2001-2003 Catalog
|
C A L I F
O R N I A S T A T E U N I V E R S I T Y
B A K E R S F I E L D
2001-2003 Catalog |
Education Building, Room 124
(661) 664-2219
(661) 664-2016 (fax)
email: ssantos@csub.edu
http://www.csub.edu/soe/home.htxDean: Dr. Sheryl L. Santos
Masters of Arts Degree in Education
Graduate programs in the School of Education are designed to advance students’ knowledge and skills in the effective application, evaluation and implementation of sound pedagogy and educational strategies. Both the Master of Arts and the Master of Science degrees are offered. These degree programs are accredited by the California Commission on Teacher Credentialing (CCTC), the National Council for the Accreditation of Teacher Education (NCATE) and the Western Association of Schools and Colleges (WASC). The School of Education offers the master’s level programs described below.
Graduate Degree Programs in Teacher Education
Department of Teacher Education Chair:
Dr. Patti Folkerth
Education Building, Room 115
(661) 664-2234
(661) 664-2199 (fax)
email: pfolkerth@csub.edu
Teacher Education Secretary:
Becky Cera,
Education Building, 113
(661) 664-3134
(661) 664-2199 (fax)
email: bcera@csub.edu
The Department of Teacher Education offers a program of study leading to a Masters of ARts in Education degree in the following concentrations:
Graduate Degree Programs in Advanced Education Studies
Advanced Educational Studies Chair:
Dr. Eugene Martinez
Education Building, Room 221
(661) 664-3063
(661) 664-2479 (fax)
email: emartinez@csub.edu
Advanced Educational Studies Secretary:
Marion Anthony
Education Building, Room 238
(661) 664-3055
(661) 664-2479 (fax)
email: manthony@csub.edu
The Advanced Educational Studies Department offers programs and services that are designed to prepare teachers, administrators and counselors for degrees, specific preliminary and professional credentials and certification required in the State of California for service in specialist and administrative positions that require advanced preparation and special competence. A program of study leading to a Master of Arts degree in Education is offered in the following concentrations:
A Master of Science degree is also available in Counseling.
School of Education Programs Offered at Antelope Valley
The Teacher Education Department, within the School of Education, California State University, Bakersfield, offers the Master of Arts degree at Antelope Valley:
These degree programs are offered through the CSUB, Extended University and Regional Programs Division. For additional information contact (661) 664-2441 or 664-3396.
Application Process and Program Requirements
To pursue a Master of Arts in the School of Education, the student must first apply to the Office of Admissions and Records at CSUB for general admission to the university and classification (661) 664-3036. Following admission to the university, application to specific School of Education graduate degree programs is initiated by obtaining an application from the Credentials and Graduate Studies Office, School of Education (661) 664-2484, Educ. 102. The School of Education Graduate Studies Committee will determine the student’s admission status only after the student has established admission to CSUB as a graduate student. Admission to California State University, Bakersfield, does not constitute admission to any graduate degree program offered by the School of Education. All applicants will be notified in writing regarding admission, individual status, or progress in a specific degree program.
Note: Please see individual graduate degree programs for specific admission requirements.
Graduate/Post-baccalaureate Admission to the University and Student Standing
All graduate and post-baccalaureate applicants seeking a master’s degree, an advanced credential or taking courses for personal and professional growth must file a complete Graduate/Post-baccalaureate application with the University as described in the CSUB admissions booklet. The application fee is nonrefundable. Applicants who completed undergraduate degree requirements and graduated the preceding term are also required to complete and submit an application with a nonrefundable application fee. Applicants must supply the CSUB Admissions Office with two official transcripts from each college/university attended.
Post-baccalaureate Unclassified Standing – A student must be admitted to the university in Post-baccalaureate Unclassified Standing in order to enroll in advanced courses as stated above. For admission to this standing a student must: a) hold an acceptable baccalaureate degree from an institution accredited by a regional accrediting agency or have completed equivalent academic preparation as determined by an appropriate campus authority; b) have achieved a grade point average of at least 2.50 (A=4.0) in the last 60 semester (90 quarter) units attempted; and c) have been in "good standing" at the last college attended.
Students seeking a graduate degree, offered by the School of Education, with Post-baccalaureate Unclassified Standing should limit enrollment to no more than 15-quarter units. Students seeking a graduate degree with Post-baccalaureate Unclassified Standing must consult with a School of Education graduate degree program advisor or the Director of Graduate Studies during the first quarter of enrollment. Courses taken while in this classification may be accepted in fulfillment of degree requirements only if the department and graduate advisor accept such courses in advance of the course being successfully completed. There is no guarantee that such course work will be accepted.
