School of Education Course Descriptions

The courses listed here are credential or graduate-level courses for those holding a baccalaureate degree. Undergraduate education courses are listed in the Education chapter, “Course Descriptions (EDUG)” of the College of Arts and Sciences Catalog.

Clinical Mental Health Counseling (CMHC)

CMHC 610 Sociocultural Counseling and Intervention (3 Credits)

Exploration of similarities and differences that occur within and across cultures, and the conceptual intersection of cultural and social identities. Students explore their own cultural and personal attitudes, beliefs, and biases, which may influence cross-cultural interactions that impact the counseling relationship while developing their own theoretical approach as professional counselors.

CMHC 613 Counseling Law and Ethics (3 Credits)

This course is an in-depth exploration and examination of legal, ethical, and professional issues facing today’s counseling profession. Students will review the legal and ethical issues they will encounter in practice and identify their role and responsibility in addressing and managing these issues.

CMHC 615 Group Psychotherapy and Counseling (3 Credits)

This course allows students to practice the application of psychotherapeutic and counseling techniques and interventions in a group setting. Using a developmental perspective to contextualize treatment approaches, students will be prepared to lead and facilitate a variety of different types of groups with diverse populations within various settings. 
Prerequisites: EDUC 601 (with at least a grade of 3.0).

CMHC 616 Introduction to Social Justice and Advocacy (3 Credits)

This course will develop students’ excellence in advocacy and social justice knowledge, skills, awareness, and action. Students will be provided opportunities to gain a heightened sense of critical consciousness, and foster a social justice orientation that can be used to inform their roles as counselors, educators, community leaders, and advocates.

CMHC 617 Dispute Resolution and Conflict Management (3 Credits)

This course prepares community leaders and advocates in both the theoretical aspects of conflict management and practical applications of dispute resolutions, including alternative dispute resolution (ADR). Human conflict and its resolution will be evaluated systemically throughout the course, considering its impact on both micro and macro societal systems.

CMHC 620 Counseling and Educational Assessment (3 Credits)

Students develop skills in the selection, administration, and interpretation of standardized tests and other tools used to assess various cognitive, behavioral, and affective modalities. 
Prerequisites: EDUC 603 or CMHC 640.

CMHC 621 Counseling in a Global Context (3 Credits)

This course examines counseling and other mental health treatments across the globe, focusing particularly on the roles played by both culture and national policies. Through a field component of the course, students will gain direct experience with counseling practices of at least one culture. 
Prerequisite: CMHC 610 or permission of instructor.

CMHC 630 Theory and Practice in Family Counseling (3 Credits)

This course is designed for students to advance their theoretical integration and skills in family therapy. The purpose of this advanced practice seminar is to assist students in applying clinical family theories and techniques. Emphasis will be placed on students’ critical assessment of different applications of selected theories and techniques. 
Prerequisites: EDUC 653, and EDUC 655.

CMHC 631 Couples and Relationship Counseling Theory and Techniques (3 Credits)

This course will explore theories and associated techniques of couples and marriage counseling. It will do so in the context of specific developmental issues and social and political factors affecting couples. A range of therapeutic modalities will be surveyed. 
Prerequisites: EDUC 653, EDUC 655, and EDUC 601. (EDUC 601 must be completed with a minimum grade of at least 3.0 or higher.)

CMHC 640 Research and Evaluation (3 Credits)

This course provides a basic review of descriptive and inferential statistics and how these techniques are used with research methods appropriate for counseling. Students will become proficient in computer analysis of data sets, designing and evaluating research techniques, and having the skills to understand primary research in counseling literature.

CMHC 692 Crisis Intervention Counseling (3 Credits)

This course focuses on expanding the development of counseling skills, with particular emphasis on the knowledge, skills, and awareness needed to work effectively with clients who are in crisis. This course will also place a high priority on each student’s ability to develop a greater sense of self-awareness and introspection. 
Prerequisite: EDUC 601 with a minimum grade of at least 3.0 or higher.

CMHC 693 Advanced Counseling: Psychopathology and Diagnostic Procedures (3 Credits)

An opportunity for advanced students to make an intensive study/analysis of selected counseling cases to enhance assessment competencies in case description, problem appraisal, assessment, diagnostic classification, intervention strategies, as well as case consultation and presentation skills. 
Prerequisites: EDUC 601 and EDUC 653.

CMHC 694 Psychopharmacology (3 Credits)

This course is designed to acquaint counseling students with the fundamentals of psychotropic drugs. Basics of pharmacology, adverse effects, indications, and drug interactions will be discussed. The overall aim of the course is to provide information, allowing mental health providers to be informed members of the mental health care team.

CMHC 695 Introduction to Substance Abuse Counseling (3 Credits)

This course provides counselors and human service workers with an overview of the addictive process and acquaints students with concepts of chemical dependence and co-occurring disorders that impact the individual, family system, and the community. Course content will include theories and etiology of substance addiction, including prevention, intervention, and treatment.

CMHC 699A Practicum I: Clinical Mental Health Counseling (2 Credits)

Students develop counseling competence as they work under supervision to provide direct service to clients in an approved field setting. Particular emphasis will be given to developing students’ skills in assessment and case conceptualization, delivering counseling interventions, professional comportment, and ethical decision making. 
Prerequisites: Instructor consent, and EDUC 601 (with a grade of at least 3.0), and EDUC 651, and EDUC 653, and EDUC 655, and EDUC 680, and CMHC 610, and CMCH 613.

CMHC 699B Practicum II Clinical Mental Health Counseling (2 Credits)

Students develop counseling competence as they work under supervision to provide direct service to clients in an approved field setting. Particular emphasis will be given to developing students’ skills in assessment and case conceptualization, delivering counseling interventions, professional comportment and ethical decision making. 
Prerequisite: Instructor consent and CMHC 699A.

CMHC 699C Practicum III: Clinical Mental Health Counseling (2 Credits)

Students develop counseling competence as they work under supervision to provide direct service to clients in an approved field setting. Particular emphasis will be given to developing students’ skills in assessment and case conceptualization, delivering counseling interventions, professional comportment and ethical decision making. 
Prerequisites: Instructor consent and CMHC 699B.

CMHC 699D Practicum Continued: Clinical Mental Health Counseling (2 Credits)

Students who have not completed required practicum hours, under clinical supervision, in 699, A, B, and C are required to enroll in this course until the practicum requirement is met. Students are to work closely with faculty to assure placement, hour, and supervision requirements are carefully arranged to make necessary progress. 
Prerequisites: CMHC 699A, CMHC 699B, and CMHC 699C.

Education (EDUC)

EDUC 501 Foundations in Learning (3 Credits)

Introduction to the field of education—its history, philosophy, sociocultural context, diversity, pedagogy, educational psychology, legal issues, and educational reform. Integrates traditional educational thinking with culturally relevant perspectives and current research practices. Equivalent to EDUG 401/401N. 
Prerequisite: permission to enroll in Teacher Credential courses from the School of Education.

EDUC 502 Single Subject Methods I: Critical Pedagogy and Instructional Design (3 Credits)

Engages candidates in the creation of culturally responsive curricula with an understanding that diversity differences affect learning. Teacher candidates investigate effective and meaningful instruction and assessments based on subject matter knowledge, content standards, and use of technology through the theoretical lens of social justice and critical theory. Equivalent to EDUG 402/402N. 
Prerequisites: EDUC 501.

