2019-2020 Graduate Catalog [ARCHIVED CATALOG]
Course Offerings
|
|
| |
Counseling and School Psychology |
| |
-
CSP 616 - Leadership and Systems Change
Corequisite, CSP 620 , or CSP 621 , or CSP 622 , or CSP 623 . This course will focus on the knowledge and leadership skills necessary to become effective change agents. Students will learn data-based decision making as it is applied to designing, implementing, coordinating, and evaluating interventions to enhance systems within schools. Topics include: principles of collaboration and team work, facilitating teams of pupil, teacher, administrators, parents, and community members to meet pupil needs, program development and evaluation, and enhancing organizational climate and staff morale though consultation and in-service education. Some sections of this course may be offered as hybrid courses or online only. (Offered every semester.) 3 credits
|
| |
-
CSP 617 - Career Counseling and Development
Prerequisites, successful completion of CSP 510 or CSP 511 and enrollment in the School Counseling or School Psychology programs or consent of instructor. This course focuses career development theories and decision making models, the process of career counseling, including the skills of assessment, providing career information, and delivering career education programs. Career and post-secondary education information and resources are covered, including, the admission policies and entry requirements of the four California systems of higher education, and career/vocational technical education programs. Students will learn the legal and best practice guidelines for developing transition plans for k-12 students with disabilities and career transition strategies appropriate to the developmental level of all clients. (Offered as needed.) 3 credits
|
| |
-
CSP 618 - Best Practices in Professional School Counseling
Corequisite, CSP 620 or CSP 621 , or consent of the program coordinator. Students will review the knowledge, skills, and standards of the graduate program in professional school counseling in final preparation for their employment as professional counselors. Students will prepare for the Comprehensive Examination, complete their program portfolios, and conduct a system change project. Some sections of this course may be offered as hybrid courses or online only. (Offered spring semester.) 3 credits
|
| |
-
CSP 619 - Academic Development and Intervention
Prerequisite, CSP 637 with a grade of B or better. Corequisites, CSP 534 , CSP 535 . With consent of instructor CSP 622 , CSP 623 may satisfy corequisites. This course will further students’ understanding of the various ways to assess academic skills in students, including curriculum-based assessment and measurement, and response to intervention. Students will also learn to select, implement, and monitor evidence-based interventions to improve academic performance in diverse students. (Offered fall semester.) 3 credits
|
| |
-
CSP 620 - Supervision and Mentoring in Professional School Counseling I
Prerequisite, successful completion of CSP 515 . Supervised field experience in professional school counseling, which leads to competency in direct and indirect services to pupils in the areas of academic, career/vocational, and personal and social development. In addition to the required field experience, student interns participate in a minimum of fifteen hours of on-campus group supervision and seminar each semester. By the completion of CSP 620 and CSP 621 , students are expected to gain a total of 600 hours of experience. These hours may be done part-time over the course of an academic year. Students must complete a minimum of two hundred (200) clock hours at two of three school levels (elementary, middle, and high school). At least 400 clock hours must be completed and supervised in public school settings with K-12 pupils. A maximum of 200 of the 600 clock hours may be completed in an approved alternative setting outside public schools. Some sections of this course may be offered as hybrid courses or online only. P/NP. (Offered every semester.) 3 credits
|
| |
-
CSP 621 - Supervision and Mentoring in Professional School Counseling II
Prerequisite, successful completion of CSP 515 . Supervised field experience in professional school counseling, which leads to competency in direct and indirect services to pupils in the areas of academic, career/vocational, and personal and social development. In addition to the required field experience, student interns participate in a minimum of fifteen hours of on-campus group supervision and seminar each semester. By the completion of CSP 620 and CSP 621, students are expected to gain a total of 600 hours of experience. These hours may be done part-time over the course of an academic year. Students must complete a minimum of two hundred (200) clock hours at two of three school levels (elementary, middle, and high school). At least 400 clock hours must be completed and supervised in public school settings with K-12 pupils. A maximum of 200 of the 600 clock hours may be completed in an approved alternative setting outside public schools. Some sections of this course may be offered as hybrid courses or online only. P/NP. (Offered every semester.) 3 credits
|
| |
-
CSP 622 - Supervision and Mentoring in Professional School Psychology I
Prerequisite, successful completion of CSP 535 . Supervised fieldwork in school psychology. Students are required to complete a minimum of 1,200 hours of fieldwork. A minimum of 800 of these hours must be completed in an approved K-12 public school setting. Students are required to complete a minimum of 200 clock hours across three of four settings, including (a) preschool, (b) elementary, (c) middle school or junior high, and (d) high school. These hours may be done on a full-time basis over the course of one academic year, or on a part time basis over no more than two consecutive academic years. In addition to the required field experience, students are expected to participate in an on-campus seminar and group supervision each semester. Some sections of this course may be offered as hybrid courses or online only. P/NP. (Offered every semester.) 3 credits
|
| |
-
CSP 623 - Supervision and Mentoring in Professional School Psychology II
Prerequisite, successful completion of CSP 535 . Supervised fieldwork in school psychology. Students are required to complete a minimum of 1,200 hours of fieldwork. A minimum of 800 of these hours must be completed in an approved K-12 public school setting. Students are required to complete a minimum of 200 clock hours across three of four settings, including (a) preschool, (b) elementary, (c) middle school or junior high, and (d) high school. These hours may be done on a full-time basis over the course of one academic year, or on a part time basis over no more than two consecutive academic years. In addition to the required field experience, students are expected to participate in an on-campus seminar and group supervision each semester. Some sections of this course may be offered as hybrid courses or online only. P/NP. (Offered every semester.) 3 credits
|
| |
-
CSP 624A - Case Conceptualization for Advanced Clinical Counseling
