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 2003-2005 Catalog

Education Graduate Course descriptions

COURSE DESCRIPTIONS

(Bilingual/Multicultural Education)

EDBI 475 Introduction to Multicultural 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 students’ educational and personal success and will focus on the concepts of cultural pluralism, multicultural education and cross-cultural education.

EDBI 476 Introduction to Language Acquisition and Development (3)

This course provides an introduction to theories and principles of second language acquisition.  It also includes a comparison of traditional and contemporary approaches to teaching English as a Second Language (ESL).  Specially designed academic instruction in English (SDAIE) is introduced.  There is also 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.

EDBI 503 Teaching Reading in Bilingual/

Multicultural 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.

EDBI 504 Bilingual/Multicultural Methods in the Language Arts (5)

This course emphasizes language arts curriculum and methods for use with bilingual and monolingual students within bilingual/multicultural classroom settings (K-8).  Several approaches including whole language approaches that incorporate the students’ linguistic and cultural experiences will be emphasized for the Spanish and English language arts (ability to converse in the Spanish language is useful).

EDBI 505 Multicultural Education (5)

This experience is 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.  Models and approaches that focus on the cultural dynamics found within successful classrooms will be provided.

EDBI 506 Bilingual/Multicultural Teaching Strategies (5)

Instructional theories and methodologies appropriate for the bilingual/bicultural or the 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.

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 cultural 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.

EDBI 541 Observation and Participation in Bilingual/Multicultural Education (2)

This course provides supervised experiences related to classroom teaching with seminars and conferences arranged by the university supervisor.  Prerequisite:  Permission of instructor.

EDBI 542 Practicum in Bilingual/Multicultural Education (3)

This course provides supervised classroom teaching and related experiences with seminars and conferences arranged by the university supervisor.  Prerequisite:  Permission of instructor.

EDBI 543 Practicum in an English as a Second Language Classroom (5)

This course provides supervised classroom teaching and related experiences with seminars and conferences arranged by the university supervisor.  This course offered on a credit, no-credit basis.  Prerequisite:  EDBI 476 and EDBI 524.

EDBI 564 Research and Evaluation in Bilingual/Multicultural 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/multicultural 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 (4) EDBI courses.

EDBI 635 Curriculum Development for Bilingual/Bicultural and Multicultural Education (5)

This course provides guided curriculum development for Bilingual/Bicultural and Multicultural Education which 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.  This course also includes adaptation strategies of curriculum materials for use with bilingual and monolingual students in a variety of classroom climates.  Prerequisites:  four (4) EDBI courses.

EDBI 636 Seminar in Bilingual/Multicultural Education (5)

This experience is an in-depth review of current research, trends, issues, programs and other areas related to Bilingual/Bicultural and/or Multicultural Education.  Topics of discussion will vary.  Prerequisite:  Permission of instructor.

Course Descriptions

(Counseling Curriculum)

Master of Science in Counseling and Pupil Personnel Services (School Counseling) Credential

EDCS 502 Human Communications Skills (4)

A communication skills course that examines interpersonal processes related to the development of counseling skills and strategies and their application to interviewing, assessment and intervention in school and community settings.  Demonstration of skills using videotape and feedback is required. [F]

EDCS 505 Cross Cultural Issues in School Counseling (4)

Focus on attitudes and issues arising from different values and cultural assumptions which affect school counseling.  Attention to cultural sub-groupings of ethnicity, socioeconomic status, gender, sexual orientation, religion, relationship status, age, disability and other demographics as they relate to the counseling process.  Emphasis on counselor roles in advocacy. [F]

EDCS 510 Developmental Counseling:  Children and Adolescents (4)

Focuses on the major developmental approaches to counseling interventions with children and adolescents, integrating learning theories and language development.  Attention to developmental issues and tasks necessary for competent counseling with children and adolescents, including cognitive, biological, psychological, social and cultural processes that influence or disrupt normal development. [W]

EDCS 515 Developmental Counseling:  Adults and Families (4)

Exploration of the biological, psychological, social development tasks, and the life events of the adult years, including a family and vocational perspective.  The focus is on developmental issues salient to relationships, separation/divorce, blended families, bi-ethnic/bi-racial families and their efforts on academic and personal success. [S]

EDCS 525 Legal and Ethical Issues in School Counseling (3)

Focuses on the legal and ethical issues pertaining to school and community counseling as found in state codes and in professional organizational ethical standards.  Included are the laws governing minors and the reporting requirement imposed upon educational counselors by regulation, statute and case law.  Professional orientation issues, such as goals of professional organizations, standards training and credentialing requirements are also presented. [S]

EDCS 530 Human Sexuality (4)

This course focuses on the integration of human sexuality issues and their impact on the counseling process.  The emphasis will be on identification of issues and the use of counseling strategies and techniques to facilitate healthy development and functioning in student service and community counseling settings. [S]

EDCS 532 Assessment for School Counselors (4)

Survey of selected assessment instruments, including standardized tests and other programs and techniques commonly used by school counselors to evaluate individuals and groups. Addressed are factors that bear upon academic assessment and achievemenet and the selection, administration and interpretation of instruments appropriate to academic, career and personal/social counseling. [W]

EDCS 540 Introduction to Counseling (4)

This introductory course focuses on the role and function of the school counselor within the social structure of the educational and community systems, including a discussion of the current trends in the organization and delivery of pupil personnel services, student services and community counseling services in multicultural settings. [F,W,S]

EDCS 560 Research Methods in Educational Counseling (4)

An analysis of methods utilized in educational counseling research.  Emphasis on review of literature, hypothesis testing, proper sampling techniques and data collection, statistical methods for data analysis and interpretation of results as reported in counseling literature. [W]

EDCS 570 Career Counseling (4)

Focuses on the processes of career and academic development through the life span, including an emphasis on theories of career education and career counseling, culturally different populations, the interface between the individual and the organizational climate and the resources utilized in the career and academic counseling process. [S]

EDCS 581 Practicum (4)

Focuses on the observation of the practice of counselors across five distinct settings:  elementary schools, junior high/middle school, high schools, postsecondary student services and community agencies.  The major thrust will be on providing supervised experiential experiences of school counseling procedures and practices that focus on the academic, career and social/personal issues. [F]

EDCS 590 Special Problems in Counseling (1-4)

Review and analysis of specific topics in counseling.  May be used to extend field practice for those students requiring more than two quarters to complete the required hours of Internship (field practice).  Prerequisite:  Permission of Coordinator. [F,W,S]

EDCS 601 Substance Abuse and Domestic Violence (4)

Focus on understanding the issues of substance abuse and domestic violence as they affect educational success.  Addressed will be prevention, assessment, intervention and legal reporting issues related to substance abuse and violence in families. [F]

EDCS 605 Theories of Counseling (4)

Focuses on basic concepts and theoretical models of counseling with an emphasis on their application for use with students in educational settings.  Models may include Psychoanalytic, Cognitive, Behavioral, Person-Centered, Gestalt, Reality, Solution-Focused, Existential and Brief approaches.  Application of each theoretical perspective across the life span and with diverse populations is discussed. [W]

EDCS 620 Group Counseling for Community

Counselors (4)

This course focuses on the major approaches to group counseling for applications to Community Counseling settings.  Emphasis on small and large group processes and involvement in group experiential activities designed to relate the counseling process to theory.  Not designed for School Counseling concentration. [W]

EDCS 635 Theory and Practice of Consultation (4)

This course focuses on discussion of the theory and practice of consultation and other primary skills required for effective functioning for student service professions in higher education settings.  It is designed to enable counselors to promote primary prevention and facilitate change processes by functioning as consultants and managers within a variety of college and university settings. [W]

