Attention On-line CSUB Catalog Users
School of Education catalog information may not reflect current changes in faculty, staff, and programs. To ensure the accuracy of information, please verify with the Deanís Office at 664-2210 or send an e-mail message to firstname.lastname@example.org. Thank you!
Education Building, 238
(661) 664-2479 (fax)
Program Coordinator: L. Wildman
Education Building, 237
Advanced Credential Programs
In addition, the School of Education offers the following advanced services and specialist credential programs:
The programs and services of this department
are designed to prepare teachers, administrators and counselors for degrees
and specific credentials required in the State of California for service
in specialist and administrative positions, which require advanced preparation
and special competence. These programs include administration, bilingual
education, counseling, and early childhood education. They also provide
inservice education opportunities for persons currently filling such positions.
ADVANCED CREDENTIAL PROGRAMS
The following specialist and services credential programs, as authorized by the Teacher Preparation and Licensing Law of 1970, have been approved by the California Commission on Teacher Credentialing. Detailed current information describing the various credentials and programs may be obtained from the Credentials and Graduate Studies Office of the School of Education (664-2484) or from departmental advisors.
Specialist and Services Credential Programs
The Preliminary Administrative Services Credential Program authorizes service as a superintendent, associate superintendent, deputy superintendent, principal, assistant principal, supervisor, consultant, coordinator, or in any equivalent or intermediate level administrative position.
Requirements for the Preliminary Administrative Services Credential are: (1) possession of a valid teaching credential or a services credential with a specialization in pupil personnel services; (2) minimum of three years of successful full-time classroom teaching or three years of experience in the field of pupil personnel services; (3) passage of CBEST; (4) required course work and field work; and (5) passage of a culminating examination.
Effective May 1, 1994, employment in an administrative position is required prior to the issuance of the Preliminary Administrative Services Credential. (The California Commission on Teacher Credentialing will issue a Certificate of Eligibility for the Preliminary Administrative Services Credential to individuals who complete a college or university program but are not yet employed in an administrative position.) Further, employment in an administrative position is required before admittance to the Professional Administrative Services Credential Program.
Requirements for admission to and satisfactory progression through the Pupil Personnel Services Credential Program are compatible with those for the Master of Arts degree in Education (with a concentration in Counseling and Personnel Services) and the Master of Science degree in School Counseling, although they are not identical. Students should confer with their professional advisors for details.
The services credential with a specialization
in pupil personnel services authorizes the holder to perform, at K-12 levels,
the pupil personnel services approved by the Commission as designated on
the credential. Passage of CBEST is required for admission.
Requirements for Preliminary Administrative Services Credential
Requirements for the Professional Credential in Educational Administration
The following certificate program has been approved by the California Commission on Teacher Credentialing (CCTC). Information regarding this program may be obtained from departmental advisors.
The CLAD Certificate authorizes the holder
to provide English language instruction to limited English proficient (LEP)
pupils, K-12th grade.
Requirements for the CLAD Certificate
GRADUATE DEGREE PROGRAMS
The Advanced Educational Studies Department of CSUB offers programs of studies leading to the Master of Arts degree in Education in the following areas of concentration: Early Childhood Education; Counseling and Personnel Services; Educational Administration; and Bilingual/Bicultural Education. Additional concentrations will be added as approved and funded by the Office of the Chancellor. A Master of Science degree in School Counseling is also available.
Students working for a specialist or services
credential may wish to combine this program with work toward a Master of
Arts in Education degree, a Master of Science degree in School Counseling,
or a Master of Science degree in Counseling Psychology (with a concentration
in Marriage and Family Therapy). Those students interested in pursuing
such degrees should see the Graduate Studies Office in the School of Education
(EDUC 106) to obtain applications and advising materials. Students should
then consult with faculty advisors for further information and program
DOCTOR OF EDUCATIONAL ADMINISTRATION
The Educational Administration Program
at CSUB has a cooperative agreement with the University of the Pacific,
whereby full-time practicing school administrators completing their Professional
Administrative Services Credential program at CSUB who also qualify for
admission to this Cooperative Doctoral Program may transfer most of their
Second Tier course work into this Cooperative Doctoral Program. Both CSUB
and the University of the Pacific are nationally accredited institutions
through NCATE. Most of the subsequent doctoral course work through the
University of the Pacific will be offered in Bakersfield, and scheduled
at a convenient time for full-time practicing administrators. For further
information, contact the Coordinator of the Educational Administration
Program at CSUB (664-3047).