Prerequisite, credential, PPS school counseling, or credential, school psychology, or professional clinical counseling emphasis in the MA in counseling and pupil personnel services credential in school counseling, or emphasis in professional clinical counseling in the MA in counseling and pupil personnel services credential in school counseling, or MA in counseling with school counseling emphasis. Recommended corequisite, CSP 620 or CSP 621 or CSP 622 or CSP 623 . Students will gain knowledge and skill in case conceptualization, the application of advanced psychotherapeutic techniques; case management, and systems of care for the severely mentally ill. A minimum of 280 hours of supervised l counseling in a clinical setting is required by the completion of CSP 624A and CSP 624B . All fieldwork sites and supervisors must be approved. P/NP. (Offered as needed.) 1-2 credits
|
| |
-
CSP 624B - Case Conceptualization for Advanced Clinical Counseling
Prerequisite, credential, PPS school counseling, or credential, school psychology, or professional clinical counseling emphasis in the MA in counseling and pupil personnel services credential in school counseling, or emphasis in professional clinical counseling in the MA in counseling and pupil personnel services credential in school counseling, or MA in counseling with school counseling emphasis. Recommended corequisite, CSP 620 or CSP 621 or CSP 622 or CSP 623 . Students will gain knowledge and skill in case conceptualization, the application of advanced psychotherapeutic techniques; case management, and systems of care for the severely mentally ill. A minimum of 280 hours of supervised l counseling in a clinical setting is required by the completion of CSP 624A and CSP 624B. All fieldwork sites and supervisors must be approved. P/NP. May be repeated for credit. (Offered as needed.) 1-2 credits
|
| |
-
CSP 626 - Assessment and Treatment of Substance Abuse for the Professional Counselor
Theoretical and clinical approaches to the diagnosis and treatment of alcoholism, chemical dependency, and co-occurring disorders. Students review current research and program design with the goal of increasing professional awareness and skills in treating the chemical dependent family or individual. (Offered as needed.) 3 credits
|
| |
-
CSP 636 - Assessment for Counselors
Prerequisites, admission to the Licensed Professional Counselor emphasis program. This course teaches the clinical application of assessment instruments and processes designed specifically for counseling practice. Topics include the basic concepts of standardized and non-standardized assessment strategies, including statistical concepts, social and cultural factors related to assessment, and ethical strategies for selecting, administering, and interpreting assessment instruments and techniques in counseling. Students will gain skills in the use of clinical interviews, observations, and results of measures of behavior and personality to create treatment plans and monitor client progress. This course meets one of the requirements for the emphasis in Professional Clinical Counseling. Some sections of this course may be taught as a hybrid course. Fee $75. (Offered as needed.) 3 credits
|
| |
-
CSP 637 - Cognitive and Neuropsychological Assessment for Intervention
Prerequisites, successful completion of CSP 510 , EDUC 601 , or consent of instructor. This course will introduce students to a comprehensive model of cognitive assessment. Students will also learn to write effective assessment reports and orally present assessment results to parents and teachers. Application of these skills in multicultural settings will be stressed. Fee: $200. (Offered spring semester.) 3 credits
|
| |
-
CSP 638 - Social-emotional and Behavioral Assessment for Intervention
Prerequisite, CSP 637 . The focus of this course is on gathering comprehensive assessment data in the domains of social, emotional and behavioral functioning and using this data to develop interventions for children and youth with school-related problems. Application of these skills in multicultural settings will be emphasized. Students will practice developing accurate referral questions, interpreting data from a variety of sources to arrive at fair and accurate conclusions, developing effective intervention strategies, and clearly communicating assessment findings. (Offered spring semester.) 3 credits
|
| |
-
CSP 639 - Advanced Positive Behavioral Supports
Prerequisite, EDUC 602 . The purpose of this course is to provide students with the knowledge and skills to develop both systems-level and individual behavioral intervention. Student will learn to (a) identify and assess problem behavior in school settings, (b) design and implement behavioral support plans for persons with serious behavioral problems, (c) design and implement comprehensive classroom and school wide positive behavior support plans, (d) monitor and evaluate implementation of systems-level and individual behavior support plans. (Offered as needed.) 3 credits
|
| |
-
CSP 640 - Consultation and Collaboration
Corequisite, CSP 620 or CSP 621 or CSP 622 or CSP 623 . This is an advanced course in collaborative models of individual and team consultation. Study units and course activities focus on advocating for students by learning to work with individuals, families, community resources, and school based teams to identify problems, design and monitor the efficacy of interventions, and facilitate collaborative problem-solving processes. Some sections of this course may be offered as hybrid courses or online only. (Offered every semester.) 3 credits
|
| |
-
CSP 641 - Best Practices in School Psychology
Corequisite, CSP 622 or CSP 623 . Students will review the knowledge, skills, and standards of the graduate program in school psychology in final preparation for their employment as school psychologists. Students will prepare for the ETS Praxis Exam, complete their program portfolios, and conduct one behavioral and one academic consultation case study, including gathering data, developing and implementing interventions, and evaluating their efficacy. Some sections of this course may be offered as hybrid courses or online only. (Offered spring semester.) 3 credits
|
| |
-
CSP 714A - Counseling and Intervention in Multicultural Settings: Travel Course
Prerequisites, Ph.D. in education major, consent of instructor. This course involves travel to different countries and focuses upon the unique challenges diversity brings to the provision of counseling and psychological services. Students will learn the history, culture, and expectations of the host country and develop the cross-cultural communication skills necessary to effectively work with families of varying cultural and socioeconomic backgrounds. Students will also explore how issues such as immigration, poverty, sexism, and racism affect counseling practices and the development of effective interventions. (Offered as needed.) 3 credits
|
| |
-
CSP 715 - Learning and Learning Disabilities
