EPAC Information | EPAC Programs | EPAC Courses
Interdisciplinary Minor in Crosscultural Language and Academic Development Studies (code COEDUM01)
The minor comprises courses that integrate studies of culture, language, learning and the academic environment, and human development. It is an interdisciplinary program designed to support career objectives related to public education in Crosscultural Language and Academic Development. The minor consists of a minimum of 18 units selected with an advisor. Courses in the department of the student’s major may not be used.
1. One course from each of the following areas (12 units):
Culture: ANTH 421/LING 425 or EDP 432/EDEL 430
Language: EDSP 454 or LING/CD 329
Schooling: EDP/LING 485
Development: EDP 301, 302, HDEV 307I, or PSY 361
2. Six additional units, selected with an advisor, from the following:
Culture: AIS 319, ASAM 319, B/ST 319, CHLS 319, W/ST 319, ANTH 329, ANTH 412I, ANTH/LING 413, ANTH 419, ANTH 421/LING 425, ANTH/WST 475, CHLS/ASAM 335I, EDP 432/EDEL 430
Language: ANTH 170; CHLS 402; EDSP 454; LING/CD 329; LING/ENGL 327; LING 363I, 435, 472, 486.
Schooling: AIS 361, ASAM 310, B/ST 420, CHLS 340, EDP 305, EDSP 350.
Development: EDP 301, EDP 302, HDEV 307I, PSY 361.
Master of Arts in Education
Please submit a separate program application as well as a University application for all masters and credential programs. Program application dates may vary (please see individual program).
Option in Educational Administration (code EDADMA01)
Educational leaders serve in many capacities. No matter what position an individual holds within an educational organization, all energies should be directed at maximizing the academic achievement of all students being served. The courses in the Educational Administration Option are designed to prepare leaders for this important work. Emphasis is placed on the role of schooling in a democratic society, instructional leadership, building collaboratives, managing and guiding change, and working with diverse populations. Because of our location, issues associated with urban schools are a primary focus of the program.
Prerequisites
15 upper-division units in education including EDP 400, or equivalent experience.
University Admission
File a “University Application for Graduate Admission” along with one complete set of official transcripts with the University Office of Admissions. Online University application may be completed at www.csumentor.edu.
Conditional Admission to the Program
File a separate “Preliminary Administrative Services Masters/Credential Program Application” with the College of Education Graduate Office (ED1-7) along with one complete set of official transcripts and items 1-3 listed below no later than March1 for fall admission.
1. Transcripts verifying a minimum 2.85 overall GPA in the last 60 semester (or 90 quarter) units of course work taken;
2. Two non-confidential letters of recommendation (following Letter of Recommendation Guidelines found with program application) from individuals familiar with your professional competence and potential as an educational leader, one of which must be from your principal or immediate supervisor;
3. A double-spaced typed personal statement (following Personal Statement Guidelines found with program application) describing your educational preparation, leadership experiences, and leadership philosophy;
4. Participate in a screening process that includes an oral interview and may require submission of an onsite impromptu writing sample.
Clear Admission to the Program (Advancement to Candidacy)
In addition to 1-4 above, a candidate must:
1. Fulfill the Graduation Writing Assessment Requirement (GWAR);
2. Complete EDP 400;
3. Resolve all incomplete grades;
4. Complete the following core course: EDAD 541, and one other EDAD course for a total of six (6) units.
5. Maintain a 3.0 grade point-average in all completed program courses;
6. Complete an approved plan of study in consultation with a program advisor.
Requirements
A minimum of 30 units with a 15 unit concentration in Educational Administration is required; 21 units must be in the 500/600 level series taken at this University.
1. One of the following (3 units): EDP 574 or EDAD 649.
2. One of the following (3 units): EDP 575, 576, or 672.
3. One of the following (3 units): EDP 520, 595, or 696.
4. One of the following chosen in consultation with the faculty advisor: EDAD 695 Master’s Research Study in Educational Administration (3 units) or EDAD 698 thesis (6 units).
5. All of the following (18 units): EDAD 541, 544, 647, 648, 650, 677A.
This program is under revision. Please check with program advisors regarding requirements.
Option in Educational Psychology (code ED_PMA02)
The Option in Educational Psychology is a research-oriented program designed for students and educators to develop their understanding of learning and development, testing and assessment, research, and program evaluation in education. This program offers a rigorous curriculum in these areas and requires that the student declare a “foundation” emphasis within the Option. There are two Tracks in this Option: Track 1 (MA, Option in Educational Psychology) and Track 2 (MA, Option in Educational Psychology plus School Psychology Credential Program). Admission to the MA, Option in Educational Psychology does not guarantee acceptance to the highly competitive School Psychology Credential Program.
Admission Requirements
University Admission Application
1. File an Application for Graduate Admission along with one complete set of official transcripts with the University Office of Admissions prior to March 1 for consideration to enter the fall semester. Online application at www.csumentor.edu.
2. Complete Parts A and B. In Part B, insert program code ED_PMA02.
Conditional Admission to the Program
1. Meet University admission requirements.
2. Complete a program application (see application for requirements) and submit it to the Graduate Office in the College of Education (ED1-7) with official transcripts, one from each college attended. Transcript must verify a GPA of 3.00 or higher in the last 60 semester (or 90 quarter) units of college course work taken. Evidence of completing at least a baccalaureate degree majoring in the behavioral sciences, education, or a related program prior to beginning of the MA, Option in Educational Psychology is required. (Applicants with other majors should seek advisement from the program faculty.) The program application is separate from the University application.
3. Send an official transcript of test scores obtained from the Educational Testing Service (ETS) for the Graduate Record Exam (GRE) General Test to the Graduate Office in the College of Education. For admission consideration, the criterion is a combined Verbal and Quantitative score of 1000.
4. For international students, whose primary language is not English, in addition to GRE scores, send an official transcript of a test score obtained from the Educational Testing Service (ETS) for the Test of English as Foreign Language (TOEFL) to the Graduate Office in the College of Education. For admission consideration, the criterion is a TOEFL score of 550 or higher.
5. Program application deadlines for consideration to enter the Fall semester: March 1 (for Track 1) and February 17 (for Track 2). Check the CSULB Catalog and the program website (http://www.ced.csulb.edu/edpsych) for further information on the application to Track 1. Track 2 application is combined with the application to the School Psychology Credential Program. Check the CSULB Catalog and the program website (http://www.ced.csulb.edu/school-psych) for further information on the application to Track 2 (MA, Option in Educational Psychology plus School Psychology Credential Program) and the School Psychology Program.
6. Official transcript(s), GRE scores, and TOEFL score if applicable, must be on file in the Graduate Office in the College of Education no later than March 1 (for Track 1) and February 17 (for Track 2) for consideration to enter the Fall semester.
7. Note: “Conditional admission” status does not guarantee clear admission to the master’s program.
Clear Admission to the Program
(Advancement to Candidacy)
The catalog published in the academic year in which the student is advanced to candidacy governs the course of that student’s program. In addition to 1-6 above, a candidate must:
1. Fulfill the Graduation Writing Assessment Requirement (GWAR).
2. Complete the following prerequisites:
Track 1: EDP 301 or 302; and EDP 305, 419 and EDSP 350; or acceptable equivalents
Track 2: EDP 301 or 302; and EDP 405 and 419, or acceptable equivalents
3. Complete 6 to 9 units of core courses.
4. Maintain a 3.0 grade point average on the prerequisites plus 6 to 9 units of core courses.
5. Resolve all incomplete grades.
6. Complete an approved plan of study in consultation with the program advisor.
Program Requirements
MA Objective (Track 1)
The degree objective requires a total of 33 units (not including prerequisites) made up of a 27-unit core and a 6-unit “foundation” that culminates in either (a) a master’s thesis or (b) a written comprehensive examination.
1. Degree Core:
A. EDP 519, 520, 541, 595, 596, 619, 604, and 605
B. 3 units from EDSP 564 or 500/600 level elective (with the approval of the program advisor)
2. For the “foundation” culminating in a master’s thesis, the student completes all of the above 27 units of core courses plus 6 units of EDP 698. For the “foundation” culminating in a written comprehensive examination, the student completes all of the above 27 units of core courses plus 6 units of 500/600 level electives selected with the approval of the program advisor. For the “foundation” culminating in a master’s thesis, the student is strongly encouraged to complete EDP 696 as a 500/600 level elective.