MASTER OF ARTS IN EDUCATION
The Master of Arts in Education degree
will be conferred only upon those students who complete an authorized graduate
degree curriculum established by the School of Education to meet the standards
required by the school. The basic pattern of all programs consists of (1)
core studies (7 units), (2) professional concentration options (34 units),
and (3) a culminating project, thesis, practicum or comprehensive examination
(2-5 units). All programs shall be based upon an irreducible minimum of
forty-five (45) quarter units of graduate credit acceptable to both the
School of Education and the University. Degree programs shall be planned
cooperatively by the students and their advisors within the School of Education
and subject to approval by the coordinator of Graduate Studies of the school.
All courses and the culminating activity must be completed within a seven
(7) year period to qualify for the degree.
Bilingual/Bicultural Education -- The Master of Arts in Education with concentration in bilingual/bicultural education is designed to meet the needs of educators and professionals in related fields who seek to improve their skills in order to attain a higher level of professionalism in bilingual/cross-cultural education. The advanced degree is articulated with other programs available in the School of Education. A basic teaching credential is highly recommended to the awarding of the degree. Work toward the MA in Bilingual/Bicultural Education may be closely articulated with the CLAD Certificate as designed by the standards of the California Commission on Teacher Credentialing (CCTC).
Early Childhood Education -- The concentration in early childhood education is available for those individuals who have undergraduate or post-baccalaureate preparation and intend to teach in preschool or kindergarten through grade three, work as administrators of early childhood programs and/or pursue a career as a researcher or college instructor in early childhood education.
The primary orientations of the concentration are toward improvement of teaching, design, and development of curricula, and the utilization of research in teaching. Appropriate concerns are methods, materials, plans, research data and procedures pertinent to early childhood education.
The specialization in early childhood education is obtainable in conjunction with the regular elementary credential, and specific provisions of the Master of Arts in Education degree.
We are not taking applications for the early childhood education program at this time.
Educational Administration -- The specialization in educational administration is available for post-baccalaureate students who have an interest in administering programs in elementary or secondary public schools.
Work toward the MA may be closely coordinated with requirements for the Preliminary Administrative Services Credential.
The Preliminary Administrative Services Credential is the first of two credentials that must be obtained to be permanently credentialed as an educational administrator in Californiaís elementary or secondary public schools. Individuals who have the Preliminary Administrative Services Credential may hold any administrative job in California for which they are otherwise qualified. The Preliminary Administrative Services Credential is in effect for five years from the date of issuance, which corresponds with the date of employment in an administrative position requiring the credential.
Counseling and Personnel Services
-- The Master of Arts degree with a concentration in Counseling and Personnel
Services is designed primarily as a degree for students working toward
the Pupil Personnel Services (PPS) Credential which authorizes one for
K-12 counseling. The MA program consists of 46 quarter units which provide
a balance between theory and practice in preparing individuals to function
effectively in various settings. This degree also can be tailored to fit
many purposes, although course selection is with the approval of the Counseling
faculty advisor and Counseling faculty, whose decision is final.
Requirements for the MA Degree Concentration in Bilingual/Bicultural Education
Requirements for MA Degree Concentration in Early Childhood Education
(5 quarter units minimum requirement)
We are not taking applications for the early childhood education program at this time.
Culminating Activity: (select one)
Requirements for MA Degree Concentration in Educational Administration
|Candidates interested in the masterís thesis or project must see the program coordinator.|
The Master of Science degree in Counseling is a 90 quarter unit degree designed to provide graduate preparation for counselors in the areas of School Counseling and Career Development Counseling. The major goal of the program is to prepare professional counselors who have the skills to practice in a wide variety of settings. All MS students take 49 units of core courses in Counseling. In addition, they complete 41 units within their area of specialization. Students must select one of the two options described below. (The Career Development Counseling option has been deferred until funding becomes available.)
School Counseling -- Students desiring to counsel in K-12 public or private educational settings should select a specialization in the area of school counseling. Most students in this option will also be working towards a PPS credential, although a masterís degree is not a requirement for the credential. This option meets the preparation standards of the American School Counselors Association (ASCA) which specify a two-year graduate program.
Career Development Counseling -- This option is designed for students who wish to pursue a counseling career in business, industry, higher education, vocational rehabilitation or government. This degree specialization offers graduate level training in career counseling theory and technique, career and employee assistance program development and resources, organizational behavior and management, and group and individual vocational assessment. This option will not meet the requirements of the Board of Behavioral Sciences (BBS) for the California license in Marriage and Family Therapy or the State of California requirements for the Pupil Personnel Services Credential. (The Career Development option is deferred until funding becomes available.)