Prerequisites, Ph.D. in education major. This course will further students’ understanding of the learning processes that occur in all children, including those with learning disabilities. This course will cover current research regarding the nature of learning disabilities, relevant assessments for determining learning disabilities, and the academic and non-academic challenges faced by individuals identified as having learning disabilities. Students will review methods and models for the identification of learning disabilities, conduct an assessment focused on identification of a learning disability, and write a research-based paper on a relevant topic. Some sections of CSP 615 and CSP 715 are taught together. (Offered as needed.) 3 credits
|
| |
-
CSP 762 - Research Methods in School Psychology
Prerequisites, EDUC 760 , EDUC 761 , Ph.D. in education major. Completion of at least one EDUC 762 (advanced methods) course is recommended. This course will further students’ understanding of the various methods of inquiry used in the field of school psychology. Students will learn study design and limitations for quantitative and qualitative research in school psychology, and will draft the methods portion of their future dissertation study. (Offered as needed.) 3 credits
|
| |
-
CSP 770 - Seminar: Assessment for Intervention
Prerequisite, Ph.D. in education major. This seminar focuses on research, theories, and practices related to assessment-for-intervention in school-based settings. Students will learn evidence-based assessment practices in the areas of instructional environments, cognitive and neuropsychological functioning, academic skills, and social development. (Offered as needed.) 3 credits
|
| |
-
CSP 771 - Advanced Seminar in Approaches to Prevention and Intervention
Prerequisite, Ph.D. in education major. This seminar provides a theoretical, empirical, and practical foundation for the prevention and treatment of academic and mental health problems in school settings. Student will explore current research and strength-based practices that enhance resiliency and the academic, cognitive, and social emotional competencies of school aged children and youth. (Offered as needed.) 3 credits
|
| |
-
CSP 772 - Data-Based Decision Making in School Psychology
Prerequisite, Ph.D. in education major. The purposes of this course are to provide advanced inquiry training in research methods and applications of evidence-based assessment and intervention. Emphases are placed on decision making processes in diagnosis, classification, intervention planning, and the evaluation of outcomes for individual and group interventions. (Offered as needed.) 3 credits
|
| |
-
CSP 773 - Systems Based Service Delivery
Prerequisite, Ph.D. in education major. This seminar focuses on the design, implementation, and evaluation of school-based systems and structures that prevent problems and facilitate positive growth and well being for children. Emphasis is placed on the school psychologist’s role in enhancing the capacity of systems to better meet the needs of all learners. (Offered as needed.) 3 credits
|
| |
-
CSP 774 - Seminar: Current Topics in School Psychology
Prerequisite, Ph.D. in education major. The purpose of this seminar is to provide a forum to address the changing world of education and school psychological practice. Emphases will be placed on topics that are on the forefront of current practice and point toward future theory and practice. (Offered as needed.) 3 credits
|
| |
-
CSP 775A - Advanced Internship in School Psychology
Prerequisites, admission to the Ph.D. Program in Education, emphasis in School Psychology, consent of instructor. Building upon the students’ prior experiences in school psychology, students develop advanced expertise in an area of school psychology practice as well as the approaches to supervision of specialist level interns. Students will gain a minimum of 750 hours of supervised fieldwork towards the NASP requirement of 1,500 hours at the doctoral training level. (Offered as needed.) 1½ credits
|
| |
-
CSP 775B - Advanced Internship in School Psychology
Prerequisites, admission to the Ph.D. Program in Education, emphasis in School Psychology, consent of instructor. Building upon the students’ prior experiences in school psychology, students develop advanced expertise in a area of school psychology practice as well as the approaches to supervision of specialist level interns. Students will gain a minimum of 750 hours of supervised fieldwork towards the NASP requirement of 1,500 hours at the doctoral training level. (Offered as needed.) 1½ credits
|
Documentary Filmmaking |
| |
-
DOC 503 - Producing Reality Television
This course will serve students wishing to hone skills and pursue careers in producing reality television programming. Students will learn various techniques and methods for creating broadcast quality reality-style programs across the format’s many genres. There will also be an emphasis on the legal and ethical issues that are central to the genre. In addition to classroom discussions and screenings, students will work in the field producing, filming and editing reality programming. Fee: $300. (Offered as needed.) 3 credits
|
| |
-
DOC 516 - Expedition Documentary
Prerequisite, consent of instructor. This course will provide students with an opportunity to undertake a physically challenging expedition, and to document the experience via a personal documentary film. Expedition locations are TBD, and may include domestic or international destinations. Fee: TBD depending on location of travel. (Offered as needed.) 3 credits
|
| |
-
DOC 517 - Documentary Production I
Prerequisite, documentary filmmaking major. Introduces students to the issues and ethical challenges in documentary history and genres as well as technical basics of shooting, sound, and editing. Students engage in short, hands on exercises, creating two resulting documentary shorts. The course culminates in a final “fall film,” under five minutes in length. Fee: $300. (Offered fall semester.) 3 credits
|
| |
-
DOC 521 - The Documentary Tradition
A critical and historical analysis of documentary film and video-making through lecture, discussion, and viewing of film and video excerpts. The documentary is examined from artistic, social, ethical, and political perspectives. (Offered fall semester.) 3 credits
|
| |
-
DOC 523 - Transcultural Documentary
Prerequisite, consent of instructor. In this course the students will use the trans-cultural (ethnographic) documentary film as a creative medium to critically explore the great diversity of ethnic communities that make up the Southern California social-cultural landscape. Students will research, develop, and produce two short documentaries about aspects of a local community that is different from their own. The course will also critically examine the ethical and representational issues that are related to the production of trans-cultural films. Fee: TBD depending on location of travel. (Offered as needed.) 3 credits
|
| |
-
DOC 526 - Documentary Research Methodology
The goal of this course is to provide students with the skills and methodologies that are necessary to fully research the subject matters of their documentaries. The course will be taught in three modules, each covering a different mode of research. The three research modes will be: investigative journalism, ethnographic fieldwork, and legal research. Each module will be taught by an expert in that area of specialization. Fee: $75. (Offered spring semester.) 3 credits
|
| |
-
