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Pupil Personnel Services |
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PPP 793 - Supervised Practicum Experience Credits: 1 - 4
This course consists of practicum level fieldwork in California schools under the supervision of a credentialed PPS school psychologist. Practicum is 100 hours (per unit of registration) in a school placement. Candidates are provided individualized and supervised field experiences that give them an opportunity to practice skills acquired in their coursework. Emphasis is placed on attainment and completion of professional competencies, interpersonal skills, professional conduct and continuing development of theory, skills and knowledge related to the responsibilities of a school psychologist. After successful completion of these units, the candidate will be prepared to assume the responsibilities of an intern school psychologist. Proof of liability insurance in required.
PPP 722 and PPP 791
PPP 724
Graded Credit/No Credit. May not be audited. Repeatable for credit. Requires Program Director approval. Students must take 2 semesters to complete the course.
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PPP 793B - BCBA Supervised Experiences Credits: 1 - 3
Fieldwork experience in California public schools under the supervision of a Board Certified Behavior Analyst (BCBA). Emphasis is given to continue development of understanding and abilities to use theory, skills and knowledge related to the responsibilities of a Board Certified Behavior Analyst. An integrated approach to matching practical, related experiences with theoretical training.
Graded Credit/No Credit. May not be audited. Repeatable for credit.
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PPP 794 - Internship Credits: 2 - 8
Student will demonstrate skills represented in the CTC standards. These skills were acquired during formal training on campus with additional knowledge and skills gained through field placement. Internship is offered in schools serving children from preschool to high school. Principal supervision is provided by the local school district and the university. The experience occurs on a full-time basis (8 units total) over a period of one academic year or on a half-time basis (4 units per year) over a period of two consecutive years. In consultation with program director, students will register for appropriate number of units corresponding to the internship experiences anticipated to be completed during that term.
PPP 793
Students must take a total of 8 credits. Repeatable for credit. Graded Credit/No Credit. May not be audited. Requires Program Director approval.
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PPS 704 - Counseling Applications in School Settings Credits: 3
Participants in this course will explore and discuss the use of effective techniques and theories that assist in addressing current youth issues. In order to implement prevention and intervention strategies, students in this course will assess and demonstrate an understanding of the principles associated with building self-esteem, personal and social responsibility, and a relationship to the lifelong learning process. This course will assist in the understanding of the factors that contribute to successful learning and provide the knowledge to identify problems in their earliest stages.
May not be audited.
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PPS 705 - Family-School Collaboration and Consultation Credits: 3
This course provides participants with opportunities and experiences to display an understanding of the ways in which pupil development, well being, and learning are enhanced by family-school collaboration. This course will also provide participants the opportunities and experiences to demonstrate knowledge and application of theories, models, and processes of consultation. Participants will demonstrate skills using consulting and collaborating with others to identify problem areas, collect and analyze information to understand problems, make decisions about service delivery, and evaluate the implementation and outcome of the service delivery plan.
May not be audited.
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PPS 708 - Counseling for Diversity Credits: 3
This course provides participants with opportunities and experiences to display an understanding of ways in which ethnic, cultural, socioeconomic, and environmental factors influence pupil learning and achievement. Participants will learn skills to work effectively with pupils and their families from diverse backgrounds. This course will provide participants with an understanding and appreciation for diversity. An understanding of cultural competence is provided to participants in order to effectively serve diverse and changing communities. This course will provide participants with an understanding of the ways in which educational policies, programs, and practices can be developed, adapted, and modified to be culturally congruent with the needs of pupils and their families.
May not be audited.
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PPS 710 - Assessment and Measurement Credits: 3
This course is designed to allow students to gain knowledge and skills regarding the use of formal and informal tests and procedures by both school counselors and school psychologists. The relationships of various assessment instruments to a variety of learning theories will be addressed. Students will learn how assessment data is utilized to inform instructionally-related intervention strategies within the context of multi-tiered systems of supports in educational settings. the importance of early intervention will be stressed. Best practices for communicating assessment results to a variety of audiences including the children themselves, parents, teachers, administrators, and community agencies, will be provided.
May not be audited.
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PPS 712 - Laws and Ethics Credits: 3
The course introduces students to ethical and legal concerns likely to be encountered in school settings across the diverse roles of school psychologists and counselors. The understanding of current state and federal legal mandates and possible ramifications of proposed legislation in the following areas will be covered: child-find obligations, and procedural safeguards associated with special education and section 504 services, general and special education assessment, counseling and therapeutic interventions, attendance and discipline procedures, safety and violence prevention requirements, juvenile court systems, LGBTQ and sexual harassment, anti-discrimination laws, and pupil records.