Admission Steps for all Counseling Programs (Master of Arts/Master of Science Degrees and Pupil Personnel Services Credential)
The Counseling Program admits new students once a quarter during the academic year. Application packets must be received in the Education Graduate Studies Office (EDUC 106) before each quarterly deadline. Incomplete files will not be considered for admission during that application cycle.
Only complete application packets will be accepted in the Education Graduate Studies Office. It is the responsibility of the applicant to make certain that the packet is complete and contains the following items:
Similarly, California Education Code requires PPS credential applicants to pass the California Basic Educational Skills Test (CBEST) with a cumulative score greater than or equal to 123 (register for exam with CSUB Testing Center, 664-3373) before a Pupil Personnel Services Credential can be issued by the California Commission on Teacher Credentialing (CCTC). School counseling students with teaching, specialist, or services credentials are required by the State of California to obtain a certificate of clearance (see Credential Analyst, EDUC 104, 664-3074) prior to beginning their Counseling Internships (EDCS 691) and applying to the CCTC for a PPS credential.
The Counseling Program faculty does not assume responsibility for making certain that students have satisfied the GWAR, CBEST and CCTC requirements described in the two paragraphs above. Thus, students themselves are responsible for completing these requirements to ensure timely placement into field work (Internship) and expedient processing of graduation and PPS credential applications.
Advancement Steps for All Counseling Programs -- The Counseling faculty functions as an admissions committee and approves the advancement of candidates through the Program. Once a student is admitted, there are three stages at which candidates are evaluated to determine eligibility to proceed in the Program.
Conditionally Classified Graduate Standing -- Students who are admitted to the program with deficiencies in any of the admission criteria are initially awarded Conditionally Classified Graduate Standing and are notified in writing at this and at each subsequent stage. If students are admitted to the program with Conditionally Classified Graduate Standing, they will be assigned an advisor by the Education Graduate Studies Office. The advisor will assist the student in preparing a Program of Studies and developing a plan which delineates the courses to be taken after the deficiencies are remedied.
Until a student is admitted (Graduate Classified Standing) to the Counseling Program, no EDCS (Counseling) or CPSY (Counseling Psychology) courses, with the exception of CPSY 500, Introduction to Counseling Psychology may be taken.
Classified Graduate Standing -- Students who have fully met the admission requirements are awarded Classified Graduate Standing upon admission to the Program. They will be eligible for consideration to Advancement to Candidacy upon satisfactory completion of CPSY 500 and an additional 15 units from their Programs of Studies. These courses may be numbered either at the 500 or 600 level, but may NOT include:
Ability to Work with People -- Throughout the program and prior to completion, the student must continually provide evidence of the ability to interact competently, successfully, and ethically with other people from a variety of backgrounds in a manner consistent with the role of a professional person in counseling. Such evidence may come from practicum and techniques courses, courses with an experiential focus, or from supervised experiences included in the Program. The applicant is advised that this quality is difficult to evaluate prior to admission; it may become apparent only as he or she progresses through the Program. The applicant who recognizes that this may be a significant difficulty is urged to consider other programs.
Experiential Learning Requirements -- The Counseling Program is sequential and based on principles of experiential learning. Consequently, students are frequently expected to participate from the counselee perspective in group and in individual sessions. Students provide each other the opportunity to experience interaction from both the counselor and counselee frame of reference throughout the Program. Enrollment in the Program implies student consent to engage in the individual and group experiential learning activities of the various courses.
Counseling Programs of Study --
The following programs of study outline the curriculum for the MA degree,
the PPS credential, and the MS in School Counseling degree. An asterisk
(*) indicates that a class must be taken in residence at CSUB. A pound
(#) indicates program coordinator permission required.
Master of Arts in EducationDegree-Concentration in Counseling and Personnel Services
(Required courses and electives, excluding prerequisite, must equal a minimum of 46 quarter units)
Pupil Personnel Services Credential (54 quarter units, excluding prerequisites, required)
Master of Science Degree (90 quarter units, excluding prerequisites, required)
Career Development Counseling -- This option has been deferred until funding becomes available.