DOC 529 - Experimental Course
Experimental courses are designed to offer additional opportunities to explore areas and subjects of special interest. Course titles, prerequisites, restrictions, and credits may vary. Some sections of this course may be restricted to specific majors only. Specific course details will be listed in the course schedule. May be repeated for credit if course content is different. Some courses require student lab fees. (Offered as needed.) 1-3 credits
|
| |
-
DOC 541 - Investigative Journalism
Students will learn reporting techniques and production methods used to investigate and produce stories for longer format broadcast news stories and documentary films. There will be a vital emphasis on the many legal and ethical issues that are central to the practice of investigative journalism. In addition to classroom discussions and screenings, students will work in the field producing, filming, and editing investigative material. Fee: $300. (Offered as needed.) 3 credits
|
| |
-
DOC 545 - Wildlife and Environmental Filmmaking
This documentary production course covers techniques and methods for producing and editing films in the environmental and wildlife genre. In addition to classroom discussions, technical demos and screenings, students will work in the field producing, filming, and editing material in the areas of wildlife and the environment. Production will include several weekend filming trips to Southern California locations. Fee: $300. (Offered as needed.) 3 credits
|
| |
-
DOC 551 - Contemporary Issues in Documentary
Centered around workshops and discussions with documentary producers and directors currently active in the field, this course provides an overview of contemporary issues in feature documentary film, including ethical and representational considerations in nonfiction storytelling, adapting to the field as documentary modes and genres shift, and how to develop and maintain a relevant body of work within the nonfiction world. Fee: $75. (Offered spring semester.) 3 credits
|
| |
-
DOC 559 - Documentary Marketing and Distribution
Surveys outreach and community engagement methods for documentary film, including partnering with organizations, organizing community screening campaigns, accessing the educational market, securing conference placements, conducting international outreach and distribution campaigns, producing various forms of new media projects and using social networks to disseminate a documentary film. Fee: $75. (Offered as needed.) 3 credits
|
| |
-
DOC 575 - International Documentary Pre-Production
Prerequisites, application, interview, consent of instructor. Graduate students selected to participate in this year-long, international documentary program will write a research paper on the selected documentary film subject, citing current articles on the topic as well as any previous documentaries. In addition, students will plan all levels of technical prep, logistics and filming typically for summer productions. Requires subsequent enrollment in DOC 576 and DOC 577 . (Offered spring semester.) 3 credits
|
| |
-
DOC 576 - International Documentary Production
Prerequisite, consent of instructor. This course is part of a year-long experience that will provide students with an opportunity to use the documentary form as a means of examining important social and historic issues, particularly those related to human rights and justice. Students will select and study a topic prior to traveling abroad to shoot a documentary. Shooting will take place on-location overseas. Requires subsequent enrollment in DOC 577 . Fee: TBD. (Offered summer.) 3 credits
|
| |
-
DOC 577 - International Documentary Post-Production
Prerequisites, consent of instructor. The final course in a three-term sequence (DOC 575 , DOC 576 , 577) provides a hands-on, practical experience in intensive post-production of documentary film projects covering all aspects of post-production as they apply to documentaries: narrative construction, use of voice-over, picture, and sound editing. Fee: $300. (Offered fall semester.) 3 credits
|
| |
-
DOC 578 - Documentary Storytelling: Editing
Covers traditions and forms of editing a variety of nonfiction formats, including: instructional, cinema verite, and experimental documentary. An examination of techniques and concepts behind editing each type of nonfiction film, from how to construct a scene to how to construct a film. Fee: $300. (Offered spring semester.) 3 credits
|
| |
-
DOC 580 - Community Voices: Documentary Workshop
Prerequisite, consent of instructor. Hands-on training in social issue documentary film production. Working as part of a team, students will partner with a philanthropic non-profit organization based in Orange County to produce a short documentary to be used in conjunction with the organization’s outreach efforts. Students will learn the fundamentals of documentary pre-production, production, and post-production, as well as the core concepts behind social issue documentary filmmaking. May be repeated for credit. Fee: $300. (Offered every semester.) 3 credits
|
| |
-
DOC 589 - Cross-Cultural Documentary
This course is designed to give students a practical and theoretical understanding of how the documentary film can be used as a creative medium to explore and represent foreign cultures. The course will travel to another country where the students will have the unique opportunity to produce a short documentary about an aspect of a rich and diverse foreign culture. Fee: TBD. (Offered as needed.) 3 credits
|
| |
-
DOC 601 - Documentary Storytelling: Cinematography and Sound
This course explores techniques and traditions in shooting and sound for the documentary through the study of motion picture photography and sound recording and design as a means of communication. Includes lecture and practical application on camera operation, exposure, composition, formats, and location techniques, and sound design history and technique for documentary field and post-production. Includes the art and science of audio recording and design, including studio and field recording, digital editing, equipment operation, mixing, and the theories and techniques that support quality sound production. Fee: $300. (Offered fall semester.) 3 credits
|
| |
-
DOC 617 - Documentary Production II
Prerequisites, DOC 517 , documentary filmmaking major. Further refines examination of documentary history and genres, as well as finer production skills, with a focus on how to structure and edit a documentary. Students spend the semester producing a “spring film,” under ten minutes, with certain limitations in content and form, to be specified by instructor. Fee: $300. (Offered spring semester.) 3 credits
|
| |
-
DOC 629 - Experimental Course
Experimental courses are designed to offer additional opportunities to explore areas and subjects of special interest. Course titles, prerequisites, and credits may vary. Specific course details will be listed in the course schedule. May be repeated for credit if course content is different. Some courses require student lab fees. (Offered as needed.) ½-3 credits
|
| |
-
DOC 663 - Writing the Documentary