Post-baccalaureate Classified Standing – Upon approval and completion of all admission requirements, a student may be formally admitted to a post-baccalaureate credential program or a certificate program in this student standing. Professional, personal, scholastic and other admissions standards, including qualifying examinations (if required by selected programs) may be included for admission to Post-baccalaureate Classified Standing.
Graduate Conditionally Classified Standing – With program faculty approval, a student may be formally admitted to a graduate degree program in this student standing if the student has deficiencies in requirements or prerequisite preparation but can remedy these deficiencies by completing appropriate course work and/or qualifying examination(s). This standing is considered a Special Admit.
School of Education Special Admit Policy – An applicant to a graduate degree program who has a GPA below the required 3.00 GPA may petition for a Special Admit. The following options are available for students who have been approved by the graduate program faculty in this student standing:
a) Condition(s) are to be explained in writing by the graduate degree program coordinator, Director of Graduate Studies, or Dean of School of Education;
b) Complete nine-quarter units of course work with a grade of "B" or better; or
c) Pass the Graduate Record Examination (GRE) with a score of 900 or better.
Graduate Classified Standing – A student admitted to CSUB in Graduate/Post-baccalaureate Unclassified Standing may be formally admitted to a graduate program in this student standing (or advanced to this student standing from Graduate Conditionally Classified Standing) if the student meets all the professional, personal, scholastic, and other standards (including a minimum 3.00 GPA in the last 90 quarter units) or any qualifying examination(s) prescribed by that particular graduate degree program. Graduate Classified Standing is required for enrollment in 600 level course work.
Graduate Advancement to Candidacy Standing – Students may be moved to this student standing upon completion of a significant portion of the graduate degree program of study which must be approved by the program advisor. Graduate Advancement to Candidacy Standing is determined after a formal review and recommendation. In the School of Education, the Director of the Graduate Program, and the degree program coordinator approve such petitions for this student standing. Graduate Advancement to Candidacy is required for enrollment in the Culminating Activity (CA).
Nonactive Graduate/Post-baccalaureate Standing – A graduate/post-baccalaureate student who has been absent from course work in his/her respective program for more than two (2) consecutive quarters without an approved Planned Educational Leave or without continuous Enrollment Status will be classified in nonactive student standing. A student who has been reclassified in a nonactive student standing must submit a new application for admission to the University and pay the nonrefundable application fee. Additionally the student must also resubmit an application for admission to the respective graduate degree program offered in the School of Education.
Advisement and Planning
All graduate programs leading to the MA in Education degree or the MS in Counseling degree shall be planned in consultation with an assigned graduate program advisor from the program concentration in the School of Education. The program advisor chosen typically continues as the Chair of the Culminating Activity. It is the responsibility of the student to obtain the appropriate forms from the Credentials and Graduate Studies office and develop the degree program of study plan with a program advisor. There is no guarantee that prior graduate credit units earned in the School of Education or in other schools of the University will be accepted toward a program of study leading to a graduate degree. For such units to count toward the degree, the student must have prior written approval from the program advisor and/or coordinator for that specific program.
Since all graduate courses may not be offered every academic quarter or year, a student seeking a specific sequence of courses to complete established programs leading to the degree should consult with the program advisor to ensure efficient timing and maximum utilization of courses chosen.
Culminating Activity Committee Selection
Selection of a Culminating Activity (CA) Committee is a requirement for a student seeking the MA in Education with the exception of Counseling students. At least two (2) quarters before registering for a Culminating Activity, the student begins the process of selecting the Culminating Activity Committee members. It is customary for the student to ask the program of study advisor to chair the CA, however, this is not mandatory.
A student is to ask a total of three (3) faculty members if they would be willing to serve on the CA Committee during the quarter(s) when the CA is planned. The student is to obtain a Culminating Activity Approval Form for Registration from the Graduate Studies Office and have each faculty member chosen sign this form as he/she agrees to serve. If a thesis or project is planned, this form is to be signed by the faculty members after they agree to serve and have approved the formal written proposal. Important information regarding the selection criteria for committee members is found in the School of Education, Graduate Studies and Policies Manual which is a required manual that is to be purchased in the University Bookstore.
When first registering for the Culminating Activity, a student will enroll for the number of units currently indicated for that specific CA listed on the program concentration planning form. In the event that a student does not complete the CA within the quarter planned, but has shown evidence of satisfactory progress, the student will be assigned a grade of "SP" (Satisfactory Progress) and meet with the committee chair to discuss the time frame for completing the CA and maintaining continuous enrollment. According to University policy a student must be enrolled during the quarter in which he/she wishes to receive the degree unless special consideration is requested and approved by the Dean, School of Education.