MA Objective (Track 2)
Assignment to Track 2 requires that students are admitted to both the Master of Arts in education, Option in Educational Psychology and the School Psychology Credential Program. The degree objective requires a total of 32 units (not including prerequisites) made up of a 23 unit core and 9-unit “foundation” that culminates in either (a) a master’s thesis or (b) a written comprehensive examination. All courses are 3 units unless specified otherwise.
1. Degree Core:
A. EDP 520, 524A, 524B (2units), 579 (4 units), 604, and 605
B. EDP 525A and 525B (2 units)
2. For the “foundation” culminating in a master’s thesis, the student completes all of the above 23 units of core courses plus 6 units of EDP 698, and 3 units from the following: EDP 541, 595, 596, or 696. For the “foundation” culminating in a written comprehensive examination, the student completes all of the above 23 units of core courses plus all of the following: EDP 519, 541, and 596.
Option in Educational Technology (code ED_PMA05)
Serving the mission of enhancing education through the use of technology, educational technology specialists perform many functions in schools, educational institutions, and training agencies. This option prepares leaders in the field who will evaluate, design, and effectively use technology for educational purposes. Combining both theory and practice, this option is designed for individuals seeking career growth in K-12 and university settings and for those planning to pursue doctoral degrees.
Admission to the Program
File a Master of Arts in Education, Option In Educational Technology application to the College of Education Graduate Office along with one complete set of transcripts no later than March 1 for fall admission or October 1 for spring admission, including information to satisfy the requirements below. (Items 1-5 are required, and item 6 is optional.)
1. A bachelor’s degree from an accredited college or university.
2.Upper-division coursework in statistics and research.
3. Upper-division coursework in the use of technology and computer applications (3 units), e.g., ETEC 444, EDP 443, EDP 523, or equivalent experience (see advisor).
4. A 3.0 GPA (on a 4-point system) in the last 60 units of upper division and/or graduate course work completed at an accredited college or university and a 3.0 GPA in all prerequisite course work.
5. Three (3) letters of recommendation, preferably from teachers, supervisors or colleagues in education or related fields.
6. A word-processed personal statement -- see the program application for the specific questions to address.
7. (Optional). Applicants are encouraged, but not required, to submit an official transcript of scores obtained from the Graduate Record Exam (GRE) General Test, the Graduate Management Admission Test (GMAT), or the Miller Analogies Test (MAT).
University Admission
Meet University admission requirements. Upon acceptance to the program, File an Application for Graduate Admission along with one complete set of official transcripts with the University Office of Admission no later than July 1 for Fall consideration and no later than December 1 for Spring consideration. With permission of the faculty committee, students may count up to 9 units of previously taken graduate courses toward the degree
Advancement to Candidacy
1. Provide evidence of passing the Graduation Writing Assessment Requirement (GWAR).
2. Maintain a 3.0 GPA in all course work.
3. Resolve any Incomplete grades.
4. Complete at least 6 program units and any prerequisites. The following prerequisites must be completed if planned course of study includes EDP 520,400 (3 units) or both 419 (3 units) and 420 (3 units).
Requirements
Students must complete a minimum of 30 units of upper division and graduate courses, of which at least 21 units must be at the 500/600 level taken at this university. With permission of the faculty committee, students may count up to 9 units of previously taken graduate courses toward the degree.
1. Core courses (21 units):
Research methods: EDP 520 or 595
Educational technology: ETEC 523, 525, 530, 551, 553, and 623.
2. Electives (6 units): In consultation with advisors, students should select 6 additional units. Options include, but are not limited to, the following:
A. Educational Technology: ETEC 580
B. Educational Psychology: EDP 520, 595 (if not taken as a core course)
C. Library Media: ELIB 530A, 530B, 540, 550
D. Special Education: EDSP 542
E. Computer Science: CECS 401E, 410E
F. Other courses, including those outside the College of Education, chosen in consultation with faculty advisors.
3. One of the following chosen in consultation with the faculty advisor:
A. ETEC 695 (3 units) plus pass a comprehensive examination
B. EDP 699 Project with written Project Report (6 units)
C. EDP 698 Thesis (6 units)
Option in School Librarianship (code ED_PMA06)
Library media teachers implement school library media programs through teaching, information access and delivery, and program administration. The Library Media Teacher Services Credential prepares students to serve in K-12 settings. For additional information go to www.csulb.edu/lmt. The Master’s degree option in School Librarianship provides a rigorous academic foundation for professional leadership in school librarianship. Because the Master of Arts degree option incorporates work toward the credential, students may pursue their credential and degree simultaneously.
Program Admission
Submit a program application to the Office of Graduate Studies, ED1-7, as well as a University application to the Office of Enrollment Services, no later than March 1 for fall consideration or October 1 for spring consideration.
Prerequisites
A current valid basic teaching credential (multiple subject, single subject, or education specialist) and completion of a bachelor’s degree; passage of CBEST.
Clear Admission
1. Meet University admission requirements;
2. Copies of transcripts verifying a GPA of 3.0 or higher on the last 30 semester units of course work taken;
3. Three letters of recommendation;
4. A written personal statement describing your educational and experiential background, and professional goals; accompanying resume;
5. Screening interview.
Advancement to Candidacy
1. Fulfill the Graduation Writing Assessment Requirement (GWAR).
2. Maintain a 3.0 GPA from the time of admittance to the program.
3. Complete at least six units in the approved program.
Program Requirements
A minimum of 37 units is required, with at least 21 units in the 500/600 level series taken at this University. Students may choose either the comprehensive examination track or the thesis track, in consultation with the advisor.
Core Requirements
1. The following (3 units): ELIB 500
2. The following (21 units): ELIB 510, 520, 530A, 530B, 540, 550, 570
3. The following (3 units): EDCI 625; or equivalent
4. The following (3 units): EDP 520
5. The following (4 units): ELIB 580
6. One of the following chosen in consultation with the faculty advisor upon advancement to candidacy:
A. Comprehensive examination and research paper: EDP 697 (3 units); or
B. EDP 698 Thesis (6 units)
A working knowledge of word processing, databases, spreadsheets, desktop publishing, presentation software, Internet searching and e-mail usage is expected.
Option in Social and Multicultural Foundations of Education (code ED_PMA03)
Students pursuing the option in Social and Multicultural Foundations engage in both traditional and contemporary perspectives through focused, interdisciplinary study. The option is designed for individuals seeking careers in multicultural/multilingual settings, international education, contemporary urban educational environments, and for students interested in pursuing higher academic degrees.
Admission Procedures
Submit a program application no later than March 1 for Fall semester consideration and October 1 for Spring semester consideration to the Graduate Studies and Research Office in the College of Education. Failing to supply a complete application by the deadline may jeopardize your acceptance into the program. Include the following material with the application:
1. One complete set of transcripts from all educational institutions attended. Transcripts must verify a minimum grade point average of 2.85 in the last 60 semester (or 90 quarter) units of course work.
2. A type written 3-page personal statement that discusses A) academic and career experience B) intellectual or academic strengths C) professional goals.
3. One representative sample of applicant’s academic writing.
4. Two letters of recommendation from someone who can evaluate your abilities.
Submit a university application no later than March 1 for Fall semester consideration and October 1 for Spring semester consideration, file an Application for Graduate Admission with the University Office of Admissions, along with one complete set of official transcripts from all educational institutions attended.
Program Prerequisites
Nine (9) units of the following courses which may be taken concurrently with program courses, but must be completed prior to advancement to candidacy.
1. EDP 432 (or equivalent)
2. EDP/LING 485 (or equivalent)
3. EDP 400 (or equivalent)
Program Requirements
Thirty-three (33) to thirty-six (36) units of upper division and graduate courses, of which twenty-four (24) units in residency must be at the 500/600 level.
Program Courses: A minimum of fifteen (15) of the 33-36 units must be chosen from: EDP 573, 574, 575, 576, 582, 583, 672
Research Methodology: Three (3) units from one of the following: EDP 520 or EDP 595/LING 595
Electives: Twelve (12) units of elective courses. The balance of the program is completed through approved electives appearing in the list of courses below. Electives also include Program Courses exceeding the 15 units required above. For convenience, related courses are listed together but may be taken in any combination. (When selecting courses below the 500 level, students may choose only those with an asterisk beside the course number, indicating that they are acceptable for credit in a master’s degree – or those courses appearing on the List of Approved 400 Level Courses.)
