodology including various types of qualitative and quantitative methods, research designs, sampling methods, inferential statistics and hypothesis testing, and the structure and content of a research proposal.
Letter grade only (A-F).
524A. Psychoeducational Assessment (3)
Prerequisite/Corequisite: EDP 528; Corequisites: EDP 524B and admittance to the School Psychology Program.
Theories of cognition and their implications for understanding learning, development, and diagnosis of disability. The history of intelligence testing and psychometric and socio-cultural strengths and limitations of cognitive tests.
Letter grade only (A-F).
524B. Psychoeducational Assessment: Clinical Applications (2)
Prerequisite/Corequisite: EDP 528; Corequisites: EDP 524A and admittance to the School Psychology Program.
Practice in administration and interpretation of individually administered cognitive tests, and tests of psychological processing and achievement. Students will practice administering tests to adults and children, be observed for proficiency, and learn to apply these results to making instructional placement and eligibility decisions.
Letter grade only (A-F).
525A. Psychoeducational Assessment of Culturally and Linguistically Diverse Students (3)
Prerequisites: EDP 524A, 524B. Corequisite: EDP 525B.
Assessment theory and practice of culturally and linguistically diverse (CLD) individuals. Interpreting assessments to make eligibility, instructional and accountability decisions consistent with ethical, legal and measurement standards. Discussion of sociocultural issues and exemplary programs for CLD.
Letter grade only (A-F).
525B. Psychoeducational Assessment of Culturally and Linguistically Diverse Students: Clinical Applications (2)
Prerequisites: EDP 524A and EDP 524B. Corequisite: EDP 525A.
Application of psychoeducational assessment practices within a clinical setting for culturally and linguistically diverse (CLD) students. Advanced training in selection, administration and interpretation of individually administered cognitive tests, and tests of psychological processing and achievement for CLD students.
Letter grade only (A-F).
527. Advanced Assessment for Intervention (3)
Prerequisite: EDP 525A; Corequisite: EDP 642A.
Focuses on furthering students’ knowledge and practice: using an ecological, problem-solving approach in schools; making informed decisions regarding the usefulness and appropriateness of assessment tools and interventions with specific populations; and writing problem-solving psychoeducational reports and data-based IEPs.
Letter grade only (A-F).
528. Orientation to Professional School Psychology (3)
Prerequisites: Admittance to the School Psychology Program; COUN 515.
Introduction to the field of school psychology. History of the field, orientation to public education, roles and functions, laws and ethics, research base, organization and supervision, social and cultural influences, service delivery models, and current literature.
Letter grade only (A-F).
536. Collaborative Consultation in the Schools (3)
Prerequisites/Corequisites: COUN 643A, 644A; EDP 642A, 642B, or Field Placement in Special Education.
Theory and practice of collaborative consultation in the schools. Models, roles and skills will be discussed, rehearsed during in-class simulations, and practiced in field settings. Field experience required.
Letter grade only (A-F).
541. Seminar in Educational Measurement and Assessment (3)
Prerequisites: EDP 419, 420, 519, and 520 or equivalents.
Advanced studies examining the reliability and validity of test scores, item response theory, and other statistical approaches for the improvement of educational testing. Practical application of administration and interpretation of assessment outcomes.
Letter grade only (A-F).
560. Behavioral Analysis and Positive Behavioral Interventions (3)
Prerequisite: Admission to field work (internship) in school psychology (EDP 642 A or B) or consent of instructor.
Multidimensional and functional assessments of student behavioral problems. Developing data-based positive behavioral interventions for students with severe behavioral difficulties, including students with traumatic brain injury (TBI), Autism, emotional disturbance (ED), etc.
Letter grade only (A-F).
571. Advanced Approaches to Teaching Special Populations in General Education Settings (3)
Prerequisite: Hold Preliminary Multiple or Single Subject Credential, or equivalent, or consent of instructor.
Issues in teaching special populations in elementary and secondary schools, including students who are gifted, at-risk, and have disabilities. Emphasis on establishing inclusive climates; federal, state, and local regulations; assessment; instructional strategies and modifications; collaborative school structure and classroom management.
Meets state Professional Clear credential requirement. Letter grade only (A-F) .
