Apr 19, 2024

2019-2020 Graduate Catalog

2019-2020 Graduate Catalog [ARCHIVED CATALOG]

Donna Ford Attallah College of Educational Studies

Margaret Grogan, Ph.D., Dean
Kelly Kennedy, Ph.D., Associate Dean of Graduate Education
Michelle Samura, Ph.D., Associate Dean of Undergraduate Education
Scot Danforth, Ph.D., Assistant Dean of Research
Dawn Hunter, Ph.D., Director of Doctoral Program in Education
Don Cardinal, Ph.D., Director of the Center for Research on Ability and Disability (C4RAD) and the Thompson Policy Institute on Disability and Autism (TPI)

Professors: Alters, Busse, Cardinal, Danforth, Grogan, McLaren, Miller, R.;
Professor of Teaching: Hunter;
Professors of Scholarly Practice: Brown, Hass, Muñiz;
Associate Professors: Allen, Q., Cosier, Curwen, Howard, Kennedy, Maier, McNenny, Miller, W., Monzó, Samura;
Assistant Professors: Abdou, Barnhart, De Pedro, Griffiths, Kong, Miles Nash, Nishimura, Yeh;
Assistant Professors of Practice: Allen, R., Golden;

Instructional Assistant Professors: Ardell, Padulo, Younis;
Instructor: Rodriguez.

Degrees

Doctor of Philosophy

• Education, Ph.D.

Master of Arts

Joint Degree Program

Credential Program

Accelerated Program

Courses

Counseling and School Psychology

CSP 500 - Introduction to Counseling and Mental Health Interventions

Prerequisite, acceptance into the graduate program in professional school counseling or school psychology. This course introduces students to theories of counseling and mental health interventions. The emphasis will be on developing skills in a solution focused approach to counseling and interviewing. Major units of study include theories of change, resiliency, legal and ethical issues in counseling, and characteristics of a “strength-based” or “solution-focused” approach to counseling. Students will have the opportunity to learn and practice the communication skills necessary for establishing rapport, collaboratively creating appropriate goals, and evaluating progress in counseling. (Offered fall semester.) 3 credits
CSP 510 - Introduction to the Ethical Practice of School Psychology

Prerequisite, acceptance into the graduate program in school psychology. This course introduces students to the roles school psychologists play in the state of California, nationally, and internationally in schools, the ethical and legal guidelines that shape the profession, and emergent practices. Students are required to spend a minimum of 10 hours of fieldwork interviewing and observing an experienced school psychologist. (Offered fall semester.) 3 credits
CSP 511 - Introduction to the Ethical Practice of Professional School Counseling

Prerequisite, acceptance into the graduate program in school counseling. This course introduces students to the comprehensive developmental professional school counseling model advocated by the American School Counselor Association (ASCA), the roles counselors play in the public schools, the ethical and legal guidelines that shape the profession, and emergent practices in individual and group assessment, academic advisement, career counseling, crisis intervention, personal/social counseling, consultation, and systems change. (Offered fall semester.) 3 credits
CSP 512 - Advanced Counseling and Mental Health Interventions

Prerequisites, CSP 500 , and CSP 510 or CSP 511 . Students will review the concepts and skills introduced in CSP 500 as well as learn the knowledge and strategies necessary to apply cognitive behavioral therapy and related approaches to working with children and youth. Students also will learn how to respond to crisis, including loss and threats to harm self and others, and the nature of trauma and its impact on development and learning. (Offered spring semester.) 3 credits
CSP 513 - Group Counseling Leadership and Intervention

Prerequisites, successful completion of CSP 500 , and successful completion of either CSD 510 , or CSD 511 . This course emphasizes theories of group development and leadership skills in a multicultural society. This course also focuses on approaches to group counseling, including psychoeducational groups and process-oriented groups, ethical and professional issues in group practice, and the applications of groups to children and youth, parents, and other adults as well as the facilitation of teams to enable pupils to overcome barriers and impediments to learning. (Offered every semester.) 3 credits
CSP 514 - Cultural and Community Issues in Counseling and School Psychology