Related courses on Race, Class, and Gender Studies in Education: EDCI 505; ANTH 519/419; HIST *469, *406A, *406B, *394; POSC *401; PPA 533;
Related courses on Language, Literacy, and Culture in Education: EDP 578/LING 475/575, EDRG 540, ELIB 500, LING 650, ANTH *413, ANTH 530;
Related courses on International/Global Education: ETEC 525, ANTH *421/LING *425, POSC *455
Advancement to Candidacy
Students may advance to candidacy, at which time they receive catalog rights, after they have:
1. Met with the advisor
2. Completed all prerequisites
3. Completed 6 units of program courses
4. Passed the Graduation Writing Assessment Requirement (GWAR)
5. Maintained a 3.0 GPA in all program course work, including prerequisites
6. Completed any Incomplete grades
Exit Requirement
After completing all course work and advancing to candidacy, the candidate must select either the Directed Research and Comprehensive Exam or Thesis option. Either choice requires the permission of the program coordinator, department chair, and associate dean. Candidates choose one path from:
1. (A.) Directed Research: EDP 697 – for three (3) units, one semester, (B.) Comprehensive Exam
2. Thesis: EDP 698 – for six (6) units, over two semesters
Master of Science in Counseling
Counselors serve valuable functions in fields of education, health and human services, and business. Their domains of practice include public and private educational institutions, medical facilities and allied health agencies, social service agencies and organizations, state and federal human service agencies and programs, correctional facilities, business and industry, and private practice. The program’s philosophy is to introduce students to a variety of approaches to counseling, and to encourage the development of competencies within these approaches.
The program combines theory and practice utilizing on and off campus course work and field work assignments. Required courses are offered predominantly in the evening, but most field assignments require daytime participation during normal business hours defined by the off-campus sites.
Students coming from diverse experiential backgrounds are trained at the graduate level to be able to perform entry level duties expected by the counseling profession and its specialty areas. Students are prepared to assume future leadership positions in their area(s) of expertise after additional work experiences have been acquired in the field following graduation.
The Master of Science in Counseling Program consists of five options:
1. Career Counseling (temporarily suspended for new admissions)
2. Marriage and Family Therapy
3. School Counseling
4. Student Development in Higher Education
5. Vocational Rehabilitation Counseling (temporarily suspended for new admissions)
The total number of course units needed to satisfy requirements for graduation depends upon the option selected by the student.
University Admission
File an Application for Graduate Admission along with one complete set of official transcripts from all educational institutions with the University Office of Admissions no later than March 1 for Fall consideration.
Program Admission
File a completed Master of Science in Counseling application to only one program option area with the College of Education Graduate Office (ED1-7) along with one complete set of official transcripts no later than March 1 including steps 1-3 listed below:
1. Transcripts must verify a GPA of 2.85 or higher on the last 60 semester (or 90 quarter) units of course work taken. Evidence of completing at least a baccalaureate degree majoring in the behavioral sciences, education, or related program prior to beginning the Master of Science in Counseling program (those with other majors should seek advisement from the program faculty);
2. Send three (3) letters of recommendation along with the Program Application;
3. Send a type-written personal statement as instructed in the Program Application;
4. Screening interview(s) (upon notification by the option area);
5. Items 1-3 above must be on file in the Graduate Office no later than March 1 for the following fall semester (students are admitted to begin course work in the fall semester only but may take summer courses after program acceptance notification) except as noted below.
Career Counseling applicants only: Items 1-5, along with results of the Miller Analogies Test (MAT) and current edition of the Strong Interest Inventory, must be on file in the College no later than March 15 (temporarily suspended for new admissions).
MFT applicants only: Items 1-3 must be on file in the College no later than March 1.
School Counseling applicants only: Items 1-3 must be on file in the College of Education Graduate Office no later than March 1.
Student Development in Higher Education applicants only: Items 1-3 must be on file in the College of Education Graduate Office no later than March 1.
6. Applicants are not allowed more than 9 semester unit credits applied to curriculum requirements of the option selected prior to admission into the first semester of the program.
Option in Career Counseling (code ED_PMS01)
Students in this option prepare to provide career counseling and guidance services to adults and adolescents in the community and public agencies, college and university settings, business and industry settings, and private practice. The training prepares individuals for the California Registered Professional Counselor (CRPC) and National Master Career Counselor (MCC) examinations (temporarily suspended for new admissions).
Requirements
All of the following: COUN 502, 510, 513, 515, 529, 530, 531, 637, 638, 643C, 644C; and all requirements of ONE of the following tracks (21 units): Thesis Track – EDP 419, 420, 519, 520, 696, 698; OR Comprehensive Examination Track–– EDP 400; and six elective courses from COUN 505, 516, 555, 580, 601, EDP 517, 520, 524A, 596; EDSP 564.
Advancement to Candidacy
COUN 515, 530; EDP 400 or 419; fulfill the Graduation Writing Assessment Requirement (GWAR).
Option in Marriage and Family Therapy (code ED_PMS04)
Students in this option will prepare for licensed independent MFT practice to work in private practice, community-agency settings, government-court settings, hospitals, clinics, Employee Assistance Programs, and city-county-state agencies to provide counseling services for adults, children, families and couples.
Prerequisite
EDP 400 or equivalent.
Requirements
All of the following (61 units): COUN 508A, 508B, 510, 511, 512, 513, 514, 515, 522, 543, 555, 556, 557, 601, 608, 609, 638, 643D, 644D; EDP 520, and EDP 698 or comprehensive examination. Students electing the comprehensive examination must complete an additional 6 units of approved electives from coursework in the counseling program.
Advancement to Candidacy
COUN 508A, 510, 513; EDP 400; fulfill the Graduation Writing Assessment (GWAR).
Option in School Counseling (code ED_PMS02)
The Master of Science in Counseling (School Counseling Option) and the Pupil Personnel Services School Counseling Credential Programs are designed to prepare counselors to work in elementary, middle, and high schools. Both programs support a comprehensive, developmental, and collaborative school counseling model. Based upon the American School Counselor Association’s National Standards for K-12 School Counseling Programs and their 2003 National Model, our programs further support a balanced, holistic approach that considers the academic, career development, and personal/social needs of K-12 students. Graduates are expected to become proactive leaders who will advocate for their students and themselves, as counseling professionals working toward equity, achievement, and opportunity for all students.
Students entering the Master of Science in Counseling (School Option) program concurrently fulfill requirements for the Pupil Personnel Services School Counseling Credential and must apply to both programs. The Pupil Personnel Services School Counseling Credential (PPS/SC) is required by the California Commission on Teacher Credentialing (CCTC) for persons employed by the public schools as school counselors. (See Credential Programs)
Each year the School Counseling Programs Information and Application Packet is revised. Applicants must use the application developed specifically for the year for which they are applying.
Requirements
All of the following (51-57 units): COUN 506, 507 (or EDP 530 or 531 for students who have advanced to candidacy prior to Fall 2005), 510, 513, 515, 555, 606, 607, 638, 643A, 644A, and 695C; EDP 400, 520, 536, 596, 604, and 2 semesters of EDP 698 or comprehensive examination.
Advancement to Candidacy: COUN 506, 513, 515; EDP 400; fulfill the Graduation Writing Assessment Requirement (GWAR).
Option in Student Development in Higher Education (SDHE) (code ED_PMS03)
Students completing this option are employed in residence halls, financial aid, student activities, adult re-entry, admissions, career centers, academic advising, disabled student services, counseling centers, orientation, trio and educational opportunity programs, multicultural affairs, and community outreach in two- and four-year institutions.
Requirements
All of the following (50 – 57 units): COUN 510, 513, 515, 516, 538, 547, 548, 549, 555, 593, 638, 643B, 644B, 693; EDP 400, 520, 576, 596; and EDP 698 or comprehensive examination.
Advancement to Candidacy: COUN 510, 515, 538, 593, EDP 400; fulfill the Graduation Writing Assessment Requirement (GWAR).