An introduction to all elements of writing for the documentary film, including how to craft the key elements of a nonfiction story proposal: synopsis, treatment, and structural outline, as well as the core written pieces of a documentary film: voiceover and narration. This course emphasizes the importance of writing in the career of a documentary filmmaker, and offers hands-on training in transitioning ideas from concept to reality. Fee: $75. (Offered fall semester.) 3 credits
|
| |
-
DOC 670 - New Documentary Forms
This course examines the range of documentary modes of representation and genres as they exist today. It focuses in particular on the diversification of nonfiction since 2000, exploring current documentary styles, the influence of narrative techniques, the growth of the documentary audience, new technology, and the filmmaker’s voice. Fee: $75. (Offered fall semester.) 3 credits
|
| |
-
DOC 697 - Thesis Production
Prerequisites, DOC 617 , documentary filmmaking major. Covers the pre-production and production phases of the graduate thesis film, including the research and development phase and field production. Students work in teams of three to shoot individual films but edit individually, for a target length of twenty-five minutes. Each student will also develop and present a complete proposal for a feature version of his or her thesis film. P/NP. Fee: $300. (Offered fall semester.) 6 credits
|
| |
-
DOC 698 - Thesis Post-Production
Prerequisite, DOC 697 , documentary filmmaking major. Covers the complete post-production, outreach and distribution phases of the graduate thesis film. The course is structured as a workshop in which cuts of the thesis films are reviewed and critiqued by the class prior to a final screening. P/NP. Fee: $300. (Offered spring semester.) 6 credits
|
Economics |
| |
-
ECON 521 - Behavioral Economics and Finance
Prerequisites, MATH 110, 111, 203, ECON 200. This course will introduce you to the fields of behavioral economics and behavioral finance. Behavioral economics is the economic study of human behavior in individual choices, social situations, markets and institutions motivated by the goal to improve the descriptive accuracy and explanatory power of traditional economic analysis. Behavioral finance is the application of insights from behavioral economics and psychology to study individual financial decisions and properties of financial markets and market prices. We will explore both areas from the perspective of different methodologies (experiments, theory, field studies), focusing on both fundamental concepts and their applications at different levels of social aggregation (from individuals to markets). As indicated in their respective syllabi, students in ECON 521 will be required to undertake a final project and report that will not be required of students in ECON 421. Some sections of ECON 421 and 521 will be taught together. (Offered spring semester.) 3 credits
|
| |
-
ECON 531 - Health: Economic, Psychological, and Anthropological Perspectives
Prerequisite, MATH 203, or MGSC 209, or PSY 203. This course will introduce you to economic, psychological, and anthropological perspectives explaining variation in health, wealth, and well-being - both within societies and across societies. We will explore a variety of health related research questions from three perspectives of quantitative inquiry: the first uses macroeconomics, demography, and cross-cultural comparison (comparing phenomena at levels of aggregate levels of populations, countries, and socioeconomic strata), the second uses behavioral economics (i.e., the study of how psychological, social, cognitive, and emotional factors affect the economic decisions of individuals), and the third uses anthropological studies to understand human-environment health interactions from an evolutionarily informed behavioral ecology perspective. The course will be comprised of lecture and discussion, homework problems, and final presentations in class. Some sections of this course may be taught with ECON 431. (Offered as needed.) 3 credits
|
| |
-
ECON 561 - Introduction to Mathematical Economics
Prerequisites, MATH 110, ECON 350, or equivalent. Fundamental methods of mathematical economics and microeconomic theory - including partial derivatives, constrained optimization, consumer choice, duality theory, intertemporal optimization, and risk. Graduate students will be assigned one third more work compared to the undergraduate students’ section. These additional requirements include, readings, homework problems, topics, and exam questions. Graduate students will also be expected to demonstrate greater overall mastery of the core material required of all students. (Offered every year.) 3 credits
|
| |
-
ECON 564 - Game Theory II
(Same as CS 564 .) Prerequisites, MATH 210, ECON 464, or equivalent. This course presents a rigorous treatment of selected topics in game theory, a field that examines environments in which the payoffs from an individual’s actions depend upon the actions of others. The course objective is to acquaint students with the analytical and quantitative methods of game theory so that they may apply game theory to strategic problems across a wide range of disciplines. (Offered every year.) 3 credits
|
| |
-
ECON 571 - Experimental Economics I
Prerequisites, ECON 350, MATH 110, and MATH 203, or MGSC 209, or consent of instructor. Please note, prerequisites are waived for students admitted to the MSBCE program. This course is designed to engage students as participants in a variety of laboratory market situations, to evaluate outcomes of the laboratory markets relative to theoretical benchmarks for market performance, and to consider the implications of market performance on society. (Offered as needed.) 3 credits
|
| |
-
ECON 582 - Economic Systems Design II: Case Studies and Analysis
Prerequisite, ECON 481, or MATH 370. This course is intended to involve students in designing specific allocation mechanisms for specific problems. Students will be required to design and develop a mechanism to a specific allocation problem. Students must develop an analytical model, literature review and testbed for their mechanism. (Offered every year.) 3 credits
|
| |
-
ECON 596 - Special Topics in Economics
Prerequisites, TBD by the instructor and course topic. In-depth study of a specific area; content of course changes each semester. May be repeated once. (Offered as needed.) 3 credits
|
| |
-
ECON 599 - Individual Study
Prerequisite, consent of instructor. Independent research course individually designed to meet specific needs of graduate students. May be repeated for credit. (Offered as needed.) 1-6 credits
|
| |
-
ECON 683 - Economic Systems Design III
Prerequisites, ECON 481, ECON 582 . Students will be required to synthesize their knowledge of economic systems design and experimental economics and apply it to a real world problem. (Offered every year.) 3 credits
|
| |
-
ECON 685 - Economic Systems Design Lab
Laboratory to design and test resource allocation mechanisms. P/NP. (Offered fall semester.) 1 credit
|
| |
-
ECON 686 - Probalistic Discrete Choice Models
Prerequisite, MGSC 406, or consent of instructor. Advanced techniques for designing laboratory, field, and simulation experiments with attention to subsequent data analysis. (Offered every year.) 3 credits
|
| |
-
ECON 689 - Seminar in Economic Science