Prerequisite, acceptance into the graduate program in counseling or school psychology. This course requires a minimum of 15 hours of field experience in a community setting. Readings, written assignments, and in-class activities focus on the unique challenges diversity brings to the provision of counseling and psychological services to children, youths, and parents. Students will learn the history, culture, and expectations of various ethnic and cultural groups and develop the cross-cultural communication skills necessary to work effectively with families of varying cultural and socioeconomic backgrounds. Students will also explore how issues such as immigration, poverty, and racism affect pupil development, counseling practices, and the development of effective interventions. (Offered every semester.) 3 credits
CSP 514A - Counseling and Intervention in Multicultural Settings: Travel Course

Prerequisite, 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 515 - Practicum in Counseling and Intervention

Prerequisites, CSP 500 , CSP 511 , certificate of clearance. Students will apply the knowledge and techniques learned in previous course work to the practice of professional School Counseling. A minimum of 200 hours of fieldwork in an approved public-school setting is required. In addition to the required field-based experiences, students meet with a university instructor for group supervision and case discussion. May be repeated for credit. (Offered spring semester.) 3 credits
CSP 516 - Human Development

Prerequisite, admission into the School Counseling or School Psychology graduate program. This course requires a minimum of 15 hours fieldwork observing individuals in various settings. Students examine the processes of typical and atypical development in the context of family, school, and culture. Major units of study include theories of developmental and learning as applied to children and adults and assessment of children and youth and adults via observation and interview. (Offered every semester.) 3 credits
CSP 517 - Mental Health in the Schools

This course will cover common disorders of childhood, including those covered in the DSM-V. Emphasis will be placed on identification, prevention, and intervention of mental health problems in a multitiered system of support. (Offered fall semester.) 3 credits
CSP 519 - Psychopharmacology for Mental Health Professionals

Prerequisite, acceptance to the graduate program in school counseling, or school psychology, or emphasis in professional clinical counseling, or consent of instructor. This course meets one of the requirements for the emphasis in professional clinical counseling. The course is an overview of psychopharmacology, including the biological bases of behavior, neurophysiology, and an understanding of brain functions as related to behavior and learning. Emphases are placed on the biological principles of psychopharmacology, basic classifications, indications, and contraindications of commonly prescribed medications, and on the professional and ethical issues on the use of medications for the treatment of mental health disorders. (Offered as needed.) 3 credits
CSP 534 - Practicum in School Psychology I

Prerequisites, CSP 500 , CSP 510 , CSP 512 , CSP 516 , CSP 637 , EDUC 601 . CSP 534 and CSP 535 require a total of 600 hours of practica fieldwork. Of the total, 450 hours must be in a school setting and 150 hours may be done in an approved alternative setting. Students must gain experience across all NASP domains of Training and Practice during their practica. Students also meet for group supervision and case discussion. CSP 534 will place special emphasis on assessment, including review of records, observation, interviewing, use of standardized norm-based instruments and writing useful and legally defensive reports. (Offered fall semester.) 3 credits
CSP 535 - Practicum in School Psychology II

Prerequisite, CSP 534 . CSP 535 requires completion of 600 hours of practica fieldwork, including hours gained in CSP 534 . Of the total, 450 hours must be in a school setting and 150 hours may be done in an approved alternative setting. Students must gain experience across all NASP domains of Training and Practice during their practica fieldwork. Students also meet for group supervision and case discussion. CSP 535 will place special emphasis on mental health and behavioral support services within a multitiered system of support. (Offered spring semester.) 3 credits
CSP 600 - Multi-Tiered Systems of Supports for School Counselors

In this course, students will learn about multi-tiered systems of support and the role of school counselors as leaders in designing, implementing, and evaluating prevention programs and interventions for k-12 students and youth. Topics will include instructional response to intervention (RtI), behavioral RtI, school-wide positive behavioral interventions and supports, development of Section 504 plans, and school counselors’ role in Individualized Educational Programs for special education students. (Offered as needed.) 3 credits
CSP 602 - Responding to Spousal or Partner Abuse

Prerequisites, admission to the graduate program in School Counseling or School Psychology or consent of instructor. This course covers spousal and partner abuse and will review assessment, detection and intervention strategies to prevent or respond to emotional harm, assault, rape and sexual assault and homicide. Cultural factors, at-risk characteristics, same-gender abuse dynamics, safety planning and community resources are also included. P/NP. (Offered as needed.) 1 credit
CSP 603 - Human Sexuality