May not be audited.
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PPS 713 - Safe School Environments Credits: 3
This course provides candidates with opportunities and experiences to understand ways in which school environments can enhance the safety and well-being of all pupils. The course provides candidates with the knowledge and models of systematic school safety planning that include comprehensive school climate and crisis response plans addressing elements of prevention, intervention, and treatment. The course provides candidates with opportunities and experiences to demonstrate knowledge and skills to assist in the development and implementation of a comprehensive program to reduce the incidence of school site violence. The course provides candidates with knowledge and skills that address the needs of witnesses, victims and perpetrators of violence as they relate to improved behavior and enhanced teaching and learning.
May not be audited.
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PPS 714 - Practicum in Group Process Credits: 3
This course provides participants with opportunities and experiences to demonstrate self-awareness, sensitivity to others, and skillfulness in relating to individuals and groups. This course provides opportunities and experiences to understand the importance of socio-psychological concepts of group formation, reference groups, inter-group and intra-group relations and conflict. This course will provide participants with opportunities and experiences to demonstrate an ability to facilitate group process and mediate conflict.
May not be audited.
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PPS 715 - Leadership and Change Credits: 3
This course provides participants with opportunities and experiences to display an understanding of the development, improvement, and evaluation of programs that support effective pupil learning. This course will provide participants with an understanding of the importance of leadership by the pupil personnel services provider in operating as a systems change agent. Change theory and leadership theory will be explored throughout this course.
May not be audited.
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PPS 717 - Seminar in Behavior Pathology in Schools Credits: 3
This course is an overview of emotional and behavior pathology most likely to be encountered by school counselors and school psychologists in educational settings. The course will employ a developmental systems approach to familiarize candidates with the characteristics, educational classifications, and diagnoses of the disorders studied. Evidence-based interventions to prevent and ameliorate academic and behavioral challenges associated with a variety of pathological conditions will be explored.
May not be audited.
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PPS 777A - Topical Review of Education Research Credits: 3
Engages the student in the process of reviewing research regarding topics and issues in education generally and in the student's particular discipline. The student is involved in research, writing, discussions and presentations. The course examines research related to education and social issues. The culminating project is the completion of Chapters 1 and 2 of their field-based research study. This course builds on the basic research principles learned in Behavior Research Methods in Education.
Take PPP 771
May not be audited; Requires instructor consent; May be repeated for credit
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PPS 777B - Field Based Research Credits: 1-3
This course brings the Master of Arts in school counseling or school psychology and/or the dual master in school counseling and school psychology to a conclusion. Building on previous coursework, students are expected to conduct a research study at their work site or in their community. The student's work includes designing the study, collecting and analyzing data and writing up the findings.
PPS 777A
Graded Credit/No Credit. May not be audited. Repeatable for credit.
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School Library Media |
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LIB 705 - Information Technologies Credits: 3
This course enables candidates to become technologically-competent teacher librarians. Throughout the course candidates will learn how to evaluate and effectively use a variety of information and communication technology (ICT) resources that are essential to the school library program. Candidates will also explore the application of learning theory to a digital environment.
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LIB 710 - Instructional Partnerships Credits: 3
This course provides an overview of the mission of the school library media program and the instructional partner and teacher roles of the teacher librarian. Candidates will investigate and use a variety of instructional strategies and assessment tools in collaboration with classroom teachers and educational partners to plan a unit based upon school library standards, academic content standards, and learners' interests and diverse needs.
Prerequisite: LIB-705
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LIB 715 - Administration of the School Media Center Credits: 3
This course prepares candidates to fulfill the program administrator and leadership roles of the teacher librarian. Candidates will develop and implement policies, procedures, and services to successfully manage the school media center and its personnel. A variety of professional resources and research are introduced to enable candidates to advocate for effective school library programs.
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LIB 720 - Selection and Organization of Learning Resources Credits: 3
This course prepares candidates to evaluate, select, and organize physical, digital, and virtual learning resources. Candidates will gain skills to develop, manage, and provide equitable access to a collection of resources designed to meet the diverse needs of the school community.
Prerequisite: LIB-715
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LIB 725 - Information Services Credits: 3
This course prepares candidates to provide information services within the school library program. Information services include the selection and use of reference materials in seeking answers to questions, facilitation of students' independent access and evaluation of sources of information, and the modeling and communication of the ethical and legal use of information.
Prerequisite: LIB-720
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LIB 732 - Evaluation and Promotion of Children's Literature Credits: 3
This course focuses upon the reading and evaluation of a variety of genres and formats of children's literature for use within the school library program. Candidates will evaluate, design, and engage in a variety of activities to promote the reading of children's literature and collaborate with educational partners to reinforce literacy instruction in addressing the diverse needs and interest of all learners.
