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.

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.

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).

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.

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.

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.

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.

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.

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.)

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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. 

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.

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. 

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.

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. 

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.

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. 

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. Admission into the School of Education and EDUC 501.

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.

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.

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.

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.

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.

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).

Culmination of the Teacher Credential Program for Interns. Consists of a series of topics designed to further develop candidates' professional preparation. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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. 

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Introduction to theories and strategies of personal and organizational change. Emphasis on personal and organizational reflective practice, the dynamics of nested educational communities, and the purpose and process of implementing change to improve student learning and school culture.

Introduction to the foundational theories of curriculum design and implementation, adult learning, and professional development. Students will apply theory to create professional development strategies in support of teacher performance.
Numeric grade only.
May be repeated for degree credit.

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.

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.

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.

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.

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.

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.

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.

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.

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).

Culmination of the Teacher Credential Program for Interns. Consists of a series of topics designed to further develop candidates’ professional preparation. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district.
Corequisite: EDUC 554.

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.

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.

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.

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.

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

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.

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.

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.

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

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.

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.

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.

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.

This course focuses on the work students are engaged during program-approved field placements in schools and other counseling settings. Students will participate in supervision with the course instructor in addition to group supervision with their peers. This course is for students in their first term of fieldwork.
Prerequisites: EDUC 601, EDUC 685, and CMHC 610.
Corequisites: EDUC 653, and EDUC 680 (or EDUC 624).
Credit/No Credit only.

This course focuses on the work students are engaged during program-approved field placements in schools and other counseling settings. Students will participate in supervision with the course instructor in addition to group supervision with their peers. This course is for students in their second term of fieldwork.
Prerequisites: EDUC 677A.
Credit/No Credit only

This course focuses on the work students are engaged during program-approved field placements in schools and other counseling settings. Students will participate in supervision with the course instructor in addition to group supervision with their peers. This course is for students in their third term of fieldwork.
Prerequisites: EDUC 677B.
Credit/No Credit only.

This course focuses on the work students are engaged during program-approved field placements in schools and other counseling settings. Students will participate in supervision with the course instructor in addition to group supervision with their peers. This course is for students in their fourth term of fieldwork and beyond.
Prerequisites: EDUC 677C.
Credit/No Credit only.

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.

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.

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.

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.

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.

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.

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.

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.

This course will examine special topics in community-engaged leadership in schools and society.
Numeric grading only.

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.

The Counselor Preparation Comprehensive Exam (CPCE) is an exit examination required of all Department of Counseling and Human Services students in the Clinical Mental Health Counseling and School Counseling programs at the University of Redlands. The exam assesses the student’s knowledge of counseling to ensure minimum competence in the field.  Offered online only. 
Credit/no credit only.
May be repeated for 3 attempts.

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.

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.

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.

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.

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.

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.

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.

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.

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. 

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.

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. 

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. 

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.

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. 

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.

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.

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.

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.

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.

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.

Systematically develops knowledge, skills, and abilities necessary to produce a literature review that demonstrates mastery of a topic with emphasis on each student producing their dissertation literature review. Students will conduct library research, topic refinement, bibliography development, and literature analysis.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.

Systematically develops knowledge, skills, and abilities necessary to produce a literature review that demonstrates mastery of a topic with emphasis on each student producing their dissertation literature review. Continues with literature analysis, synthesis, critique, and outlining a first draft. Deepens conceptual understand of research methods used in the literature reviewed.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.

Systematically develops knowledge, skills, and abilities necessary to produce a literature review that demonstrates mastery of a topic with emphasis on each student producing their dissertation literature review. Culminates with writing a final draft, including compliance with all technical standards for manuscript preparation.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.

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.

Explores organization theory, attending to administration and policy associated with education organization for social justice leaders. Students create a conceptual understanding of education organization and governance so that participants can apply multiple theoretic constructions to critically examine educational organization functioning. Students develop competency as critical examiners of educational organizational functioning.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.

Explores organization theory, attending to administration and policy associated with education organization for social justice leaders. Students create a conceptual understanding of education organization and governance so that participants can apply multiple theoretic constructions to critically examine educational organization functioning. Students develop competency as critical examiners of educational organizational functioning.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.