572. Advanced Study of Teaching English Learners (3)
Prerequisites: Hold Preliminary Multiple or Single Subject Credential, or equivalent, or consent of instructor.
Theories of first and second language acquisition. Assessment of students’ language proficiency levels. Practical application of language proficiency results and language theories. Methods of teaching content to English language learners. Reading and writing strategies. Curriculum development applications for K-12 teaching.
Meets state Professional Clear credential requirement. Letter grade only (A-F).
573. Intercultural Communication in Education (3)
Introduction to the facets, parameters, and techniques of intercultural communication and its relationship to functioning in a multicultural educational environment. Situates intercultural communication within the broader social, cultural and historical context and within the study of culture itself.
Letter grade only (A-F).
574. Sociological Foundations of Education (3)
Relationships between society and the schools. Local/national ideologies and political/economic influences. Education as a social function. Current trends and issues affecting education.
Not open for credit to students with credit in EDP 480. Letter grade only (A-F).
575. Intellectual Foundations of Educational Reforms, 19th Century to Present (3)
Historical survey of the intellectual and ideological foundations of U.S. educational reform movements, with emphasis on the 19th and 20th centuries. Focus on individual educational philosophers and on major curriculum orientations, with consideration of their impact on diverse groups.
Letter grade only (A-F).
576. Education and Diversity: Historical and Contemporary Perspectives (3)
Survey of major canons in U.S. educational history during the 19th and 20th centuries from the perspectives and experiences of various diverse groups. Analysis of the implications for the diverse populations. Educational approaches that better serve educationally diverse students.
Letter grade only (A-F).
577. Educational Linguistics (3)
Prerequisites: Six units in linguistics or consent of instructor.
Graduate introduction to the role of language and linguistics in contemporary education. Analysis of the context of language acquisition. Attitudes toward multilingualism. Language policies that set guidelines and expectations for instruction. Cultural factors that influence language acquisition.
Same course as LING 500. Letter grade only (A-F).
578. Literacy and Linguistics (3)
Prerequisites: Six units in linguistics or consent of instructor.
General introduction to the field of literacy studies and examines the relationship between oral and written language, native language literacy and biliteracy acquisition, pedagogical practices and issues, and cognitive and sociocultural approaches to literacy development.
Same course as LING 575. Letter grade only (A-F).
579. Curriculum-Based Assessments and Academic Interventions (4)
Prerequisites/Corequisites: Admission to the school psychology credential program and EDP 524A and 524B.
Evidence-based interventions for diverse learners, including students with disabilities, preschool-aged children and English Language Learners. Theories and application of curriculum-based assessments and data-based intervention development, implementation and evaluation.
(Lecture 3 hours, lab 3 hours.) Letter grade only (A-F).
582. Comparative International Education (3)
Overview of education in selected countries. Study of institutional organization as well as issues that develop in particular social, economic, and political contexts. Examination of commonly shared educational problems and solutions.
Letter grade only (A-F).
583. Global Education (3)
Background on critical world issues and cultural influences. Methods and resources for application in the classroom. Format includes resource speakers and practitioners, map activities, and cultural simulation exercises.
Letter grade only (A-F).
589. Adult Literacy and Language Diversity (3)
Prerequisite: Three (3) units from EDP 578/LING 575, ENGL 510; ENGL 535, or from an instructor approved course in literacy studies or adult second language acquisition.
Survey of issues in adult and family literacy/biliteracy, with a focus on the educational needs of language minority adults. Consideration of the relationship between theory, policy, and practice with attention to social, economic, and cultural implications.
Letter grade only (A-F).
595. Qualitative Research Methods (3)
Comprehensive introduction to theory, nature, and use of qualitative methods in educational settings. Emphasis on application level experiences such as identifying and developing research problems appropriate for qualitative investigation, study design, qualitative/ethnographic data collection techniques, data analysis, data interpretation, and presentation of findings.
Same as LING 595. Letter grade only (A-F).
596. Program Evaluation in Education (3)
Prerequisites: For majors in Educational Psychology: EDP 419, 420, and 520 or equivalents. For other majors, EDP 400 and 520 or equivalents.