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LIB 736 - Evaluation and Promotion of Young Adult Literature Credits: 3
This course focuses upon the reading and evaluation of a variety of genres and formats of young adult literature for use within the school library program. Candidates will evaluate, design, and engage in a variety of activities to promote the reading of young adult literature and collaborate with educational partners to reinforce literacy instruction in addressing the diverse needs and interests of all learners.
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LIB 740 - Digital Literacy Technologies Credits: 3
This course focuses upon the use of digital technologies to design, implement and evaluate standards-based learning experiences for diverse student populations. Special emphasis is placed upon the modeling and communication of the ethical, legal, and safe use of information and technology, including digital citizenship, to all educational stakeholders.
Prerequisite: LIB-710, LIB-720, LIB-725
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LIB 751 - Twenty-First Century School Librarianship Credits: 3
This course provides candidates with the requisite skills and knowledge to meet the special class authorization regulations for teacher librarians. Candidates understand, communicate and model information theory and digital literacy. Candidates have opportunities to design and implement curriculua, using both traditional and digital strategies to address needs of students in multiple learning environments. Candidates assess and develop individual interventions to optimize student learning.
Graded Credit/No Credit. May not be audited.
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LIB 792 - Field Studies in School Librarianship Credits: 3
This course serves as the capstone experience for the Teacher Librarian Program. Candidates will expand their knowledge of school librarianship by engaging in 105 hours of a variety of field experience activities. Candidates will focus upon implementing activities that were introduced or designed in previous courses and will reflect upon their professional learning by completing an ePortfolio that demonstrates how they have met each Teacher Librarian PSLO.
Prerequisite: LIB-740
Graded Credit/No Credit. May not be audited.
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LIB 794 - Field Studies: National Board Certification in Library Media, Component 2 Credits: 1
For candidates that are currently working in a K-12 school library and have successfully registered for National Board Certification Component 2 in Library Media. Each candidate will be assigned a mentor who will provide individualized support in completing the requirements for the Component 2 Portfolio Entry-Differentiation in Instruction. Passage of this course does not guarantee passage of the National Board Component.
Faculty consent required. Graded Credit/No Credit. May not be audited. Repeatable for credit.
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LIB 795 - Field Studies: National Board Certification in Library Media, Component 3 Credits: 1
For candidates that are currently working in a K-12 school library and have successfully registered for National Board Certification Component 3 in Library Media. Each candidate will be assigned a mentor who will provide individualized support in completing the requirements for the Component 3 Portfolio Entry: Teaching Practice and Learning Environment. Passage of this course does not guarantee passage of the National Board Component.
Faculty consent required. Graded Credit/No Credit. May not be audited. Repeatable for credit.
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LIB 796 - Field Studies: National Board Certification in Library Media, Component 4 Credits: 1
For candidates that are currently working in a K-12 school library and have successfully registered for National Board Certification Component 4 in Library Media. Each candidate will be assigned a mentor who will provide individualized support in completing the requirements for the Component 4 Portfolio Entry: Effective and Reflective Practitioner. Passage of this course does not guarantee passage of the National Board Component.
Faculty consent required. Graded Credit/No Credit. May not be audited. Repeatable for credit.
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Science Education |
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SCIE 762 - Earth Science: Content and Pedagogy Credits: 2
Gives teachers a comprehensive understanding of basic principles of geology, meteorology and astronomy. Includes the nature of minerals/rocks, geological processes, geological maps, weather, climates and stars and planets. Lectures, labs and field trips are included.
May not be audited.
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SCIE 763 - Physical Science: Content and Pedagogy Credits: 2
Designed for K-8 teachers who are not science majors, this course explores in depth the key concepts and big ideas of physics and chemistry: mechanics, properties of matter and energy. Includes lectures and labs.
May not be audited.
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SCIE 764 - Life Science Content and Pedagogy Credits: 2
Designed for K-8 teachers who are non-science majors. Provides an overview of important concepts in biology, zoology and ecology. Includes both lectures and labs.
May not be audited.
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SCIE 765 - Space Science: Content & Pedagogy Credits: 2
This course will explore the fundamentals of astronomy, and do so in a manner appropriate for application to the K-8 classroom. Students will have experiences designed to increase their content knowledge surrounding the concepts of astronomy as embodied in school content standards. Further, they will examine methods of communicating such content knowledge to their students via appropriate pedagogical constructs.
May not be audited.