Immigration Requirements for Licensure -- On August 27, 1996, Governor Pete Wilson issued Executive Order W-135-96 which requested that the CSU and other state agencies implement "as expeditiously as reasonably practicable" the provision of The Personal Responsibility and Work Opportunity Reconciliation Act (PRAWORA) of 1996 (P.L. 104-193). The Act, also known as the Welfare Reform Act, included provisions to eliminate eligibility for federal and state public benefits for certain categories of lawful immigrants as well as benefits for all illegal immigrants.
Students who will require a professional or commercial license provided by a local, state, or federal government agency in order to engage in an occupation for which the CSU may be training them must meet the immigration requirements of the new Personal Responsibility and Work Opportunity Reconciliation Act to achieve licensure.
Time Allotments for EDCS Courses
-- EDCS 645, 650, CPSY 641, CPSY 651, CPSY 661 and CPSY 671 are clinical
process classes. They are experiential in nature and require the use of
live clients and videotaping of sessions. Because of the additional time
needed to move people from room to room and change videotapes, the class
schedule indicates more time than mandated for clinical process classes.
The following courses meet the requirements for the Preliminary Administrative Credential and masterís degree and are prerequisites for culminating activities EDCA 693, EDCA 694, and EDCA 698.
EDAD 515 Administration and Supervision of Special Education (3)
Intensive study of the organization, administration, and supervision of education programs for exceptional children: curriculum, legal relations, budgeting and financing, attendance reporting, facilities planning referral and use of community agencies, surveying of state, local, regional, and national trends and issues. [W]
EDAD 572 Legal Aspects of Education (3)
The laws of public education, examined from the point of view of implications for the profession; considers legal responsibilities and duties, powers and liabilities of teachers and administrators. [W]
EDAD 573 Financing Public School Districts (3)
A systematic examination of such basic concerns as sources of public school revenues, patterns and problems of distribution, budgeting, PPBS programs, effects of technology and management and accounting. [F]
EDAD 576 School Personnel Management (3)
Policy formation for personnel practices; techniques of organizing for personnel selection and evaluation; legal and theoretical aspects of the negotiation process. [F]
EDAD 600 Administrative Induction (3)
Taken upon employment as an administrator, the candidate will learn approaches to professional self-assessment, and develop a plan for meeting the Professional Administrative Credential requirements. The plan will be based upon multiple assessments of the candidateís competence, interests, and career goals, and developed in consultation with the employing school district and the administratorís university faculty advisor. The plan will include individualized induction components, identification of a local mentor, and a description of district support services available to the new administrator. Also included will be a plan for completing academic course work and other professional growth activities which address the following themes: organizational and cultural environment, dynamics of strategic issues management, ethical and reflective leadership, analysis and development of public policy, and management of information systems and human and fiscal resources. [F, W, S]
EDAD 610 Executive Seminar (3)
This elective seminar examines the role of the school superintendent in American public education. It examines the historical evolution of the position, the dimensions of specific responsibilities of the superintendent including fiscal management, instructional leadership, school-community relations, planning, governance, legal, and school board relations. [SS]
EDAD 611 Executive Liberal Arts Seminar (3)
This is an elective course which approaches educational administration from a broad liberal arts perspective. It examines the ideals of a liberal education, and explores what insights administrators can gain from the arts and sciences, such as mathematics (e.g., modeling), the social sciences (e.g., survey research), the arts (e.g., aesthetic sensitivities), and technology (e.g., educational programming). [SS]
EDAD 671 The Governance and Politics of American Education (3)
Study of the organization and administration of public school systems and the influence of governmental, political and social forces in the control and development of educational policy making. [S]
EDAD 673 Human Relations in Educational Management (3)
Stresses the understanding and development of human relations skills in management, with special emphasis on the facilitative skills of relating personally and within a group, conflict resolution, and responsible confrontation. [F]
EDAD 674 Supervision of Instruction (3)
Historical development and trends of supervision in an educational setting. Current practices and leadership behaviors necessary for the improvement of instruction, staff development, and the evaluation of teaching-learning effectiveness. [W]
EDAD 675 Supervision of Curriculum (3)
Historical, philosophical, and psychological bases for curriculum decisions. The influence of social forces and subject matter on curriculum design. Leadership procedures and processes for curriculum development and for the evaluation and improvement of curriculum. [W]
EDAD 677 The Role of the Principal (3)
A study of the theoretical concepts of human organizational behavior in educational institutions; the communication and planning processes involved in the management system. [F]
EDAD 679 School-Community Relations (3)
The influence of the formal and informal structures of communications systems in communities; the nature of communities and the contributions of cultures. [S]
The following are basic courses leading to the Professional Administrative Services Credential.