EDUC 503 Multiple Subject Methods I: STEM Methods (3 Credits)

Focuses on pedagogical content knowledge and instructional methods in Science, Technology, Engineering, and Mathematics (STEM), and related content. Models project and problem-based learning incorporating digital resources with an emphasis on promoting research-based strategies. Equivalent to EDUG 403/403N. 
Prerequisites: EDUC 501. 

EDUC 504 Single Subject Methods II: Literacies for Diverse Learners (3 Credits)

This course examines factors related to classroom-based work with at-risk learners, including ELL’s, special needs students and others whose profiles require care. Topics include language development, assessment, curriculum development, leadership, and research based on the needs of such learners. A critical theory lens is adopted in viewing relevant critical issues. Equivalent to EDUG 404/404N.
Prerequisites: EDUC 501.

EDUC 505 Multiple Subject Methods II: English Language Arts (3 Credits)

Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally diverse society. Equivalent to EDUG 405/405N. 
Prerequisites: EDUC 501 and EDUC 503. 

EDUC 506 Single Subject Methods III: Content Area Teaching (3 Credits)

Development of methodology and strategies related to advanced curriculum and instructional methods, assessment and diagnostic strategies pertaining to the content areas in secondary schools. Focus includes inclusive teaching, content area literacy and assessment methodology through the theoretical orientation of critical theory. Field experience required. Equivalent to EDUG 406/406N.
Prerequisites: EDUC 501.

EDUC 507 Multiple Subject Methods III: Multicultural Social Studies (3 Credits)

Evidence-based strategies for planning, implementing, and assessing K-8 history-social science curriculum. Emphasis on developing analytic thinking skills while providing insights into historical periods and cultures. Focuses on critical educational perspectives, comprehension, and creation of complex relevant texts, and integration of diverse media and technology in classrooms. Equivalent to EDUG 407/407N.
Prerequisites: EDUC 501, EDUC 503, and EDUC 505. 

EDUC 508 Single Subject Methods IV: Content Area Literacy and Assessment (3 Credits)

Explores principles, and practices related to curriculum design, assessment and methods applicable to candidates' content areas. Candidates apply curricular and assessment design principles, investigate specific content-area literacy strategies, and apply micro-teaching approaches. Formative and summative assessments explored relative to subject area. A critical theory lens embraces course content. Equivalent to EDUG 408/408N. 
Prerequisites: EDUC 501.

EDUC 509 Multiple Subject Methods IV: Literacy and Assessment (3 Credits)

K-8 curriculum development, assessment strategies and literacy instruction. Emphasis on the study and design of research-based assessment and instruction to support the needs of all learners. 
Prerequisites: EDUC 501, EDUC 503, EDUC 505, and EDUC 507. 

EDUC 511 Foundations of Literacies (3 Credits)

Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally diverse society. 

EDUC 520 Culture and Globalization on Contemporary Educational Issues (2 Credits)

Explore, examine, and understand current issues related to culture and globalization utilizing socially-situated theoretical perspectives in framing approaches to curriculum, instruction, and assessment. Study major developments and implications associated with internationalization and culture that are shaping education.
Prerequisite: Instructor approval.

EDUC 521 Culture and Globalization on Contemporary Educational Issues (1 Credits)

Exposure to international themes in the study of culture, globalization, and education. The course will culminate in a reflective, personal journal-type conceptual paper or in a comprehensive research paper that covers international themes related to culture, globalization, and educational justice. 
Prerequisite: Instructor approval.

EDUC 552 Teaching Seminar (3 Credits)

Culmination of the Teacher Credential Program. Consists of a series of topics designed to further develop candidates’ professional preparation. Serves also as a summary of course and field experience. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district. Equivalent to EDUG 452. 
Prerequisites for Single Subject: EDUC 501, EDUC 502, EDUC 504, EDUC 506, EDUC 508, TPA I and TPA II passed, and all CSETs passed. 
Prerequisites for Multiple Subject: EDUC 501, EDUC 503, EDUC 505, EDUC 507, EDUC 509, TPA I and TPA II passed, and all CSETs passed. 
Co-requisite: EDUC 553A and EDUC 553B (or EDUC 554).

EDUC 553A Student Teaching I (5 Credits)

Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for seven weeks, constituting a fulltime job. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences. Equivalent to EDUG 453A. 
Prerequisites for Single Subject: EDUC 501, EDUC 502, EDUC 504, EDUC 506, EDUC 508, TPA I and TPA II passed, and all CSETs passed. 
Prerequisites for Multiple Subject: EDUC 501, EDUC 503, EDUC 505, EDUC 507, EDUC 509, TPA I and TPA II passed, and all CSETs passed. 
Co-requisite: EDUC 552.

EDUC 553B Student Teaching II (5 Credits)

Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for seven weeks, constituting a full-time job. Credit for both EDUC 553A and 553B precedes recommendation for a multiple or single subject credential. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences. Equivalent to EDUG 453B. 
Prerequisites for Single Subject: EDUC 501, EDUC 502, EDUC 504, EDUC 506, EDUC 508, EDUC 553A, TPA I and TPA II passed, and all CSETs passed. 
Prerequisites for Multiple Subject: EDUC 501, EDUC 503, EDUC 505, EDUC 507, EDUC 509, EDUC 553A, TPA I and TPA II passed, and all CSETs passed. 
Co-requisite: must be taken with the second half of EDUC 552 Teaching Seminar.

EDUC 554 Internship (13 Credits)

The Internship Program is an eighteen-week placement, supervised weekly in a public school classroom. Open for application to those who have earned a bachelor’s degree and have passed both the CBEST and the applicable CSET or an approved waiver program. Separate internship application required. 
Prerequisites for Single Subject: EDUC 501, EDUC 502, EDUC 504, EDUC 506, EDUC 508, TPA I and TPA II passed, and all CSETs passed. 
Prerequisites for Multiple Subject: EDUC 501, EDUC 503, EDUC 505, EDUC 507, EDUC 509, TPA I and TPA II passed, and all CSETs passed.
Co-requisite: EDUC 552.

EDUC 588X Integrating Technology and Learning in K–12 Classrooms (3 Credits)

Designed for current K–12 teachers to enhance their technology integration skills when designing curriculum and instruction and to increase productivity, communication, research, and learning in response to the differing needs of their diverse student population. Meets the CCTC Level II requirements for Professional Clear Credential and Teacher Induction Standards. 
Prerequisite: EDUC 589 or equivalent.

EDUC 590X Education Topics (1-4 Credits)

A workshop course for educators to continue their professional growth. Topics will vary for each offering. Students will submit a paper describing how they have implemented the skills developed through the workshop.

EDUC 600 Independent Study (1-4 Credits)

In exceptional cases, independent study project provides alternative not available through regular course offerings or because of scheduling limitations. No more than 12 independent study credits can be counted toward a degree. No additional fee for doctoral students fulfilling elective credits. May repeat for a maximum of 12 credits of independent study.

EDUC 601 The Counseling Process (3 Credits)

Students will develop a conceptual understanding of the helping process and learn basic counseling and interviewing skills. Practice in applying skills will take place through role-playing and videotape review.

EDUC 602 Leadership For Diverse Populations (3 Credits)

Examination of how leaders adapt communication, leadership style, social, emotional, and academic services to support the success of all students. Emphasis on the relationship of race, ethnicity, gender, class, and culture on student success in classrooms, schools, and educational systems.