Identifying and comparing various approaches to program evaluation in educational settings including needs assessments; selecting evaluation questions and criteria; collecting, analyzing, and interpreting qualitative and quantitative evaluation data; and the mechanics and process of developing an evaluation plan.
Letter grade only (A-F).
604. Seminar in Human Development (3)
Prerequisites: EDP 301 or 302, and EDP 400 or 419.
Theories and issues in developmental psychology, cognitive, linguistic, perceptual, biological, psychomotor, social and emotional development; nature-nurture and individual differences.
Letter grade only (A-F).
605. Theories of Learning, Cognition, Motivation, and Social Development (3)
Prerequisite: EDP 301 or 302.
Analysis of current theory and research in the areas of student learning, cognition, motivation, and social development and their application in maximizing learning of all students.
Letter grade only (A-F).
619. Quantitative Educational Data Analysis II (3)
Prerequisite: EDP 519 or equivalent.
Advanced multivariate statistical analysis course: multivariate analysis of variance, discriminant function analysis, canonical correlation, exploratory factor analysis, and structural equation modeling.
Approximately 20 hours of applied work in approved educational settings is required. Letter grade only (A-F)
641A. School Psychology Practicum (2)
Prerequisites: Admission to school psychology program, EDP 524A, 524B, 525A, 525B, and 528. Prerequisite/Corequisite: EDP 579.
Seminar and completion of 150 contiguous hours of supervised field placement for a minimum of one and maximum of 5 full days per week, with a minimum of 4 weeks and maximum of 1 year at no more than two sites and with two supervisors.
Credit/No Credit grading only.
641B. School Psychology Practicum (2)
Prerequisites: Admission to the school psychology program, EDP 524A, 524B, 525A, 525B, 528, and 641A.
Seminar and completion of 150 contiguous hours of supervised field placement for a minimum of one and maximum of 5 full days per week, with a minimum of 4 weeks and maximum of 1 year at no more than two sites and with two supervisors.
Credit/No Credit grading only.
642A. Field Work I - School Psychology (3)
Prerequisites: EDP 525A, completion of acceptable masters degree, concurrent enrollment in EDP 527, and approval of program coordinator.
Application for field work should be made by October 1 for the spring semester, or by March 1 for summer (if offered) or fall semester.
Credit/No Credit grading only.
642B. Field Work II - School Psychology (3)
Prerequisites: EDP 527, 642A, and approval of program coordinator.
Continuation of school psychology field work experiences. Application for field work should be made by October 1 for the spring semester, or by March 1 for summer (if offered) or fall semester.
Credit/No Credit grading only.
672. Language and Educational Policies (3)
Analysis of contemporary and historical language policies, educational language policies, and legal decisions in the United States that provide the context for current educational language practice. Comparison of U.S. experiences with those of other nations. Relationship between language attitudes and educational policy formation.
Letter grade only (A-F).
696. Thesis Study: Plan Development and Organizing Aspects (3)
Prerequisites: EDP 400 or 419 and EDP 520 or 595.
Designed for students planning to write a thesis. Form a thesis committee by midterm in the course. Accomplish a completed draft of the thesis plan by the end of the term.
697. Directed Research (1-3)
Prerequisites: Consent of instructor, department chair and associate dean.
Individual research or intensive study under the guidance of a faculty member.
A student may enroll for one-three units to a maximum of three units for certificate and degree purposes, subject to suitable change in course content. Application for enrollment must be made to the Office of Graduate Studies and Research by March 1 for the fall semester or by October 1 for the spring semester. Letter grade only (A-F).
698. Thesis (3)
Prerequisites: Advancement to candidacy, EDP 519 or 520 or 595 or 696, approval by director, department chair and associate dean.
Planning, preparation and completion of a thesis under supervision of a faculty committee.
Must be taken for six units. Application for enrollment must be made to the Graduate Studies Office by March 1 for the fall semester or October 1 for the spring semester. Letter grade only (A-F).
699. Project (3)
Prerequisites: Advancement to candidacy, approval of graduate advisor, and written application to the College of Education Graduate Office.
Information and discussion related to the development of master’s degree projects in Educational Psychology, School Administration, Counseling and related fields.