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Special Education |
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SED 714 - Augmentative Communications and Technology Credits: 2
Candidates create augmentative communication systems using a variety of low to high-level electronic media resources. Theory, creative design, adaptations, ethical management and implementation strategies are effectively applied to classroom curricular structures and communication systems. Candidates use current applications to manipulate and analyze data for initial and ongoing assessment, and to establish reliable instructional structures. This is a clear credential course for all credentials.
May not be audited.
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SED 734 - Individuals With Intellectual and Developmental Disabilities Credits: 3
A life-cycle perspective is used to present the intellectual and developmental disabilities material to advanced level candidates in the moderate/severe program. Primary constructs for meeting student needs incorporate educational standards, current program resources, service guidelines, legal requirements and life-skill materials for personal and community transitions. Salient historical, current and future trends in the field provide the foundation for a progressive model of support to this population.
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SED 736 - Psychological, Sociological and Vocational Implications of Physical and Health Impairments Credits: 3
This course is designed to provide an opportunity for educators of individuals who experience physical and health impairments to explore in-depth psychological, sociological and vocational aspects of programs designed to serve these students. Topics under investigation for this course include planning for independent or supported living, planning for leisure activities, educational and ecological considerations, family issues, cultural issues in school and community, career planning, laws and regulations relating to this specific population, advocacy related to school community and regional resources, and assessment methods, materials and activities commonly employed with this population.
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SED 750 - Advanced Learning Theory and Brain Research Credits: 3
This course is designed to provide the special educator with a solid overview of neurological development and function. The normal neurological system, as well as the compromised system, will be investigated and methods of intervention applied to the educational environment.
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SED 751 - Advanced Learning Theory and Brain Research: Fieldwork Credits: 1
This class is the fieldwork component of SED-750. The student will have an opportunity to use the knowledge and skills gained in SED-750 within the classroom or other professional environments that serve individuals who experience exceptional learning needs.
May not be audited.
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SED 760 - Advanced Collaboration, Consultation and Inclusion Credits: 3
This class is designed to allow graduate special educators to learn about, discuss and apply the most current research concerning the topics of collaboration, consultation and inclusion as it relates to special education students and their specialized learning needs in school, home and the greater society.
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SED 761 - Advanced Collaboration, Consultation and Inclusion: Fieldwork Credits: 1
This class is the fieldwork component of SED2-760. The student will have an opportunity to use the knowledge and skills gained in SED2-760 Advanced Collaboration, Consultation and Inclusion by employing fieldwork methods of observation, intervention, transition and documentation of experiences for exceptional students.
Prerequisite: SED-760
May not be audited.
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SED 766 - Advanced Assessment and Applied Statistics Credits: 1
Candidates explore the explicit and implicit influences of standardized testing as it impacts individuals and the special education services provided them. Complex assessment and reporting skills are implemented for individualized and team practices.
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SED 770 - Level II Advanced Initial Induction Plan Credits: 1
This course provides the opportunity for candidates who have completed the preliminary Level I education specialist credential mild/moderate, moderate/severe and (after its accreditation by the California Commission on Teacher Credentialing) physical and health impairments, the candidate's support provider and a Fresno Pacific University special education program faculty member to meet together and collaboratively develop the candidate's professional induction plan (PIP).
Graded Credit/No Credit. May not be audited.
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SED 771 - Level II Advanced Final Induction Plan Credits: 1
The final course in the candidate's professional Level II education specialist credential program, this course will provide the candidate an opportunity and guidance in developing, evaluating and presenting the Level II professional portfolio.
Prerequisite: SED-770
Graded Credit/No Credit. May not be audited.
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SED 775 - Educating Learners with Autism Credits: 3
Covers the basic theories and foundations of autism. Practices for assessment, interventions and instructional strategies are developed and applied to the educational environment and family support systems. Laws, regulations and procedures are constructively applied to the service model. A team service model is designed and applied to authentic environments.
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SED 776 - Assessment to Intervention for Learners With Autism Spectrum Disorder Credits: 3
Constructs practical communication and performance skills for the home, school, work and community environments. Diverse assessment strategies and integrated skills for daily functioning and performing are extensively developed. Technology systems and augmentative communication devices are applied for enhanced performance and social engagement.
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SED 777 - Specialty Studies and Portfolio in Autism Credits: 3
This course addresses unique characteristics and identifies evidenced based practices appropriate for supporting students with autism. Candidates will explore and demonstrate knowledge of assessment and evaluation using informal and formal approaches, peer-reviewed strategies and measures, and the ability to select, modify, and administer standardized assessments for learners at risk or with autism. Emphasis is placed on candidates selection of an area of study that coincides with their professional leadership duties and interests in the area of Autism. An intensive project is developed and shared from multiple sources and professional experiences such as research, workshops, seminars and conferences. A professional portfolio is constructed to demonstrate the areas of expertise acquired and applied.