EDCS 645 Techniques in School Counseling (4)

Course focuses on the development of the counseling 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. [W]

EDCS 650 Group and Consultation for School Counselors (4)

Focus on the theory and skills necessary for effective group and consultation interventions in multicultural K-12 educational settings.  Enables school counselors to establish the conditions necessary for primary and secondary change in such settings. [S]

EDCS 691 Counseling Internship (5)

Supervised field practice that allows the demonstration of knowledge and skill in areas of educational assessment, personal and social counseling, academic and career counseling, program development, program coordination and supervision, consultation, legal aspects and professional ethics.  Students must provide evidence of professional liability insurance to enroll.  Offered on credit/no-credit basis only.  Prerequisite:  Advanced to Candidacy Standing and permission to enroll. [F,W,S]

EDCS 692 Counseling Internship II (5)

This course is a continuation of EDCS 691. Student must provide evidence of professional liability insurance to enroll. Offered on credit/no-credit basis only.  Prerequisite:  EDCI 691 and permission to enroll. [F,W,S]

EDCS 693 Counseling Internship III (5)

This course is a continuation of EDCS 692.  A minimum of six hundred (600) clock hours of field practice is required (across EDCS 691, 692 and 693).  Students must provide evidence of professional liability insurance to enroll.  Offered on credit/no-credit basis only.  Prerequisite: EDCI 692 and permission to enroll. [F,W,S]

EDCS 696 Master’s Project:  Counseling (5)

This is a supervised project appropriate to the professional field of counseling.  The writer abstract includes objectives, methodology and a conclusion.  Prerequisite:  Submission and Acceptance of Culminating Activity form to Graduate Studies Evaluator, Advanced to Candidacy Standing and permission to enroll. [F,W,S]

EDCS 697 Master’s Exam:  Counseling (2)

This is a comprehensive examination in the field of counseling.  Prerequisite: Submission and Acceptance of Culminating Activity Form to Graduate Studies Evaluator, Advanced to Candidacy Standing and permission to enroll. [F,W,S]

course descriptions

(Curriculum and Instruction)

Master of Arts in Education/Curriculum and Instruction

EDCI 482 Technology and Education (3)

This course provides an examination of how a broad range of technological innovations has evolved and the impact on operational systems and personal behaviors in education. Focus is placed on theory and practice of such “high-tech” devices as potion picture projectors, video tape recorders, videodisc or tape players, sound image synthesizers, electronic calculators, word processors and microcomputers.  Ethical issues regarding their use are considered. Prerequisite:  teacher credential or permission of Instructor.  Note: independent study only.

EDCI 511 Advanced Educational Psychology and Learning Theory (5)

This course emphasizes advanced educational psychology and recent significant contributions in research in educational psychology and learning theory.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 516 Foundations of American Education (3)

An intensive study and analysis of the interrelated cultural, philosophical, historical and social factors which bare upon the continuing and contemporary issues in American education.  The course focuses on an integration of foundational themes and concerns that relate directly to contemporary educational problems. Prerequisite:  teaching credential or permission of the instructor.

EDCI 520 Instructional Strategies (3)

An examination of various instructional models, including information processing, social interaction, personal development and operant conditioning.  Theory and research in the development, selection, implementation and evaluation of instructional models is provided.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 525 The Gifted, Talented and Creative Child (5)

This course introduces students to basic terminology, theories and general approaches to education related to gifted, talented and creative children.  The focus will be on the nature and needs of these children.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 527 Art Education in the Elementary and Secondary School (5)

Introduction to drawing, painting and sculpture for the public school teacher.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 528 Music Education in the Elementary School (5)

The place and function of music in the elementary school curriculum is discussed.  Selection, discussion and analysis of musical materials including state texts, planning activities that enable children to develop appreciation, skills and understanding of the music content is the focus.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 530 Curriculum Theory and Development (3)

The focus is on current and traditional theories of curriculum, including general organizational patterns, course patterns and methods of effective curriculum change as well as historical models.  Prerequisite:  teaching credential or permission of the instructor.

*EDCI 531 Curriculum Evaluation & Performance-based Assessment (3)

This course focuses on alternative assessment strategies that have systematic curricular and instructional implications for teachers and students within the context of prescribed standards and guidelines.  It also focuses on performance assessment and curriculum implementation in terms of structuring, planning, applying, constructing, and explaining the process and product of measuring and evaluating learning/teaching outcomes in both traditional and field-based settings.  Prerequisite:  teaching credential.

EDCI 532 Concepts of Science Education (3)

Differentiation of the concepts of science education appropriate to learning and teaching science at the elementary and secondary levels.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 533 Special Problems in Science Education (3)

Special research problems in science education including pilot studies, curriculum, methodologies and the nature of science are studied.  This course is Laboratory based.  Prerequisite:  teaching credential or permission of the instructor.  Note:  independent study only.

EDCI 534 Curriculum Concepts for Secondary Science Education (3)

Special research studies and/or independent studies in science curriculum for the secondary school.  Prerequisite:  teaching credential or permission of the instructor.  Note:  independent study only.

EDCI 535 Science Laboratory Experiences with Children (5)

Graduate students are involved in the design and application of instructional strategies for teaching children science.  Course experiences are focused on the processes of science in the development of laboratory experiences with children.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 536 Special Problems in Mathematics Education (3)

Instruction in mathematical concepts related to specific problems in mathematics and education and the development of curricular units related to the problem under investigation is the focus of the course.  Course includes research problems in mathematics education, including pilot studies, curriculum methodologies and the nature of mathematical learning.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 537 The Nature of Science and Implications for Science Teaching (3)

This course is designed to illustrate the relationship between the nature of science and science teaching.  A specific amount of time is devoted to developing understanding of the difference between scientific inquiry and inquiry as a strategy of teaching.  An additional primary purpose of the course is to bring the science teacher to understand the peculiar, and perhaps unique, structures within which facts and ideas of science fit.  Emphasis placed upon how this information affects methodology, curriculum and the structure of specific courses in science.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 539 Physical Education in the Elementary School (3)

This course includes the examination of the place and function of physical education in the elementary school curriculum, analysis of growth and development patterns, learning and motor development, instructional strategies, methodology, materials and evaluation procedures.  Focus is on an understanding of the relationship of physical and motor development to the total learning experience of the child.  Prerequisite:  teaching credential or permission of the instructor.  Note:  independent study only.

*EDCI 548 Instructional Leadership in Education as a Profession (3)

This course focuses on the educational leadership paradigms to define teacher roles as professionals and leaders in schools.  It also helps participants develop knowledge and skill in education leadership as they supervise, coach, mentor, network and collaborate with other participants in the school community.  Prerequisite:  teaching credential.

EDCI 549 Diagnosis and Remediation of Learning Problems in Mathematics (5)

Diagnosis, analysis and remediation procedures are provided to assist children who have problems in learning mathematics.  This experience involves work with children, relating applicable theories of learning and instruction to mathematics teaching and learning, diagnosing children’s difficulties through the use of standardized and teacher-made tests and observations and analysis and remediation through the use of; manipulatives and other materials.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 550 Social Studies in Elementary School (5)

The course surveys objectives and the foundation of the discipline of social studies, offers a variety of organizational and planning approaches for a program, a variety of learning experiences, instructional strategies and methods, areas of skill development, a means of providing for individual differences, addresses the affective domain, the role of current affairs, a variety of resources available and evaluation procedures.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 560 Computers and Instruction (3)

A practical guide to the use of microcomputers and computer-based technology in education.  Emphasis is placed upon a variety of effective uses for computer-assisted instruction and computer managed instruction to include planning for the integration of application programs into elementary and secondary school curriculum.  A laboratory experience is provided.  Prerequisite:  GST 390 or the equivalent and completion of a basic credential program or permission of the instructor.