Project application to be made to the College of Education Graduate Office by March 1 for the Summer or Fall semester or October 1 for the Spring semester. Letter grade only (A-F). May be repeated to a maximum of 6 units.
701. Organization and Administration of Education: Functions and Issues (1-3)
Diversity of complex systems of higher education. Functioning of systems organizationally and culturally. Exploration of issues related to governance, decision-making, and leadership. Research related to the organization and administration of higher education.
Letter grade only (A-F).
702. Introduction to the Community College (1-3)
Analysis of the community college system and its function and purpose in the US higher educational system. Exploration of research and studies on governance, structure, programs, and leadership of community colleges.
Letter grade only (A-F).
703. Policy Issues in Community Colleges (1-3)
Prerequisite: EDP 702.
In-depth analysis of the community college system specific to 1) local, state, and federal governance policies; 2) local, state, and national economic policies; 3) social and political influences on policy. Future trends in educational policy.
Letter grade only (A-F).
704. Exploration of Campus Cultures: Impact and Influence (1-3)
Examination of faculty, administrative, and student cultures in terms of values, behavioral norms, impacts, and influences. Students will study research methods for campus cultures. Implications for higher education policies and practices.
Letter grading only (A-F).
705. Finance in Education (1-3)
Examination of higher education finance and governmental influences that shape this process. Through simulations students gain a working knowledge of finance, philosophies, vision, and processes for the design and implementation of resource planning in both two- and four-year institutions.
Letter grade only (A-F).
706. Program and Student Assessment (1-3)
Focuses on assessment of student learning and development and assessment of programs. Research-oriented course for formative and summative program evaluation. Assessment and measurement of student outcomes.
Letter grade only (A-F).
707. Student Learning and Development Theory in Higher Education (1-3)
Student development and learning theories based on cognitive, psychosocial, typology, and person-environment perspectives. Analysis and critique of theoretical tenets relevant to understanding the college experience.
Letter grade only (A-F).
708. Leadership in Education (1-3)
Current research and theories on leadership and organizational change. Multicultural organizational development theories, planning, change, effective strategies for becoming a catalyst for change. Case studies of organizational leadership for change. Examines issues, barriers, supports for, and processes and outcomes of change.
Letter grade only (A-F).
709. Collaborative Reforms: Designing and Implementing Responsive Curricula (1-3)
The role of faculty and others in the collaborative development and implementation of responsive curricula. Explore systems for curricular redesign and reform at 2- and 4-year institutions and processes for their implementation.
Letter grade only (A-F).
711. Field Research Study in Education I (1-3)
First in a series of faculty-led field research courses. Individual and small group formats. Students are exposed to and participate in approved research topics or a faculty member’s research.
Letter grade only (A-F).
712. Field Research Study in Education II (1-3)
Prerequisites: EDP 711.
Second in a series of faculty-led field research courses. Student will assess their research skills, consult with the instructor, and (with instructor approval) work individually or in small groups on a self-selected topic or one related to a faculty member’s research.
Letter grade only (A-F).
790. Special Topics in Higher Education (1-3)
Examines such issues of the CEO’s roles and responsibilities, managing change, facilitating focus groups, data-based organizational change, applications of technology, responding to the needs of student populations, working with governing boards, staff development programs, and personnel assessment instruments.
Letter grade only (A-F). May be repeated to a maximum of 24 units.
797. Directed Individual Study (1-3)
Prerequisites: Consent of instructor, department chair and associate dean.
Individual research or intensive study under the guidance of a faculty member.
Letter grade only (A-F). May be repeated to a maximum of 24 units.
798. Doctoral Dissertation (3)
Prerequisites: Approval of instructor/doctoral candidacy required.
Specifically for students researching and writing dissertations.
Credit/No credit grading only. May be repeated to a maximum of 24 units.
Education Specialist Courses (EDSP)
303. Preparing to Teach Special Populations in the General Education Classroom (1)
Prerequisites: Concurrent enrollment in EDEL 380.
Emphasis on roles and responsibilities of the general education teacher in the Individualized Education Program (IEP) process. Relevant state and federal laws pertaining to the education of exceptional populations.