Option in Vocational Rehabilitation Counseling (VRC) (code ED_PMS05)
Students in this option prepare to provide vocational rehabilitation services to people with disabling conditions in state rehabilitation service offices, community-based sheltered workshops, hospitals, clinics, geriatric centers and hospices, Employee Assistance Programs, Social Security Disability Administration offices, private counseling firms, private practice, and School-to-Work Transition Programs. They also prepare for national Certified Rehabilitation Counselor (CRC) and California Registered Professional Rehabilitation Counselor (CRPRC).
Applicants should be aware that this option is under consideration for suspension or discontinuance and selected courses will not be offered in the 2006-07 academic year.
Requirements
All of the following (59-65 units): COUN 430, 505, 510, 513, 515, 529, 555, 637; EDP 419, 420, 501, 520, 524A, 531, and one from EDSP 564 or COUN 580; and EDP 698 (Thesis) or comprehensive examination.
Advancement to Candidacy: COUN 430; EDP 419, 501; fulfillment of the Graduation Writing Assessment (GWAR).
Master of Science in Special Education (code ED_PMS06)
Students in this master’s degree program work toward attaining leadership positions in public and private schools and agencies in the community that provide services for individuals with disabilities. The program is aimed at developing advanced skills and knowledge of current research in special education, and demonstration of the ability to engage in reflective inquiry. The program culminates with a thesis or comprehensive exam. The program does not result in a credential to teach students with disabilities. Students who want to teach individuals with disabilities should refer to the Education Specialist Credential Program section.
Admission
1. Submit a program application with copies of transcripts from all educational institutions verifying a GPA of 2.85 or higher on the last 60 semester units (or 90 quarter units) of course work taken.
2. Verification of a Baccalaureate degree from an accredited institution.
3. A typed essay of three to five pages, double-spaced, outlining the candidate’s reasons for entering the program, experiences and training related to the program, and anticipated outcomes from completing the program.
4. An interview with program faculty (conducted at a later date).
5. 2 letters of recommendation from persons able to attest to the student’s professionalism and preparedness for advanced academic studies.
6. Attendance at an on-campus program orientation.
Prerequisites
A bachelor’s degree with 24 upper division units to include the following 3 areas of study (suggested courses in education noted in parentheses) and a teaching credential in Special Education or equivalent experience:
1. Developmental: 3 units (EDP 301 or 302)
2. Statistics and measurement: 3 units (EDP 400)
3. Individual differences: 3 units (EDSP 350)
Requirements
Students must complete a minimum of 30 units of upper division and graduate courses with a minimum of 21 units at the 500/600-level taken at this university. Degree requirements include the following courses:
1. Foundation Courses: EDP 520; EDSP 546C, 550
2. Required Specialization Courses: EDSP 535, 542, 566
3. One of the following advanced methods courses: EDSP 563 or 565
4. One of the following pathways in consultation with faculty advisor:
Comprehensive exam pathway: fEDSP 695S (3 units) and written comprehensive exam
Thesis pathway: EDP 698 (6 units)
5. 3-6 units of electives selected with the program faculty advisor.
Pupil Personnel Services
The College of Education offers two of the four Pupil Personnel Services Credential programs issued by the California Commission on Teacher Credentialing (CCTC): school counseling and school psychology.
School Counseling Credential (code 802)
The Master of Science in Counseling (School Counseling Option) and the Pupil Personnel Services School Counseling Credential Programs are designed to prepare counselors to work in elementary, middle, and high schools. Both programs support a comprehensive, developmental, and collaborative school counseling model. Based upon the American School Counselor Association’s National Standards for K-12 School Counseling Programs and their 2003 National Model, our programs further support a balanced, holistic approach that considers the academic, career development, and personal/social needs of K-12 students. Graduates are expected to become proactive leaders who will advocate for their students and themselves as counseling professionals working toward equity, achievement, and opportunity for all students.
The Pupil Personnel Services School Counseling Credential (PPS/SC) is required by the California Commission on Teacher Credentialing (CCTC) for persons employed by the public schools as school counselors. Neither a Master’s Degree nor a teaching credential is required for school counseling positions in the State of California. However, in keeping with national standards, students entering the CSULB Pupil Personnel Services School Counseling Credential Program need to earn a Master of Science in Counseling (School Counseling Option) concurrently with the credential, unless they already have a Master’s Degree in Counseling from CSULB or another institution. Thus, applicants to the Pupil Personnel Services School Counseling Credential Program who lack a Master’s Degree in Counseling must concurrently apply to the Master of Science in Counseling (School Counseling Option) Program to be considered.
Courses required for the Pupil Personnel Services School Counseling Credential are the same courses that are required for the Master of Science in Counseling (School Counseling Option). Thus, students seeking the Pupil Personnel Services School Counseling Credential are required to take all coursework required for the Master of Science in Counseling (School Counseling Option).
Minimum Requirements for Admission
1. Copies of transcripts verifying a GPA of 2.85 or higher on the last 60 semester units (or 90 quarter units) of course work taken;
2. Evidence of completing at least a baccalaureate degree with some coursework in the social sciences, behavioral sciences, or related programs prior to beginning the school counseling credential program;
3. Three letters of recommendation;
4. A type-written personal statement;
5. Interview.
Each year the School Counseling Programs Information and Application Packet is revised. Applicants must use the application developed specifically for the year for which they are applying. Students are admitted for Fall only, although admitted students may begin coursework during the preceding summer semester. Program applications must be submitted to the College of Education Graduate Office (ED1-7). Application Deadline for Fall Admission: March 1
CBEST
Admitted students must take the California Basic Educational Skills Test (CBEST) no later than the second available administration date following enrollment in the program.
Requirements
1. Completion of the Master of Science in Counseling (School Counseling Option) or an approved equivalent degree.
2. All of the following (51-57 units): COUN 506, 507 (or EDP 530 or 531 for students who have advanced to candidacy prior to Fall 2005), 510, 513, 515, 555, 606, 607, 638, 643A, 644A, and 695C; EDP 400, 520, 536, 596 and 604.
3. Field Work Prerequisites:
A. School Counseling Field Work (COUN 643A) (300 hours of approved activities, average of 20 hours per week)
(1) COUN 607
(2) Certificate of Clearance
B. Advanced School Counseling Field Work (COUN 644A) (300 hours of approved activities, average of 20 hours per week):
(1) COUN 507 (or EDP 530 or 531 for students who have advanced to candidacy prior to Fall 2005), 638, 643A; EDP 536 (or concurrent enrollment in 536)
(2) Pass CBEST
4. Certification of program completion by the faculty is required. The faculty may require students to complete additional course work, field work, or demonstrate specific competencies before recommendation to the CCTC for the PPS school counseling credential.
School Counseling Internship
For additional information, contact the School Counseling Program Coordinator.
School Psychology Credential (code 804)
The School Psychology Credential program, accredited by the National Association of School Psychologists (NASP) and the California Commission on Teacher Credentialing (CCTC), prepares graduates to consult with teachers, parents, administrators and others regarding the learning and behavior of children in grades PreK-12. School Psychologists develop and implement interventions and monitor the progress of students with special needs, assist students in developing productive and successful school careers, and assist teachers in the areas of behavior management and instruction. A teaching credential is not required.
University Admission Application
In addition to filing a program application (see next section), prospective students must file an Application for Graduate Admission along with one complete set of official transcripts with the University Office of Admissions prior to February 17 for fall admission. Online applications are available at www.csumentor.edu.
Admission
1. Copies of transcripts verifying a GPA of 3.0 or higher in the last 60 semester units (or 90 quarter units) of course work;
2. Possession of a baccalaureate degree from an accredited university;
3. Three letters of reference by persons who have engaged in professional work with the applicant;
4. A written personal statement – the application form includes a list of items to be included;
5. Screening interview – after the admission committee reviews all applications, select applicants will be invited for an interview with program faculty;
6. Possession of a master’s degree in a related field or admission into the Master of Arts in Education option in Educational Psychology.