Explores organization theory, attending to administration and policy associated with education organization for social justice leaders. Students create a conceptual understanding of education organization and governance so that participants can apply multiple theoretic constructions to critically examine educational organization functioning. Students develop competency as critical examiners of educational organizational functioning.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.

Deeply examines leadership perspectives in organizations. Utilizing a historical and organizational perspective, critically examines leadership and management, including leadership theories, models, and application for emerging social justice scholarship and practice.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.

Introduction to and application of: 1) education federal and state laws and legal opinions; 2) California school finance and; 3) California personnel law, practices, and procedures. Topics covered include constitutional law, administrative law, federal, state, and district, and school policies that contribute to positive school climate and improvement.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.

Examines the historical foundations of US education (PK-12 and higher education) through a social justice lens. Explores how gender, race, class, religion, sexuality, and ableism interact with changing purposes, systems, and institution-building of education considering access to, leadership within, and provision of education.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.

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.

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.

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.

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.

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.

This course provides an introduction and overview of the Black Freedom Movement and explores questions of racial equity in schools and society, as well as how educational leaders can address these issues. Other topics include racial capitalism, systemic racism, neoliberalism, abolitionist teaching, decolonization, and antiracism.
Numeric grading only.

Examines the intersection of literacy and democracy. Students consider broad theoretical issues and philosophical questions related to preparing citizens for a democracy, as well as the historical and contemporary role of schools, teachers, and communities in this project.
Numeric grading only.

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.

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.

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.

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.

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).

Extends understanding of quantitative research designs and the statistical analyses most appropriate for answering research questions under each for the purpose of educational improvement. Introduces statistical procedures used to make inferences. Supports satisfying the early research project requirement of the program.
Numeric grading only.
Prerequisites: EDUC 841 and EDUC 842.

Extends understanding and skills involved in qualitative research. Explores advanced qualitative design approaches to qualitative data gathering, analysis, and interpretation. Students produce an original piece of qualitative research as part of this course. Supports satisfying the early research project requirement of the program.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.

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

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

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

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

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

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

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.

Students use this course to start work on their dissertation research proposal. With guidance of the course faculty member students will devise a dissertation topic, recruit a chair, hone in on a research question(s), and produce a piece of work that establishes the importance of the topic and the scope of the problem.
Prerequisite: Admission to Ed.D. Program.

Students update and refine their literature review based on the development of the research questions in EDUC 860A. Further develops context, purpose, and scope of their dissertation study.
Prerequisite: Admission to Ed.D. Program.

Students submit a dissertation research proposal that includes methodological content congruent with the purpose and scope of the study.
Prerequisite: Admission to Ed.D. Program.

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.

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.

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).

A special topics seminar examining social justice and education leadership across Pk-12 and higher education. Topics alternate according to instructor and year of offering. May be repeated up to 6 credits.
Prerequisite: Admission to the Ed.D. Program.
Numeric grading only.

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.

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.

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. 

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.

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.

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.

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.

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).

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).

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.

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.

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.

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. 

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. 

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.

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.

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.

This course is designed for service professionals 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 issues shaping development through the life span.

This course addresses learning theories and their implications for curriculum and program development. Students will examine human learning, including the cognitive, affective, and biological basis of behavior. Students will study what is meant by human development exceptionality; theories of developmental difference, cultural perspectives of differences and how we judge behaviors.

Examines social justice theories, themes, or issues and their implications in leadership development and practice. Identifies the social, cultural, political, and economic factors that influence communities in a diverse society. Provides leadership knowledge, skills, and abilities for dealing with societal and institutional barriers to individuals’ success and personal growth.

This course is designed for service professionals to explore leadership perspectives in education and human service organizations. Utilizing an organizational perspective, the course examines leadership and management, including leadership theories, models, and application of leadership ideas to practice.

This course introduces students to basic concepts and techniques used in social science research. The course covers: a) basic social scientific inquiry and research design; b) quantitative data gathering and analysis; c) qualitative data gathering and analysis; d) mixed methods and action research approaches.