Letter grade only (A-F).
350. Education of Exceptional Individuals (3)
Survey of the education of individuals who have communication disabilities, visual disabilities, hearing disabilities, physical disabilities, learning disabilities, severe disabilities, and those labeled as gifted and talented.
Field work required.
355. Collaborative Models of Inclusive Education: Partnerships and Strategies for Teaching All Students (3)
Fostering partnerships with families of diverse backgrounds; perspectives regarding access and equity for diverse student populations; laws regarding education of students with special needs.
Letter grade only (A-F).
*454. Development of Communication Skills in Bilingual Contexts (3)
Prerequisite: Consent of instructor.
Normal and atypical development of language skills in school-aged children from non-English language backgrounds. Focus on skills needed in the classroom, including communicative competence, pragmatics and literacy. Distinction between normal language development and linguistic problems/disabilities.
*480. Foundations of Inclusive Education in a Diverse Society: Philosophical and Historical Perspectives and Legal Mandates (3)
Prerequisites: Admission to Education Specialist credential program.
Philosophical and historical foundations of special education in a diverse society. Examination and discussion of educational theories, philosophies, models, legal mandates, and traditions of inclusive education. Impact of contemporary school practices on students with disabilities and their families.
Letter grade only (A-F).
535. Collaborative Partnerships and Effective Communication in School Settings (3)
Prerequisites: Acceptance in Education Specialist Level II program or Master of Science in Special Education program, development of an Individualized Induction Plan, or consent of instructor.
Methods for developing collaborative partnerships and effectively communicating with educators, community members, families, and individuals with disabilities.
Letter grade only (A-F).
542. Technology in Special Education (3)
Prerequisites: Acceptance in Education Specialist Level II program or Master of Science in Special Education program, development of an Individualized Induction Plan, or consent of instructor.
Overview of Assistive Technology and Augmentative Communication for individuals with exceptional needs. Examination of legislation, devices, and services using assistive technology and augmentative communication. Introduction to assistive technology assessment and advanced development of Computer Assisted Instruction.
Letter grade only (A-F).
546A,B,C,D,E,F. Practicum in Special Education (3,3,3,3,3,3)
Supervised experience with individuals with exceptionalities in schools, clinics, post-secondary education, workplaces, and residential settings.
Application should be made by March 1 for the fall semester and October 1 for the spring semester. Letter grade only (A-F).
550. Emerging Perspectives in Special Education (3)
Prerequisite: Acceptance in Education Specialist Level II program or Master of Science in Special Education program, development of an Individualized Induction Plan, or consent of instructor.
Interpretation and application of emerging research in special education. Historical foundations, litigation, legislation, policy and practice in special education, emphasizing the last century. Current and emerging issues in the field. Relationships between research and practice.
Letter grade only (A-F).
558. Curriculum and Instruction for Students with Disabilities (3)
Prerequisites: Full admission to the Level I Education Specialist Credential program or Education Specialist Intern program or acceptance in the Integrated Teacher Education Program, Education Specialist option and completion of or concurrent enrollment in EDSP 564.
Curricular issues, models, and practices for students with disabilities. Emphasis on core curriculum in public schools and appropriate modifications and delivery of content to students with disabilities. Emphasis on individualized instructional planning procedures, validated instructional strategies, and collaborative teaching.
Letter grade only (A-F).
563. Advanced Methods of Teaching Individuals with Significant Disabilities (3)
Prerequisite: Acceptance in Education Specialist Level II program or Master of Science in Special Education program, development of an Individualized Induction Plan, or consent of instructor.
Formal and informal assessment procedures responsive to the cultural, socio-economic and linguistic characteristics of individual students with significant disabilities. Data-based decision making, curriculum adaptations and modifications, and instructional strategies. Collaboration with community agencies for successful transition from school to work.
Letter grade only (A-F).
564. Assessment and Evaluation of Students with Disabilities (3)
Prerequisites: Admission to the Education Specialist Credential program, EDP 405, EDSP 350, 480 or consent of instructor.
Knowledge of appropriate uses of formal, informal and authentic assessment procedures for planning, monitoring and evaluating instructional programs for students with disabilities. Emphasis on issues in assessing and evaluating culturally and linguistically diverse students.