May not be audited.
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SED 791AU - Final Directed Practicum: Autism Credits: 4
Candidates who are not currently employed complete their practicum on a fulltime basis, as they serve under a master teacher in their selected discipline within educational, social or medical service areas, for one semester. A university supervisor serves as facilitator and evaluator. Participation requirements address all professional duties and responsibilities as applied to the instruction and direction of effective service models and program standards for individuals who experience autism.
Prerequisite: SED-775 and SED-776
Faculty consent required. Graded Credit/No Credit. May not be audited.
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SED 791ECA - Directed Teaching: Early Childhood (birth-age 3) Credits: 2
Students who are not currently employed by a school district or agency and wish to complete their student supervision on a full-time basis may serve as a student teacher under a master teacher for one semester. Participation is comprised of a full-day experience throughout the semester, embracing all aspects of the professional duties of the special education teacher.
Graded Credit/No Credit. May not be audited. Repeatable for credit.
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SED 791ECB - Directed Teaching: Early Childhood (age 3-5) Credits: 2
Students who are not currently employed by a school district or agency and wish to complete their student supervision on a full-time basis may serve as a student teacher under a master teacher for one semester. Participation is comprised of a full-day experience throughout the semester, embracing all aspects of the professional duties of the special education teacher.
Graded Credit/No Credit. May not be audited. Repeatable for credit.
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SED 792AU - Final Independent Practicum: Autism Credits: 4
Candidates who are employed complete their practicum while they serve individuals who experience autism in an educational, social or medical environment, for one semester. A university supervisor serves as the evaluator. Participation requirements address all professional duties and responsibilities as applied to the instruction and direction of effective service models and program standards for individuals who experience autism.
Prerequisite: SED-775 and SED-776
Faculty consent required. Graded Credit/No Credit.
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SPEC 600 - Education Specialist Seminars Credits: 3
Candidates will learn about English Language learners, including student culture, home language, skill, cognitive development and abilities of different student populations. Candidates will learn the importance of using strategy based teaching and learning in the classroom. Candidates will observe typically and atypically developing children in a variety of classroom settings including general and special education.
May not be audited.
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SPEC 601 - Foundations, Health and Observations Credits: 3
Candidates will gain knowledge of historical, legal, philosophical and theoretical foundations of education and then address the development special education in American society. Candidates explore their own beliefs concerning students, knowledge, learning and the aim of education as a basis for understanding their roles as professional special educators. Candidates will develop an understanding of the psychological characteristics, cognitive styles, behavioral patterns and accompanying learning problems of exceptional children. Students learn to apply the concepts of these differences and their implications.
May not be audited.
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SPEC 602 - Laws and Ethics in Special Education Credits: 3
An in-depth examination of federal and California laws that affect the lives and education of individuals who have disabilities, and with the ethics involved in providing services to this population. Through research reports, case studies, virtual presentations and discussions, candidates demonstrate understanding of students' and parents' legal rights and responsibilities in regards to the fields of education and special education. The legal and the ethical ramifications of various aspects of special education service provision and organization in California and the United States is examined. The Council for Exceptional Children's Code of Ethics is examined and discussed. Students are challenged to develop a personal code of ethics as it relates to their individual credentialing areas.
May not be audited.
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SPEC 603 - Theology of Disability Credits: 1
Offers an overview of important theological themes related to disability and suffering. In this course, students are exposed to biblical texts, theological readings, and practical applications of those texts and readings, so that each student may begin formulating his or her own perspectives on God's intentions related to disability and suffering.
May not be audited.
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SPEC 605 - Positive Behavior Support Credits: 3
Develops the needed skills to create an educational environment which utilizes Restorative Discipline practices to assure that students feel safe and secure, while being able to learn. Topics investigated include the continuum of behavior disorders, classroom organizational models, writing behavior intervention plans to address challenging behaviors, laws related to behavior and methods to establish the criteria for the manifestation determination of behavior. Candidates complete 25 hours of field study in a general education or special education classroom. Coupled with the other information learned in class and in collaboration with the site support team, students use their field study to identify a student/behavior problem, collect data, write an anecdotal report and develop a behavior intervention plan to extinguish challenging behavior and teach replacement behaviors.
May not be audited.
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SPEC 606 - Medical Implications Credits: 2
An advanced study of professional, legal, ethical and historical practices, along with current issues and trends related to providing meaningful learning opportunities for teaching special populations, including students with physical/orthopedic disabilities other health-impaired, low incidence disabilities and multiple disabilities. Includes discussion and analysis of laws, procedural safeguards and regulations pertaining to the eligibility determination and education of exceptional individuals from birth through 22 years of age. Provides an overview of the educational, psychological and behavioral characteristics and needs of exceptional learners and their families, as well as best practices in implementing culturally, linguistically and developmentally appropriate interventions for teaching special populations in inclusive educational settings.