EDUC 605 Community College Today (3 Credits)

Introduction to contemporary issues concerning community colleges today. Emphasis will be on the academic areas, as well as those facing student support services. Faculty and professional staff issues will also be addressed.

EDUC 606 Topics in Higher Education (0-3 Credits)

Topics courses address questions, theories, and practice related to a special topic or area in higher education. Prerequisite: EDUC 607 or by permission of instructor.

EDUC 607 Higher Education in the United States: Contexts and Populations (3 Credits)

This graduate survey course examines five themes in American higher education: (a) history of higher education, (b) educational access, (c) student populations, (d) roles of educators, and (e) current context.

EDUC 608 Evaluation and Assessment: Enhancing Program Effectiveness and Student Learning (3 Credits)

Emphasis on the evaluation of program efficiency, effectiveness, and impact, as well as the assessment of learning in and out of classroom settings in higher education. Intends to build the skills of planning, development, implementation, analysis, and communication of findings in projects related to evaluation and assessment. 
Prerequisite: EDUC 607 or by permission of instructor.

EDUC 609 Higher Education Law (3 Credits)

This course focuses on the legal issues that are involved with higher education. The course will specifically address historical legal cases in higher education, avenues of engagement, implications of verdicts, and analysis of current and future trends.

EDUC 611 Introduction to College Student Affairs (3 Credits)

Student affairs is integral to students’ experiences and success. This introductory course examines four areas as a foundation for student affairs practice: 1) the historical context of student affairs; 2) philosophy and ethics of the profession; 3) functional units and their purpose; and 4) core concepts as part of student affairs practice. 
Prerequisite: EDUC 607.

EDUC 612 Popular Culture, Media and Higher Education (3 Credits)

This class explores the representation of higher education in popular culture and applies what is learned to higher education research and practice. Students consider the use of media as part of their professional practice. 
Prerequisite: EDUC 607.

EDUC 613 Instructional Technology and Pedagogy (3 Credits)

Development of pedagogical and technological knowledge to support the evaluation and design of technology-enhanced learning tools and strategies. Focuses on promoting collaboration, creativity, and communication in technology-rich environments. 
Numeric grade option. 

EDUC 614 Organization Theory and Leadership in Higher Education (3 Credits)

Emphasis on theoretical perspectives of organization theory and management with a focus on colleges and universities. Introduction to organization theory, organizational structure, governance, and cultures of higher education.

EDUC 620 Culture and Globalization on Contemporary Educational Issues (2 Credits)

Explore, examine, and understand current issues related to culture and globalization, utilizing socially-situated theoretical perspectives in framing approaches to curriculum, instruction, and assessment. Study major developments and implications associated with internationalization and culture that are shaping education. 
Prerequisite: Instructor approval.

EDUC 621 Counseling in a Global Context (1 Credits)

Exposure to international themes in the study of culture, globalization, and education. The course will culminate in a reflective, personal journal-type conceptual paper or in a comprehensive research paper that covers international themes related to culture, globalization, and educational justice. 
Prerequisite: Instructor approval.

EDUC 624 Introduction to College Student Development Theory (3 Credits)

This course introduces students to the main theories of college student development. Students will become familiar with and develop their own understanding of holistic, psychosocial, cognitive, and social identity theories related to college student development. Students will consider what these theories mean for their work in institutions of higher education. 
Prerequisite: EDUC 607 or by permission of instructor.

EDUC 626 Multicultural Counseling Aspects in Schools (3 Credits)

Students will engage in experiences that promote understanding of ethnic, cultural, socioeconomic, and environmental factors impacting pupil learning and achievement. Students will learn cross-cultural counseling skills to meet the needs of diverse learners, while developing awareness of their own world view and examining how this affects their work with K–12 students.

EDUC 629 Independent Study in Higher Education (3 Credits)

Independently designed learning experience focuses on a particular question or topic in higher education. May be repeated for degree credit for a maximum of 6 credits.

EDUC 631 Law, Policy, and Finance in Higher Education (3 Credits)

Students in this course explore law, policy, and finance issues in higher education. The purpose is threefold; 1) to develop an understanding of these issues at the international, national, state, and institutional levels; 2) to conduct analysis of these areas; 3) to develop an integrated view of law, policy, and finance for practice. 
Prerequisite: EDUC 607.

EDUC 632 Education Administration Exit Exam (0 Credits)

Taken during the Summer 2 semester, students will complete an assessment of knowledge and skills required of educational leaders.
Co-requisite EDUC 636.
Credit/no credit only.
May not be repeated for degree credit.

EDUC 633 Working with College Students (3 Credits)

This course investigates the role and function of student affairs professionals working with college students. The various functional areas that comprise student services, contemporary issues in student services, and the role of assessment in student affairs will be addressed.
Prerequisites: EDUC 607 and EDUC 611.

EDUC 634A Leadership Lab A (1 Credits)

In this one-hour field experience, students are introduced to the expectations of the Educational Administration program, professional standards, state licensure requirements, and the CalAPA; practice the skills needed to successfully complete CalAPA Cycle 1: Analyzing Data to Inform School Improvement and Promote Equality.
Co-requisite EDUC 635A.
Numeric grading only.
May not be repeated for degree credit.

EDUC 634B Leadership Lab B (1 Credits)

In this one-hour field of experience, students practice the skills needed to successfully complete CalAPA Cycle 2: Facilitating Communities of Practice and reflect on their applications of theory to practice. Students will work on professional growth and identify practice-based opportunities for applied leadership.
Co-requisite EDUC 635B.
Numeric grading only.
May not be repeated for degree credit.

EDUC 634C Leadership Lab C (1 Credits)

In this one-hour field experience, students practice the skills needed to successfully complete CalAPA Cycle 3: Supporting Teacher Growth and reflect on their application of theory to practice. Students will work on short and long term professional growth and identify practice-based opportunities for applied leadership.
Co-requisite EDUC 635C.
Numeric grading only.
May not be repeated for degree credit.

EDUC 635A CalAPA Cycle 1 (0 Credits)

Required of all Education Administration students seeking credential. Students must complete CalAPA Cycle 1: Analyzing Data to Inform School Improvement and Promote Equity with a passing score before program completion. The student will not receive course credit until they receive a passing score on CalAPA cycle 1.
Co-requisite EDUC 634A or EDUC 679A.
Credit/no credit only.
May not be repeated for degree credit.

EDUC 635B CalAPA Cycle 2 (0 Credits)

Required of all Educational Administration students seeking credential. Students must complete CalAPA Cycle 2: Facilitating Communities of Practice with a passing score before program completion. The student will not receive course credit until they receive a passing score on CalAPA Cycle 2.
Co-requisite EDUC 634B or EDUC 679B.
Credit/no credit only.
May not be repeated for degree credit.

EDUC 635C CalAPA Cycle 3 (0 Credits)

Required of all Education Administration students seeking credential. Students must complete CalAPA Cycle 3: Supporting Teacher Growth with a passing score before program completion. The student will not receive course credit until they receive a passing score on CalAPA Cycle 3.
Co-requisite EDUC 634C or EDUC 679C.
Credit/no credit only.
May not be repeated for degree credit.

EDUC 636 Master’s Program Seminar (Education Administration) (3 Credits)

Culminating experience of the program. Students will have the opportunity to identify, explore, and research an area of education administration in depth and then communicate findings to the professional community.
Co-requisite: EDUC 632 Education Administration Exit Examination. (0).
Numeric grade only.
May not be repeated for degree credit.