EDAD 680 Theory and Planning in Complex Organizations (3)
A policy-level analysis of theory and application related to all phases of theory on complex organizations. Strategy related to long-term, short-term, and strategic planning to relate theory to practice will also be emphasized. [W]
EDAD 681 Instructional Leadership (3)
Elements of instructional leadership, particularly those at the district-wide level, will be emphasized. Elements that will be included will be a means by which state priorities such as new curriculum standards or changing college and university entrance requirements are implemented and their implications for school/district policy decisions. [W]
EDAD 682 Management and Development of Human Resources (3)
Effective use of human resources and long-range planning relating to recruitment and development at the school/district level will be emphasized. Programs for developing district management personnel as well as school-level personnel will be covered. [S]
EDAD 683 Legal and Political Policy Analysis (3)
Court decisions and legislative enactments at the state and national level will be analyzed as to their implications as to school-level policy decisions. Activities relating to school/district intervention at the state policy level will also be investigated. [S]
EDAD 684 Fiscal Policy Planning and Management (3)
Analysis of raising and allocating resources. Resource forecasting and allocational planning for human resources as well as materials, equipment, and buildings will be analyzed. [F]
EDAD 685 Managing and Policy in Multicultural Settings (3)
The unique understandings necessary to meet the educational and social needs of culturally different children and the implications these needs have for policy decisions as they relate to both fiscal and human resources will be thoroughly analyzed. [F]
The following are all field work experiences for the Professional Administrative Credential only.
EDAD 686 Field Work in Educational Administration I (3)
Field experience developed with the candidate, field supervisor, and college advisor. The emphasis of the field work for the Professional Credential will be assuring that candidates have a series of policy-level administrative experiences in order to give them understandings of the decision-making processes relating to the important legislative issues at the local, county, state, and national levels. [F, W, S, SS]
EDAD 687 Field Work in Educational Administration II (3)
[F, W, S, SS]
EDAD 688 Field Work in Educational Administration III (3)
[F, W, S, SS]
EDAD 689 Field Work in Educational Administration IV (3)
[F, W, S, SS]
EDAD 692 Administrative Assessment (3)
Taken at the end of the Professional Administrative
Services Credential Program to assess the completion of the induction plan.
Completion will be determined as a collaborative effort involving the candidate,
the employing school district, and the university faculty advisor. [F,
W, S, SS]
EDBI 475 Introduction to Cross-cultural Education (3)
Analyzes several methods of instruction that will create successful personal and academic performance of minority (linguistic or ethnic) and non-minority students within multicultural classroom settings. The course will emphasize the cultural and/or linguistic experiences important to studentsí educational and personal success, and focus on the concepts of cultural pluralism, multicultural education, and cross-cultural education. [F, W, S, SS]
EDBI 476 Introduction to Language Acquisition and Development (3)
Introduction to theories and principles of second language acquisition. Includes a comparison of traditional and contemporary approaches to teaching ESL. Specially-designed academic instruction in English (SDAIE) is introduced. There will also be an emphasis on creating the most successful ESL classroom instructional climate in order to fully meet the needs of linguistic minority learners from various linguistic backgrounds. [F, W, S, SS]
EDBI 503 Teaching Reading in Bilingual/Cross-cultural Settings (5)
This course is designed to focus on theory, research and development, assessment techniques, and classroom management skills integral to the teaching of reading in the first and second languages to linguistic minority children within bilingual settings. [F]
EDBI 504 Bilingual/Cross-cultural Methods in the Language Arts (5)
Language arts curriculum and methods for use with bilingual and monolingual students within bilingual/bicultural or multicultural classroom settings (K-8). Several approaches including whole language approaches that incorporate the studentís linguistic and cultural experiences will be emphasized for the Spanish and English language arts. (Ability to converse in Spanish is useful.) [F]
EDBI 505 Cross-cultural Education (5)
Designed to provide a comprehensive understanding of the dynamics of language and culture and its importance to the educational, social, and personal needs of students within cross-cultural and multicultural classroom climates. Includes models and approaches that focus on the cultural dynamics found within successful classrooms. [F, W, S]
EDBI 506 Bilingual/Cross-cultural Teaching Strategies (5)
Instructional theories and methodologies appropriate for the bilingual/bicultural, bicultural and/or multicultural classrooms will be thoroughly examined. The course is designed to assist the actively involved teacher to enhance her/his teaching repertoire within all classroom settings and climates, with a variety of subject matter content, and with all students--bilingual and monolingual. [W]
EDBI 524 Techniques and Methods of Teaching English as a Second Language (5)
Advanced methods, techniques, and skills necessary for teachers at the elementary, secondary, and adult levels to promote culturally sensitive second language instruction and development throughout the day and with a variety of subject matter will be the focus of this course. Presentation of second language development philosophy and theory including "whole language" and "sheltered English" constructs will further assist the participant to capture and appropriately apply the instructional methods, techniques, and skills presented. Prerequisite: EDBI 476. [F, W, S]