Writing Assessment Requirement
All degree (BA, MA, MS) applicants must fulfill the Graduation Writing Assessment Requirement (GWAR). This requirement may be met by taking specific English courses or by passing an examination. For information regarding this requirement contact the English Department (661) 664-2144.
In-service Courses
Education courses offered that are designated at the 900 level are intended as In-service Courses. These courses are generally offered as workshops and/or in conjunction with professional conferences or other activities. Such courses will not be computed in a student’s GPA nor will these courses be accepted to meet degree or credential requirements. Such courses are offered on a credit, no-credit basis only.
Award of Degree
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 that meets the standards established by the school and University. The basic pattern for the MA programs consists of: (1) core studies (7-quarter units); (2) professional concentration options (34 units); and (3) a culminating project, thesis, practicum or comprehensive examination (1-5 units). All programs shall be based on 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 student and his/her School of Education program advisor and subject to approval of the Director of Graduate Studies of the School of Education. All courses and the culminating activity must be completed within a seven (7) year period to qualify for the degree.
Specific courses for MA degree programs ordinarily will be selected from those in the 500 and 600 series. Some courses may be accepted from the 400 series only upon prior approval of the program advisor. The student must have a program plan which has at least one-half of the total degree program in courses designed primarily for graduate studies. Courses in the 600 series are designed primarily for MA and MS candidates.
Upon completion of all requirements, with the exception of the Culminating Activity, the candidate is to obtain (University Evaluations Office) and file an application with the University Evaluations Office for award of the MA in Education or the MS in Counseling. The degree will be awarded only upon certification from the University Evaluations Office that all requirements for the degree have been met and the candidate has received approval for award of the degree from the School of Education, Credentials and Graduate Studies Office.
Financial Assistance
Graduate Assumption Program of Loans for Education (Graduate APLE) – Designed to encourage students to complete their graduate education and serve as faculty at an accredited college or university in California. Participants may receive up to a total of $6,000 in loan assumption benefits ($2,000 each year) for three consecutive years of full-time employment at one or more California colleges or universities. Teaching service must begin within 10 years of being accepted into the Graduate APLE. Should you have questions or need assistance please contact the California Student Aid Commission at (888) 224-7268 or (916) 526-7599 or 8276 or send an email to custsvcs@csac.ca.gov.
Governor’s Teaching Fellowship Program – This fellowship program is an important component of Governor Davis’ education program (SB 1666). These competitive awards are designed for students preparing to teach in low performing schools in California for four (4) years. These fellowships provide $20,000 to help pay education and living expenses while students are enrolled full-time in a California Commission on Teacher Credentialing (CCTC) accredited California State University (CSU), University of California (UC), or independent college/university teacher education program.
In January 2001, 250 fellowships will be awarded to students who will be enrolled full-time in a teacher education preparation program during the winter and/or spring terms of 2001. Beginning in September 2001, an additional 1,000 fellowships will be awarded annually.
Eligibility Requirements
• Bachelor’s degree from a regionally accredited college or university.
• Verified academic and employment record (including transcripts and employment history).
• Proof of admission to and/or enrollment in a California Commission on Teacher Credentialing (CCTC) accredited teacher education (non-intern) program.
• Documented experience in working with children.
• Letters of recommendation and faculty/employer evaluations.
• Interviews with program administrators.
• Commitment to teach in a low performing school (bottom half of the Academic Performance Index).
How to Apply
• Download an online application at: www.teacher-fellowship@calstate.edu, OR
• Request an application by e-mail at: teacher-fellowship@calstate.edu, OR
• Call the toll-free number at: (866) 824-7335
Program Concentrations
MA Degree in Education with a Concentration in
Bilingual/Multicultural Education
The Master of Arts in Education with a concentration in Bilingual/Multicultural 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/multicultural 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/Multicultural Education may be closely articulated with the CLAD Certificate as designed by the California Commission on Teacher Credentialing (CCTC) standards.