Students required to pre-read papers presented by various speakers, attend their seminars, ask intelligent questions and summarize the content and importance of the seminar. P/NP. May be repeated for credit. (Offered every semester.) 2 credits
|
| |
-
ECON 691 - Economic Systems Design Thesis I
Prerequisite, ECON 481, or ECON 683 . Laboratory to implement and redesign allocation mechanisms. (Offered every year.) 4 credits
|
| |
-
ECON 692 - Economic Systems Design Thesis II
Prerequisite, successful proposal defense of thesis. Laboratory to implement and redesign allocation mechanisms. (Offered every year.) 5 credits
|
Education |
| |
-
EDUC 401 - Foundations of Education
(Same as EDUC 503 .) 3 credits
|
| |
-
EDUC 434 - Teaching Difficult Histories, Critical Discourse and Social Action
(Same as EDUC 634 .) 3 credits
|
| |
-
EDUC 446 - Human Development and Wellness in Diverse Classrooms
(Same as EDUC 546 .) 3 credits
|
| |
-
EDUC 470 - Foundational Issues of Voice, Diversity, Equity and Social Justice
(Same as EDUC 570 .) 3 credits
|
| |
-
EDUC 471 - Educating Diverse Learners in Inclusive Classrooms
(Same as EDUC 571 .) 3 credits
|
| |
-
EDUC 500 - Literacy and Learning: Teaching of Reading
(Same as EDUC 500B .) Prerequisites, admission to the teacher education and/or master of arts in teaching program, including the bilingual authorization and special education credential programs. This course is about literacy learning and development from a sociocultural framework in the context of teaching diverse student populations. This course is designed to give teacher candidates an understanding of the elements of a research-based literacy learning within context of a balanced literacy paradigm. Candidates will understand connections between reading, writing, speaking, and listening in language arts learning and instruction. Candidates will learn instructional strategies in a balanced literacy program between explicit and authentic literacy experiences. The course pays special attention to students from diverse racial, cultural, linguistic, neurodiverse, socioeconomic, and other areas of difference including those with identified disabilities and addresses the material consequences of literacy acquisition. Students will participate in a 25 hour praxis to tutor an elementary grade student. (Offered every semester.) 4 credits
|
| |
-
EDUC 500A - Literacy and Learning: Elementary Reading
This course explores the components of a balanced, comprehensive literacy instruction and the research basis for effective literacy teaching and learning relevant to students from varied cultural and linguistic backgrounds, those with reading and writing difficulties, as well as students with identified disabilities. (Offered spring semester.) 3 credits
|
| |
-
EDUC 500B - Literacy and Learning: Teaching of Reading
(Same as EDUC 500 .) 4 credits
|
| |
-
EDUC 500P - Praxis: Literacy and Learning
Prerequisite, credential, or education, or teaching major. Corequisite, EDUC 500 , or EDUC 500B . This course is the fieldwork component that accompanies EDUC 500 and EDUC 500B . P/NP. (Offered every semester.) 1 credit
|
| |
-
EDUC 501 - Teaching English to Emerging Bilingual Students: Ensuring Access and Equity
(Same as EDUC 501B .) Prerequisites, EDUC 500 , and admission to the Teacher Credential and/or Master of Arts in Teaching program. This course prepares teacher candidates to teach emergent bilingual multicultural learners in diverse multiple subject settings, using current theoretical foundations, conceptual understandings, and relevant research for second language development and academic content instruction. It is linked to effective collaborative, designated and integrated English language development, and critical multicultural and relevant pedagogical approaches using contextual tools that facilitate communication, interaction, and links to family and community. Candidates will become adept at authentic assessment techniques and design lessons differentiated for ability levels to increase language, multi-culture, and academic learning, exceeding standards for California schools. 15 hours of fieldwork praxis in an assigned public school setting accompanies this course for application of course objectives in a community of practice. EDUC 501 is primarily taught in English and EDUC 501B is taught in both English and Spanish. (Offered fall semester.) 3 credits
|
| |
-
EDUC 501B - Teaching English to Emerging Bilingual Students: Ensuring Access and Equity
(Same as EDUC 501 .) 3 credits
|
| |
-
EDUC 501P - Praxis: Second Language Acquisition, Literacy and Learning
Corequisite, EDUC 501 . This course is the fieldwork component that accompanies EDUC 501 , Second Language Acquisition, Literacy, and Learning. (Offered every semester.) 1 credit
|
| |
-
EDUC 502B - Critical Bilingual Multicultural Education: History, Theory, and Practice
Prerequisites, admission to the teacher credential and/or masters of arts in teaching program as a multiple subject bilingual authorization candidate. Corequisite, EDUC 500B . This course is designed specifically for candidates seeking the bilingual emphasis multiple subject credential in Spanish/English. It focuses on the history, philosophy, and legislation of bilingual multicultural education. It addresses language acquisition theories, sociocultural theories, and their practical applications relative to diverse dual language program models. A critical lens is used as a backdrop for understanding the controversies, politics and policies in public schools relative to bilingual education, as well as the role of parents, bilingual teachers, administrators, and school communities. Effective pedagogies for developing and reinforcing bilingualism, transferability, biliteracy and multiculturalism are used for planning instruction and teaching in a bilingual classroom. 10 hours of fieldwork required. Spanish fluency and literacy is required. (Offered every year.) 3 credits
|
| |
-
EDUC 503 - Foundations of Education
(Same as EDUC 401 .) This is a three-part course designed to provide a foundational understanding of the field of education in three broad but interconnected areas: the intertwined history and philosophy of education, the sociology of education, and the development and learning of children/adolescence as it relates to the K-12 classroom. (Offered every semester.) 3 credits
|
| |
-
EDUC 504 - Second Language Acquisition, Literacy, and Learning for Secondary Students
Prerequisite, admitted to the teacher credential and/or masters of arts in teaching program. The course prepares future teacher candidates to teach bilingual multicultural learners in single subject settings, using current theories, concepts, and research. The focus is on language acquisition and literacy development from a sociocultural framework. The course also covers the history of United States and California language policies, civil and language rights. Students will complete 15 hours of fieldwork. (Offered fall semester.) 3 credits
|
| |
|
| |
-
EDUC 510 - Valuing Differences in Society: Travel Course to Cambodia