EDCI 570 Technology and Assessment (4.5)

In this course participants will use technology to:  1) assess student work ranging from essays to group activities;  2) assess teacher use of technology; and 3) evaluate school and district technology programs.

EDCI 572 Teaching to California Standards (4.5)

This course is for teachers who are ready to integrate educational technologies into their instructional units.  Using California Content Standards and a new set of technology standards, teachers explore how to create and modify lessons that use technology to help students meet learning standards.

EDCI 573 Fundamentals of School Legal Issues in Technology (4.5)

School administrators and teachers face many legal and technical issues as they regulate students’ computer use.  This course will explore Internet and e-mail access and use issues, and ways to create and maintain a productive and safe learning environment for teachers and students.

EDCI 579 Technology Proficiency Certification (1)

This course is to assist students in completing the certification prerequisites for EDCI 560.  (See EDCI 560 above.)

EDCI 580 Research in Elementary Science Education (3)

Includes the examination of research on processes in elementary science education, experimental learning, special problems and topics, methods and evaluation.  Prerequisite:  teaching credential or permission of the instructor.  Note:  independent study only.

EDCI 581 Research in Secondary Science Education (3)

Includes the examination of research on processes in secondary science education, experimental learning, special problems and topics, methods and evaluation.  Prerequisite:  teaching credential or permission of the instructor.  Note:  independent study only.

EDCI 587 Critical Thinking and Problem Solving for Educators (3)

This course will review the current theory and practice related to teaching critical thinking and problem solving within the context of educational settings.  Students will learn specific strategies necessary for promoting critical thinking and problem solving.  Important issues related to these topic areas will be addressed through a review of current scholarly literature.  Prerequisite:  teaching credential or permission of the instructor.

*EDCI 588 Teaching Diverse Students (3)

This course is intended to give students an opportunity to examine a variety of issues confronting many American ethnic/racial minority groups in the school setting.  It is also intended to give students an opportunity to examine a variety of theoretical and practical models and approaches relevant to the needs of culturally diverse students and special education populations.  Emphasis will be given to the social, psychological and educational needs of culturally and linguistically different children including low SES, ELD, bilingual/ESL and multicultural exceptional learners.  Prerequisite:  teaching credential.

EDCI 591 Problems in Early Childhood Education and Elementary Education (1-5)

This course is an in-depth study of various areas in early childhood and elementary education. This course is repeatable with different topics.  Prerequisite:  teaching credential or permission of the instructor.  Note:  independent study only.

EDCI 594 Seminar in In-service Education (1-5)

Special programs in in-service education are addressed.  This course is repeatable with different topics.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 595 Recent Developments in Education (1-5)

An examination of significant developments in education and presentation of recent research and ideas.  This course is repeatable with different topics.  Prerequisite:  teaching credential or permission of the instructor.  Note:  independent study only.

EDCI 596 Special Topics in English Education

(1-5)

Special investigation into specific problems in language arts education in elementary and secondary schools.  Prerequisite:  teaching credential or permission of the instructor.

*EDCI 599 Standards-based Learning and Teaching (3)

This course offers participants the opportunity to examine and review the national and state standards and their implications to learning, teaching and assessment.  The course focuses on implementing standard-driven pedagogical practices in schools.  In particular, INTASC, NCATE along with CSTP, will be overarching frameworks for curriculum planning and delivery.  This course focuses on the standard-driven pedagogical practices in both traditional and field-based teacher education programs and how to meet relevant standards in various settings.  It also includes the construction and use of rubrics in teaching and assessment.  Prerequisite:  teaching credential.

*EDCI 604 Special Topics: Teachers as Reflective Practitioners I & II (1-5)

Course participants have the opportunity to reflect on and examine their roles in schools as they observe, experience, evaluate and integrate instructional skills across the curriculum.  The course also provides students and cohort groups the opportunity to gain insight into the dynamics of learning and teaching in classroom settings.  Through their insinuation in the classroom culture and the “clinical ghetto,” students are challenged to think reflect and take action as they substantiate meanings relevant to their academic and professional development as empowered educators.  This course will provide participants an opportunity to use their fieldwork to examine and explore their experiences with cohorts and others in a professional forum.  Prerequisite:  teaching credential.

EDCI 610 Philosophical Foundations of Education (3)

This course includes an examination of selected current philosophies of education, their histories and applications to contemporary educative processes.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 612 Historical Foundations of Education (3)

This course includes a detailed study of the history of the major trends, forces and patterns in education.  Prerequisite:  teaching credential or permission of the instructor.

EDCI 615 Comparative Education (3)

This course studies the education patterns of various countries and the history, development and current status of systems of education in different cultural settings.  Prerequisite:  teaching credential or permission of the instructor.

*EDCI 695 Action Research for Teachers (3)

This course is intended to give educators and teachers (pre-service, in-service, beginning teachers, mentoring teachers, etc.) an opportunity to explore their role as action researchers in various school settings.  It also provides them with a base for decision-making processes regarding effective instructional strategies and treatments.  The course offers participants an opportunity to identify research problems, investigate workable solutions and implement an action plan for change as they reflect on current practices.  This course will help participants to play their optimal roles as researchers in the classroom environment.  Finally, this course focuses on the role of inquiry, reflection and action research as a major phase of induction field-based programs (BTSA/CFASST) to improve teaching and learning.  Prerequisite:  teaching credential.

*[Field Based Emphasis Area Courses-BTSA/CFASST and Induction Program]

course descriptions

Culminating Activity (Curriculum & Instruction)

EDCA 691 Field-based Research in Education (3)

This course offers participants the opportunity to present their field-research project in an academic forum.  It also teaches participants how to collect, analyze, interpret and apply field-based research data and findings to improve learning and teaching.  Such alternative field-based research tools (saturated field notes, analytical observations, reflective conversation, ethnographic interviews, professional microteaching, etc.) are addressed in terms of learning/teaching outcomes and professional growth of teachers.  Participants must compile an INTASC-driven professional portfolio to meet this requirement.  Prerequisite:  teaching credential.

course descriptions

(Early Childhood Education)

Master of Arts in Education/Early Childhood

Education

EDEC 443 Supervision and Administration of Early Childhood and Family Education Programs (5)

The planning, supervision, and administration of early childhood programs, local school districts, and private institutions. 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.

EDEC 444 Internship in Administration and

Supervision of Children’s Programs (5)

This course 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 ECFE pedagogy and curriculum development, fiscal management, recruitment and training of staff. Students will learn sound managerial practices and procedures for operating centers effectively.

EDEC 513 Seminar in Early Childhood and Family Education (5)

An examination of the status of early childhood and family education; optional program patterns will be discussed and compared; basic theories are detailed and understood within historical context, research in the field is introduced and explored, and the practice of early childhood education is observed and analyzed.

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.

EDEC 522 Curriculum and Instruction in Early

Childhood and Family Education (5)

Basic instructional modes and practices will be explored; curriculum content and development through application and working with others; materials and organization strategies for instruction will be developed and variations will be examined.

EDEC 523 Family and Community Involvement in Education (5)

Application of various kinds of family, school and community interaction and involvement within the Family Systems Model will be discussed. Focus on different levels of family-school and school interaction will be compared. Collaboration and impact of family participation in students’ academic performance and development will be addressed.

EDEC 532 Creative Experiences for Early

Childhood Educational Settings (5)

Discussions of different creative experiences that are age appropriate will be covered.