Requirements for MA in Bilingual/Multicultural Education or Multicultural Education
Note: 45 quarter units are required for the MA (Bilingual/Multicultural Education Option or Multicultural Education Option)
Prerequisite:
1. A valid basic California Commission on Teaching Credential (CCTC)
Core: (7 quarter units)
1. EDRS 680 Educational Statistics (4)
2. EDRS 681 Research Design and Analysis in Education (3)
Concentration: (a minimum of 33 quarter units for MA Degree)
Required Courses:
Take each of the following courses as noted:
1. EDBI 476 Introduction to Language Acquisition and Development (3)
2. EDBI 503 Teaching Reading in Bilingual/Multicultural Settings (5) (for BME option)
or
3. EDBI 504 Multicultural Methods in the Language Arts (5) (for BME option)
4. EDBI 505 Cross-Cultural Education (5)
5. EDBI 524 Techniques and Methods of Teaching ESL (5)
6. ***EDBI 543 Practicum in an ESL Classroom (5) (Note: CLAD Certificate Only)
Optional Courses:
Take one of the following courses:
1. *EDBI 564 Research & Evaluation in Bilingual/Multicultural Education (5)
or
2. **EDBI 635 Curriculum Development for Bilingual/Multicultural Education (5)
Elective Courses:
Take at least TWO of the following courses
1. EDBI 506 Multicultural Teaching Strategies (5)
2. *EDBI 564 Research & Evaluation in Bilingual/Multicultural Education (5)
3. **EDBI 635 Curriculum Development for Bilingual/Multicultural Education (5)
4. EDBI 636 Seminar in Bilingual/Multicultural Education (5)
5. EDSP 501 Introduction to Education of Exceptional Children and Youth (5)
6. CPSY 633 Cross-Cultural Counseling (4)
Special Requirement:
Spanish Proficiency Examination (Pretest and Post-test or approved equivalent) required for Bilingual/ Multicultural Education Option only.
Culminating Activity:
Select one of the following:
1. EDCA 690 Master Thesis in Education (5)
2. EDCA 691 Master Project in Education (5)
3. EDCA 692 Master Examination in Education (5)
* Prerequisites: At least three (3) EDBI courses and EDRS 681
** Prerequisites: At least three (3) EDBI courses
*** Prerequisites: EDBI 476 and EDBI 524
MA Degree in Education with a Concentration in
Counseling and Personnel Services
The Master of Arts in Education with concentration in Counseling and Personnel Services is designed to meet two different needs. Option one (1) is for those students seeking a generalist degree in Counseling and Personnel Services. This option requires 46-quarter units, which provides a balance between theory and practice in preparing individuals to function effectively in educational settings. Option two (2) is for those students seeking the Master of Arts in Education with the concentration in Counseling and Personnel Services with the Pupil Personnel Services (PPS) Credential Option. This option requires 54-quarter units and authorizes option two (2) participants to work as a K-12 school counselor.
Note: The Admission Process described in the following paragraphs is applicable to the MA in Education degree (which follows), the MS in School Counseling and the Pupil Personnel Services Credential, which are found in this catalog in the latter part of the section on Advanced Educational Studies: Credential and Certificate Programs.
Admission Process
The Counseling Program admits new students once a quarter during the academic year. Application packets must be received in the School of Education, Credentials and 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 School of Education, Credentials and Graduate Studies Office. It is the responsibility of the applicant to make certain that the packet is complete and contains the following items:
1. A copy of the applicant’s California State University Supplemental Application for Graduate or Post-baccalaureate Admission (Part B). This application is available in the CSUB Admission’s Office, SA 103, (661) 664-3036.
2. A copy of the letter from CSUB admitting the applicant to Graduate of Post-baccalaureate study. (Note: This admission does not constitute admission to the Counseling Program.)
3. A copy of all undergraduate and graduate transcripts (unofficial is acceptable).
4. A formal application to the CSUB Counseling Program (available in the CSUB, School of Education, Credentials and Graduate Studies Office, EDUC 106; (661) 664-3193).
5. A detailed typewritten narrative autobiography in which students provide insight into themselves as persons and as prospective professional counselors. Experiences with people from diverse ethnic, cultural and socioeconomic backgrounds should be specifically highlighted. The last section of this autobiography is to discuss the reasons, academically and personally, why the applicant should be chosen for admission.
6. Signed and dated Consent to Be Observed or Tape Recorded and Statement of Informed Consent form (in Admissions Information packet, EDUC 106).
7. Prerequisite and test information (submit all that apply to degree or credential specialty):
a. A minimum overall cumulative undergraduate GPA of 2.75 or higher; a 3.00 in all graduate work attempted.
b. Satisfactory completion (with a grade of "C" or better) of an undergraduate or graduate course in human development, developmental psychology, or child psychology and a statistics course. This course must have been completed within five (5) years of intended admission date.
To qualify for a degree (MS in Counseling or MA in Education) or credential (Pupil Personnel Services) all candidates are required by the California State University to demonstrate upper division writing competency either by passing the university-wide Graduation Writing Assessment Requirement (GWAR) examination (register for the exam with CSUB Testing Center; 664-3373) or by achieving a grade of "C" or better in ENGL/COMM 304, COMM 306 or 311; ENGL 305 (formerly 410) or 310; or HIST 300; or in other courses approved by the English Department (Faculty Towers 202A, 664-2144).
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 this 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 (visit the Credential Analyst, EDUC 104; 664-3074) prior to beginning their Counseling Internships (EDCS 691) and applying to the CCTC for a PPS credential.