Prerequisites, admissions into the graduate program in School Counseling or School Psychology or consent of instructor. The study of human sexuality reviews social activities, behaviors, series of actions, and societal topics. This course offers a broad examination of human sexuality from the perspective of the practitioner, including the characteristics and method of assessment for people living with HIV/AIDS. P/NP. (Offered as needed.) 1 credit
CSP 604 - Aging and Long-Term Care

Prerequisites, admissions into the graduate program in School Counseling or School Psychology or consent of instructor. This course examines the biological, social, and psychological aspects of aging including changes in health, relationships and issues related to medical, financial, housing and long-term care. Also included is the growing problem of elder abuse and neglect, including warning signs and assessment for abusive situations. P/NP. (Offered as needed.) 1 credit
CSP 605 - California Law and Professional Ethics for Professional Counselors and Psychotherapists

Prerequisites, admissions into the graduate program in School Counseling or School Psychology or consent of instructor. This course examines professional, legal, and ethical issues for counselors, including scope of practice for LPCC, counselor-client privilege, confidentiality, duty to warn, and California laws and regulations governing the practice of counseling in clinical settings. P/NP. (Offered as needed.) 1 credit
CSP 615 - Learning and Learning Disabilities

Prerequisites, CSP 637 , CSP 638 , Ed.S. school psychology major. Corequisite, CSP 534 , or CSP 535 , or CSP 622 , or CSP 623 . 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 spring semester.) 3 credits
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

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 504P - Praxis: Second Language Acquisition for Secondary Students

Corequisite, EDUC 504 . This course is the fieldwork component that accompanies EDUC 504 - Second Language Acquisition, Literacy, and Learning for Secondary Students . A minimum of 15 hours of field experiences is required for this PRAXIS course. P/NP. (Offered fall semester.) 1 credit
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
EDUC 543 - Integrated Pedagogy and Systems Thinking

(Same as EDUC 543B .) Prerequisites, admission in the teacher credential and/or master of arts in teaching (MAT), or special education teacher credential program. Corequisite for teacher credential and MAT candidates only, EDUC 582 . Candidates will explore systemic sustainability in the context of historical and cultural epistemologies. Systems thinking will be used to design curriculum that: a) addresses state and national standards and b) integrates multiple content areas including science, social studies, visual and performing arts, and physical education. (Offered spring semester.) 3 credits
EDUC 543B - Integrated Pedagogy and Systems Thinking

(Same as EDUC 543 except EDUC 543B requires student assignments written in Spanish.) 3 credits
EDUC 544 - Legal Aspects of Special Education

This course focuses on the evolution of Federal and California State Laws relating to students and adults with disabilities. Areas of emphasis will be IDEA, NCLB, ADA, Section 504 of the Rehabilitation Act, California Code of Education, and relevant case law and legal commentary. This course examines the collaboration between family, school, and community partnerships as it pertains to special education services. Candidates will develop skills cross-cultural communication skills to effectively collaborate with families of diverse cultural and socioeconomic backgrounds. Students will also explore the legal mandates of person centered planning and transition planning across the age span. (Offered every year.) 3 credits
EDUC 546 - Human Development and Wellness in Diverse Classrooms

(Same as EDUC 446 .) Prerequisite, admitted to teacher credential program. This course provides teachers with a basic understanding of their role in promoting emotional, physical, and mental health and wellness within their classroom communities. Topics that will be examined include child and adolescent development, typical versus atypical behaviors, learning theory, promoting students’ self-esteem and positive outlook, identifying and preventing risk behaviors/conditions (including bullying, suicide, eating disorders, chronic and communicable disease, dating violence, parental abuse/neglect, and illegal/improper drug use), and building a healthy and sustainable classroom culture and community. The course also examines the California Education Codes regarding parents’ rights in the areas of sexuality education, laws regarding child abuse reporting and legal responsibilities regarding student safety. EDUC 546 does not include CPR training. (Offered every semester.) 3 credits
EDUC 547 - Elementary Teaching and Learning in Diverse Classrooms: Investigating and Designing Transformative Learning Environments