EDEC 545 Human Development: A Life-Span

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.

EDEC 590 Special Topics in Early Childhood and Family Education (1-5)

Course may explore different topics each time that it is offered.  Analysis and application of current topics in the field.  This is the final course before the completion of the Culminating Activity; a high level of participation and production of work is expected.

EDEC 644 Early Childhood Education Field

Experience (1-6)

Laboratory and field experiences with children in various environments.  This course may be modified depending on the special interests of the students.

course descriptions

(Educational Administration)

Master of Arts in Education/Educational

Administration

Note:    The courses listed below meet the requirements for the Preliminary Administrative Services Credential and the Masters Degree, and are prerequisites for culminating activities EDCA 693, EDCA 694 and EDCA 698.

EDAD 515 Administration and Supervision of Special Education (3)

This course includes intensive study of the organization, administration and supervision of education programs for exceptional children.  Included are curriculum, legal relations, budgeting and financing, attendance reporting, facilities planning referral and the use of community agencies in addition to surveying of local, state, regional and national trends and issues.

EDAD 572 Legal Aspects of Education (3)

This course focuses on the laws of public education, examined from the point of view of implications for the profession and considers legal responsibilities and duties, powers and liabilities of teachers and administrators.

EDAD 573 Financing Public School Districts (3)

This course provides 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.

EDAD 576 School Personnel Management (3)

Policy formation for personnel practices, techniques of organizing for personnel selection and evaluation, and legal and theoretical aspects of the negotiation process are the focus of this course.

EDAD 580 Administrative Internship I (3)

Supervised internship for students serving in positions requiring an administrative credential.  Includes reflective exercises, related readings, experiences in articulation between school levels, experience in target areas of school leadership.  Prerequisites:  Admission to the program, consent of coordinator and advisor, and commitment from district.

EDAD 581 Administrative Internship II (3)

EDAD 582 Administrative Internship III (3)

EDAD 583 Administrative Internship IV (3)

EDAD 584 Administrative Internship V (3)

EDAD 585 Administrative Internship VI (3)

EDAD 600 Administrative Induction (3)

This course is taken upon employment as an administrator.  The candidate will learn approaches to professional self-assessment and develop a plan for meeting the Professional Clear Administrative Services Credential requirements.  The plan will be based upon multiple assessments of the candidate’s competence, interests and career goals and will be developed in consultation with the employing school district and the candidate’s 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 candidate (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, management of information systems and human and fiscal resources.

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.

EDAD 611 Executive Liberal Arts Seminar (3)

This is an elective course that 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).

EDAD 671 The Governance and Politics of American Education (3)

This course studies 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.

EDAD 673 Human Relations in Educational Management (3)

This course 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.

EDAD 674 Supervision of Instruction (3)

Historical development and trends of supervision in an educational setting are addressed in addition to current practices and leadership behaviors necessary for the improvement of instruction, staff development and the evaluation of teaching-learning effectiveness.

EDAD 675 Supervision of Curriculum (3)

This course focuses on the 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 the evaluation and improvement of the curriculum.

EDAD 677 The Role of the Principal (3)

A study of the theoretical concepts of human organizational behavior in educational institutions and the communication and planning processes involved in the management system is the basis for this course.

EDAD 679 School-Community Relations (3)

This course studies the influence of the formal and informal structures of communications systems in communities, the nature of communities and the contributions of cultures.

Note:    The courses that follow 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 is presented.  Strategy related to long-term, short-term and strategic planning to relate theory to practice is also emphasized.

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.

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 explored.

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 regarding school level policy decisions.  Activities relating to school/district intervention at the state policy level will also be investigated.

EDAD 684 Fiscal Policy Planning and Management (3)

Analysis of raising and allocating resources is the focus of this course.  Resources forecasting and allocation planning for human resources as well as materials, equipment and building will be analyzed.

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.

Note:    The following are all fieldwork experiences for the Professional Administrative Services Credential only.

EDAD 686 Field Work in Educational Administration I (3)

Field experiences are developed in consultation with the candidate, field supervisor and university advisor.  The emphasis of the field work experience for the Professional Administrative Services Credential will be assuring that the candidate has a series of policy level administrative experiences in order to provide understanding of the decision-making processes relating to the important legislative issues at the local, county, state and national levels.

EDAD 687 Field Work in Educational Administration II (3)

EDAD 688 Field Work in Educational Administration III (3)

EDAD 689 Field Work in Educational Administration IV (3)

EDAD 692 Administrative Assessment (3)

This experience is taken at the end of the Professional Administrative Services Credential program to assess the completion of the induction plan.  Successful completion will be determined as a collaborative effort involving the candidate, the employing school district and the university faculty advisor.

course descriptions

Culminating Activity (Educational Administration)

EDCA 690 Master’s Thesis in Education (2-5)

A carefully designed review of the research literature and finding of a selected field of interest in education leading to a novel synthesis of original insights as contributions to graduate scholarship in the purpose of the thesis.  Prerequisite:  Successful completion of 30 quarter units in the graduate program, approved petition for advancement to candidacy and appointment of a three-member Culminating Activity Committee (CAC).

EDCA 691 Master’s Project in Education (2-5)

The project involves the 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 equivalent.  Prerequisite:  Successful completion of 30 quarter units in the graduate program, approved petition for advancement to candidacy and appointment of a three-member Culminating Activity Committee (CAC).

EDCA 692 Master’s Examination in Education

(2-5)

The examination involves an in-depth study of a specific area of concentration in education.  The Culminating Activity Committee will determine development of the examination.  Prerequisite:  Successful completion of 30 quarter units in the graduate program, approved petition for advancement to candidacy and appointment of a three-member Culminating Activity Committee (CAC).

EDCA 693 Field Work in Educational Administration I (3)

This experience involves directed fieldwork in administration of schools and includes supervised project, assigned readings and written reports.  Prerequisite:  permission of instructor.

EDCA 694 Field Work in Educational Administration II (3)

EDCA 698 Culminating Examination in Educational Administration (3)

This examination involves and in-depth study of educational administration.  Prerequisites:  successful completion of 39 quarter units in the concentration and core requirements, EDCA 693, approved petition for advancement to candidacy and appointment of a three-member Culminating Activity Committee (CAC).

course descriptions

(Educational Research)

EDRS 680 Educational Statistics (4)

This course covers basic parametric and nonparametric methods that are useful in educational research.  The quantitative training has a three-fold focus:  (1) when to use each statistical method;  (2) how to use the method through computer programming; and (3) how to interpret the results in research literature and computer printout.  At the conclusion of the course students will have a set of useful programs.  By replacing numeric parts of each program with their own data in the future, students will be able to conduct statistical analyses and produce empirical results for dissemination.  The academic training is also helpful to students who need to understand statistical results produced by other investigators.  In summary, the course design is geared toward preparing students as competent producers and consumers of educational research.

EDRS 681 Research Design and Analysis in

Education (3)

This course focuses on various qualitative approaches, including historical inquiry, descriptive research, quasi-experimental design, single-subject investigation, document analysis, interview planning, observation inventory and ethnographic studies.  These research tools are incorporated with statistical methods from EDRS 680 to facilitate development of student research proposals.  Topics of the proposal often reflect characteristics of action research that are relevant to classroom teacher, educational administrators, school counselors and special educators.  Prerequisite:  EDRS 680.

course descriptions

(Individual Study)

EDIS 496 Internship in Education (1-5)

This course involves an assignment with an educational or community agency with placement and supervision by a department within the School of Education.  The assignment and coordination of the work project, along with conferences and assigned readings, as well as determining course credits, evaluation and grading are the responsibility of the assigned School of Education faculty instructor in consultation with the field supervisor.  This course is a credit, no-credit experience.  This course may not be used as the equivalent to any part of the student teaching experience.