Counseling program faculty do not assume responsibility for making certain that students have satisfied the GEAR, CBEST and CCTC requirements described above. Thus, students themselves are responsible for completing these requirements to ensure timely placement in fieldwork (Internship) and expedite processing of graduation and PPS credential applications.
Advancement Steps for All Counseling Programs Students
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 time and at each subsequent stage of classification. If students are admitted to the program with Conditionally Classified Graduate Standing, the School of Education, Credentials and Graduate Studies Office will assign them an advisor. The advisor will assist the student in preparing a Program of Studies and developing a plan which delineates the courses that are to be taken after the deficiencies are remedied.Until a student is admitted to Graduate Classified Standing in the Counseling Program, no EDCS (Counseling) may be taken.
Classified Graduate Standing
– Students who have fully met the admission requirements are awarded Classified Graduate Standing upon admission to the program.
Advancement to Candidacy
– Decisions regarding Advancement to Candidacy in the Counseling Program are delayed until students have a chance to determine if this program meets their personal and career needs, and faculty have an opportunity to evaluate the performance of the students as professional counselors.In order to better mentor the growth of students throughout the program and to insure the quality of program graduates, the program committee reserves to itself certain requirements (see Counseling Student Handbook for specifics).
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 student is advised that this quality is difficult to evaluate prior to admission; it may become apparent only as the student progresses through the program. The applicant who recognizes that these skills may be significantly difficult to achieve is urged to consider other career options.
Experiential Learning Requirement
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.
Requirements for the MA in Counseling and Personnel Services
Prerequisites:
1. Completion of an undergraduate or graduate course in Human Development, Developmental Psychology, or Child Psychology with a grade of "C" or better. This course must have been completed within five calendar years of intended admission date.
2. Completion of statistics course.
Option One Required Courses
Educational Core (Prerequisites in parentheses)
1. EDRS 680 Educational Statistics
2. EDRS 681 Research Design & Analysis in Education (EDRS 680)
Counseling Core
1. EDCS 502 Human Communications Practicum
2. EDCS 505 Cross Cultural Issues in School Counseling
3. EDCS 510 Development Counseling: Children & Adolescents
or
EDCS 635 Theory & Practice of Consultation
4. EDCS 515 Developmental Counseling: Adult & Families
5. EDCS 525 Legal & Ethical Issues in School Counseling
6. EDCS 532 Assessment for School Counselors (a statistics course)
7. EDCS 601 Substance Abuse & Domestic Violence
8. EDCS 605 Theories of School Counseling
9. EDCS 670 Career Counseling
10. EDCS 681 Pre-Practicum
11. EDCS 691 Counseling Intership I
Culminating Activities
1. EDCA 696 Masters Project in Counseling (Adv. to Candidacy; Concurrent enrollment with EDCS 691; permission) or
2. EDCA 697 Masters Examination in Counseling (Adv. to Candidacy; permission)
Option Two Required Courses
Educational Core (Prerequisite in parentheses):
1. EDRS 680 Educational Statistics
2. EDRS 681 Research Design & Analysis in Education (EDRS 680)
Counseling Core (all need EDCS 640 and Classified Graduate Standing)
1. EDCS 505 Multicultural Issues in School Counseling
2. EDCS 510 Development Counseling: Children & Adolescents
3. EDCS 525 Legal & Ethical Issues in School Counseling
4. EDCS 532 Assessment for School Counselors (a statistics course)
5. EDCS 601 Substance Abuse & Domestic Violence
6. EDCS 605 Theories of School Counseling
7. EDCS 640 School Counseling
8. EDCS 645 Techniques of School Counseling
9. EDCS 650 Group & Consultation Interventions in School Settings
10. EDCS 670 Career Counseling
11. EDCS 681 Pre-Practicum
12. EDCS 691 Counseling Intership I
13. EDCS 692 Counseling Intership II
Culminating Activities
1. EDCA 696 Masters Project in Counseling (Adv. to Candidacy; Concurrent enrollment with EDCS 691; permission) or
2. EDCA 697 Masters Examination in Counseling (Adv. to Candidacy; permission)
Master of Science in Counseling
Program Description
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 Master of Science students take 49 units of core courses in Counseling.
In addition, students 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 toward a PPS (Pupil Personnel Services) credential, although a master’s degree is not required for this credential. This option meets the preparation standards of the American School Counselors Association (ASCA) which specifies 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 (PPS).Note: Admission Process for All Counseling Programs (Master of Arts and Master of Science Degrees and Pupil Personnel Services Credential) is explained with the Master of Arts Degree in Education section located above.
The Master of Science in School Counseling Degree requires 90-quarter units, excluding Prerequisites.