(Same as EDUC 547B .) Prerequisites, this course is for students who have been given admission to the Teacher Credential and/or Masters of Arts in Teaching program. This course prepares prospective elementary (K-6) teachers with general foundational, pedagogical, and research tools. It provides a foundational study of the historical, political, and ideological context that have shaped schooling systems and teachers’ unions in the United States. Major curriculum traditions will be explored and critically analyzed. The focus will be on designing collaborative, democratic, and culturally-responsive classroom environments grounded in critical pedagogy (Freire) and progressive education (Dewey), with an emphasis on lesson design, interdisciplinary curriculum development, formative and authentic assessment, and the social organization of learning. Up to 10 hours of fieldwork for this class is optional for completion. (Offered every year.) 3 credits
EDUC 547B - Elementary Teaching and Learning in Diverse Classrooms: Investigating and Designing Transformative Learning Environments

(Same as EDUC 547 .) 3 credits
EDUC 548 - Mental Health and Wellness

Prerequisite, special education credential program. This course will address typical versus atypical behavior, identifying and preventing risk factors such as bullying, suicide, drug abuse, etc., and promoting mental health and wellness in classrooms. This course also examines California Education Codes regarding parental rights, laws regarding child abuse reporting, and legal responsibilities regarding student safety. (Offered interterm, summer.) 1 credit
EDUC 549 - Introduction to Educational Research

This course is designed to develop students’ knowledge and skills in educational research and inquiry, including qualitative and quantitative research methods, basic statistical analyses, psychometric concepts, critical evaluation of research and its methodology, cross-cultural methods of inquiry, and the ethical standards guiding educational research. (Offered every semester.) 3 credits
EDUC 550 - Evaluating Teaching Performance Expectations

In this course candidates will review the Teaching Performance Expectations (TPEs), which are elements of the California Commission on Teacher Credentialing (CTC) 2042 Teacher Preparation Program Standards. Multiple and single subject credential candidates will examine the following domains: making subject matter comprehensible to students; assessing student learning, engaging and supporting students in learning; planning instruction and designing learning experiences for students; creating and maintaining effective environments for students; and developing as a professional educator. During the course, multiple and single subject credential candidates will complete the teaching performance assessments (TPAs), which are required by the California Commission on Teacher Credentialing. Successful completion of the TPAs is a credential requirement. P/NP. Fee: $600. (Offered every semester.) 0 credit
EDUC 551 - Educational Application of Technology

This course provides an overview of the uses of the range of educational applications of technology in the classroom. It includes but is not limited to the following content: using technology to communicate with and support students and families; blended and online learning environments, the use and adaptation of a variety of technological resources, including assistive technology; modeling and developing digital literacy in students; promotion of digital citizenship and the associated legal implications for the use of technology (e.g., Creative Commons license, fair use, internet security, etc.); effective teaching strategies aligned with internationally recognized educational technology standards (e.g., ISTE); virtual collaboration; personalized and technology-rich lessons offering students multiple means to demonstrate learning; the use of technology to support assessment administration and data analysis; and the responsible use of social media and digital platforms and tools as a professional educator. Meets the professional clear requirements for classroom application of computers. Some sections of this course are taught online. Some sections of IES 451 and EDUC 551 are held together. (Offered as needed.) 3 credits
EDUC 558 - Curriculum and Instruction for Students with Moderate/Severe Disabilities

Prerequisite, special education credential program. 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 moderate/severe disabilities in elementary, middle, high school, and transition programs. This course will also address specialized health care procedures, mobility, and sensory supports for students with moderate/severe disabilities. A minimum of 15 hours of authentic field experience is required for this course. (Offered fall semester.) 3 credits
EDUC 559 - Advanced Behavioral and Communication Supports for Students with Moderate/Severe Disabilities

Prerequisite, special education credential program. This course provides candidates with the knowledge and skills to identify, assess, and progress monitor problem behaviors in school settings, design appropriate interventions, and implement comprehensive behavior intervention plans based upon the unique needs of the student. In addition, this course will address and develop various communication systems of support for students with moderate/severe disabilities. A minimum of 15 hours of authentic field experience is required for this course. (Offered fall semester.) 3 credits
EDUC 560 - Teaching Students with Moderate/Severe 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 moderate/severe disabilities through collaboration with multidisciplinary team members and families, observation, and assessment to develop student profiles of unique strengths and needs, learning characteristics and styles, and behavioral needs for the development of effective programs of instruction aligned with evidence-based strategies for intervention and support. A minimum of 15 hours of authentic field experience is required for this course. (Offered spring semester.) 3 credits
EDUC 561 - The Profession of Teaching in Special Education