EDIS 497 Cooperative Education (1-5)

The Cooperative Education program offers a sponsored learning experience in a work setting, integrated with a field analysis seminar.  The field experience is contracted by the Cooperative Education Office on an individual basis, subject to approval by the Teacher Education Department.  The field experience, including the seminar and reading assignments, is supervised by the cooperative education coordinator and the faculty liaison (or course instructor), working in cooperation with the field supervisor.  Students are expected to enroll in the course for at least two quarters.  The determination of course credits, evaluation and grading are the responsibility of the department faculty.  This is a credit, on-credit experience.  Note:  each department will determine application for credit.

EDIS 499 Individual Study (1-5)

This experience involves the exploration and study of a specific topic, primarily through directed readings and discussed with a School of Education faculty professor.  Prerequisite:  consent of assisting instructor and written approval of Department Chair and Dean, School of Education.

EDIS 699 Individual Graduate Study (1-5)

This experience involves the investigation of an approved topic selected in consultation with a School of Education professor in an area of major interest.  Prerequisites:  consent of assisting professor and approval of Department Chair and Dean, School of Education.

course descriptions

(Multiple Subjects Credential Program)

Lower Division

EDEL 240 Early Field Experience in the Elementary School (3)

This course is observation and participation in an elementary school classroom, which is designed to provide the prospective elementary teacher with a frame of reference for further work and study in the profession.  The course is three credit units and will be a graded class.  It is a prerequisite to the Multiple Subject Program.

Upper Division

EDEL 308 Observation and Participation:  Multiple Subjects (1)

This course is a field-based practicum in which students use knowledge gained from EDEL 423 for the development of a philosophy of reading instruction.  Prerequisites:  Admission to Multiple Subjects Program and concurrent enrollment in EDEL 423.

EDEL 411 Introduction to Teaching Multiple Subjects (3)

A comprehensive course designed to prepare the course participants for student teaching.  Includes social foundations within a diverse school setting, multicultural awareness, school law and bilingual education legislation, objectives development and planning, creativity and interpersonal communication skills within bilingual and non-bilingual settings.

EDEL 412 Curriculum and Instruction of Elementary Mathematics (3)

Provides knowledge and skills pertinent to the teaching and learning of math.  It also focuses on promoting students’ skills in integrating pedagogical practices, methods and materials of mathematic in curriculum planning and content instruction.  The course also includes diagnosis and prescription of student needs.

EDEL 413 Classroom Learning Theories and Management (4)

This course addresses the psychological foundations in the teaching, learning process, and it emphasizes classroom management. Other topics include learning theory, lesson design and presentation, child development and motivation, cooperative learning, assessment and evaluation, and parental involvement.

EDEL 423 Teaching Reading in the Elementary School I (3)

This course focuses on teaching literacy skills to students in kindergarten through second grades.  Theory, research, and practice related to students’ successfully acquiring literacy skills or functioning at an at-risk level will be emphasized.  The course includes instruction in knowledge of literacy skills, methods, and materials for the primary grades; assessment procedures and materials for students at the emergent level of literacy acquisition; meeting the needs of literacy learners with culturally and linguistically diverse backgrounds; and instructional strategies and materials for use in a culturally and linguistically diverse classroom. Co-requisite: EDEL 308

EDEL 427 Teaching Reading in the Elementary School II (4)

This course focuses on teaching literacy skills to students in third through sixth grades.  Theory, research, and practice related to student’s successfully acquiring literacy or functioning at an at-risk level will emphasized.  The course includes instruction in content area reading; knowledge of literacy skills, methods, and materials for the intermediate grades; assessment procedures and materials for grade level students, at risk students, and students with culturally and linguistically diverse backgrounds; and instructional strategies and materials for use in a culturally and linguistically diverse.  Prerequisites:  EDEL 423/308.

EDEL 428 Teaching Reading in Bilingual Elementary School Settings (4)

This course is a continuation of EDEL 423.  It includes methods for teaching reading in the primary language (L1) and an examination of primary language materials, diagnosis, and prescription of reading problems and strategies for facilitating transfer from L1 reading to English reading.  Course provides knowledge of skills, methods and materials of primary (Spanish) and second language (English) language arts curriculum and instruction.  Also includes diagnosis and prescription of linguistic minority and bilingual student needs.

EDEL 431 Curriculum and Instruction of Elementary Social Studies (3)

This course is designed to familiarize students with the instructional strategies, skills, and materials for teaching social studies to diverse student populations at the elementary level. Demonstration, discussion, reading, and practical experiences will provide students with the basis of an effective social studies program that includes: the use of goals and objectives, approaches to curriculum development, basic content, and techniques for authentic assessment.

EDEL 432 Curriculum and Instruction of Elementary Science (3)

Curriculum, instructional strategies, skills and materials, and laboratory activities for teaching science in the elementary school are provided.  Course experiences focus on the nature of science relative to science teaching.  This course is taken concurrently with EDEL 442.

EDEL 440 Student Teaching Multiple Subject I/Seminar (8)

Provides an initial opportunity to apply pedagogical theory and skills in a classroom setting with guidance and assistance from a cooperating teacher and university supervisor.  The instructional focus is on the curriculum areas of reading, language arts and mathematics.  This field experience is scheduled during the normal public school daily morning session (4 hours).  Prerequisites:  EDEL 308, 411, 412, 413, 423 and admission to the Multiple Subject Credential Program.  Seminar: Involves the discussion of problems and practices of elementary school teaching.  Various topics, including self-awareness, are examined as appropriate.  Individual identification and analysis of teaching problems and concerns are discussed.

EDEL 442 Student Teaching Multiple Subjects II/Seminar (14)

This student teaching experience provides an opportunity to apply pedagogical theory and skills in a classroom setting with guidance and assistance from a cooperating teacher and university supervisor.  The instruction includes all areas of the curriculum and is an extension of EDEL 440 plus social studies and science.  The experience is scheduled during the regular public school daily schedule.  Prerequisites:  EEDL 440 and all Phase I and Phase II course requirements.  Co-requisites:  EDEL 432 and EDEL 443.  Seminar: This seminar includes discussions of problems and practices of teaching in the elementary school.  It also includes various topics such as parental involvement and other topics as appropriate.  Individual identification and analysis of teaching problems and concerns are discussed.

EDEL 445 Intern Teaching Multiple Subjects I

EDEL 446 Intern Teaching Multiple Subjects I

EDEL 450 Field Experience in Elementary Class (4 units)

This is a student teaching course taken by special education preliminary (Level I) credential program candidates who pursue the elementary track courses.  This

course provides an initial opportunity for the candidates to apply pedagogical theory and skills in an elementary classroom setting with guidance and assistance from a cooperating teachers and university supervisor.  The focus is on curriculum areas of reading, language arts, and mathematics.  Scheduled to teach half day daily for five weeks.  Must be taken concurrently with EDEL 451.  Pre-requisites:  EDEL 411, EDEL 412, EDEL 423, EDEL 308.