Letter grade only (A-F).
565. Advanced Methods of Teaching Individuals with Mild/Moderate Disabilities (3)
Prerequisites: Acceptance in Education Specialist Level II program or Master of Science in Special Education program, development of an Individualized Induction Plan, or consent of instructor.
Advanced assessment, methods, strategies, and curriculum adaptations for students with mild/moderate disabilities at all levels. Emphasis on collaboration, diversity, literacy, technology and transition.
Letter grade only (A-F).
566. Transition Into, Through, and Beyond School for Individuals with Disabilities (3)
Prerequisites: Acceptance in Education Specialist Level II program or Master of Science in Special Education program, development of an Individualized Induction Plan, or consent of instructor.
Examination of major issues and approaches to promoting successful transition of youth with disabilities into, through, and beyond school. Emphasis on instructional strategies for teaching adolescent youth with disabilities at the secondary level.
Letter grade only (A-F).
567. Curriculum and Instruction for Students with Disabilities: Literacy, Communication, Social and Physical Education (3)
Prerequisites: Full admittance to the Level I Education Specialist Program or Education Specialist ITEP and completion or concurrent enrollment in EDSP 564.
Curricular issues, models and practices related to teaching students with disabilities in literacy, communication, physical education, and social behaviors. Emphasis on core curriculum, standards-based instruction, and differentiating instruction. Instructional planning and validated teaching strategies.
Letter grade only (A-F).
569. Curriculum and Instruction for Students with Disabilities: Math, Science, and Life skills (3)
Prerequisites: Full admittance to the Level I Education Specialist Program or Education Specialist ITEP and completion or concurrent enrollment in EDSP 564.
Curricular issues, models and practices related to teaching students with disabilities in math, other content areas, and life skills. Emphasis on core curriculum, standards based instruction, and differentiating instruction. Instructional planning and validated teaching strategies.
Letter grade only (A-F).
587A. Advanced Field Study and Seminar: Education Specialist Credential in Mild/Moderate Disabilities (6)
Prerequisite: Admission to the Level I Education Specialist Credential in Mild/Moderate Disabilities. Must complete all Level I courses. Application for admission should be made by March 1 for the summer and fall semester and October 1 for the spring semester.
Advanced field study in a public or private school or community-based site serving individuals with mild/moderate disabilities. Candidates will demonstrate competencies in their own classroom or with a master teacher, under the supervision of a university supervisor.
Students may concurrently enroll in EDSP 587B upon advisement by their faculty advisor. Credit/No Credit grading only.
587B. Advanced Field Study and Seminar: Education Specialist Credential in Mild/Moderate Disabilities (6)
Prerequisite: EDSP 587A or concurrent enrollment in EDSP 587A upon advisement by their faculty advisor. Application for admission should be made by March 1 for the summer and fall semester and October 1 for the spring semester.
Advanced field study in a public or private school or community-based site serving individuals with mild/moderate disabilities. Candidates will demonstrate competencies in their own classroom or with a master teacher, under the supervision of a university supervisor.
Credit/No Credit grading only.
588A. Advanced Field Study and Seminar: Education Specialist Credential in Moderate/Severe Disabilities (6)
Prerequisite: Admission to the Level I Education Specialist Credential in Moderate/Severe Disabilities. Must complete all Level I courses. Application for admission should be made by March 1 for the summer and fall semester and October 1 for the Spring semester.
Advanced field study in a public or private school or community-based site serving individuals with moderate/severe disabilities. Candidates will demonstrate competencies in their own classroom or with a master teacher, under the supervision of a university supervisor.
Students may concurrently enroll in EDSP 588B upon advisement by their faculty advisor. Credit/No Credit grading only.
588B. Advanced Field Study and Seminar: Education Specialist Credential in Moderate/Severe Disabilities (6)
Prerequisite: EDSP588A or concurrent enrollment in EDSP 588A upon advisement by their faculty advisor. Application for admission should be made by March 1 for the summer and fall semester and October 1 for the spring semester.