Requirements for the Completion of the School Psychology Credential
1. Students who enter the School Psychology Credential program without an earned master’s degree in one of the behavioral sciences must complete the Master of Arts in Education degree with the option in Educational Psychology;
2. Completion of the following prerequisites: EDP 405, 301 or 302, and 419; and a minimum of 60 units in graduate coursework or their equivalent (with approval of the School Psychology faculty) in the following areas of study – Educational Psychology: EDP 520, 528, and 605; Counseling: EDP 517 and COUN 601; Assessment and Intervention: EDP 524A, 524B, 525A, 525B, 527, 536, 560, 579; Practica and fieldwork: EDP 641A, 641B, 642A, and 642B; and 4 advisor-approved elective courses;
3. Students are annually evaluated for specific professional competencies. If students are found insufficient on one or more of the competencies, the student may be required to complete additional course work, practica, fieldwork, and/or other activities before being approved for the PPS intern or full credential;
4. A Certificate of Clearance and successful performance on the CBEST is required prior to enrolling in practica;
5. Fieldwork in School Psychology prerequisites: Master’s degree in related field and all program courses except EDP 527, 560, and EDP 642A and 642B;
6. Completion of the National School Psychology Examination (ETS/PRAXIS II #10400) prior to completion of the program.
School Psychology Internship
See Program Coordinator for details.
An internship is field work performed under the supervision and with the permission of the School Psychology faculty and the school district which hires the intern. In order to be recommended to a district as a possible intern, the student must have completed the prerequisites listed above in “1” and “5,” and be approved by the School Psychology credential coordinator.
Special Education Credentials
The Education Specialist Credential Program prepares and certifies special education teaching candidates in the CCTC Education Specialist Credential categories of Mild/Moderate and Moderate/Severe. This program does not require a Multiple or Single Subject credential as a prerequisite. An Intern Option is also available in collaboration with certain school districts. Please consult with the Elementary and Special Education Advising Center for further information.
Preliminary Level I –
Education Specialist Credential and Intern Option: Mild/Moderate Disabilities (code 468) and
Moderate/Severe Disabilities (code 469)
Professional Level II –
Education Specialist Credential: Mild/Moderate Disabilities (code 468) and
Moderate/Severe Disabilities (code 469)
This Specialist credential program prepares candidates in the areas of Mild/Moderate and Moderate/Severe disabilities in a program approved by the California Commission on Teacher Credentialing. The program is designed so that candidates may be certified in both areas of authorization if they complete two separate field experiences, i.e., one with students with mild and moderate disabilities and one with students with moderate and severe disabilities. Upon admission to the program, candidates must identify an area of authorization and indicate whether their goal is to become certified in one or both areas. The program has two tiers: the Preliminary Level I Education Specialist Credential and the Professional Level II Education Specialist Credential. Following receipt of the Preliminary Level I Credential, candidates need to complete the Professional Level II preparation in special education within five years of the date of issuance of the preliminary credential. An Intern Option is also available in partnership with selected school districts. Please consult the College of Education Teacher Preparation Advising Center for further information. An Education Specialist Credential can also be earned in conjunction with the Integrated Teacher Education Program (ITEP). Please refer to the Liberal Studies Department for information on this.
Preliminary Level I Education Specialist Credential Program (ESCP): Mild/Moderate and Moderate/Severe
Admission to the Program
Application for admission to the Education Specialist Credential Program (ESCP) should be made the semester before beginning the required Level I courses. Students may apply to the program while taking prerequisite courses, and may be admitted on a conditional basis pending their completion. Applications are available in the Teacher Preparation Advising Center (ED1-67) or online at www.ced.csulb.edu/special-education. Applications should be submitted to the Teacher Preparation Advising Center.
Program Admission Requirements
1. Apply and be admitted to the University as a post baccalaureate (credential) student.
2. Attain a grade point average of at least 2.67 in all baccalaureate and post baccalaureate course work or a grade point average of at least 2.75 in the last 60 semester units or 90 quarter units attempted.
3. Complete and submit the Education Specialist Credential Program application by the posted application deadline. Specify area of authorization (Mild/Moderate, Moderate/Severe, or both).
4. Complete and provide documentation of a field experience of at least 45 hours in a K-12 general education classroom setting.
5. Submit two letters of recommendation from individuals who are well acquainted with your educational training, teaching, and other related experiences.
6. Submit a typed personal essay describing how your interest in special education began; the experiences, training and talents that you bring to the area of special education; your short-term and long-term career goals; and how the program’s goals fit your personal goals.
7. Submit a negative tuberculosis skin test or chest X-ray taken within the last three years. TB clearance must be valid through advanced field study (student teaching).
8. Submit one photocopy of all university and/or college transcripts.
9. Submit proof of having taken the California Basic Educational Skills Test (CBEST). You must have attempted all three parts of the CBEST. Passage of the CBEST is required before you begin your advanced field study (student teaching).
10. Complete and pass an oral interview with program faculty.
11. Demonstrate proficiency in reading and writing English by (1) attaining a minimum passing score of 37 on each of the reading and writing portions of the CBEST exam; and/or (2) through demonstration of appropriate writing skills on your personal essay and oral communication skills in the oral interview with program faculty.
12. Demonstrate personality and character traits that satisfy the standards of the teaching profession and suitable aptitude for teaching students with special needs in public schools through the application documentation and oral interview with program faculty. Candidates must continue to demonstrate appropriate personality and character traits through completion of the program.
13. Submit an application for a Certificate of Clearance to the California Commission on Teacher Credentialing (CCTC), or provide evidence of recent fingerprint clearance. Submit a copy of the Certificate as demonstration of clearance, or a copy of a certified mail receipt as demonstration of submitting an application.
14. Submit proof of having demonstrated subject matter competence by passing all three sub-tests of the California Subject Exam for Teachers: Multiple Subjects (CSET: Multiple Subjects) or the appropriate single subject CSET exam in Math, Science, or Language Arts to meet the highly qualified teacher mandate. See the Level I advisor for more information.
Applicants will be informed in writing of the decision of the program faculty regarding acceptance into the program shortly after the interview. Upon acceptance, the candidate is required to meet with an assigned program faculty for advisement and may begin taking Level I coursework in the advised sequence.
Preliminary Level I Education Specialist Intern Program (ESIP): Mild/Moderate and Moderate/Severe
Admission to the Program
Interns are teachers of record employed by a local school district who earn their credential concurrent with their classroom teaching responsibilities. Application for admission to the Education Specialist Intern Program (ESIP) should be made the semester before beginning the required Level I courses. Application packets are available on the program website (www.ced.csulb.edu/special-education). Completed ESIP applications should be submitted to the Credential Center. Students may apply to the program while taking prerequisite courses. To be considered for admission to the ESIP, candidates must provide verification of the following:
1. Employment by a collaborating school district in a qualifying special education classroom or setting.
2. Proof of passage of the California Basic Educational Skills Test (CBEST).
3. One copy of official sealed transcripts from all universities/colleges attended indicating a grade point average of at least 2.67 in all baccalaureate and post-baccalaureate course work or a grade point average of at least 2.75 in the last 60 semester units or 90 quarter units attempted.
4. Meet the U.S. Constitution requirement (through POSC 100 or 391 or equivalent course at another institution or exam).
5. Proof of character clearance (fingerprint background check).
Program Admission Requirements
In addition to the requirements listed above, ESIP candidates will:
1. Apply and be admitted to the University as a post baccalaureate (credential) student.
2. Complete and submit to the Credential Center the Education Specialist Intern Program application by the posted application deadline. Specify area of authorization (Mild/Moderate, Moderate/Severe, or both).
3. Provide documentation of a field experience of at least 45 hours in a K-12 general education classroom setting.
4. Submit a typed personal essay describing how your interest in special education began; the experiences, training and talents that you bring to the area of special education; your short-term and long-term career goals; and how the program’s goals fit your personal goals.
5. Complete and submit CCTC application 41-4.
6. Submit a money order for $55 payable to the California Commission on Teacher Credentialing.
7. Complete and pass an oral interview with program faculty.
8. Demonstrate proficiency in reading and writing English by (1) attaining a minimum passing score of 37 on each of the reading and writing portions of the CBEST exam; and/or (2) through demonstration of appropriate writing skills on your personal essay and oral communication skills in the oral interview with program faculty.
9. Demonstrate personality and character traits that satisfy the standards of the teaching profession and suitable aptitude for teaching students with special needs in public schools through the application documentation and oral interview with program faculty. Candidates must continue to demonstrate appropriate personality and character traits through completion of the program.