EDUC 637 Master’s Seminar (3 Credits)

Culminating experience of the program. Students will have the opportunity to identify, explore, and research an area in depth and then communicate findings to the professional community.
Prerequisites: completion of all course requirements. Students may be concurrently enrolled in other required courses to fulfill program requirements.

EDUC 644 Introduction to Educational Research (3 Credits)

Introduces the major orientations informing educational research, as well as a range of qualitative and quantitative methodologies. Develops an understanding of study design, data collection, and analysis to evaluate existing studies and plan new ones that are relevant to professional practice in education.

EDUC 645 Introduction to Linguistics for Educators (3 Credits)

Provides a profound examination into how languages are patterned and structured. Various theories and research on language structure and related factors in first and second language acquisition are studied. In addition, the course will examine effective teaching and assessment strategies that provide all students access to the core curriculum.

EDUC 646 Diversity and Inclusion (3 Credits)

Explores both historic and contemporary perspectives in cross-cultural education. Opportunities, achievement and career gaps, and socioeconomic outcomes will be examined. Utilizing a cultural and systemic perspective, interactions of education institutions and socio-historic contexts leading to differentiated outcomes are examined. Culturally relevant and socially exemplary programs are also studied.

EDUC 647 Perspectives in Second Language Acquisition (3 Credits)

Provides a theoretical understanding of how first and second languages are learned. Introduces language acquisition theories, factors in first and second language development, and pedagogically effective language teaching and learning strategies. Candidates’ theoretical and practical language acquisition framework will enable them to effectively evaluate language activities in the classroom.

EDUC 649 Teaching English Learners (3 Credits)

An advanced study of teaching English learners. Deepens and broadens the second language development knowledge, skills, and abilities acquired during the professional teacher preparation program. Candidates acquire specialized skills designed to meet the instructional needs of English learners. Meets the Professional Clear Credential Requirement.

EDUC 651 Group Counseling and Consultation in Schools (3 Credits)

This course seeks to engage students around concepts related to the development and implementation of school-based (P–12) group counseling oriented toward various issues facing students in schools today. Students will also be introduced to group theory and techniques as it relates to the P–12 environment, along with group leadership skills. 
Prerequisite: EDUC 601 with a minimum grade of at least 3.0 or higher.

EDUC 653 Theories of Counseling and Psychotherapy (3 Credits)

Introduces a variety of counseling theories used to conceptualize cases in both community and educational counseling environments, including K–12, community college, and university settings, with specific focus on utilizing individual and systemic theory-based techniques for diverse populations across the lifespan. 
Prerequisite: EDUC 601 with a minimum grade of at least 3.0 or higher.

EDUC 654 Counseling for Career Choice and Development (3 Credits)

Students will become familiar with career development theories, sources of occupational information, the career counseling process, assessment in career counseling, and curricular approaches to fostering career development. They also will become familiar with the impact of diversity and individual differences on career development and choices. 
Prerequisite: EDUC 601 with a minimum grade of at least 3.0 or higher; and, for non-counseling majors, by permission.

EDUC 655 Counseling Systems (3 Credits)

This course introduces systems thinking for the helping professional. The systems approach distinguishes itself from the more traditional analytic approach by emphasizing the interactions and connectedness of the different components of a system. Students will learn the basics of thinking systemically. 
Prerequisite: EDUC 601 (with at least a grade of 3.0) and EDUC 653 (may be taken as a co-requisite).

EDUC 657A Practicum: Fieldwork in Counseling (3 Credits)

Designed to provide an overview of the various fieldwork requirements in the school counseling profession and to understand the role of the 21st-century school counselor. Assist students in comparing and contrasting responsibilities as they relate to the state and national standards for school counselors.

EDUC 657B Practicum: Fieldwork in Counseling (1 Credits)

Review and critique of fieldwork experience from a public or equivalent setting, which includes 12 three-hour group case conference sessions over the three semesters, and preparation for Exit Oral Interview, portfolio completion, and written comprehension exam. 
Prerequisite: EDUC 657A. 
Credit/no credit only.

EDUC 657C Practicum: Fieldwork in Counseling (1 Credits)

Review and critique of fieldwork experience from a public or equivalent setting, which includes 12 three-hour group case conference sessions over the three semesters, and preparation for Exit Oral Interview, portfolio completion, and written comprehension exam. 
Prerequisite: EDUC 657B. 
Credit/no credit only.

EDUC 657D Practicum: Fieldwork in Counseling (1 Credits)

Review and critique of fieldwork experience from a public or equivalent setting, which includes 12 three-hour group case conference sessions over the three semesters, and preparation for Exit Oral Interview, portfolio completion, and written comprehension exam. 
Prerequisite: EDUC 657C. 
Credit/no credit only.

EDUC 662 Educator’s Workshop (1-4 Credits)

Designed to reflect curriculum trends and issues in education, while current and topical.

EDUC 666 Fieldwork Practicum in Higher Education (1-3 Credits)

Independently designed learning experience focuses on a particular area of expertise in higher education. Students will be assigned a mentor to direct fieldwork experiences. 
Credit/no credit only.

EDUC 669 Diversity in Higher Education (3 Credits)

This course introduces students to theory, research, and practice related to diversity in American higher education. Students learn about crucial topics such as those related to discrimination and privilege, as well as developing a critical understanding of what these issues mean for institutions and their own professional practice. 
Prerequisite: EDUC 607 or by permission of instructor.

EDUC 670 Program Administration and Evaluation (3 Credits)

Emphasis on the theoretical and practical perspectives of management and evaluation of programs and program design. Introduction to organizational theory and management, team learning in a school environment, and curricular programming. Application of work required in a program proposal, including design, implementation, and evaluation strategies. Fieldwork required.

EDUC 671 Ethical and Reflective Leadership (3 Credits)

Introduction to leadership theory, problem framing, individual leadership assessment, and administrative styles. Emphasis on organizational management, ethical decision making, problem-solving, and reflective practice.

EDUC 673 School Resource Management (3 Credits)

Introduction to sound fiscal procedures and budgeting, including an examination of federal, state, and local educational financing. Topics include equitable resource management, setting budgetary priorities at the school site, facilities management, and school modernization.

EDUC 674 Education Law & Policy (3 Credits)

Introduction to and application of federal and state laws and legal opinions as they relate to educational policies and procedures. Topics covered include constitutional law, administrative law, district policies, and school governance and politics in relation to positive school climate and improvement.
Numeric grading only.
May not be repeated for degree credit.

EDUC 675 Curriculum and Program Development (3 Credits)

Consideration of the philosophical and historical elements of curriculum, as well as emerging issues. Specific attention given to planning, developing, implementing, and evaluating programs. Additional topics include current research in teaching practices, special programs, and the process of change within a school.

EDUC 676 School Personnel Management (3 Credits)

Examination of techniques and styles for selecting, supervising, and evaluating school personnel. Includes opportunities to observe and monitor staff performance and offers various professional in-service approaches. Employee relations, motivation, and negotiations included as students develop skills in personnel management.

EDUC 677 Supervised Fieldwork in Counseling (2 Credits)

This course focuses on the work in which students are engaged in program-approved field placements in schools and other counseling settings. To develop expected counseling competencies, students will participate in supervision with site supervisors and the course instructor. They also will participate with other class members in group supervision. 
Prerequisites: EDUC 601, EDUC 685, CMHC 610; concurrent enrollment in EDUC 653 and EDUC 680 or EDUC 624.