EDBI 541 Observation and Participation in Bilingual/Cross-cultural Education (2)
Supervised experiences related to classroom teaching, with seminars and conferences as arranged. Prerequisite: Consent of instructor. [Varies]
EDBI 542 Practicum in Bilingual/Cross-cultural Education (3)
Supervised classroom teaching and related experiences, with seminars and conferences as arranged. Prerequisite: Consent of instructor. [Varies]
EDBI 543 Practicum in an English as a Second Language Classroom (3)
Supervised classroom teaching and related experiences with seminars and conferences as arranged. Prerequisites: EDBI 476 and 524. [F, W, S]
EDBI 564 Research and Evaluation in Bilingual/Bicultural Education (5)
Intensive study, analysis, and synthesis of classic and recently published and unpublished research (theoretical and applied) studies related to linguistic minority students within school settings and evaluation of assessment instruments used in bilingual/bicultural-cultural classrooms will be the focus of this course. Qualitative and quantitative studies that focus on language and culture will also be included. Prerequisites: EDRS 681 and four EDBI courses. [S]
EDBI 635 Curriculum Development for Bilingual/Bicultural and Multicultural Education (5)
Guided curriculum development for Bilingual/Bicultural and Multicultural Education. Includes curriculum development principles and curricular strategies for the application and integration of those principles to language and cultural concepts important for creating successful bicultural and multicultural classroom climates. Also includes adaptation strategies of curriculum materials for use with bilingual and monolingual students in a variety of classroom climates. Prerequisite: four EDBI courses. [S]
EDBI 636 Seminar in Bilingual/Bicultural Education (5)
An in-depth review of current research,
trends, issues, programs and other areas related to Bilingual/Bicultural
and/or Multicultural Education. Topics and focus will vary. Approval of
the instructor required. [Varies]
EDCA 690 Masterís Thesis in Education (2-5)
A carefully designed review of the research literature and findings of a selected field of interest in education leading to a novel synthesis of original insights as contributions to graduate scholarship. Prerequisites: Successful completion of 30 quarter units in the graduate program, approved petition for advancement to candidacy, and appointment of a Culminating Activity Committee (CAC **). [F, W, S]
EDCA 691 Masterís Project in Education (2-5)
Design and implementation with a written report of a field research, internship, or similar activity not primarily designed to fulfill basic requirements for student teaching or its equivalents. Prerequisites: Successful completion of 30 quarter units in the graduate program, approved petition for advancement to candidacy, and appointment of Culminating Activity Committee.** [F, W, S]
EDCA 692 Masterís Examination in Education (2-5)
Study and examination in depth of a specific area of concentration in Education; form of the examination to be determined by a CAC.** Prerequisites: Successful completion of 30 quarter units in the graduate program, approved petition for advancement to candidacy, and appointment of a CAC.** [F, W,S]
EDCA 693 Field Work in Educational Administration I (3)
Directed field work in administration of schools. Includes supervised project, assigned readings, and written reports. Prerequisite: Consent of the instructor. [F, W,S, SS]
EDCA 694 Field Work in Educational Administration II (5)
[F, W, S, SS]
EDCA 696 Masterís Project in Counseling (2)
The masterís project is a quarter-long individually supervised, significant undertaking appropriate to the professional field of counseling. It evidences originality and independent thinking, appropriate form and organization, and a rationale. It is described and summarized in a written abstract that includes the projectís significance, objectives, methodology, and a conclusion or recommendation. The project will be orally presented (California Administrative Code Section 40510). Prerequisite: Advancement to Candidacy in Counseling Program; concurrent enrollment with Counseling Internship; permission. [F, W, S]
EDCA 697 Masterís Examination in Counseling (2)
An in-depth examination in the field of counseling. Prerequisite: Advancement to Candidacy in Counseling Program; CPSY 640; permission. [F, W, S]
EDCA 698 Culminating Examination in Educational Administration (3)
An examination in-depth of educational
administration. Prerequisites: Successful completion of 39 quarter units
in the concentration and core requirements, and EDCA 693, approved petition
for advancement to candidacy, and the appointment of a Culminating Activity
Committee. [F, W, S]
EDCS 525 Legal and Professional Issues: School Counseling (1)
Focus on legal issues pertaining to school counseling as found in the California Education Code, including is the laws governing minors and the reporting requirements imposed upon school counselors by regulation, statute and case law. Goals and objectives of professional organizations, standards of training, credentialing, and the rights and responsibilities of the school counselor. Prerequisite: CPSY 630 (formerly EDCS 520) or concurrent enrollment. [F]
EDCS 527 Legal and Professional Issues: Career Counseling (2)
Focus on the legal issues regulating the practice of the counselor in business, industry, and vocational settings. Examination of professional organizations, standards of training, certification, and the rights and responsibilities of the counselor/consultant. Prerequisite: CPSY 630 (formerly EDCS 520) or concurrent enrollment. [Not offered at this time.]