10. Demonstrate proficiency in reading and writing English by (1) attaining a minimum passing score of 37 on each of the reading and writing portions of the CBEST exam; and/or (2) through demonstration of appropriate writing skills on your personal essay and oral communication skills in the oral interview with program faculty.
Applicants will be informed in writing of the decision of the program faculty regarding acceptance into the program shortly after the interview. Upon acceptance, the candidate is required to meet with an assigned program faculty for advisement and may begin taking Level I coursework in the advised sequence.
Course Requirements in the ESCP and ESIP Programs
To be considered for full acceptance in the ESCP and ESIP programs students must have completed all prerequisite courses: EDP 301 (or HDEV 307I or PSY 361) or EDP 302, EDSP 350, 454, and ETEC 444.
Fully admitted candidates must complete the core courses: EDP 405; EDSP 480, 564, 567, 569; EDEL 452, and 462.
Students in the ESIP program must identify and work closely with a site-based support team, comprised of their site support coach, principal, and other school and district support personnel throughout their Level I credential program.
Advanced Field Study (Student Teaching) Requirements in the ESCP and ESIP Programs
The final phase of the ESCP and ESIP programs is advanced field study (student teaching). Candidates are required to student teach for 5 days a week for the length of the semester(s) that they are enrolled in advanced field study courses. ESCP candidates student teach as a traditional student teacher with a master teacher. ESIP candidates use their own K-12 M/M or M/S special education classroom setting in which they are the teacher of record as their student teaching placement.
A separate application is required to advance to student teaching. Applications for student teaching must be submitted by the posted deadlines during the semester prior to which the candidate wishes to student teach. Application packets are distributed at program Field Study Information meetings, which are announced in program courses and posted on the program website. Upon notification of acceptance in student teaching, candidates register for Advanced Field Study: EDSP 587 A & B or EDSP 588 A & B.
To be eligible for advanced field study (student teaching), candidates must:
1. Pass CBEST.
2. Complete all program prerequisite and core courses. A student must have a 3.0 grade point average, with no grade below “C”, in the core courses to advance to student teaching. A grade of “D” or “F” in any of the core courses will result in the student being dropped from the program. The overall grade point average must continue to meet the program admission standard.
3. Have on file a negative tuberculosis skin test or chest X-ray valid through completion of student teaching.
4. Meet the U.S. Constitution requirement (through POSC 100 or 391 or equivalent course at another institution or exam).
5. Submit proof of character clearance (fingerprint background check).
6. Submit a student teaching application by the appropriate deadline.
To be eligible for the Preliminary Level Education Specialist Credential, candidates must successfully meet all program requirements, including passing student teaching, and pass the Reading Instruction Competency Assessment (RICA). Candidates may take the RICA at any time prior to applying for the credential. RICA information booklets are available in the Teacher Preparation Advising Center (ED1-67).
Professional Level II Education Specialist
Credential: Mild/Moderate and Moderate/Severe
Professional Level II Education Specialist Credential preparation is intended to enable new Education Specialist teachers to apply their Level I preparation to the demands of their professional positions while also developing as reflective practitioners in advanced skill areas and knowledge. The Level II program incorporates several courses in the Masters of Science in Special Education program and students are encouraged to apply to the M. S. in Special Education program.
Application and Admission
Candidates are encouraged to apply for admission to the Professional Level II Education Specialist Credential program in the semester immediately prior to their anticipated completion of Level I. The CCTC requires that candidates complete Level II within five years of the completion of Level I. Candidates must be employed for at least 2 years under a Level I credential to be granted a Level II credential. Upon completion of the Level I credential, candidates have 120 days of employment to select a support provider and develop a Level II Individualized Induction Plan. To be considered for admission, candidates must provide verification of the following:
Prerequisite Conditions and Requirements
1. Admission to the University
2. Overall GPA of 2.85 in college and university course work (last 60 units)
3. Completion of Preliminary Level I Credential or Certificate of Eligibility
4. Employment in a special education position in the area listed on your Level I credential
5. HSC 411 A or B (Health Science requirements)
6. CPR certification
7. Two letters of recommendation (from employer and a university faculty member at previous institution)
8. Interview with program faculty.
Professional Level II Education Specialist Credential Requirements
1. Complete EDSP 546C Practicum in Special Education and complete an Individualized Induction Plan. Select area of emphasis (mild/moderate or moderate/severe); identify specialization and action research focus; and identify non-university activities.
2. Complete the following core courses: EDSP 550 and 535.
3. Complete one specialization course: EDSP 542 or 566
4. Complete one advanced methods course: EDSP 563 or 565
5. Participate in an Exit interview with University Faculty Mentor and District Support Provider.
Administrative Services Credential
Certification of school administrators is established in a two-level Administrative Services Credential.
The Preliminary Administrative Services Certificate (first tier) has no expiration and authorizes the holder to seek an administrative position. The Certificate informs the employing school district/agency of eligibility to serve. The Certificate must be registered with the CCTC at the time the candidate accepts employment as an administrator. The CCTC will then issue the Preliminary Administrative Services Credential authorizing the candidate to serve as an administrator. Once issued, the Preliminary Credential is valid for five (5) years and it is not renewable.
The Professional Administrative Services Credential (second tier) cannot be pursued until the candidate is employed in a position requiring an administrative credential. Once issued it is valid for five years and is renewable subject to fulfillment of professional development requirements.
Preliminary (code 501)
Certification under this credential authorizes the candidate to serve in any position requiring the Administrative Services Credential. The program is oriented toward the following positions: elementary and secondary principals, assistant principals, supervisors of instruction, curriculum directors, and other building level positions. The program has been revised to meet the new Commission on Teacher Credentialing program standards. Approval pending. See Department for further information.
Clear Admission
Preference will be given to individuals with 3 or more years of classroom teaching and/or related educational experiences.
1. Complete the Conditional Admission to Program requirements (#’s 1-4) as listed for the MA in Education, Option Educational Administration;
2. Possess a valid teaching credential, or pupil personnel, or library media teacher, or health services credential, or vocational education instructor’s credential or clinical rehabilitative services credential.
Requirements
Prerequisite: Enrollment in courses is contingent upon acceptance into the Educational Administration Program or permission from the program faculty. Candidates must be admitted into the Educational Administration Program before enrolling in courses.
1. EDAD 541, 544, 580, 647, 648, 650, 677A, 680 and EDAD 649 or EDP 574.
2. Two field experiences must also be completed, EDAD 580 and 680.
3. The CBEST must be passed prior to entrance in advanced field experience (EDAD 680). The CBEST must be taken no later than the second available test administrative date following enrollment in the program.
Exit Requirements
1. Verification of three years of successful experience in a position requiring one of the credentials listed in “Clear Admission”, Item 2;
2. Satisfy the state requirement for mainstreaming;
3. Present to program faculty a professional portfolio of course and field experience projects and papers completed during the program which demonstrate candidate competency.
Professional (code 502)
Certification under the Professional Administrative Services Credential (Tier II) authorizes the candidate to serve in any position requiring the Administrative Services Credential. The Professional Credential cannot be pursued until the candidate is employed in a position requiring an administrative credential. The program requirements must be completed within the five year authorization of the Preliminary Administrative Services Credential. Once issued, the Professional Credential is valid for five years and is renewable subject to fulfillment of professional development requirements.
Prerequisites
1. Possession of a valid Preliminary Administrative Services Credential;
2. Written verification of employment in an administrative position by an educational agency.
Admission
1. Program application and evidence that prerequisites have been met;
2. Current resume;
3. Personal narrative describing philosophy of leadership and academic and professional goals while in the program;
4. Copy of valid Preliminary Administrative Services Credential;
5. Written evidence of mentor’s commitment to work with the candidate for the duration of the program;
6. Personal contact (phone, email, in person) with program coordinator prior to program application.
Requirements
The Professional Administrative Services Credential Program has a unique format intended to meet the needs of the busy, practicing administrator. Candidates complete the program in 10 semester units. The program is designed to provide the candidate with professional support through an introductory two (2) unit course (EDAD 640) in which the Mentoring and Professional Induction Plan is developed. The plan is developed collaboratively among the candidate, the school district mentor, and the University supervisor. The academic core program consists of two courses, EDAD 658 and 659, which must be completed with a grade of "B" or better. The final requirement is a two (2) unit candidate assessment (EDAD 692) in which the candidate participates in a Portfolio Exhibition.