Advanced field study in a public or private school or community-based site serving individuals with moderate/severe disabilities. Candidates will demonstrate competencies in their own classroom or with a master teacher, under the supervision of a university supervisor.
Credit/No Credit grading only.
695S. Seminar in Special Education (3)
Prerequisites: Advancement to candidacy, and written application to Graduate Office. Application for enrollment must be made by March 1 for the summer session or fall semester, or by October 1 for the spring semester.
Studies of problems and issues in special education. Relating research to practice in the several areas of exceptional individuals. For qualified candidates preparing for the comprehensive examination.
Not open for credit to students with credit in EDP 650. Letter grade only (A-F).
Educational Technology Courses (ETEC)
LOWER DIVISION
100. Technology as a Tool for Self-Directed Learning (3)
Introduces: (a) psychological foundations of self-directed learning; (b) technology as a tool to obtain, organize, evaluate, manipulate, and present information; and (c) evaluation of technologies for use in education, including online/hybrid courses and collaborative learning.
(Lecture 2 hours, Laboratory 2 hours) Letter grade only (A-F).
110. Introduction to Computers as Tools (1)
Introduction to operations, terminology, and components of computing systems. Introduction to computer applications including word processing, databases, and spreadsheets. Introduction to University e-mail systems and electronic searching.
Letter grade only (A-F).
171. Critical Thinking Using Technology (3)
Prerequisite/Corequisite: Completion/concurrent enrollment in GE Foundation requirement Category A1 Written English.
Cultivates critical thinking abilities in conjunction with the use of computer technology. Introduces basic hands-on computer skills to facilitate critical thinking and learning. Examines public discourse on the use of technology from instrumental, substantive, and critical perspectives.
(Lecture two hours, Laboratory two hours) Letter grade only (A-F).
UPPER DIVISION
411. Assessment of Computer technology Competency, Level I (1)
Appropriate only for students who are already proficient with the material in ETEC 444. Provides students with an opportunity to meet the California Level I computer technology requirement by a performance assessment. Two class meetings and online activities.
Credit/No Credit grading only.
*444. Computer Technology in Education, Level I (3)
Prerequisites: Course design assumes familiarity with topics introduced in ETEC 110.
Introduction to educational computer technology: resources and tools for professional use; strategies for integrating computers into teaching; applications to diverse learners; legal, ethical, and societal issues. Meets the Level I teaching credential computer technology standard.
(Seminar 2 hours, laboratory 2 hours.)
*449. Technology Applications for Educators (1-3)
Prerequisites: Consent of Instructor.
Contemporary applications of technology for teaching, learning, and the management of instruction. Demonstration and hands-on experience with computer and media applications in educational settings.
Topics are announced in the Schedule of Classes. May be repeated to a maximum of 12 units with different topics.
A. Internet Resources for Educators
Introduces the growing number of Internet-based educational resources for educators. Discussion, demonstrations, and hands-on experience in the use of computer communication tools, including e-mail, file transfer protocol (FTP), newsgroups, listservs, and the world wide web.
B. Evaluation and Selection of Instructional Technology Resources
Introduces a variety of evaluation instruments and techniques for evaluating and selecting instructional technology resources to support the California curriculum frameworks.
GRADUATE LEVEL
523. Computer Technology in Education, Level II (3)
Prerequisites: ETEC 444 or equivalent experience satisfying California Level I computer technology standard.
Principles for integrating computer technology into learning environments to improve: planning, designing and implementing learning experiences; educational communication and collaboration; assessment and evaluation.
Meets California Level II computer technology standard.(Seminar 2 hours, laboratory 2 hours.) Letter grade only (A-F).
525. Social and Cultural Implications of Educational Technology (3)
Examination of social and cultural implications of educational technologies, considering issues of cultural bias, equity, and questions of who benefits from particular technologies. International applications of computer technologies to promote learning about different cultures.
530. Educational Technology Leadership (3)
Prerequisites: ETEC 523, or consent of the instructor.
Examines leadership related to implementation of educational technology in education. Theory, knowledge, and skills necessary to use, evaluate, plan, and implement technologies in education system. Examines broader issues including security and cyber ethics.
551. Education and the Internet (3)
Prerequisites: ETEC 523.