EDUC 678A Educational Administration Program Induction (1 Credits)

Designed to introduce students to the expectations of the Educational Administration program and make a commitment to educational justice. Consists of a semester’s work to develop a program completion plan, and set up a portfolio demonstrating the achievement of competencies based on CCTC Standards.

EDUC 678B Practicum: Fieldwork in Education (2 Credits)

Taken in the final semester, designed to fulfill major fieldwork requirements. Consists of a semester's work in educational settings to enable the student to apply administrative skills learned throughout the program. Degree and credential candidates develop a portfolio of evidences demonstrating the achievement of competencies based on CCTC Standards.
Prerequisite: EDUC 678A.

EDUC 679 Preliminary Administrative Internship Practicum (1-3 Credits)

Designed to provide support and guidance for candidates who have been hired by school districts on administrative internship credentials. Expectations are the same as EDUC 678. Enrollment required every term except when enrolled in EDUC 678. 
Credit/no credit only.

EDUC 679C Education Administration Internship C (1 Credits)

Intern candidates will complete the CalAPA Cycle 3: Supporting Teacher Growth, receive individual leadership coaching, and reflect on consequential, job-related leadership experiences. Intern candidates must enroll in 679C in lieu of 634C.
Co-requisite EDUC 635C.
Numeric grading only.
May not be repeated for degree credit.

EDUC 679B Education Administration Internship B (1 Credits)

Intern candidates will complete the CalAPA Cycle 2: Facilitating Communities of Practice, receive individual leadership coaching, and reflect on consequential, job-related leadership experiences. Intern candidates must enroll in 679B in lieu of 634B.
Co-requisite EDUC 635B.
Numeric grading only.
May not be repeated for degree credit.

EDUC 679A Education Administration Internship A (1 Credits)

Intern candidates will complete the CalAPA Cycle 1: Analyzing Data to Inform School Improvement and Promote Equity, receive individual leadership coaching, and reflect on consequential, job-related leadership experiences. Intern candidates must enroll in 679A in lieu of 634A.
Co-requisite EDUC 635A.
Numeric grading only.
May not be repeated for degree credit.

EDUC 680 Human Development Across the Life Span (3 Credits)

This course is designed to explore historical and contemporary perspectives in typical and atypical human growth, development, and learning styles. Utilizing a systemic perspective, the course examines physical, emotional, mental, cultural, sexual, and moral development throughout the life-span. 
Prerequisite: current enrollment in the School or Clinical Mental Health Counseling Program.

EDUC 685 Foundations of School Counseling (3 Credits)

This course explores various responsibilities that are required to be an effective counselor in today’s school environment. Additionally, an overview of the identity of the professional school counselor’s role will be addressed to facilitate the knowledge necessary to navigate the current functions of PPS counseling at the various K–12 levels.

EDUC 696 Advanced Addictions Counseling (3 Credits)

Introduces the student to issues related to the etiology and treatment of various addictions. Counseling skills and approaches that can be utilized to match interventions for disorders of addiction to individual client needs will be addressed. Versatility and flexibility are emphasized, as well as the use of research-supported prevention and intervention strategies. 
Prerequisite: EDUC 695.

EDUC 700 Independent Study (1-4 Credits)

In exceptional cases, independent study project provides alternatives not available through regular course offerings or because of scheduling limitations. May repeat for a maximum of 12 credits of independent study. Independent study is subject to an additional fee.

EDUC 720 Professional Administrative Services Credential Assessment: Plan Development and Mentoring (2 Credits)

Required of all Professional Administrative Services Credential candidates. Working with a mentor, students must complete all assessment activities and develop and obtain approval of an induction plan addressing organizational and cultural environments, dynamics of strategic issues management, ethical and reflective leadership analysis and development of public policy, management of information systems, and human and fiscal resources. 
Credit/no credit only.

EDUC 722 Learning and Leadership (3 Credits)

Topics include instructional leadership, learning, and instructional research and theory; evaluation of teaching effectiveness, staff performance, and pupil achievement; staff development; site-based decision making; and current trends and issues. 
Credit/no credit only.

EDUC 723 Communication in an Environment of Diversity (3 Credits)

Topics include effective interpersonal communication skills, effective oral and written presentation, cultural values and language diversity, demographics of the local community, the politics of language, restructuring, and coalition building. 
Credit/no credit only.

EDUC 724 Organizational Systems in Education (3 Credits)

Topics include theory and function of human organizations, schools as systems (political, social, cultural, economic), management of organizations for change, and leadership in organizational settings. 
Credit/no credit only.

EDUC 725 Resource Management in Schools (3 Credits)

Topics include sound practices in the management of fiscal, material, and human resources within a legal framework; district-level funding and budgeting; current problems affecting school financing; short- and long-term planning; appropriate assignment of personnel; and developing and implementing effective personnel policies. 
Credit/no credit only.

EDUC 726 Professional Administrative Services Credential Assessment: Exit (2 Credits)

Required of all Professional Administrative Services Credential candidates. Students must complete all parts of the induction plan, a self-assessment of expectations, and an exit assessment interview. The student’s mentor and the program director must verify that the student met the plan expectations. 
Credit/no credit only.

EDUC 770 Clear Administrative Services Credential Induction (1 Credits)

Required of all Clear Administrative Services Credential (CASC) candidates. Working with a mentor, students develop and obtain approval of an induction plan addressing organizational and cultural environments, dynamics of management, ethical and reflective leadership and development of public policy, information systems, and human/fiscal resources. 
Credit/no credit only.

EDUC 771 Clear Administrative Services Credential Personal Learning Plan (1 Credits)

Required of all Clear Administrative Services Credential (CASC) Candidates. Working with a mentor, students develop a Personal Learning Plan which aligns with the induction plan and a formal leadership analysis. 
Credit/no credit only.
Prerequisite: EDUC 770. 

EDUC 772 Clear Administrative Services Credential– CPSEL #1 (1 Credits)

Required of all Clear Administrative Services Credential (CASC) candidates. Working with a mentor, students must demonstrate mastery of the California Professional Standard for Educational Leaders (CPSEL) #1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION. 
Credit/no credit only.

EDUC 773 Clear Administrative Services Credential– CPSEL #2 (1 Credits)

Required of all Clear Administrative Services Credential (CASC) candidates. Working with a mentor, students must demonstrate mastery of the California Professional Standard for Educational Leaders (CPSEL) #2: INSTRUCTIONAL LEADERSHIP. 
Credit/no credit only.
Prerequisites: EDUC 770, EDUC 771, and EDUC 772. 

EDUC 774 Clear Administrative Services Credential– CPSEL #3 (1 Credits)

Required of all Clear Administrative Services Credential (CASC) candidates. Working with a mentor, students must demonstrate mastery of the California Professional Standard for Educational Leaders (CPSEL) #3: MANAGEMENT AND LEARNING ENVIRONMENT. 
Credit/no credit only.
Prerequisites: EDUC 770, EDUC 771, EDUC 772, and EDUC 773. 

EDUC 775 Clear Administrative Services Credential– CPSEL #4 (1 Credits)

Required of all Clear Administrative Services Credential (CASC) candidates. Working with a mentor, students must demonstrate mastery of the California Professional Standard for Educational Leaders (CPSEL) #4: FAMILY AND COMMUNITY ENGAGEMENT. 
Credit/no credit only.
Prerequisites: EDUC 770, EDUC 771, EDUC 772, EDUC 773, and EDUC 774.