EDEL 451 Seminar:  Field Experience-Student Teaching in an Elementary Classroom (1 unit)

This is a seminar course taken by special education preliminary (Level I) credential program candidates who pursue the elementary track courses.  This course provides opportunities for discussion of problems and practices of elementary school teaching.  Various topics, including self-awareness, analysis of teaching problems, are examined as appropriate. Must be taken concurrently with EDEL 450.  Pre-requisites:  EDEL 411, EDEL 412, EDEL 423, EDEL 308.

course descriptions

(Reading/Literacy Program)

Reading Certificate Program

Five courses are required in the Reading Certificate Program totaling 21 quarter units.  Courses are sequenced to scaffold candidates’ increasing levels of competency from awareness to basic and comprehensive levels; therefore, prerequisites exist in all but the foundational courses.  A brief description of the course content follows:

EDLT 501 Foundations of Literacy Learning (3)

This introductory course examines classical and current theory and research related to components of the literacy acquisition process including oral language; reading comprehension, fluency, word recognition and vocabulary development; written language content form and use.

EDLT 502 Written Language Development and Literacy Learning (5)

This introductory course examines:  (a) structure and linguistic elements of English language; (b) relationships between language, spelling, reading and writing; (c) role of assessment/evaluation in language instruction and learning; and (d) literacy acquisition of English Language and English Only Learners.

EDLT 503 Literacy Processes & Practices (K-12) (5)

Literacy materials, assessment and instructional/intervention models are examined.  Candidates apply knowledge by designing and implementing a classroom literacy intervention in a small group format that addresses English Language and English Only Learners, cross-cultural practices and students at the early or intermediate reading level.  Prerequisites:  EDLT 501 & 502.

EDLT 504 Comprehending Narrative and Expository Texts (3)

Current theory and research on the relationship between comprehension and literacy acquisition/proficiency are explored.  Instructional/intervention strategies and materials to support comprehension at the early, intermediate and fluent levels are studied.  Specific topics include background knowledge, concept formation, vocabulary development, narrative and expository text structure analysis, independent reading and cross-cultural practices.  Prerequisites:  EDLT 501 & 502.

EDLT 505 Clinical Experiences in Literacy Learning (5)

This course meets at a designated public school site where CSUB operates a field-based literacy clinic.  An intervention based on formal and informal assessment and a research-based, balanced model of literacy instruction is designed and implemented for a student experiencing difficulty with literacy acquisition.  Results are reported to stakeholders in a case study format.  Prerequisites:  EDLT 501, 502, 503, & 504.

course descriptions

(Reading and Language Arts Specialist Credential Program)

The five Reading Certificate Program courses are prerequisites for the Reading Specialist Credential Program for which there are 19-quarter units.  The 21-quarter units in the Reading Certificate Program and the 19-quarter units in the Reading Specialist Credential Program total 40 quarter units for both programs.  Courses in the Reading Specialist Credential Program are sequenced to scaffold candidates’ increasing level of competency from awareness to basic and comprehensive levels; therefore, prerequisites exist in all courses.  A brief description of course content follows:

EDLT 506 Theoretical Models and Processes of Reading (5)

An advanced analysis of classical and current literacy theory and research is conducted.  The analysis includes examining the relationship between current literacy issues, emerging research findings in literacy and related disciplines, and theoretical models for literacy acquisition.  Prerequisites:  EDLT 501, 502, 503, 504, & 505.

EDLT 507 Advanced Topics in Literacy Learning (3)

An in-depth analysis of current topics in the field of literacy (instructional models, intervention programs, materials and resources) is conducted.  A classroom literacy intervention is planned following an action research design (to be implemented in EDLT 509).  Implementation criteria include the use of assessment to inform instruction, addressing the needs of all literacy learners, developing material and resource selection guidelines, and grounding the intervention in a research-based, balanced literacy model.  Prerequisites:  EDLT 501, 502, 503, 504, & 505.

EDLT 508 Reading/Language Arts Curriculum and Programs (3)

Characteristics of effective literacy instruction, intervention, curriculum and program planning are studies.  Evaluation criteria for and procedures used with instructional programs and materials are examined.  A comprehensive, staff development model for literacy learning will be developed and a segment of that model will be presented in a staff development format.  Prerequisites:  EDLT 501, 502, 503, 504, 505, 506, & 507.

EDLT 509 Field Experience in Literacy Learning (3)

The action research project planned in EDLT 507 is implemented, analyzed, and reported.  The project is supervised and evaluated by the instructor, a school administrator, and a peer group.  The reporting process includes a formal, written document (data analysis, findings, conclusions and implications) and oral presentation to peers.  Prerequisites:  EDLT 501, 502, 503, 504, 505, 506, & 507.

EDLT 510 Advanced Clinical Experiences in Literacy Learning (5)

This course meets at a designated public school site where CSUB operates a field-based literacy clinic.  A comprehensive intervention based on formal and informal assessments and a researched-based, balanced model of literacy instruction is designed for a student experiencing severe difficulty with literacy acquisition.  The implementation includes ongoing interaction with the student’s classroom teacher and parent/guardian.  Results are reported to stakeholders and colleagues using a case study format. Prerequisites:  EDLT 501, 502, 503, 504, 505, 507, 508, & 509.

course descriptions

(Single Subject Credential Program)

Lower Division

EDSE 241 Early Field Experience in the Secondary School (3)

This is an observation and supervised participation course in a junior or senior high school classroom (7-12).  This experience is designed to provide the prospective secondary teacher with a frame of reference for further work and study in the teaching profession.   This course is offered on a credit, no-credit basis only and is a prerequisite for admission to the Single Subject Credential Program.  Since this is a field-based course, it may not be added after the first week of the quarter.

Upper Division

EDSE 412 Introduction to Education and Teaching (3)

This course introduces the student to the field of secondary education and the teaching profession.  The student explores issues and current research on the social foundations of education, curriculum and instruction, self-assessment, cultural awareness and legal rights and professional responsibilities.  Prerequisite to EDSE 413 and 445.

EDSE 413 Managing and Assessing the Learning Process (5)

This course relates directly to the student’s beginning teaching experience and addresses the psychological foundations in the teaching-learning process.  Major topics include:  adolescent development and psychology, classroom management, motivation, learning theory, assessment and evaluation.  This course is taken in Phase II concurrently with EDSE 445. Prerequisites include:  EDSE 241, 412, 420, 421 & 427.

EDSE 420 General Methods and Educational Technology (5)

This course provides instruction in general methods and includes instructional strategies, resources, current technology and procedures used in the junior and senior high schools.

EDSE 421 Special Methods and Resources in the Major Subject (3)

A special methods course may not be offered at CSUB in some of the major subject areas.  In such cases an appropriate related subject may be substituted (with prior approval) or a special methods course may be used/completed from another institution.

Note:    Single Subject Special Methods courses are offered in: Art, Business, English, Mathematics, Modern Language, Physical Education, Science and Social Science.

EDSE 427 Teaching Reading in the Secondary School (5)

Knowledge of alternative methods of reading instruction is provided.  Course content includes addressing the problems in reading encountered in the secondary school.  Twenty hours of practicum is required.

Note:    Except for an Internship, EDSE 241, 412, 420, 421 and 427 must be successfully completed before the student will be permitted to begin EDSE 445.

EDSE 441 Secondary Intern Teaching I

EDSE 442 Secondary Intern Teaching II

EDSE 443 Secondary Intern Teaching III

Note:    The above Secondary Intern Teaching may be completed during a 6 quarter (2 year) time period.

EDSE 445 Single Subject Student Teaching I and Seminars (8)

This experience is the introductory classroom teaching experience assuming responsibility for two to four classes.  This experience is based in junior high school and/or high school with the guidance and assistance of the cooperating teacher and university supervisor.  EDSE 445 is taken concurrently with EDSE 413. EDSE 445 Single Subject Student Teaching placement request forms are due in the Credentials Office (Educ. 102) the first week of the quarter preceding the Phase II Student Teaching.