Prerequisite:
Completion of an undergraduate or graduate course in human development, developmental psychology or child development with a grade of "C" or better. This prerequisite must have been completed within five calendar years of the date of intended admission.
Educational Core (Prerequisites in parentheses)
1. EDRS 680 Educational Statistics
2. EDRS 681 Research Design & Analysis in Education (EDRS 680)
Counseling Core
1. EDCS 502 Human Communication
2. EDCS 505 Cross Cultural Issues in School Counseling
3. EDCS 510 Development Counseling: Children & Adolescents
or
EDCS 635 Theory & Practice of Consultation
4. EDCS 515 Developmental Counseling: Adult & Families
5. EDCS 525 Legal & Ethical Issues in School Counseling
6. CPSY 530 Human Sexuality
7. EDCS 532 Assessment for School Counselors (a statistics course)
8. EDCS 601 Substance Abuse & Domestic Violence
9. EDCS 605 Theories of School Counseling
10. EDCS 640 School Counseling
11. EDCS 645 Techniques of School Counseling
12. EDCS 650 Group & Consultation Interventions in School Settings
13. CPSY 650 Theories of Family Counseling
14. CPSY 660 Theories of Group Counseling
15. EDCS 670 Career Counseling
16. CPSY 671 Techniques of Child & Adolescent Counseling
17. EDCS 681 Pre-Practicum
18. EDCS 691 Counseling Intership I
19. EDCS 692 Counseling Intership II
Culminating Activities
1. EDCA 696 Masters Project in Counseling (Adv. to Candidacy; Concurrent enrollment with EDCS 691; permission) or
2. EDCA 697 Masters Examination in Counseling (Adv. to Candidacy; permission)
Related Courses
1. MA Electives: Elective (as approved by Program Faculty and Coordinator from list)
2. MS Electives: Elective (as approved by Program Faculty and Coordinator from list)
MA Degree in Education with a Concentration in
Curriculum and Instruction
The specialization in Curriculum and Instruction is available on the master’s level for those individuals who have undergraduate or post-baccalaureate preparation (including qualifications for some type of appropriate teaching credential) in preschool, kindergarten, or elementary education and subject matter fields acceptable for instruction in grades seven (7) through twelve (12). This specialization will also benefit others including community college instructors, nurses, medical technologists and those in the field of media. Basic courses used to qualify for the initial elementary or secondary credential may not be included in the units applicable toward the MA degree even though these units were taken as post-baccalaureate credits or as part of the "fifth year" pattern. However, such credits may be used for the degree provided that such credits are approved by an advisor and carry clearly identifiable graduate numbers certifiable by transcripts from accredited institutions or programs, and such units were not used/needed for total units needed for the undergraduate degree.
Requirements for the MA in Curriculum and Instruction
Prerequisites:
1. A valid basic teaching credential
2. A GPA of 3.00 or better
Core:
1. EDRS 680 Educational Statistics
2. EDRS 681 Research Design and Analysis in
Education
Concentrations:
1. EDCI 516 Foundations of American Education
2. EDCI 520 Instructional Strategies
3. EDCI Curriculum Theory and Development
Select one of the following:
• EDCI 511 Advanced Educational Psychology and Learning Theory
• EDCI 514 Growth and Cognitive Development
• EDCI 545 Human Development: A Life-span Perspective
Note:
In selecting elective courses for areas of emphasis (minimum of 20 quarter units), please see program plan sheet.Culminating Activity: (select one)
1. EDCA 690 Master Thesis in Education
2. EDCA 691 Master Project in Education
3. EDCA 692 Master Examination in Education
MA Degree in Education with a Concentration in
Early Childhood Education
The concentration in early childhood education is available for those individuals who have undergraduate or post-baccalaureate preparation related to Early Childhood and Family studies. The student should intend to teach in child centered settings with infants, preschool, or elementary aged children, work as administrators of childhood and family programs, pursue a career as a researcher, become a college instructor in early childhood, child development, and family education, work in private industries related to child and family centered products, or private or public service organizations.
The primary orientations of the concentration are toward improvement of teaching, design, and development of programs, curricula, and the utilization of research in child and family centered programs. Appropriate concerns are methods, materials, plans, research data, and procedures pertinent to early childhood and family education.
The specialization in early childhood and family education is obtainable in conjunction with the regular elementary credential, and the Master of Arts in Education degree.
Requirements for MA in Early Childhood Education
Prerequisites:
1. A valid basic California Commission on Teaching Credential (CCTC) (when applicable).
2. Nine (9) quarter or six (6) semester units in Child Development course work or approved equivalent.
Core: (7 units)
1. EDRS 680 Educational Statistics (5)
2. EDRS 681 Research Design and Analysis in Education (5)
Concentration: (minimum of 25 units.)