EDUC 776 Clear Administrative Services Credential– CPSEL #5 (1 Credits)

Required of all Clear Administrative Services Credential (CASC) candidates. Working with a mentor, students must demonstrate mastery of the California Professional Standard for Educational Leaders (CPSEL) #5: ETHICS AND INTEGRITY. 
Credit/no credit only.
Prerequisites: EDUC 770, EDUC 771, EDUC 772, EDUC 773, EDUC 774, and EDUC 775. 

EDUC 777 Clear Administrative Services Credential– CPSEL #6 (1 Credits)

Required of all Clear Administrative Services Credential (CASC) candidates. Working with a mentor, students must demonstrate mastery of the California Professional Standard for Educational Leaders (CPSEL) #6: EXTERNAL CONTEXT AND POLICY. 
Credit/no credit only.
Prerequisites: EDUC 770, EDUC 771, EDUC 772, EDUC 773, EDUC 774, EDUC 775 and EDUC 776.

EDUC 778 Clear Administrative Services Credential– Individual Learning Plan Completion (1 Credits)

Required of all Clear Administrative Services Credential (CASC) Candidates. Working with a mentor, students must complete the Personal Learning Plan. 
Credit/no credit only. 
Prerequisites: EDUC 770, EDUC 771, EDUC 772, EDUC 773, EDUC 774, EDUC 775, EDUC 776, and EDUC 777.

EDUC 779 Clear Administrative Services Credential– Individual Induction Plan Completion (1 Credits)

Required of all Clear Administrative Services Credential (CASC) candidates. Working with a mentor, students must complete the Personal Learning Plan. 
Credit/no credit only.
Prerequisites: EDUC 770, EDUC 771, EDUC 772, EDUC 773, EDUC 774, EDUC 775, EDUC 776, EDUC 777, and EDUC 778.

EDUC 780 Special Studies (2 Credits)

Individually designed activity that might include approved professional development, research or evaluation problems, directed readings or tutorial, or an internship consistent with an approved professional development plan. 
Credit/no credit only.

EDUC 800 Independent Study (1-4 Credits)

In exceptional cases, independent study project provides alternatives not available through regular course offerings or because of scheduling limitations. May repeat for a maximum of 12 credits of independent study. No additional fee for doctoral students fulfilling elective credits.

EDUC 820 Culture and Globalization on Contemporary Educational Issues (2 Credits)

Explore, examine, and understand current issues related to culture and globalization utilizing socially-situated theoretical perspectives in framing approaches to curriculum, instruction, and assessment. Study major developments and implications associated with globalization and culture that are shaping education.

EDUC 821 Culture and Globalization on Contemporary Educational Issues: Academic Field Trip (1 Credits)

Exposure to international themes in the study of culture, globalization, and education. The course will culminate in a reflective, personal journal-type conceptual paper or in a comprehensive research paper that covers international themes related to culture, globalization, and educational justice.

EDUC 830 Foundations of Social Justice Leadership (3 Credits)

Examines social justice theories and their implications in developing leadership in school reform. Identifies the social, cultural, political, and economic factors that influence schooling in a diverse society. Provides leadership knowledge, skills, and abilities for dealing with societal and institutional barriers to academic success and personal growth of all learners. 
Prerequisite: admission to Ed.D. program.

EDUC 831 Legal and Ethical Issues in Educational Leadership (3 Credits)

Explores legal and ethical issues in educational leadership in the context of the current policy environment. Course topics focus on laws affecting education and the application of legal and ethical practices in areas of personnel management, student services, and curriculum and program development. 
Prerequisite: admission to Ed.D. program.

EDUC 832 Educational Policy: A Multiple Perspectives Approach (3 Credits)

This course explores federal, state, and local policy development, implementation, and analysis. Topics include school governance, boardsmanship, and working with contracts and state and federal agencies to assure equitable access to all students. 
Prerequisite: admission to Ed.D. program.

EDUC 833 Education Finance and Budget (3 Credits)

Explores how revenues are generated, negotiated, distributed, and budgeted to achieve desired educational outcomes. Topics include the underlying social, political, and economic tensions associated with planning, developing, delivering, and managing educational finance resources, funding sources, facilities, and means of resolving programmatic tensions related to revenue generation, negotiation, distribution, and budgeting. 
Prerequisite: admission to Ed.D. program.

EDUC 835 Critical Theory and Educational Leadership (3 Credits)

Explores pragmatics of educational leadership models grounded in social justice scholarship. Presents a range of school-reform models oriented toward equity-based, professional development goals within diverse contexts. Examines research-supported school improvement relative to transformation-based leadership policies. Guides candidates to develop a comprehensive model of school leadership practices relative to specific professional settings. 
Prerequisite: admission to Ed.D. program.

 

 

EDUC 840 Educational Inquiry (3 Credits)

Explores research theories within the context of an inquiry framework on issues related to educational leadership. Develops an understanding of the range of research methodologies to plan, conduct, and evaluate qualitative and quantitative research. Develops ways of thinking and knowing about educational inquiry that contribute to the field of study. 
Prerequisite: admission to Ed.D. program.

EDUC 841 Quantitative Research Methods (3 Credits)

Introduces the purpose and means of various statistical practices within academic research. Acquaints students with the language of quantitative research; different understandings of the purpose and use of statistical research; various ways of framing research questions and designing studies; and generally accepted procedures for generating, analyzing, and interpreting statistical data. 
Prerequisite: admission to Ed.D. program.

EDUC 842 Qualitative Research Methods (3 Credits)

An in-depth study of the major paradigms and perspectives of qualitative research. Strategies of inquiry, methods of data collection and analysis, interpretation, evaluation, and representation will be the focus of the course. 
Prerequisite: admission to Ed.D. program.

EDUC 844 Social Justice Leadership for Changing Organizational Systems (3 Credits)

Engagement in social justice discourse in analyzing organizations as paradigmatic political environments impacting one’s work within them and the use of systemic leadership in change agentry. 
Prerequisite: admission to the Ed.D. program.

EDUC 845A Quantitative Research Methods II A (1 Credits)

Extends understanding of categorical data, statistical and graphical analysis for reporting educational research, and evaluation results. Includes techniques for studies of causation and association for both cross-sectional and longitudinal designs. Meets professional and doctoral development needs (e.g., compliance standards as well as research enhancement).

EDUC 850A Research to Practice Seminar I A (1 Credits)

A topical seminar that links research to practice relating to social justice and educational leadership.
Numeric grading only.

EDUC 850B Research to Practice Seminar I B (1 Credits)

A topical seminar that links research to practice relating to social justice and educational leadership.
Numeric grading only.

EDUC 850C Research to Practice Seminar I C (1 Credits)

A topical seminar that links research to practice relating to social justice and educational leadership.
Numeric grading only.

EDUC 851A Research to Practice Seminar II A (1 Credits)

Topical seminar examining additional methodological areas. Topics depend on instructor.
Numeric grading only.

EDUC 851B Research to Practice Seminar II B (1 Credits)

Topical seminar examining additional methodological areas. Topics depend on instructor.
Numeric grading only.

EDUC 851C Research to Practice Seminar II C (1 Credits)

Topical seminar examining additional methodological areas. Topics depend on instructor.
Numeric grading only.