EDSE 447 Single Subject Student Teaching II and Seminars (14)

This student teaching experience involves a full-day teaching responsibility in the classroom.  This experience is based in junior and/or high school with the guidance and assistance of the cooperating teacher and university supervisor.

Note:    All student teachers, including interns, must verify that they are computer competent.

EDSE 450 Secondary Field Experience for Special Education Majors (5)

This student teaching course provides an initial opportunity for special education majors to apply pedagogical theory and skills in a junior and/or senior high school setting with the guidance and assistance from a cooperating teacher and university supervisor.  Candidates are required to student teach for five (5) weeks, half-day in a secondary (single subject) classroom.

course descriptions

(Special Education Credential and/or Masters Program)

EDSP 501 Introduction to Education of Exceptional Children and Youth (5)

An overview of professional, legal, ethical and historical practices related to providing meaningful learning opportunities for students with disabilities will be presented which will be relevant for all helping professionals and managers of personnel.  Discussion of laws, practices, procedural safeguards and regulations pertaining to the education of individuals with disabilities, as well as the ethics and values of the professional educator as a reflective decision maker.  Future special educational services will be discussed in terms of the concepts of the least restrictive environment (LRE), inclusion and the historical sequence legislation PL94-142, IDEA, ADA, and Section 504.  This course is required to clear the fifth year mainstreaming component for multiple and single subject credential candidates.  Additionally, this course overviews the basic educational characteristics and needs of exceptional learners and their families. (Prerequisite for all Special Education courses) [F,W,S]

EDSP 502 Field Experience I:  Observation/Participation (2)

Early field experiences in two or more special education settings and grade levels in public schools.  Candidates are expected to spend a minimum of 45 hours evenly spaced during the quarter under the supervision of a district cooperating teacher and a university supervisor.  Additionally, candidates are expected to attend five (5) on-campus seminars.  Candidates are provided opportunities to observe various learning characteristics of students with diverse special needs and actively participate in a variety of instructional delivery systems learning how to manage learning environments with diverse student populations.  This course will provide the candidate with an excellent opportunity for assessing one’s aptitude for a special education professional career.  Co-requisite:  EDSP 501.

EDSP 503 Communication and Consultation:  Collaborative Partnership (5)

This course closely interweaves issues of exceptionality, diversity and life span transitions while the teacher candidate demonstrates growing knowledge and skills in effective communication and self-awareness.  This course is designed to focus on managing learning environments for diverse learners that facilitate positive behavioral self-control, self-esteem and self-advocacy.  Further, the abilities to facilitate the essential collaborative partnerships between individuals with disabilities and their families, school personnel and community related services will be modeled and taught.  The teacher candidate’s role in facilitating communication and in focusing on realistic shared responsibility in collaborative partnerships is the foundation themes of this course.  Given the stressful challenges of this course, teacher self-care will be integrated into all skill training.  The knowledge base skills taught integrate Jung’s contemporary model of personality diversity, cognitive self-awareness models, the classic Gordon teacher effectiveness communication model and the applied behavior analysis model. (Prerequisites:  EDSP 501 & EDSP 502 or permission of instructor.  This is a core requirement for Mild/Moderate & Moderate/Severe program) [F,S]

EDSP 504 Curriculum and Instructional Adaptation for Students with Diverse Needs (3)

This course will address the basic principles and strategies of assessment, curriculum adaptation and instructional strategies including study skills and coping skills instruction that are appropriate for individuals with diverse special needs.  Candidates will study the curriculum scope and sequence and develop a variety of instructional materials for special needs students.  Additionally, candidates are required to spend a minimum of twenty (20) hours during the quarter for observation and participation in two inclusive educational settings (Mild/Moderate and Moderate/Severe).  This is a core requirement for both Mild/Moderate and Moderate/Severe credential programs.  Prerequisites:  EDSP 501 and EDSP 502.

EDSP 505 Classroom Management and Positive Behavior Support (5)

This course will familiarize candidates with the components of a positive and proactive approach to behavior management in the classroom.  Specific techniques (i.e., social skills, training, surface behavior management, and role-playing) for creating a positive learning environment will be demonstrated.  Most commonly used behavior management approaches (including the ecological approach, educational approach, psycho-educational approach, humanistic approach, psychodynamic approach, behavioral approach, applied behavior analysis and cognitive behavior modification) will be reviewed.

Within a “case-study” format, specialist/degree candidates design behavioral intervention programs for student exhibiting a wide range of learning and behavioral needs.  Candidates will be challenged to consider ethical, cultural and pedagogical implications inherent in the use of A.B.A. technology; and to design interventions that empower children toward self-regulation.  Additionally, the Hughes Bill will be introduced and its implication to special education for student with challenging behaviors will be discussed. (Prerequisites: EDSP 501 & EDSP 502 or instructor permission.  Core requirement for Mild/Moderate & Moderate/Severe program) [F,W]

EDSP 507 Characteristics and Needs of Students with Mild/Moderate Disabilities (3)

Students with Mild/Moderate disabilities will be examined in terms of social, physical and psychological characteristics.  Instructional and curricular strategies will be covered to meet the needs of these individuals.  Program candidates will be able to identify various assessment instruments to assess social/behavioral performance, develop IEP goals and objectives and to implement remediation strategies designed to enhance school performance. (Prerequisite: EDSP 501 & EDSP 502 or instructor permission) [F,W]

EDSP 508 Assessment of Students with Mild to Moderate Disabilities (5)

This course will provide candidates with knowledge and skills related to using and communicating the results of a variety of individualized assessment and evaluation approaches appropriate for students with mild to moderate disabilities which include assessment of the developmental, academic, behavioral, social, communication, vocational and other related skill needs.

Each candidate will be able to make appropriate instructional decisions on the basis of a variety of non-biased standardized and non-standardized techniques, instruments and processes that are functional, curriculum references, performance-based and appropriate to the diverse needs of individual students.  Prerequisites:  EDSP 501, EDSP 502 and EDSP 507 or instructor permission) [W,S]

EDSP 529 Transition and Career Education (3)

This course will prepare candidates to implement successful planning of transitional life experiences for elementary and secondary students with mild to severe disabilities.  This course will discuss the curriculum, program administration, services and legal aspects of vocational education and training for exceptional children, including occupational information and counseling, work evaluation and adjustment principles.  Candidates will visit programs in the community and consult with field-based personnel.  (Prerequisite:  EDSP 501 & EDSP 502 or instructor permission) [F,S]

EDSP 540 Remedial Strategies in Mathematics/Science (3)

Remedial and special education students manifest severe discrepancies between their measured intellectual potential and their academic achievement in mathematics.  This course focuses on two special/remedial educations in mathematics:  1) strategies to experiment with carefully sequenced developmental remediation; and, 2) problem-solving techniques to develop compensatory tolls when remediation is for some reason inappropriate.  Emphasis will be given to research on microcomputers and other technologies as aids in: a) assessing progress; b) presenting carefully structured medial tasks; and, c) permitting compensatory solutions in mathematics learning situations (i.e., calculators).  (Prerequisite: EDSP 501 & EDSP 502 or instructor permission) [W,S]

EDSP 550 Remedial Strategies in Reading and Language Arts (3)

Remedial and special education students manifest severe discrepancies between their measured intellectual potential and their academic achievement in language arts.  This course focuses on two special/remedial education options: a) strategies to experiment with carefully sequenced developmental remediation; and b) problem-solving techniques to develop compensatory tolls when remediation is for some reason inappropriate.  This course prepares students for the RICA examination.  (Prerequisite: EDSP 501 & EDSP 502 or instructor permission) [W,S]