The following four courses are required:
1. EDEC 513 Seminar in Early Childhood and Family Education (5)
2. EDEC 514 Growth and Cognitive Development (5)
3. EDEC 545 Human Development: A Lifespan Perspective (5)
4. EDEC 590 Special Topics in Early Childhood and Family Education (5)
Electives: (select a minimum of (8) eight units from the following)
1. EDEC 443 Supervision and Administration of Early Childhood and Family Education Programs (5)
2. EDEC 444 Internship in Administration and Supervision and Administration of Children’s Program (5)
3. EDEC 522 Curriculum and Instruction in Early Childhood and Family Education (5)
4. EDEC 523 Family and Community Involvement in Education (5)
5. EDEC 532 Creative Experiences for Early Childhood Education Settings (3)
6. EDEC 644 Early Childhood Field Experience (1-6)
7. EDBI 505 Cross-cultural Education (5)
8. EDCI 591 Problems in Early Childhood Education and Elementary Education (1-5)
9. EDIS 699 Independent Study in Graduate Education (1-5)
10. EDLT 558 Reading in Elementary, Middle, and Secondary Schools (5)
11. EDLT 585 Children’s Literature (5)
12. EDSP 501 Introduction to Education of Exceptional Children and Youth (5)
Culminating Activity: (select one)
1. EDCA 690 Master’s Thesis in Education (5)
2. EDCA 691 Master’s Project in Education (5)
3. EDCA 692 Master’s Examination in Education (5)
A total of 45 units are required for a MA degree.
MA Degree in Education with a Concentration in
Educational Administration
The concentration 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 degree may be closely coordinated with requirements for the Preliminary Administrative Services Credential. The Preliminary Administrative Services Credential (Tier I) is the first of two credentials (Professional Administrative Services Credential, Tier II) that one must earn to be permanently credentialed as an educational administrator in California’s elementary or secondary public schools. Individuals who have the Preliminary Administrative Services Credential may hold any administrative position in California for which they are otherwise qualified. The Preliminary Administrative Services Credential is in effect for five (5) years from the date of issuance, which corresponds with the date of employment in an administrative position requiring the credential.
MA Degree in Education with a Concentration in Doctor of Educational Administration
The Educational Administration Program at CSUB has a cooperative agreement with the University of the Pacific, Stockton, California, whereby full-time practicing school administrators completing their Professional Administrative Services Credential, Tier II program at CSUB (who also qualify for this cooperative Doctoral Program) may transfer most of their Professional Administrative Services Credential, Tier II course work into this cooperative Doctoral Program. Both CSUB and the University of the Pacific are nationally accredited institutions by NCATE. Most of the subsequent doctoral course work through the University of the Pacific will be offered in Bakersfield and scheduled at a time convenient for full-time practicing administrators. For further information about the Cooperative Program, contact the Coordinator of the Educational Administration Program at CSUB (661) 664-3047 or 664-3055.
Requirements for MA in Educational Administration
Prerequisites:
1. A valid basic California Commission on Teaching Credential (CCTC)
2. EDCI 516 Foundations of American Education
3. EDCI 530 Curriculum Theory and Development
Core:
1. EDRS 680 Educational Statistics
2. EDRS 681 Research Design and Analysis in Education
Concentration:
1. EDAD 515 Administration and Supervision of Special Education
2. EDAD 572 Legal Aspects of Education
3. EDAD 573 Financing Public School Districts
4. EDAD 576 School Personnel Management
5. EDAD 671 The Governance and Politics of American Education
6. EDAD 673 Human Relations in Educational Management
7. EDAD 674 Supervision of Instruction
8. EDAD 675 Supervision of Curriculum
9. EDAD 677 The Role of the Principal
10. EDAD 679 School-Community Relations
Culminating Activity:
1. EDCA 693 Field Work in Educational Administration I
2. EDCA 694 Field Work in Educational Administration II
3. EDCA 698 Master Examination in Educational Administration
or
EDCA 690 Master Thesis in Education
or
EDCA 691 Master Project in Education
Note: Candidates interested in the Master Thesis or Master Project must meet with the Program Coordinator.
MA Degree in Education with a Concentration in Reading/Language Arts
This program leads to a Masters in Education degree with requirements for the Reading Certificate and Reading/Language Arts Specialist Credential embedded in the sequence of course work. Competencies emphasized in this program prepare the candidate for professional work and leadership in the field of literacy in grades K-12.
This concentration in Literacy is available for post-baccalaureate students who have an interest in further refinement of their professional skills and knowledge in the areas of reading and the language arts at the elementary or secondary level. All applicants for this graduate concentration in Literacy must also qualify for an official teaching credential. Work toward the MA in Literacy may be closely articulated with the Reading/Language Arts Specialist Credential as designed by standards of the California Commission on Teacher Credentialing (CCTC).