Discussion, demonstrations, and hands-on experience related to educational applications of Internet. Best practices and tools for designing and managing Internet-delivered educational programs. Effectiveness of interactivity in web design.
(Seminar 2 hours, Laboratory 2 hours).
553. Instructional Design (3)
Prerequisites: ETEC 523 or equivalent experience satisfying the California Level II computer technology standard.
Principles of instructional design emphasis on designing effective teaching strategies with educational technology. Theories and models to plan, create, evaluate and refine learner-centered educational activities.
Letter grade only (A-F).
580. Field Experience in Educational Technology (3)
Prerequisites: ETEC 523 and either ETEC 530, EDP 520 or 595.
Students investigate and experience occupation or environment utilizing a form of educational technology. Under instructor guidance, students perform 90 field experience hours in educational technology environment. Instructor approval required for site selection.
Letter grading only (A-F).
623. Developing Technology – Based Learning (3)
Prerequisites: ETEC 523, 553.
Discussion, demonstration, and hands-on experience toward development of technology-based interactive learning programs. Concepts of technology-based instructional design. Authoring tools for creating simulations, educational games, and interactive assessment tools.
Seminar 2 hours, laboratory 2 hours.
695. Seminar in Educational Technology (3)
Prerequisites: Successful completion of all required course work for the Master of Arts in Education, Option in Educational Technology.
Studies in educational technology including reviews of literature, critique of educational technology research, and systematic development and evaluation of areas of students’ prior work.
For qualified candidates preparing for the comprehensive examination. Application for enrollment must be made by March 1 for summer session or fall semester or by October 1 for spring semester. Letter grade only (A-F). May be repeated to mximum of 6 units.
UPPER DIVISION
*497. Independent Study (1-3)
Prerequisites: Consent of instructor and department chair.
Independent study under faculty supervision. May be repeated to a maximum of 6 units, no more than 3 units applicable to credential or major requirement.
GRADUATE LEVEL
500. Foundations of Information (3)
Role of information and information technology in organizations (particularly in Western education) and society. Topics include societal needs and demands, diffusion of knowledge and technology, information seeking and use, information/technology and culture.
Letter grade only (A-F).
510. Selection of Materials and Information Sources (3)
Criteria, tools, procedures and policies for evaluating and selecting instructional resources appropriate to use in school library media centers.
Letter grade only (A-F).
520. Information Literacy and Reference Services (3)
Philosophy of reference service and information literacy. Criteria for evaluation, selection, setup and use of selected basic reference sources to reflect cultural and linguistic diversity of students. Uses of reference sources and information literacy processes.
Letter grade only (A-F).
530A. Library Media Materials for Elementary Grades (K-5) (3)
Selection and use of fiction and non-fiction books, audiovisual and electronic media, and related materials of interest to children that reflect California’s cultural diversity and support current curriculum frameworks. Criteria and tools for selection and use. Current issues.
Letter grade only (A-F).
530B. Library Media Materials for Secondary Grades (6-12) (3)
Selection and use of fiction and non-fiction books, audiovisual and electronic media, and related materials of interest to young adults that reflect California’s cultural and support current curriculum frameworks. Criteria and tools for selection and use. Current issues.
Letter grade only (A-F).
540. Organization of Information (3)
Rationale and use of library catalogs. Principles and practice in classification and cataloging applied to school library media centers. Processing/organization of information. Current issues.
Letter grade only (A-F).
550. Library Media Center Management (3)
Philosophy, principles and problems of planning, organizing, supervising and managing a school library media center program.
Letter grade only (A-F).
570. Library Media Technologies (3)
Prerequisite: Level I computer technology knowledge and skills.
Evaluation, selection, and productivity/curriculum applications of computer, video, optical disc, audiovisual and other technologies for use in school library media centers; analysis of available hardware and software; management of technologies.
Letter grade only (A-F).
580. Field Experience in the School Library Media Center (4)
Prerequisites: Pass CBEST; possession of valid California teaching credential; completion of courses required for credential or consent of program coordinator.
Administering a library media program under credentialed library media teacher supervision. Applications for field work due March 1 for summer or fall semester and October 1 for spring semester. Letter grade only (A-F).