EDSP 625 Field Experience II:  Student Teaching Mild/Moderate Disabilities (5)

A special education field experience course taken at the third and final phase of the Mild/Moderate Credential program.  Candidates are provided with opportunities for meaningful collaborative instruction for students with Mild/Moderate disabilities and diverse needs in the public school setting (K-12).  For one (1) quarter, each candidate is required to participate in and reflect on a variety of activities representing different roles of special educators including interactions with parents, and to assume other responsibilities of full-time teachers and service providers. (Prerequisites:  EDSP 501, 502, 503, 504, 505, 507, 508, 540, 550)

EDSP 630 Characteristics and Needs of Individuals with Moderate/Severe Disabilities (3)

This course will examine a variety of unique learning needs of individuals with Moderate/Severe Disabilities (i.e., mental retardation, autism, serious emotional disturbance and multiple disability) in terms of intellectual, social-emotional, behavioral, communication, sensory and motor characteristics.  The candidate will be able to develop appropriate IEP goals and objectives and implement such individualized adaptation and accommodation including the use of technology, positive behavior support strategies, personal care and mobility skill and successful transition from school to post-school settings.  (Prerequisite:  EDSP 501 & EDSP 502 or instructor permission) [F]

EDSP 631 Assessment of Individuals with Moderate/Severe Disabilities (3)

This course will provide the candidates with a knowledge base and skills related to using and communicating the results of a variety of individualized assessment and evaluation approaches for students with Moderate/Severe disabilities.  The candidate will be able to make appropriate educational decisions on the basis of a variety of non-biased standardized and non-standardized assessment techniques, instruments and procedures that are functional, curriculum-based and appropriate to the diverse needs of individual students.  Additionally, this course will explore the ethical foundation of assessment and a case study approach will be utilized.  (Prerequisites:  EDSP 501, EDSP 502 & EDSP 630 or instructor permission) [W]

EDSP 632 Curriculum & Instruction for Students with Moderate/Severe Disabilities (5)

This course will review the basic theories of curriculum and instruction and examine the structure of curricula that are currently available.  Candidates will also study a variety of effective instructional strategies that are used to meet the diverse learning needs of students with Moderate/Severe disabilities.  Candidates will have an opportunity to develop appropriate curriculum for each area of instruction for different ability levels that can reflect the adaptation and modification of the core curriculum to meet the unique needs of students with Moderate/Severe disabilities.  (Prerequisites:  EDSP 501, EDSP 502, EDSP 630, EDSP 631 or instructor permission) [S]

EDSP 635 Field Experience II:  Student Teaching in Moderate/Severe Disabilities (5)

A special education field experience course taken during the third and final phase of the Moderate/Severe credential program.  For one (1) quarter, candidates are provided with opportunities for meaningful collaborative instruction for students with Moderate/Severe disabilities with diverse needs in public school settings (K-12).  Each candidate is required to participate in interactions with parents and to assume other responsibilities of full-time teachers and service providers. (Prerequisites:  EDSP 501, 502, 503, 504, 505, 630, 631, 632)

EDSP 636 (A-F) Intern Seminar/Supervision in Special Education (2)

This practicum is developed to provide ongoing support and guidance to on-the-job intern credentialed teachers serving Mild/Moderate and Moderate/Severe populations.  The seminar focuses on developing a community of learners in special education classrooms that include fundamental organization, classroom management, instructional skills, use of assessment batteries, lesson/unit planning and professional development.  A major emphasis in this practicum will be sharing experiences and expertise so teachers can learn from each other.  During this practicum, teachers will be provided guidance in their assigned classroom from support teachers and university faculty.  Supervision will focus on basic classroom management and instructional competencies.  The first quarter interns take EDSP 636A, the second quarter EDSP 636B, etc.  (Prerequisite:  EDSP 501 & EDSP 502) [F,W,S]

EDSP 650 Application of Theory into Practice Induction Seminar (2)

This field-based seminar course will require the candidate, in collaboration with a university advisor and a district support provider, to develop a Level II Professional Induction Plan.  The plan will include university and non-university components and will address the candidate’s needs, goals and professional interests, apply conceptual knowledge into practice and build upon the foundation established in the Level I Preliminary Credential program.  (Prerequisite:  Completion of Level I credential program) [F,W,S]

EDSP 660 Professional Development in Specialization Areas (1-5)

This field-based seminar course will require candidates, in collaboration with their university advisor and district support provider, to identify approved non-university activities, participate in those activities and evaluate the effectiveness of those activities in meeting the candidate’s performance goals included in the Professional Level II Induction Plan.  The course will build on the foundation established in the Preliminary Level I Credential Program and expand the student’s scope and depth in specific content areas, as well as expertise in performing specialized functions.  Candidates must register for varying units (1-5) throughout the Level II program. (Prerequisite: Completion of Level I credential program.  EDSP 650 or instructor permission) [F,W,S]

EDSP 680 Current Instructional Practices for Diverse Learners (3)

This field-based seminar course will provide opportunities for candidate’s to discuss and evaluate local, state, and national issues and trends in the areas of inclusive education, multicultural special education, early intervention, augmentative communication, outcomes assessment, technology and other areas that have implications for effective educational practices in special education for the 21st century.  (Prerequisites:  Level I completion, EDSP 650 or instructor permission) [F]

EDSP 688 Research in Special Education (3)

This field-based seminar course will review, analyze, interpret and apply specific topical research in special education.  Candidates will select a research topic, formulate a research question, develop a research proposal, analyze the literature and propose appropriate research methodology to fill a gap in research or contribute to the literature in the area of special education. (Prerequisites: Level I completion, EDSP 650 or instructor permission) [W]

EDSP 690 Advanced Behavioral and Environmental Supports (3)

This field-based seminar course will provide advanced knowledge, ability, and application opportunities to implement systems that assess, plan, and include academic and social skill instruction to support students with complex behavioral and emotional needs.  Candidates will collaborate with educational, mental health and other community resources to insure a positive learning environment and appropriate behavioral supports.  (Prerequisites:  Level I completion, EDSP 650 or instructor permission) [W]

EDSP 695 Professional Leadership Seminar (2)

This seminar course will evaluate and finalize the candidate’s Professional Level II Induction Plan and Professional Development Portfolio.  The candidate will demonstrate and/or document his/her ability to implement, evaluate and modify curricula, instruction and instructional contexts to meet the unique needs of individual learners across the range of ages, abilities, learning characteristics, diversity needs and disabling conditions.  (Prerequisites:  Level I completion, EDSP 529, 650, 660, 680, 688, 690) [F,W,S]

course descriptions

Culminating Activity (Special Education)

EDCA 690 Master’s Thesis in Education (2-5)

A carefully designed review of the research literature and finding of a selected field of interest in education leading to a novel synthesis of original insights as contributions to graduate scholarship in the purpose of the thesis.  Prerequisite:  Successful completion of 30 quarter units in the graduate program, approved petition for advancement to candidacy and appointment of a three-member Culminating Activity Committee (CAC).

EDCA 691 Master’s Project in Education (2-5)

The project involves the 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 equivalent.  Prerequisite:  Successful completion of 30 quarter units in the graduate program, approved petition for advancement to candidacy and appointment of a three-member Culminating Activity Committee (CAC).

EDCA 692 Master’s Examination in Education

(2-5)

The examination involves an in-depth study of a specific area of concentration in education.  The Culminating Activity Committee will determine development of the examination.  Prerequisite:  Successful completion of 30 quarter units in the graduate program, approved petition for advancement to candidacy and appointment of a three-member Culminating Activity Committee (CAC).