This course travels to Cambodia. Educators must understand the challenges faced by minority students, and to understand the complexities involved in adapting pedagogical approaches to meet the needs of diverse learners. This immersion course aims to develop an appreciation of what like to be different, both at home and abroad. Fee: TBD. (Offered as needed.) 3 credits
|
| |
-
EDUC 512 - Practicum Multiple Subject
Prerequisite, consent of the program director, who will verify students who have been given admission to the Teacher Credential and/or Master of Arts in Teaching program. Passage of CBEST, successful completion of U.S. Constitution course or test requirement, certificate of clearance. Candidates must also verify the following: successful completion of CBEST, successful completion of the prerequisite courses (no grade lower than C+), California Certificate of Clearance (TB and Livescan), and the Student Teaching I Application must be signed and approved by the program director. This fieldwork experience is designed to be completed during the second term of the Teacher Credential and/or Master of Arts in Teaching program. Candidates are required to work under the supervision of a credentialed teacher in an appropriate public elementary school classroom. Candidates are required to assume co-teaching responsibilities for a total of 150-200 hours throughout the semester. This practicum course promotes practical application in a classroom setting. Some sections of EDUC 512 may be held with EDUC 513 . P/NP. May be repeated for credit. Offered every year.) 3 credits
|
| |
-
EDUC 513 - Practicum Single Subject
Prerequisite, consent of the program director, who will verify students who have been given admission to the Teacher Credential and/or Master of Arts in Teaching program. Passage of CBEST, successful completion of U.S. Constitution course or test requirement, certificate of clearance. Candidates must also verify the following: successful completion of CBEST, successful completion of the prerequisite courses (no grade lower than C+), California Certificate of Clearance (TB and Livescan), and the Student Teaching I Application must be signed and approved by the program director. This fieldwork experience is designed to be completed during the second term of the Teacher Credential and/or Master of Arts in Teaching program. Candidates are required to work under the supervision of a credentialed teacher in an appropriate public secondary school classroom. Candidates are required to assume co-teaching responsibilities for a total of 150-200 hours throughout the semester. This practicum course promotes practical application in a classroom setting. Some sections of EDUC 512 may be held with EDUC 513. P/NP. May be repeated for credit. (Offered every year.) 3 credits
|
| |
-
EDUC 514 - Leading as a Way of Serving: Pursuing Your Purpose in Life and Work
Prerequisite, leadership development major, or consent of instructor. Contrasts Western conceptions of leadership with Eastern, Native American, and feminist models. Participants examine the principles and practices of servant leadership at the individual and institutional levels. Leadership theories are supplemented by a servant leadership research case study, experiential exercises, self-assessments, and a required weekend retreat. Fee: $250. (Offered as needed.) 3 credits
|
| |
-
EDUC 517 - Secondary Subject Matter Methods I: Math and Science
Prerequisite, consent of the program director, who will verify students who have been given admission to the Single Subject Teacher Credential and/or Master of Arts in Teaching program. This course is taught in sequence over two semesters (EDUC 517 and EDUC 518 ) and prepares teacher candidates to create democratic learning communities for mathematics and science teaching and learning. Candidates will learn to teach mathematics and science from an interdisciplinary framework to diverse student populations. The course offers opportunities to use various models of culturally responsive teaching that support critical thinking, student participation, and identity development - with application of current national and state standards and integration of writing into math and science curriculum. May be held together/concurrently with EDUC 577 - Secondary Subject Matter Methods I: Social Studies and Language Arts . (Offered fall semester.) 3 credits
|
| |
-
EDUC 518 - Secondary Subject Matter Methods II: Math and Science
Prerequisites, students who have been given admission to the Teacher Credential and/or Master of Arts in Teaching program, EDUC 517 . This course is the second of a two semester series to prepare teacher candidates to create democratic learning communities for mathematics and science teaching and learning. Candidates will learn to teach mathematics and science from an interdisciplinary framework to diverse student populations. This course focuses on the clinical practice of teaching in mathematics and science. The course involves lesson study, lesson design (short- and long-term interdisciplinary units), teaching practicum, and reflection. May be held together/concurrently with EDUC 578 : Secondary Methods II: Social Studies and Language Arts. May be held together/concurrently with MACI 421: Secondary Content Area Methods. (Offered spring semester.) 3 credits
|
| |
-
EDUC 519 - Strategies and Students with Mild to Moderate Disabilities
This course will provide a knowledge base and opportunities for candidates to develop and prepare to implement instructional programs and support strategies designed to meet the unique needs of learners with mild/moderate disabilities through collaboration with multidisciplinary team members and family, observation, and assessment to develop student profiles of unique strengths and needs, learning characteristics and styles, and behavioral needs for developing effective programs of instructions that are aligned with research based strategies for intervention and support. A minimum of 15 hours of authentic field experience is required for this course. (Offered every semester.) 3 credits
|
| |
-
EDUC 524 - Secondary Teaching and Learning I
Prerequisite, credential student. Corequisite EDUC 524P . It is recommended that students take EDUC 504 during the same semester. This course covers the historical background and present functions and organization of the American secondary school, characteristics of and appropriate methods of teaching and learning in the 12-18 age group, methods of assessing student progress, classroom management models, and the creation of instructional environments appropriate for the development of language and content literacy in the multicultural, multiethnic, multilingual, classroom. Guided by the California Teacher Performance Expectations (TPEs), students will 1) create a long-range curriculum plan incorporating integrated or thematic teaching/learning and other SDAIE strategies founded upon the need for students to be social and communicative in their learning; 2) acquire the ability to thoughtfully critique and construct educational assessments in their content area; 3) consider implications for the creation of a positive, safe classroom environment; and, 4) develop a classroom organization and management plan. (Offered every semester.) 3 credits
|
| |
-
EDUC 524P - Praxis: Secondary Teaching and Learning I