May not be audited.
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SPEC 607 - Comparative Development Credits: 3
Explores both typical and atypical child development with a significant focus on cognition and language and the relationships between the two systems. Presents language as a social pragmatic process and communication as a complex system that impacts behavior, permformance and quality of life.
May not be audited.
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SPEC 609 - Special Education: Roles and Responsibilities Credits: 3
This is an introduction course that addresses the legal and ethical practices of special education laws, assessments, Individual Education Program and inclusion practices. The candidate develops an awareness of methodologies for educating diverse learners, using assistive technology; communicating, collaborating and consulting individuals with special needs and their support systems; transition planning and typical vs. atypical development. Through research reports, practical applications, assessments, projects, case studies, presentations and class discussions the candidates demonstrate their knowledge and understanding of these topics.
Prerequisite: SPEC-601, SPEC-602
May not be audited.
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SPEC 610 - Transition: Mild/Moderate Disabilities Credits: 3
Addresses the transition of students with disabilities to employment, future living and post-secondary educational environments. Candidates learn laws, theory and practices related to transition that are applicable to individuals, infant through adulthood, in all areas of development. Addresses self-determination, interpersonal and community integration knowledge and skills, pertaining to students with mild/moderate disabilities and learning needs at the early intervention, elementary, middle school and high school levels. Candidates learn the relationship between assessment, transition, curriculum planning and selection. Assessment and evaluative practices emphasize the development of instruction that aligns with content standards and includes options for transition and equitable access to educational practices in general education. Assessments include person-centered planning, understanding of family, cultural backgrounds and contribution in diagnosis, ecological analysis and formal and informal assessments. Candidates demonstrate applied knowledge of principles and issues of transition assessment and planning for secondary-level students with disabilities in postsecondary education, employment (including supportive employment/entrepreneur), independent living, leisure/recreation and community living, needs assessment in curriculum, instructional strategies and collaboration among family and professionals.
Prerequisite: SPEC-600, SPEC-601, SPEC-602, SPEC-603, SPEC-605, SPEC-606, SPEC-607
May not be audited.
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SPEC 611 - Transition: Moderate/Severe and Early Childhood Credits: 3
Candidates learn to demonstrate knowledge, skills and abilities to participate in collaborative teams that plan, implement and evaluate transition practices. Candidates learn laws and practices related to transition that are applicable to individuals, infant through adulthood, in all areas of development. Candidates learn the relationship between assessment, transition and curriculum planning and selection. Assessment and evaluative practices emphasize the development of instruction that aligns with content standards and includes options for transition and equitable access to educational practices in general education. Assessments include person-centered planning, understanding of family, cultural backgrounds and contribution in diagnosis, ecological analysis, and formal and informal assessments in the IFSP/IEP implementation and interventions. Candidates learn to develop goals, objectives and instructional strategies that ensure participation in meaningful general education core curriculum, as well as community-based instruction. Candidates learn instructional strategies that address teaching self-determination and expression skills.
Prerequisite: SPEC-600, SPEC-601, SPEC-602, SPEC-603, SPEC-604
May not be audited.
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SPEC 612 - Curriculum and Technology for Mild Moderate Credits: 3
Candidates for the education specialist credential in mild/moderate disabilities learn to access and adapt the general education core curriculum for special education students. The curriculum development and implementation practices include adaptions for special educational needs, application of learning theories and instructional methods for linguistically and culturally diverse students. In addition, this course introduces and applies new knowledge in the areas of technology. Students are required to incorporate technology into their lessons, including Microsoft Office, Word, Excel, Publisher and PowerPoint along with curriculum-based software and assistive technology tools. Provides support to candidates during their practicum course work.
May not be audited.
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SPEC 613 - Curriculum and Technology for Moderate/Severe Disabilities Credits: 3
Addresses the basic concepts that are the foundation for understanding the patterns of learning and cognition, mobility, behavior, social abilities and language of students with moderate to severe disabilities. Addresses equal opportunity, social justice and human rights of individuals with moderate to severe disabilities through research, education and advocacy. Emphasis is placed on the assessment and curriculum foundations for classrooms serving individuals with such needs and how assistive technology supports access to learning environments, mobility and transition. Augmentative communication is addressed as the scaffold that promotes engagement and instructional meaning and relevancy for students. Candidates understand how assessment drives planning for interventions and the importance of family, law and current research in developing systems of support.