Outline of Specific Requirements
1. Development of the candidate’s Professional Induction Plan during EDAD 640.
2. Completion of the following courses:
A. EDAD 640;
B. Core Course EDAD 658;
C. Core Course EDAD 659;
D. EDAD 692;
3. Presentation of Administrative Portfolio during EDAD 692.
Exit Requirements
1. Provide verification of two years of successful full time experience in a position requiring the Administrative Services Credential;
2. Present to program faculty, school district mentor, and a panel of other candidates a professional portfolio containing artifacts that demonstrate competency in each of the six administrative services credential standards and satisfactory progress toward attaining goals identified in the candidate’s Professional Induction Plan developed in EDAD 640.
Library Media Teacher Services Credential (code 700)
The 28-unit program in Library Media prepares students for service as a library media teacher, grades K-12, in the State of California For additional information go to www.csulb.edu/lmt.
Admission
1. Submit a University Application, March 1 for Fall or October 1 for Spring (a maximum of six units may be completed through Open University/Extension Services prior to enrollment into the University);
2. Completion of a bachelor’s degree;
3. Possession of a valid California teaching credential;
4. Passage of CBEST;
5. Overall 3.0 GPA in the last 60 semester or 90 quarter units of course work or 3.0 GPA in the completion of first 15 units of basic teaching credential course work;
6. Three letters of recommendation;
7. A one page personal statement and resume;
8. Screening interview.
Submit all materials (2-7) to the College of Education Graduate Office.
Requirements
1. Core Course (3 units): EDCI 625, or equivalent;
2. Specialization Courses (21 units): ELIB 510, 520, 530A, 530B, 540, 550, 570;
3. Field Experience (4 units): ELIB 580.
A working knowledge of word processing, databases, spreadsheets, desktop publishing, presentation software, Internet searching and e-mail usage is expected.
Graduate Certificate Community College (code COEDCT02)
The community college graduate certificate is designed to prepare graduate students to work in community college settings as teaching faculty or counselors. Courses offered in this program provide students with an overview of the community college and its role in the American higher education system. Students will gain insights and experiences in the classroom and in fieldwork that will strengthen their knowledge and skills in working with community college students, faculty, and staff. The certificate program consists of 18 units; 9 units are from the master’s degree program and must be approved by the student’s master’s degree program graduate advisor; and 9 units are specific to the study of college students, the community college, and fieldwork. All students will be required to:
1. Submit a Graduate Certificate in Community College application to the Office of Graduate Studies by April 1 for fall consideration or October 15 for spring consideration
2. Be enrolled in a master’s degree program or have an earned master’s degree in a discipline leading to teaching or counseling in post-secondary education settings.
3. Complete 9 units of coursework in Educational Psychology: Introduction to the Community College (COUN 552), Students in U.S. Higher Education (COUN 548), and a fieldwork class that is counseling or teaching focused (COUN 644B).
4. Complete an additional 9 units approved by their master’s degree program graduate advisor for consideration to fulfill the 18 units required for the certificate. These courses may include pedagogy, learning theory, instructional management, and/or teaching methodology courses in the student’s major area of study, or any other courses in the discipline deemed appropriate by the master’s degree program graduate advisor.
Graduate Certificate for Career Guidance Specialist (code COEDCT01)
This option is under consideration for suspension or discontinuance and selected courses will not be offered in the 2005-06 academic year.
Admission
1. File an Application for Graduate Admission, along with two complete sets of official transcripts, with the University Office of Admissions no later than March 1 for fall semester or October 1 for spring semester;
2. Transcripts must verify a GPA of 2.85 or higher on the last 60 semester (or 90 quarter) units of course work taken;
3. Evidence of completing at least a baccalaureate degree prior to beginning the Graduate Certificate program;
4. Two letters of recommendation (send only after notification by the program);
5. A type-written personal statement (send only after notification by the program);
6. Screening interview(s) (upon notification by the program);
7. Items 1-5 above must be on file in the department no later than November 1 for the following spring semester, or April 1 for the following fall semester;
8. Applicants are allowed only nine semester units credit applied to curriculum requirements completed prior to admission into the first semester of the program.
Requirements
1. 19 core course units: COUN 529, 530, 531, 637, and 643C;
2. Fulfillment of the Graduation Writing Assessment Requirement (GWAR);
3. Approved electives in the Departments of Educational Psychology, Administration and Counseling; Human Resources Management; Occupational Studies; Psychology or Sociology as needed to fulfill 19 units upon waiver of any core course units granted upon admission to certificate program.
Joint Doctor of Education in Educational Administration and Leadership (code EDADPH01)
This joint doctoral program is a collaborative partnership between the University of California and selected campuses of the California State University (CSU) system. The program has many options designed to prepare current and future K-16 educational leaders to develop and nurture organizations that can serve the diverse populations of southern California. Program graduates will be reflective scholar practitioners aware of the complex challenges of curricula, finance, organizational dynamics, and effective collaborative partnerships with local, state, and national stakeholders in California K-16 school systems. Emphasis will be placed on the expanding and changing role of education as an intervention for social change in meeting the multifaceted needs of society. Graduates, in a cohort learning community, will experience an interdisciplinary approach to educational leadership, teaching and learning, organizational development and management, and research.
California State University, Long Beach provides the direction for the higher education leadership option. Candidates for this option/program will be selected by the Joint Admissions Committee and will be required to (a) meet the general admissions requirements of the UCI Graduate Division and (b) be recommended for admission by the Program’s Joint Graduate Admission Committee. Standards of excellence and criteria such as the following will be considered for graduate review: (a) completion of the Master’s Degree study in education, normally from one of the participating CSU campuses; (b) a minimum grade point average of 3.0 in coursework taken for the baccalaureate degree; the GPA in Master’s Degree study will also be considered; (c) three letters of recommendation from individuals familiar with the applicant’s ability to perform graduate level work; (d) a specified minimum total score on the verbal and quantitative sections of the Graduate Record Examination aptitude test; (e) quality of written materials required to be submitted by the applicants; and (f) a successful interview with at least one member of the Program’s Joint Graduate Admissions Committee.
A prescribed sequence of courses for this program is designed for three years of study including summers. After completion of all course work, the candidate advances to candidacy and undertakes the dissertation. All candidates must be formally in residence (enrolled in the equivalent of at least one 4-unit course) at the University of California, Irvine (UCI) as well as at a CSU campus for no less than three quarters/two semesters. A typical student course of study would consist of approximately 18 courses plus the dissertation beyond the Master’s Degree.
A joint Memorandum of Understanding addresses program issues and requirements. See the Ed.D. Advisor in the Educational Psychology, Administration and Counseling Department for details and the Educational Psychology, Administration and Counseling website at http://www.edpac.csulb.edu.