Requirements for MA in Literacy
Prerequisites:
1. Admission to the University
2. Application Form submitted to School of Education Graduate Studies Office
3. Three (3) letters of Recommendation
4. An Essay explaining what reading means to the applicant (word processed, double spaced, three pages maximum)
5. Copy of current teaching credential
6. Evidence of passing CBEST
7. Verification of one-year of full-time successful teaching experience
8. Minimum 3.00 GPA
To fulfill the requirements for the Master of Arts in Education, Literacy, the student is expected to complete the Reading Certificate, Reading/Language Arts Specialist Credential and an additional eight (8) quarter units.
Reading Certificate
Required Courses:
1. EDLT 501 Foundations of Literacy Learning (3)
2. EDLT 502 Language Study and Literacy Learning (5)
3. EDLT 503 Literacy Processes & Practices K-12 (5)
4. EDLT 504 Comprehending Narrative and Expository Texts (3)
5. EDLT 505 Clinical Experiences in Literacy Learning (5)
Total Units required for the Reading Certificate (21)
Reading/Language Arts Specialist Credential
Required Courses:
1. EDLT 506 Theoretical Models and Processes of Reading (5)
2. EDLT 507 Advanced Topics and Literacy Learning (3)
3. EDLT 508 Reading/Language Arts Curriculum and Programs (3)
4. EDLT 509 Field Experience in Literacy Learning (3)
5. EDLT 510 Advanced Clinical Experiences in Literacy Learning (5)
Total Units required for Reading/Language Arts
Specialist Credential (19)
Master of Arts in Education, Literacy
Required Courses:
Select one of the following options:
1. EDRS 502 Research Design (3)
EDCA 690 Thesis (5)
or
2. EDCI 604 Teachers as Researchers (5)
EDCA 691 Project (3)
Total units required for Master of Arts in Education/Literacy (48):
1. Reading Certificate (21)
2. Reading/Language Arts Specialist Credential (19)
3. Master of Arts/Literacy (8)
MA Degree in Education with a Concentration in Special Education (General)
The MA degree concentration in Special Education (General) is individually designed to reflect the student’s interests in the area of Mild/Moderate or Moderate/Severe Disabilities. In addition, two state-recognized credentials can be earned. These professional certificates are the Mild/Moderate Disabilities and the Moderate/Severe Disabilities credentials. Technological applications and multicultural considerations are emphasized in all programs.
Requirements for MA in Special Education (General)
Prerequisites:
1. EDSP 501 Introduction to Education of
Exceptional Children and Youth
Core:
For MA Degree Candidates Only (7 units)
1. EDRS 680 Educational Statistics
2. EDRS 681 Research Design and Analysis in Education
Concentration: Mild/Moderate
(minimum of 38 quarter units)
Phase I: Foundation and Basic Understanding
1. EDSP 503 Communication and Consultation: Collaborative Partnership
2. EDSP 504 Curriculum and Instructional Adaptation for Students with Diverse Needs
3. EDSP 507 Characteristics and Needs of Students with Mild/Moderate Disabilities
Phase II: Skill Development
1. EDSP 505 Class Management and Positive Behavior Support
2. EDSP 508 Assessment of Students with Mild to Moderate Disabilities
3. EDSP 540 Remedial Strategies in Math/Science
4. EDSP 550 Remedial Strategies in Reading and Language Arts
Phase III: Culminating Activity (select one):
1. EDCA 690 Master Thesis in Education
2. EDCA 691 Master Project in Education
3. EDCA 692 Master Examination in Education
MA in Special Education:
1. EDRS 688 Research in Special Education
2. EDSP 529 Vocational Education and Transition for Exceptional Students
Concentration: Moderate/Severe Disabilities
Phase I: Foundation and Basic Understanding
1. EDSP 503 Communication and Consultation: Collaborative Partnership
2. EDSP 504 Curriculum and Instruction Adaptation for Students with Diverse Needs
3. EDSP 630 Characteristics and Needs of Student with Moderate/Severe Disabilities
4. American Sign Language or an Approved Elective
Phase II: Skill Development
1. EDSP 505 Classroom Management and Positive Behavior Support
2. EDSP 631 Assessment of Individuals with Moderate/Severe Disabilities
3. EDSP 632 Curriculum and Instruction for Students with Moderate/Severe Disabilities
Phase III: Culminating Activity
1. EDCA 690 Master Thesis in Education
2. EDCA 691 Master Project in Education
3. EDCA 692 Master Examination in Education
COURSE DESCRIPTIONS
(See page 398 for course descriptions.)