Corequisite, EDUC 524 . This course is the fieldwork component that accompanies EDUC 524 , Secondary Teaching and Learning I in the Single Subject Credential Program. A minimum of 20 hours of field experiences is required for this PRAXIS course. P/NP. (Offered fall semester.) 1 credit
|
| |
-
EDUC 525 - Secondary Teaching and Learning II
Prerequisite, final semester of the credential program. Corequisite, EDUC 583 . This course aims to solidify students’ ability to develop lesson plans that address California Content Standards in their disciplines; to use several models of assessment practices; to apply various learning theories; to create a positive environment for all learners; and to successfully complete the California Teacher Performance Assessment (CalTPA) examinations. Some sections of this course may be taught with EDUC 542 . (Offered every semester.) 3 credits
|
| |
-
EDUC 530 - Secondary Subject Matter Methods
Prerequisite, EDUC 524 . Corequisite, EDUC 530P . This course, taught separately for each content area by clinical faculty, is about understanding and experiencing content area instruction. Using the California Content Standards as the base, candidates learn to create constructivist content lesson plans, adapt different models of teaching to meet student needs, plan for interdisciplinary curriculum development, adapt lessons for specially designed academic instruction in English (SCAIE), use multiple measure, including formal and informal academic and language assessments to inform planning, modifications and use of support personnel, and classroom community building. A minimum of 15 hours of field experiences is required for this course, in addition to the field experience in EDUC 530P : PRAXIS. (Offered every semester.) 3 credits
|
| |
-
EDUC 530P - Praxis: Secondary Subject Matter Methods
Prerequisite, EDUC 524 . Corequisite EDUC 530 , Secondary Subject Matter Methods in the Single Subject Credential Program. A minimum of 20 hours of field experiences is required for this PRAXIS course. P/NP. (Offered every semester.) 1 credit
|
| |
-
EDUC 532 - Content Area Literacy
Prerequisite, admission to the teacher credential and/or master of arts in teaching program. This course studies literacy processes and their relationship to the secondary school curriculum and adolescent lives. Areas of focus will include the integration of reading and writing in the content areas, literacy assessment, vocabulary strategies, comprehension strategies, the use of fiction and non-fiction across the curriculum, literacy resources, including technological resources, and variations in literacy instruction for students from diverse linguistic and socioeconomic backgrounds. Tutoring in a content area using literacy strategies will serve as 25 hours of integrated fieldwork for this course. (Offered every year.) 4 credits
|
| |
-
EDUC 532P - Praxis: Content Area Literacy
Corequisite, EDUC 532 . This course is the fieldwork component that accompanies EDUC 532 , Content Area Literacy in the Single Subject Credential Program. A minimum of 20 hours of field experiences is required for this PRAXIS course. P/NP. (Offered every semester.) 1 credit
|
| |
-
EDUC 540 - Teaching and Learning in the Culturally Diverse Classroom I
Corequisite, EDUC 540P . Bilingual (Spanish) section offered as EDUC 540B. This course provides understanding of the dynamics of California classrooms. The course focuses on creating a democratic learning community while adhering to the California content standards and performance. Students learn about long and short-term planning, models of teaching, and interdisciplinary curriculum development. Students become familiar with ways to increase learning opportunities by catering to diverse learning styles and needs. Students will employ specially designed academic instruction and language assessments to inform planning, learn to make modifications and how to use support personnel. Classroom experiences model instructional strategies and practices from the California State Frameworks and skills required for instruction using the California Standards for Language Arts and History/Social Science. This course will help prepare teacher candidates for the Teaching Performance Assessments. A minimum of 15 hours of field experience is required for each course. EDUC 540 and EDUC 540B share course lectures. Students may not earn credit for both EDUC 540 and EDUC 540B. (Offered as needed.) 3 credits
|
| |
-
EDUC 540P - Praxis: Teaching and Learning in the Culturally Diverse Classroom I
Corequisite, EDUC 540 , or 540B. This course is the fieldwork component that accompanies EDUC 540 , and 540B Teaching and Learning in the Culturally Diverse Classroom I in the Multiple Subject Credential Program. P/NP. (Offered every semester.) 1 credit
|
| |
-
EDUC 541 - Teaching and Learning in the Culturally Diverse Classroom II
Prerequisite, EDUC 540 . Corequisite, EDUC 541P . Bilingual (Spanish) emphasis section offered as EDUC 541B. This course provide understanding of the dynamics of California classrooms. The course focuses on creating a democratic learning community while adhering to the California content standards and performance. Students learn about long and short-term planning, models of teaching, and interdisciplinary curriculum development. Students become familiar with ways to increase learning opportunities by catering to diverse learning styles and needs. Student will employ specially designed academic and language assessments to inform planning, learn to make modifications and how to use support personnel. Classroom experiences model instructional strategies and practices from the California State Frameworks and skills required for instruction using the California Standards for Math and Science. This course will help prepare teacher candidates for the Teaching Performance Assessments. A minimum of 15 hours of field experience is required for each course. EDUC 541 and EDUC 541B share course lectures. Students may not earn credit for both EDUC 541 and EDUC 541B. (Offered as needed.) 3 credits
|
| |
-
EDUC 541P - Praxis: Teaching and Learning in the Culturally Diverse Classroom II
Corequisite, EDUC 541 , or 541B. This course is the fieldwork component that accompanies EDUC 541 , or 541B Teaching and Learning in the Culturally Diverse Classroom II in the Multiple Subject Credential Program. P/NP. (Offered every semester.) 1 credit
|
| |
-
EDUC 542 - Teaching and Learning in the Culturally Diverse Classroom III
Prerequisite, EDUC 541 . Corequisite, EDUC 582 . This course serves as the culminating class to accompany the student teaching experience. The course supports candidates in their planning and delivery of instruction and constructivism; using diverse models of teaching; implementing interdisciplinary curriculum development; application and reflection of planning and delivering a thematic unit as well as content lessons in specific disciplines addressing the California Academic Content Standards. The course requires students to write and modify plans for English learners and students with special needs. It prepares students to address the tasks outlined in the Teacher Performance Assessments 3 and 4. Some sections of this course may be taught with EDUC 525 . (Offered every semester.) 3 credits
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
-> 12 |
|
Print this Page