Prerequisite: SPEC-600, SPEC-601, SPEC-602, SPEC-603, SPEC-604
May not be audited.
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SPEC 615 - Curriculum and Technology for Early Childhood Educators Credits: 3
A comprehensive study of early childhood special education curriculum and interventions. Technology to support access to mobility, curriculum and social opportunities are explored. Special emphasis is given to curriculum and interventions that target areas of development, assistive technology as it can support communication and access, social and cognitive experiences, assessment and the use of materials for instructional purposes in early intervention home or school settings and preschool environments.
Prerequisite: SPEC-600, SPEC-601, SPEC-602, SPEC-603, SPEC-604, SPEC-605, SPEC-606, SPEC-607, SPEC-609, SPEC-611
May not be audited.
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SPEC 620 - Early Childhood: Program Design and Development Credits: 3
A thorough examination of historical and current theoretical frameworks, using evidence-based practices in the field of early childhood and the education of young children with special needs. Through research reports, case studies, video presentations, group discussions and reflection, candidates demonstrate an understanding of effective practices, policies and standards for successful early childhood special education programs. Key topics include historical perspectives in early childhood; the key role of relationships with families and professionals, as well as understanding the caregiver-child dyad; service delivery models, including relationship-based, family focused, transdisciplinary consultation and direct-service delivery models; supportive natural learning environments/settings and current legal and regulatory guidelines, roles and responsibilities that guide the field of early childhood special education.
May not be audited.
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SPEC 681 - Directed Initial Practicum and Seminar Credits: 2
A requirement for special education credential candidates seeking an education specialist credential. Eight-week supervised placement. Concurrent seminar covers topics relevant to candidate placement.
Prerequisite: SPEC-609
Graded Credit/No Credit. May not be audited.
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SPEC 682 - Directed Final Practicum and Seminar Credits: 4
Requirement for special education credential candidates, seeking an education specialist credential. A twelve-week supervised placement. Concurrent seminar covers topics relevant to candidate placement.
Graded Credit/No Credit. May not be audited.
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SPEC 689 - Independent Teaching Support Credits: 2
This course is designed to provide support to students who have been hired by a school district on a Short-term Permit or Prospective Intern Permit. Students are provided with a University Mentor who provides support and guidance throughout the term. Candidates may enroll in this course(as advised) each term they are enrolled in the credential program.
Graded Credit/No Credit. May not be audited. Repeatable for credit.
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SPEC 690 - Intern Support Credits: 2
Education credential specialist candidates (M/M, M/S, PHI, EC)who are currently employed by a school district in an intern capacity are required to enroll in this course each term that they are enrolled in the FPU preliminary credential program and are working as an intern. This is required up to Term 4 of their program. Students are provided with a university mentor who meets with students at the student's school site four to six times minimum.
Graded Credit/No Credit. May not be audited. Repeatable for credit.
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SPEC 691 - Initial Intern Practicum and Seminar Credits: 2
A requirement for special education credential candidates seeking an education specialist credential. Twelve-week supervised placement. Concurrent seminar covers topics relevant to candidate placement.
Graded Credit/No Credit. May not be audited.
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SPEC 692 - Intern Final Practicum and Seminar Credits: 4
A requirement for special education credential candidates seeking an education specialist credential. Twelve-week supervised placement. Concurrent seminar covers topics relevant to candidate placement.
Graded Credit/No Credit. May not be audited. Repeatable for credit.
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SPEC 693 - Final Independent Practicum and Seminar Credits: 4
See Academic Catalog for prerequisites. Final practicum is a requirement for special education credential candidates seeking an education specialist credential. Initial practicum is a 12-week supervised placement. Concurrent seminar covers topics relevant to candidate placement. A $40 fee is attached to this course.
Graded Credit/No Credit. May not be audited. Repeatable for credit.
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SPEC 707 - Comparative Development Credits: 3
This course explores typical and atypical childhood developmental domains with a significant focus on cognition and language processes across a number of environmental contexts. The course presents language as a social pragmatic process and communication as a complex system which impacts behavior, learning, performance and quality of life.
May not be audited.
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SPEC 708 - Abstract, Critical and Technical Writing Credits: 2
Provides concentrated and direct instruction to candidates in the areas of scholastic writing ability and cognitive complexity. Skills gained from this course enhance performance on research assignments thoughout the candidates' respective programs. Provides instruction in the use of APA formatting, as well as the organization, logical sequencing and stylistic conventions of scholastic writing.
Corequisite: EDRH-794
May not be audited.
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SPEC 749 - Physical, Health, and Intellectual Impairments Credits: 3
This course provides an opportunity to learn about those individuals who experience physical, health, and/or intellectual impairments. Students study in-depth psychological, sociological, and vocational aspects of the programs designed to serve this population.