EDCS 532 Assessment for School Counselors (4)
Survey of selected assessment instruments, including standardized tests and other programs and techniques commonly used by California elementary and secondary school counselors to evaluate individuals and groups. Cultural and ethnic factors that bear upon academic assessment and achievement and the selection, administration and interpretation of instruments appropriate to academic, career and personal/social counseling. Methods for early identification of students at risk, as well as assessment of limited English-proficient (LEP) students. Prerequisite: EDRS 680. [W]
EDCS 590 Special Problems in Counseling (1-5)
Review and analysis of specific topic areas in counseling. May be repeated with different topics; permission. [Varies]
EDCS 603 Special Topics in Counseling: Spirituality (1)
Focus on the role of the counselor in assisting clients to resolve the spiritual issues of meaning and value that arise in the counseling process. Spiritual issues specific to adult transitions. [Not offered at this time.]
EDCS 604 Special Topics in Counseling: Loss (1)
Focus on loss and the human experience, including cycles and processes of loss. Issues related to loss throughout the life span. [Not offered at this time.]
EDCS 635 Theory and Practice of Consultation (4)
Focus on the theory and practice of consultation. Enables counselors to promote primary prevention and facilitate change processes by functioning as consultants within a variety of organizational settings. Students enrolled in Marriage and Family Therapy and Career Development Counseling programs will have the opportunity to specialize in consultant activities appropriate to their option. Prerequisite: CPSY 660 (formerly EDCS 620) and EDRS 681. [S]
EDCS 640 School Counseling (4)
Focus on the role and function of the school counselor within the social structure of the educational system, including a discussion of the current trends in the organization and delivery of pupil personnel services in multicultural educational settings. [F]
EDCS 645 Techniques of School Counseling (3)
Focus on the development of the clinical skills necessary for effective functioning within multicultural educational settings. Experiences in curriculum awareness, assessment of classroom interaction, interpretation of educational tests, and academic and career planning will be provided through observation, demonstration and practice. Prerequisite: Advancement to Candidacy, CPSY 640 (formerly EDCS 605), and EDCS 640. [W]
EDCS 650 Group and Consultation Interventions in School Settings (5)
Focus on the theory and skills necessary for effective group and consultation interventions in multicultural educational settings. Enables school counselors to establish the conditions necessary for primary and secondary change in such settings. In two meetings weekly, the course will deal one day with group interventions and another with consultation interventions. Prerequisites: EDCS 645. [S]
EDCS 670 Career Counseling (4)
Focus on the processes of career development and counseling through the life span, including an emphasis on theories of career counseling, culturally different populations, the interface between the individual and the organizational climate, and the resources utilized in the career counseling process. [F]
EDCS 671 Techniques in Career Counseling (3)
Focus on the development of skills necessary for effective career counseling. Experiences with career resources, interpretation of interest, aptitude and value tests, and career planning for women, the culturally different, economically disadvantaged, adults in transition, the physically limited, and the developmentally disabled will be provided through observation, demonstration, and practice. Prerequisite: Advancement to Candidacy, CPSY 640 (formerly EDCS 605) and EDCS 670. [Not offered at this time.]
EDCS 672 Counseling in the Workplace (4)
Focus on appropriate knowledge and helping skills associated with comprehensive counseling and career development services offered employees within a variety of work settings. Examines the manner in which a career development orientation can serve as a pragmatic basis for integrating employee assistance and vocational services into the total human resource development plan of an organization. Prerequisite: EDCS 670. [Not offered at this time.]