EDUC 852 Research to Practice: Innovations in Leadership and Professional Development (3 Credits)

As a culminating experience in “practice,” candidates will design and implement a syllabus for a course they may teach, develop a professional development workshop, or design a community project to promote educational justice. This opportunity will provide a laboratory for deepening skills in the application of critical pedagogy focused on educational justice. 
Credit/no credit only.
Prerequisite: admission to Ed.D. program or by permission.

EDUC 860A Dissertation Development and Proposal Writing (1 Credits)

Writing of the dissertation proposal under the supervision of the student’s dissertation chair.
Prerequisite: EDUC 842.

EDUC 860B Dissertation Development and Proposal Writing (1 Credits)

Writing of the dissertation proposal under the supervision of the student’s dissertation chair.
Prerequisite: EDUC 860A.

EDUC 860C Dissertation Development and Proposal Writing (1 Credits)

Writing of the dissertation proposal under the supervision of the student’s dissertation chair.
Prerequisite: EDUC 860B.

EDUC 861 Dissertation Writing (1-9 Credits)

Dissertation writing is completed under the supervision of the candidate’s faculty research chair and the dissertation committee. Normally, candidates enroll in EDUC 861 for three terms for 3 credits each term. If the dissertation process extends longer than 9 credits, candidates enroll in EDUC 862 for 0 credits until finished. 
Credit/no credit only.
Prerequisite: dissertation proposal acceptance.

EDUC 862 Dissertation Writing Extension (0 Credits)

If the dissertation is not complete and accepted after the awarding of 9 credits, candidates will need to enroll in this course until the dissertation is completed and accepted. There is a seven-year deadline from last term of enrollment in EDUC 861 to complete the dissertation. 
Credit/no credit only.
Prerequisite: permission from program director.

EDUC 870 Special Topics (0-3 Credits)

Designed to facilitate doctoral candidates’ guided study relative to a cognate emphasis. Entails content-specific, research and theory-based exploration of a topic related to candidate’s discipline-specific focus in the area of educational justice. Guided by a contractual outline of projects to be successfully completed (1–3 credits, can be repeated).

EDUC 890 Ed.D. Qualifying Exam (0 Credits)

Students register for the Ed.D. qualifying exam in August or December. Successful completion demonstrates that students have both the content expertise and writing skill to be able to progress to the dissertation stage and continue independent work.
Credit/no credit only.
Course is repeatable for degree credit. Limited to two possible opportunities. Can take again if fail the first time. If fail twice, students dismissed from program. As per Ed.D. handbook approved by SOE curriculum committee and Assembly.

Education Specialist (EDSP)

EDSP 510 Foundations of (Dis)ability and Special Education (3 Credits)

Critically examines the (dis)ability studies movement as it relates to our past, present and future political climate both in and outside of school. Explores the impact of othering. Develops awareness of tensions between (dis)ability studies and special education while practicing self-reflexivity and advocating for students with (dis)abilities.

EDSP 516 Inclusion, (Dis)ability and Classroom Community (3 Credits)

Students will explore the ways in which they make sense of student behavior and will learn evidence-based instruction practices that are grounded in person-centered values. Students will become familiar with the application of Response to Intervention (RtI), Behavior Support Plans (BSP), Positive Behavior Interventions (PBI) and IEP goal-writing. 

EDSP 525 Diagnostic Reading and Specialized Interventions (3 Credits)

This course addresses the design and implementation of reading, literacy, and communication assessments and interventions to meet the needs of a full range of learners. Candidates will learn how to use these assessments and interventions in the context of Response-to-Intervention and other pre-referral intervention models. 
Prerequisites: EDUC 501, EDUC 505, and EDSP 510.

EDSP 552A Education Specialist Teaching Seminar I (1 Credits)

Culmination of the Education Specialist Teaching Credential Program. Consists of a series of topics designed to develop and further candidates’ professional preparation. 
Prerequisites for EDSP 552A and EDSP 552B: EDUC 501 or workshop equivalent and EDUC 503 and EDUC 505 and EDSP 510, and health education workshop or equivalent and Augmentative and Alternative Communication (AAC) Technology Workshop and all CSETs passed. 
Co-requisite: EDSP 555A and EDSP 555B.

EDSP 552B Education Specialist Teaching Seminar II (1 Credits)

Culmination of the Education Specialist Teaching Credential Program. Consists of a series of topics designed to develop and further candidates’ professional preparation. 
Prerequisites for EDSP 552A and EDSP 552B: EDUC 501 or workshop equivalent and EDUC 503 and EDUC 505 and EDSP 510, and health education workshop or equivalent and Augmentative and Alternative Communication (AAC) Technology Workshop and all CSETs passed. 
Co-requisite: EDSP 555A and EDSP 555B.

EDSP 553 Education Specialist Internship (13 Credits)

The Internship Program is an eighteen-week supervised public school classroom experience in a Mild/Moderate delivery model and setting K–12 through age 22. Open for application to those who have earned a Bachelor’s degree, have passed CBEST, CSET, or an approved waiver program and have met program pre-service requirements.
Prerequisites: EDUC 501 or workshop equivalent and EDUC 503 and EDUC 505 and EDSP 510, and health education workshop or equivalent and Augmentative and Alternative Communication (AAC) Technology Workshop and all CSETs passed. 
Co-requisite: EDSP 555A and EDSP 555B.

EDSP 555A Education Specialist Student Teaching I (5 Credits)

Supervised public school classroom experiences in Mild/Moderate delivery models and settings K–12 through age 22. Full-day student teaching required for seven weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Fieldwork Experiences. 
Prerequisites for EDSP 555A and EDSP 555B: EDUC 501 or workshop equivalent and EDUC 503 and EDUC 505 and EDSP 510, and health education workshop or equivalent and Augmentative and Alternative Communication (AAC) Technology Workshop and all CSETs passed. 
Co-requisite: EDSP 552A and EDSP 552B (or EDSP 553).

EDSP 555B Education Specialist Student Teaching II (5 Credits)

Supervised public school classroom experiences in Mild/Moderate delivery models and settings K–12 through age 22. Full-day student teaching required for seven weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Fieldwork Experiences. 
Prerequisites for EDSP 555A and EDSP 555B: EDUC 501 or workshop equivalent and EDUC 503 and EDUC 505 and EDSP 510, and health education workshop or equivalent and Augmentative and Alternative Communication (AAC) Technology Workshop and all CSETs passed. 
Co-requisite: EDSP 552A and EDSP 552B (or EDSP 553).

EDSP 610 Foundations of (Dis)ability and Special Education (3 Credits)

Critically examines the (dis)ability studies movement as it relates to our past, present and future political climate both in and outside of school. Explores the impact of othering. Develops awareness of tensions between (dis)ability studies and special education while practicing self-reflexivity and advocating for students with (dis)abilities. Equivalent to EDSP 510.

EDSP 616 Inclusion, (Dis)ability and Classroom Community (3 Credits)

Students will explore the ways in which they make sense of student behavior and will learn evidence-based instructional practices that are grounded in person-centered values. Students will become familiar with the application of Response to Intervention (RtI), Behavior Support Plans (BSP), Positive Behavior Interventions (PBI) and IEP goal-writing. Equivalent to EDSP 516.

EDSP 625 Diagnostic Reading and Specialized Interventions (3 Credits)

This course addresses the design and implementation of reading, literacy, and communication assessments and interventions to meet the needs of a full range of learners. Candidates will learn how to use these assessments and interventions in the context of Response-to-Intervention and other pre-referral intervention models. Equivalent to EDSP 525.