The roles and responsibilities of teaching in special education will be addressed in this class. Specifically, school structures, creating productive and inclusive classrooms, case management, developing purposeful individualized education plans, assessment, curriculum design, lesson planning, time management, organization, and collaborative partnerships will be explored. A minimum of 15 hours of fieldwork are required for this class. (Offered spring semester.) 3 credits
EDUC 562 - Inclusive Pedagogy I: Differentiating Curriculum and Instruction for Math and Science

Prerequisites, EDUC 571 , admission to the Special Education credential program. This course is part of a two-course sequence in instructional design, methods, and assessment for learners with identified with mild to moderate disabilities in K-12 classrooms. This first course focuses on curriculum design, adaptation, modification, and differentiation of instruction in the content areas of mathematics and science. Topics include: writing standards based IEP goals, present levels of performance, evidence-based high leverage practices, and instructional routines and sequences in order to provide students with and without disabilities equitable access to content. (Offered fall semester.) 3 credits
EDUC 563 - Inclusive Pedagogy II: Developing Responsive Interventions in Literacies

Prerequisites, EDUC 562 , EDUC 571 and admission to the Special Education credential program. This course is the second of a two-course sequence in instructional design, methods, and assessment for learners with mild to moderate disabilities in K-12 classrooms. This second course focuses on curricular design, intervention and assessment in the areas of literacy and social studies. A minimum of 15 hours of authentic field experience is required for this course. (Offered spring semester.) 3 credits
EDUC 564 - English Language Acquisition and Issues of Diversity for Special Education Teachers

Prerequisites, special education credential program. This course explores current theories on language acquisition and the practical applications of theoretical knowledge as they pertain to K - 12 and special education. The course focuses on issues involved in first and second language acquisition, assessment and literacy development from a socio-psycholinguistic point of view, including socio-cultural and political factors. It addresses the State English Language Development (ELD) standards, assessment, planning for literacy and content area instruction and program options. Students in the course will examine the differences between a language disability and language acquisition and how to address the differences in the IEP assessment process. Some sections of MACI 464 may be taught with EDUC 564. (Offered spring semester.) 3 credits
EDUC 566 - Creating Positive Systems of Supports through Assessment

Prerequisite, special education credential program. This course reviews the history, theory, and implementation of providing positive behavioral systems of supports. Students understand the principles of positive behavior supports, functionally equivalent replacement behaviors, and reinforcements. A variety of individualized assessment and evaluation approaches appropriate for students with mild/moderate/severe disabilities will be addressed. Emphasis is placed on the development of appropriate educational decisions on the basis of a variety of standardized and non-standardized techniques, instruments and processes that are appropriate to the diverse needs of individual students. A minimum of 25 hours of observation and field experience is required for this course. Fee: $75. (Offered every year.) 3 credits
EDUC 567 - Secondary Teaching and Learning in Diverse Classrooms: Investigating and Designing Transformative Learning Environments

Prerequisites, students who have been given admission to the Teacher Credential and/or Masters of Arts in Teaching program. This course prepares prospective secondary teachers with general foundational, pedagogical, and research tools. It provides a foundational study of the historical, political, and ideological context that have shaped schooling systems and teachers’ unions in the United States. Major curriculum traditions will be explored and critically analyzed. The focus will be on designing collaborative, democratic, and culturally-responsive classroom environments grounded in critical pedagogy (Freire) and progressive education (Dewey), with an emphasis on lesson design, interdisciplinary curriculum development, formative and authentic assessment, and the social organization of learning. Up to 10 hours of fieldwork for this class is optional for completion. (Offered every year.) 3 credits

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Donna Ford Attallah College of Educational Studies

Degrees

Courses

CSP 500 - Introduction to Counseling and Mental Health Interventions

CSP 510 - Introduction to the Ethical Practice of School Psychology

CSP 511 - Introduction to the Ethical Practice of Professional School Counseling

CSP 512 - Advanced Counseling and Mental Health Interventions

CSP 513 - Group Counseling Leadership and Intervention

CSP 514 - Cultural and Community Issues in Counseling and School Psychology

CSP 514A - Counseling and Intervention in Multicultural Settings: Travel Course

CSP 515 - Practicum in Counseling and Intervention

CSP 516 - Human Development

CSP 517 - Mental Health in the Schools

CSP 519 - Psychopharmacology for Mental Health Professionals

CSP 534 - Practicum in School Psychology I

CSP 535 - Practicum in School Psychology II

CSP 600 - Multi-Tiered Systems of Supports for School Counselors

CSP 602 - Responding to Spousal or Partner Abuse

CSP 603 - Human Sexuality

CSP 604 - Aging and Long-Term Care

CSP 605 - California Law and Professional Ethics for Professional Counselors and Psychotherapists