Designing to engage students in: a) the foundational components of different types of action research; b) discussing, critiquing and using action research methodology; c) exploring the literature on a topical area of interest related to one’s work sphere; and; d) writing an action research proposal supporting the final capstone project.

Designed to engage students in: a) the foundational components of different types of action research; b) discussing, critiquing and using action research methodology; c) exploring the literature on a topical area of interest related to one’s organization; and; d) writing an action research proposal supporting the final action research project.

Designed to engage students in: a) the foundational components of different types of action research; b) discussing, critiquing and using action research methodology; c) exploring the literature on a topical area of interest related to one’s organization; and; d) writing an action research proposal supporting the final action research project.

This course will enable students to develop a broad conceptual mastery of the philosophical and theoretical underpinnings of the profession through critical examination of the historical, legal, social and political developments shaping its creation and evolution.

This course focuses on equipping social justice leaders with the necessary tools to invoke change within organizations. Students are introduced to theoretical lenses to critique and apply to their professional practice to facilitate sustainable, meaningful change. Students apply learned frames to a sustainable project in an organization of their choice.

Students in this course explore management theory and practice in the administration of human service organizations both in the public and private sector. These include, but are not limited to, legal/regulatory issues, fiscal management, professional development of staff, managing volunteers, constituency building and advocacy.

This course covers the fundamentals of effective resource development for nonprofit and educational organizations. We examine the parameters within which leaders raise funds including the social, historical, organizational, and ethical contexts of fundraising. Students are introduced to the philanthropy in America and practical guidelines for handling potential donors.

An introduction to fundamental legal issues relevant to social justice and those working with marginalized populations, including an exploration of constitutional issues (speech, religion, and equal protection under the law), federal laws (discrimination, access, and privacy), relevant state laws, and professional standards for ethical behavior.

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.

This course will prepare students to implement contemporary technology tools used to design and develop instructional materials. Students will learn techniques and effective pedagogical principles when using instructional technology tools in the development of training and course materials for face-to-face, hybrid, or online delivery.
Prerequisites: MAED 601, MAED 602, MAED 603, MAED 604, MAED 605, and MAED 606A.

Introduction to the core components of instructional design. Learn effective methodologies and principles for online, face-to-face, and hybrid instruction.
Prerequisites: MAED 601, MAED 602, MAED 603, MAED 604, MAED 605, and MAED 606A.

Explores factors related to classroom-based work with diverse learners, including ELL's, special needs students, LGBTQIA+ and others whose profiles demand attention. 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 issues.

This course will prepare students to envision and develop ethical technology-rich instructional materials. An exploration of the ethical concerns related to the adoption of technologies will inform decisions on whether to employ, abandon, or reimagine the use of such tools in face-to-face, hybrid, or online learning environments.
Prerequisites: MAED 601, MAED 602, MAED 603, MAED 604, MAED 605, and MAED 606A.

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.

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. 

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.

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. 

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. 

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. 

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. 

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.

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. 

This course focuses on the basic concepts and techniques of research in practice, formulating meaningful research questions, designing a study, collecting, analyzing, and evaluating data, and implicating issues for classroom and online-based instruction. The objectives are research applied to educational settings involving subject- specific classroom practices. Course meets on main campus on Saturdays.
Prerequisites for Single Subject: MALT 601, MALT 602, MALT 604, MALT 606, MALT 608, MALT 600C and MALT 600D, TPA I and TPA II passed.
Prerequisites for Multiple Subject: MALT 601, MALT 603, MALT 605, MALT 607, MALT 609, MALT 600A, MALT 600B TPA I and TPA II passed.

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.

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.

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. 
Prerequisite: Admission into the School of Education and MALT 601.

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.

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.

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.

Culmination of the Teacher Credential Program for Student-Teachers. Consists of a series of topics designed to further develop candidates’ professional preparation. 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.
Numeric grading only.

Culmination of the Teacher Credential Program for Interns. Consists of a series of topics designed to further develop candidates’ professional preparation. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district.
Corequisite: MALT 654.