EDCS 691 Counseling Internship I (4)
The internship provides an individually supervised clinical practicum in settings designed to facilitate the professional goals of the intern. For those pursuing the Pupil Personnel Services Credential, the placement provides the opportunity to counsel in a cross-cultural setting (meets PPS Category B, 1.4). Students must attend a weekly two-hour on-campus seminar each quarter they are enrolled in this course. The seminar focuses upon case analyses and activities relevant to field related experiences. Issues related to professional development will be discussed. Offered for credit, no-credit only. Prerequisite: Advancement to Candidacy in Counseling Program; CPSY 640; permission. [F, W, S, SS]
EDCS 692 Counseling Internship II (4)
A continuation of EDCS 691, Counseling Internship. [F, W, S, SS]
EDCS 693 Counseling Internship III (4)
A continuation of EDCS 692. [F, W, S, SS]
EDCS 694 Counseling Internship IV (4)
A continuation of EDCS 693. [F, W, S, SS]
EDCS 695 Counseling Internship V (4)
A continuation of EDCS 694. [F, W, S, SS]
(Early Childhood Education)
EDEC 443 Supervision and Administration of Early Childhood Education (5)
The planning, supervision and administration of early childhood programs in local districts and private institutions including employer-sponsored preschool programs. The laws and regulations governing early childhood education in California are considered. Procedures for evaluating early childhood programs in terms of the objectives of sponsoring institutions and the guidelines from regulatory agencies are included. [F]
EDEC 444 Internship in Administration and Supervision of Childrenís Programs (5)
This course will focus on the practical application of information gained in EDEC 443. It will provide students administrative experience in a variety of public and private child development programs under the mentorship of experienced administrators. Selected mentors will have considerable experience in ECE pedagogy and curriculum development, fiscal management, recruitment and training of staff. Students will learn sound managerial practices and procedures for operating centers effectively. Prerequisite: EDEL 443. [W]
EDEC 513 Seminar in Early Childhood Education (5)
An examination of the status of early childhood education in general; optional program patterns; basic theories, research, and practice of early childhood education. [F]
EDEC 514 Growth and Cognitive Development (5)
Theories and research in socialization, development and cognition in children. Applications to instructional organization and performance of children in learning environments. Prerequisite: EDEC 412. [S]
EDEC 522 Curriculum and Instruction in Early Childhood Education (5)
Basic instructional modes and practices; curriculum content and development; materials and optional organizations for instruction. Prerequisite or corequisite: EDEC 513. [WĖoffered in alternating years]
EDEC 523 Family and Community Involvement in Education (5)
Discussion of various modes of family-school and community interaction and involvement in the education of young children. Focus on different levels of family-school collaboration and impact of family participation in studentsí academic performance and development. Lectures, research projects, class presentations and field experiences. [VariesĖW, S]
EDEC 545 Human Development: A Lifespan Perspective (5)
Advanced study in growth and development from conception through adult years including mid-life and beyond. Examination of contemporary research and evidence from the literature. Includes field experiences with children and adults in a variety of environments, especially the family. [W]
EDEC 590 Special Topics in Early Childhood Education (1-5)
Course may explore different topics each time that it is offered. Select topics include childrenís literature, emergent literacy, play and math/science instructional strategies. [SS]
EDEC 644 Early Childhood Education Field Experience (1-6)
Laboratory and field experiences with children
in different environments: Studies of behavior via modes of observation
and research projects; methods and procedures. [F, W, S]
EDIS 489 Experiential Learning (5)
[F, W, S]
EDIS 496 Internship in Education (5)
[F, W, S]
EDIS 497 Cooperative Education (5)
[F, W, S]
EDIS 499 Individual Study (1-5)
Admission with consent of dean, School of Education. [F, W, S]
EDIS 699 Individual Study (1-5)
Admission with prior approval and consent
of the advisor, department chair and dean, School of Education. [F, W,
EDRS 680 Educational Statistics (4)
The application of statistics including computerized statistical packages, in educational research; descriptive and inferential statistics, parametric and non-parametric statistics, types of data; uses and misuses of statistics. Prerequisite: The equivalent of at least one year of algebra is recommended. [F, W, S]
EDRS 681 Research Design and Analysis in Education (3)
An analysis of different types of research designs employed in research in education. Students will design projects that are based on an extensive review of the literature, hypotheses proposal and testing, proper sampling techniques, selection of appropriate statistical methods for data analysis, and interpretation of research results. Prerequisite: EDRS 680. [F, W, S]