Departmental Courses
Counseling
COUN 191 Career and Personal Explorations
COUN 300 The Fundamentals of Peer Advising and Counseling
COUN 357 Self Management
COUN 430 Orientation to Counseling
COUN 502 Vocational Aspects of disability
COUN 504 Family Systems Approach to School Discipline Problems
COUN 505 Job Development and Consultation
COUN 506 Counseling in School Settings
COUN 510 Laws and Ethics for Counselors
COUN 511 Counseling the Alcohol/Chemically Dependent Person
COUN 512 Child and Spousal/Partner Abuse
COUN 513 Introduction to Clinical Interviewing
COUN 514 Medications and Counseling
COUN 515 Counseling Theory
COUN 516 Counseling the Adult
COUN 522 Counseling Methods and Techniques
COUN 529 Assessment in Career Counseling
COUN 530 Career Development and Decision Theory
COUN 531 Career Information Resources
COUN 538 Student Development in Higher Education
COUN 543 Human Sexuality Counseling
COUN 547 Student Development Theory
COUN 548 Students in U.S. Higher Education
COUN 549 Management of Student Development in Higher Education
COUN 552 Introduction to the Community College
COUN 555 Cross-Cultural Counseling
COUN 556 Counseling Children and Adolescents
COUN 557 Counseling Couples
COUN 580 Vocational Work Evaluation Systems
COUN 593 Seminar in Professional Development in Counseling and Human Services
COUN 601 Trauma and Grief counseling
COUN 606 Current Issues in Professional School Counseling
COUN 607 School Counseling Practicum
COUN 608 Seminar and Practicum in Marriage and Family Therapy
COUN 609 MFT Practicum
COUN 615 Seminar in Home-School – Community Relations
COUN 634 Family Systems Therapy: Theory and Practice
COUN 637 Career Counseling Practicum
COUN 638 Group Counseling
COUN 639 Seminar in Organization of Pupil Personnel Services
COUN 643A-D Counseling Field Work
COUN 644A-D Advanced Counseling Field Work
COUN 690 Seminar in School Counseling Supervision: Theory and Practice
COUN 692 Special Topics in Counseling
COUN 693 Advanced Seminar in Professional Development and Counseling
COUN 695C Seminar in Professional Development in Counseling and Human Services
Educational Administration
EDAD 541 Leadership, Decision Making, and Collaboration
EDAD 544 Legal Aspects of Education: Equity and Access
EDAD 580 Introduction to Field Experience in Administration
EDAD 590 Special Problems in Educational Administration
EDAD 640 Mentoring and Professional Development Planning for the New Administrator
EDAD 647 Human and Financial Resources
EDAD 648 Schools as Organizations: Development, Management, and Assessment
EDAD 649 Urban Schools and the Community: Social, Political, Policy Issues
EDAD 650 Instructional Leadership and Assessment
EDAD 658 Organizational Development, Culture, and Change
EDAD 659 Educational Governance, Politics and Policy
EDAD 680 Advanced Field Experience in Administration
EDAD 692 Administrator Portfolio Development and Exhibition
EDAD 693 Developing Teacher Leadership in Middle Level Education
EDAD 695 Master's Research Study in Educational Administration
EDAD 677A Curriculum/Program Development and Evaluation
Educational Psychology
EDP 301 Child Development and Learning a Cross-Cultural Perspective
EDP 302 Early and Late Adolescent Development and Learning: A Cross-Cultural Perspective
EDP 305 Educational Psychology
EDSP 350 Education of Exceptional Individuals
EDP 400 Fundamentals of Educational Statistics, Measurement and Evaluation
EDP 405 Positive Strategies for Classroom Management
EDP 419 Educational Statistics
EDP 420 Tests, Measurement and Evaluations
COUN 430 Orientation to Counseling
EDP 490 Special Topics in Educational Psychology
EDP 500 Educational Research
EDP 517 Seminar in School Counseling
EDP 519 Quantitative Educational Data Analysis I
EDP 520 Research Methods in Education
EDP 524A Psychoeducational Assessment
EDP 525A Psychoeducational Diagnosis in Multicultural Settings
EDP 527 Clinical Practice in School Psychology
EDP 528 Orientation to Professional School Psychology
EDSP 535 Collaborative Partnerships and Effective Communication in School Settings
EDP 536 Collaborative Consultation in the Schools
EDP 541 Seminar in Educational Measurement and Assessment
EDP 560 Behavior Analysis Positive Behavioral Interventions
EDP 572 Advanced Study of Teaching English Learners
EDP 579 Curriculum-Based Academic Assessments & Interventions
EDP 595 Qualitative Research Methods
EDP 596 Program Evaluation in Education
EDP 604 Seminar in Human Development
EDP 605 Seminar in Consultation on School Learning
EDP 619 Quantitative Educational Data Analysis II
EDP 641 Practicum in School Psychology
EDP 642A,B Field Work - School Psychology
Foundations of Education
EDP 432 Social and Cultural Diversity in Educational Settings
EDP 485 Theoretical Foundations of Language Minority Education
EDP 573 Intercultural Communication in Education
EDP 574 Sociological Foundations of Education
EDP 575 Intellectual Foundations of Educational Reform, 19th Century to Present
EDP 576 Education and Diversity: Historical and Contemporary Perspectives
EDP 577 Educational Linguistics
EDP 578 Literacy and Linguistics
EDP 582 Comparative International Education
EDP 583 Global Education
EDP 589 Adult Literacy and Language Diversity
EDP 672 Language and Educational Policies
Library Media
ELIB 497 Independent Study
ELIB 500 Foundations of Information
ELIB 510 Selection of Materials and Information Sources
ELIB 520 Information Literacy and Reference Services
ELIB 530A Library Media Materials for Elementary Grades
ELIB 530B Library Media Materials for Secondary Grades
ELIB 540 Organization of Information
ELIB 550 Library Media Center Management
ELIB 570 Library Media Technologies
ELIB 580 Field Experience in the School Library Media Center
Research
EDP 400 Introduction to Educational Measurement and Statistics
EDP 419 Educational Statistics
EDP 420 Tests, Measurements and Evaluations
EDP 500 Educational Research
EDP 519 Quantitative Educational Data Analysis I
EDP 520 Research Methods in Education
EDP 541 Seminar in Educational Measurement and Assessment
EDP 595 Qualitative Research Methods
EDP 619 Quantitative Educational Data Analysis II
EDAD 695 Masters Project
EDP 696 Thesis Study: Plan, Development and Organizing Aspects
EDAD 697 Directed Research
EDP 697 Directed Research
EDAD 698 Thesis
EDP 698 Thesis
EDP 699 Project
Educational Technology
EDSP 542 Assistive Technology and Augmentative Communication
ETEC 110 Introduction to Computers as Tools
ETEC 444 Computer Technology in Education, Level I
ETEC 449 Technology Applications for Educators
ETEC 523 Computer Technology in Education, Level II
ETEC 525 Social and Cultural Implications of Educational Technology
ETEC 530 Educational Technology Leadership
ETEC 551 Education and the Internet
ETEC 553 Instructional Design
ETEC 580 Field Experience in Educational Technology
ETEC 623 Developing Technology-Based Learning
ETEC 695 Seminar in Educational Technology
ELIB 570 Library Media Technologies
General
EDP 180 Family School Partnerships
EDP 190 Current Topics in Education
COUN 191 Career and Personal Explorations
COUN 357 Self-Management
COUN 360I Life and Career Decisions
EDP 373I Nonverbal Communication: Interaction of Mind and Body
EDP 390 Current Topics in Education
EDP 492 Field Studies in Human Services/Mental Health
Joint Doctoral
EDP 701 Organization and Administration of Education: Functions and Issues
EDP 702 Introduction to the Community College
EDP 703 Policy Issues in Community Colleges
EDP 704 Exploration of Campus Cultures: Impact and Influence
EDP 705 Finance in Education
EDP 706 Program and Student Assessment
EDP 707 Student Learning and Development Theory in Higher Education
EDP 708 Leadership in Education
EDP 709 Collaborative Reforms: Designing and Implementing Responsive Curricula
EDP 711 Field Research Study in Education I
EDP 712 Field Research Study in Education II
EDP 790 Special Topics in Higher Education
EDP 797 Directed Individual Study
EDP 798 Doctoral Dissertation
Education Specialist (Special Education)
EDSP 303 Preparing to Teach Special Populations in the General Education Classroom
EDSP 350 Education of Exceptional Individuals
EDSP 355 Collaborative Models of Inclusion Education: Partnerships and Strategies for Teaching All Students
EDSP 454 Development of Communication Skills in Bilingual Classrooms
EDSP 480 Foundations of Inclusive Education in a Diverse Society
EDSP 535 Collaborative Partnerships and Effective Communication in School Settings
EDSP 542 Assistive Technology and Augmentative Communication
EDSP 546A-F Practicum in Special Education
EDSP 550 Emerging Perspectives in Special Education
EDSP 558 Curriculum and Instruction for Students with Disabilities
EDSP 563 Advanced Methods of Teaching Individuals with Significant Disabilities
EDSP 564 Assessment and Evaluation of Students with Disabilities
EDSP 565 Advanced Methods Mild/Moderate
EDSP 566 Career Planning and Transition for Youth and Adults with Disabilities
EDSP 567 Curriculum and Instruction: Literacy
EDSP 569 Curriculum and Instruction: Math
EDP 571 Advanced Approaches for Special Populations
EDSP 587 A,B Advanced Field Study Mild/Moderate
EDSP 588 A,B Advanced Field Study Moderate/Severe
EDSP 695S Seminar in Special Education