CSP 615 - Learning and Learning Disabilities

CSP 616 - Leadership and Systems Change

CSP 617 - Career Counseling and Development

CSP 618 - Best Practices in Professional School Counseling

CSP 619 - Academic Development and Intervention

CSP 620 - Supervision and Mentoring in Professional School Counseling I

CSP 621 - Supervision and Mentoring in Professional School Counseling II

CSP 622 - Supervision and Mentoring in Professional School Psychology I

CSP 623 - Supervision and Mentoring in Professional School Psychology II

CSP 624A - Case Conceptualization for Advanced Clinical Counseling

CSP 624B - Case Conceptualization for Advanced Clinical Counseling

CSP 626 - Assessment and Treatment of Substance Abuse for the Professional Counselor

CSP 636 - Assessment for Counselors

CSP 637 - Cognitive and Neuropsychological Assessment for Intervention

CSP 638 - Social-emotional and Behavioral Assessment for Intervention

CSP 639 - Advanced Positive Behavioral Supports

CSP 640 - Consultation and Collaboration

CSP 641 - Best Practices in School Psychology

CSP 714A - Counseling and Intervention in Multicultural Settings: Travel Course

CSP 715 - Learning and Learning Disabilities

CSP 762 - Research Methods in School Psychology

CSP 770 - Seminar: Assessment for Intervention

CSP 771 - Advanced Seminar in Approaches to Prevention and Intervention

CSP 772 - Data-Based Decision Making in School Psychology

CSP 773 - Systems Based Service Delivery

CSP 774 - Seminar: Current Topics in School Psychology

CSP 775A - Advanced Internship in School Psychology

CSP 775B - Advanced Internship in School Psychology

EDUC 401 - Foundations of Education

EDUC 434 - Teaching Difficult Histories, Critical Discourse and Social Action

EDUC 446 - Human Development and Wellness in Diverse Classrooms

EDUC 470 - Foundational Issues of Voice, Diversity, Equity and Social Justice

EDUC 471 - Educating Diverse Learners in Inclusive Classrooms

EDUC 500 - Literacy and Learning: Teaching of Reading

EDUC 500A - Literacy and Learning: Elementary Reading

EDUC 500B - Literacy and Learning: Teaching of Reading

EDUC 500P - Praxis: Literacy and Learning

EDUC 501 - Teaching English to Emerging Bilingual Students: Ensuring Access and Equity

EDUC 501B - Teaching English to Emerging Bilingual Students: Ensuring Access and Equity

EDUC 501P - Praxis: Second Language Acquisition, Literacy and Learning

EDUC 502B - Critical Bilingual Multicultural Education: History, Theory, and Practice

EDUC 503 - Foundations of Education

EDUC 504 - Second Language Acquisition, Literacy, and Learning for Secondary Students

EDUC 504P - Praxis: Second Language Acquisition for Secondary Students

EDUC 510 - Valuing Differences in Society: Travel Course to Cambodia

EDUC 512 - Practicum Multiple Subject

EDUC 513 - Practicum Single Subject

EDUC 514 - Leading as a Way of Serving: Pursuing Your Purpose in Life and Work

EDUC 517 - Secondary Subject Matter Methods I: Math and Science

EDUC 518 - Secondary Subject Matter Methods II: Math and Science

EDUC 519 - Strategies and Students with Mild to Moderate Disabilities

EDUC 524 - Secondary Teaching and Learning I

EDUC 524P - Praxis: Secondary Teaching and Learning I

EDUC 525 - Secondary Teaching and Learning II

EDUC 530 - Secondary Subject Matter Methods

EDUC 530P - Praxis: Secondary Subject Matter Methods

EDUC 532 - Content Area Literacy

EDUC 532P - Praxis: Content Area Literacy

EDUC 540 - Teaching and Learning in the Culturally Diverse Classroom I