EDSP 652A Education Specialist Teaching Seminar I (1 Credits)

Culmination of the Education Specialist Teaching Credential Program. Consists of a series of topics designed to develop and further candidates’ professional preparation. Equivalent to EDSP 552A and EDSP 552B. 

EDSP 652B Education Specialist Teaching Seminar II (1 Credits)

Culmination of the Education Specialist Teaching Credential Program. Consists of a series of topics designed to develop and further candidates’ professional preparation. Equivalent to EDSP 552A and EDSP 552B. 

EDSP 653 Education Specialist Internship (13 Credits)

The internship program is an eighteen-week supervised public school classroom experience in mild/moderate delivery model and setting, K-12 through age 22. Open for application to those who earned a bachelor’s degree, have passed CBEST, CSET, or an approved waiver program and have met program pre-service requirements. Equivalent to EDSP 553.

EDSP 655A Education Specialist Student Teaching I (5 Credits)

Supervised public school classroom experiences in mild/moderate delivery models and settings, K-12 through age 22. Full-day student teaching required for seven weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Fieldwork Experiences. Equivalent to EDSP 555A and EDSP 555B.

EDSP 655B Education Specialist Student Teaching II (5 Credits)

Supervised public school classroom experiences in mild/moderate delivery models and settings, K-12 through age 22. Full-day student teaching required for seven weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Fieldwork Experiences. Equivalent to EDSP 555A and EDSP 555B.

Learning and Teaching (MALT)

MALT 601 Foundations of Learning (3 Credits)

Introduction to the field of education; its history, major philosophies, socio-cultural context, diversity, pedagogy, educational psychology, legal issues, and educational reform. Integrates traditional educational thinking with culturally relevant perspectives based on current research on practice.

MALT 602 Single Subject Methods I: Critical Pedagogy and Instructional Design (3 Credits)

Engages candidates in the creation of culturally responsive curricula with an understanding that diversity differences affect learning. Teacher candidates investigate effective and meaningful instruction and assessments based on subject matter knowledge, content standards, and use of technology through the theoretical lens of social justice and critical theory. 
Prerequisite: MALT 601. 

MALT 603 Multiple Subject Methods I: STEM Methods (3 Credits)

Focuses on pedagogical content knowledge and instructional methods in Science, Technology, Engineering, and Mathematics (STEM), and related content. Models project and problem-based learning incorporating digital resources with an emphasis on promoting research-based strategies.
Prerequisite: MALT 601.

MALT 604 Single Subject Methods II: Literacies for Diverse Learners (3 Credits)

This course examines factors related to classroom-based work with at-risk learners, including ELL’s, special needs students and others whose profiles require care. Topics include language development, assessment, curriculum development, leadership, and research based on the needs of such learners. A critical theory lens is adopted in viewing relevant critical issues.  
Prerequisites: MALT 601 and MALT 602. 

MALT 605 Multiple Subject Methods II: English Language Arts (3 Credits)

Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally diverse society.  
Prerequisites: MALT 601 and MALT 603. 

MALT 606 Single Subject Methods III: Content Area Teaching (3 Credits)

Development of methodology and strategies related to curriculum and instructional methods, assessment and diagnostic strategies pertaining to the content areas in secondary schools. Focus includes inclusive teaching, content area literacy and assessment methodology through the theoretical orientation of critical theory. Field experience required. 
Prerequisites: MALT 601, MALT 602, and MALT 604. 

MALT 607 Multiple Subject Methods III: Multicultural Social Studies (3 Credits)

Evidence-based strategies for planning, implementing, and assessing K-8 history-social science curriculum. Emphasis on developing analytic thinking skills while providing insights into historical periods and cultures. Focuses on critical educational perspectives, comprehension, and creation of complex relevant texts, and integration of diverse media and technology in classrooms.  
Prerequisites: MALT 601, MALT 603, and MALT 605. 

MALT 608 Single Subject Methods IV: Content Area Literacy and Assessment (3 Credits)

Explores principles, and practices related to curriculum design, assessment and methods applicable to candidates’ content areas. Candidates apply curricular and assessment design principles, investigate specific content-area literacy strategies, and apply micro-teaching approaches. Formative and summative assessments explored relative to subject area. A critical theory lens embraces course content. 
Prerequisite: MALT 601, MALT 602, MALT 604, and MALT 606.

MALT 609 Multiple Subject Methods IV: Literacy and Assessment (3 Credits)

K-8 curriculum development, assessment strategies and literacy instruction. Emphasis on the study and design of research-based assessment and instruction to support the needs of all learners. 
Prerequisites: MALT 601, MALT 603, MALT 605, and MALT 607. 

MALT 610A Foundations of Inquiry: Research, Assessment, and Evaluation in Schools (3 Credits)

Equips beginning researchers with the tools to conduct meaningful teacher research to inform classroom practice. Educational research is evaluated to understand the relationship between theory and practice when conducting inquiry. This is one of two courses for the MALT program capstone experience.

MALT 610B Foundations of Inquiry: From Inquiry to Action (3 Credits)

Completion of an inquiry-based project from MALT 610A that includes a research proposal, questions, research design, plan, and appropriate form of publication. Research agendas connect coursework to relevant community issues while emphasizing an exploration of a teacher-researcher identity.
Prerequisite: MALT 610A.

MALT 611 Foundations of Literacies (3 Credits)

Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally diverse society. 

MALT 652 Teaching Seminar (2 Credits)

Culmination of the Teacher Credential Program. Consists of a series of topics designed to further develop candidates’ professional preparation. Serves also as a summary of course and field experience. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district. 
Prerequisites for Single Subject: MALT 601, MALT 602, MALT 604, MALT 606, MALT 608, TPA I and TPA II passed, and all CSETs passed.
Prerequisites for Multiple Subject: MALT 601, MALT 603, MALT 605, MALT 607, MALT 609, TPA I and TPA II passed, and all CSETs passed.
Co-requisite: MALT 653A and MALT 653B (or MALT 654).

MALT 653A Student Teaching I (5 Credits)

Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for even weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences. 
Prerequisites for Single Subject: MALT 601, MALT 602, MALT 604, MALT 606, MALT 608, TPA I and TPA II passed, and all CSETs passed. 
Prerequisites for Multiple Subject: MALT 601, MALT 603, MALT 605, MALT 607, MALT 609, TPA I and TPA II passed, and all CSETs passed. 
Co-requisite: MALT 652.

MALT 653B Student Teaching II (5 Credits)

Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for even weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences. 
Prerequisites for Single Subject: MALT 601, MALT 602, MALT 604, MALT 606, MALT 608, TPA I and TPA II passed, and all CSETs passed. 
Prerequisites for Multiple Subject: MALT 601, MALT 603, MALT 605, MALT 607, MALT 609, TPA I and TPA II passed, and all CSETs passed. 
Co-requisite: MALT 652.

MALT 654 Internship (13 Credits)

The Internship Program is an eighteen-week placement, supervised weekly in a public school classroom. Open for application to those who have earned a bachelor’s degree and have passed both the CBEST and the applicable CSET or an approved waiver program. Separate internship application required. 
Prerequisites for Single Subject: MALT 601, MALT 602, MALT 604, MALT 606, MALT 608, TPA I and TPA II passed, and all CSETs passed. 
Prerequisites for Multiple Subject: MALT 601, MALT 603, MALT 605, MALT 607, MALT 609, TPA I and TPA II passed, and all CSETs passed. 
Co-requisite: MALT 652.