May not be audited.
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SPEC 755 - Autism Spectrum Disorders Credits: 3
This course addresses the concepts in autism research and education that are the foundation for understanding the patterns of behavior, social abilities, and language difficulties in students with autism spectrum disorders.
May not be audited.
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SPEC 760 - Advanced Collaboration, Consultation and Inclusion Credits: 3
This course is designed to allow students to learn, discuss and apply the most current research concerning the topics of collaboration, consultation and inclusion as it relates to children served through special education services and their specialized learning needs in school, home and the greater society. The course allows students to collaborate with teachers, colleagues, service providers, and peers to assure that the candidate is able to provide necessary services to students in their Least Restrictive Environment regarding Case management, Consultation and collaboration, Co-teaching and/or Professional Learning Communities. The course allows students to develop skills needed to maintain well-managed environments that foster an individual's physical, cognitive, emotional and social well-being in safe, inclusive and healthy learning environments.
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SPEC 762 - Characteristics of Students in Adapted Physical Education Credits: 3
This course provides opportunities for the candidate to identify students with a disability who may qualify for adapted physical education services, including but not limited to characteristics associated with motor behavior and neurological or other physiologically-based conditions and physiological performance. The candidate demonstrates knowledge and application of kinesiology and motor development to assess students' eligibility for adapted physical education services. As a member of the IEP team, the adapted physical education teacher identifies the disability categories as identified in IDEA or under a Section 504 plan and applies these to the characteristics presented by the student for effective instruction.
May not be audited.
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SPEC 763 - Motor Behavior As Applied to Adapted Physical Education Credits: 3
Provides opportunities for the candidate to demonstrate knowledge of the principles and patterns of typical and atypical human growth and motor development across the lifespan in order to select appropriate, safe and effective teaching strategies and activities for individuals with a variety of disabilities. In addition, the course provides candidates instruction in the principles of neurological development, motor learning, motor control and perceptual motor development as they apply to the effective instruction of individuals with disabilities.
May not be audited.
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SPEC 764 - Scientific Principles of Human Behavior Credits: 3
Provides opportunities for the candidate to demonstrate the knowledge and application of scientific principles of exercise and movement. This includes an understanding of the impact of disease, medication and musculoskeletal and neurological conditions on the physiological and biomechanical performance of individuals with disabilities.
May not be audited.
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SPEC 765 - Adapted Physical Education: Roles and Responsibilities Credits: 3
This is an introduction course that addresses the legal and ethical practices of adapted physical education, including laws, assessments, Individual Education Program (IEP), transition planning and effective communication and collaborative practices. Provides candidates information on laws and regulations as they pertain to promoting teacher behavior that is positive and self-regulatory, as well as promoting safe physical educational environments. Provides opportunities for candidates to plan, implement and evaluate transitional life experiences in physical activity for students with disabilities and collaborate with community/educational personnel.
Prerequisite: SPEC-762, SPEC-763, SPEC-764
May not be audited.
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SPEC 767 - Adapted Physical Education: Curriculum and Technology Credits: 3
Provides instruction in understanding and acceptance of differences, pertaining to individuals with disabilities as they are served in physical education. Addresses the basic concepts that are the foundation for understanding the patterns of learning and cognition, mobility, behavior, social abilities and language of students with physical and other health problems. Candidates explore assessment, assistive and augmentative communication supports.
Prerequisite: SPEC-762, SPEC-763, SPEC-764
May not be audited.
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SPEC 770 - Foundations for Working With Students With Emotional Disturbance Disorders Credits: 3
Candidates will identify the definitions, causes, characteristics of and interventions for students with emotional disorders from multiple points of view and conceptual orientations. Course includes the legal and political issues surrounding eligibility for Special Education services, and an overview of the community resources for augmenting service options for students.
Faculty consent required. May not be audited.
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SPEC 771 - Empathetic Teaching and Therapeutic Communication Credits: 3
Recommneded prior coursework: SPEC-605/705, SPEC-703. Allows candidates to demonstrate proficiency in evidence-based knowledge, skills and abilities, using multi-faceted strategies and interventions, using empathic and therapeutic teaching methods to engage students with emotional or behavioral disorders emotionally, socially and academically. Candidates use therapeutic communication skills to collaborate with students, families and service providers. Addresses issues of teacher disposition and insight in relating to students with emotional or behavioral disorders, including a faith-based approach to meeting student needs.
Faculty consent required. May not be audited.
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SPEC 772 - Instruction and Collaboration in the Classroom for Students With Emotional or Behaviorial Disorders Credits: 3
Recommneded prior coursework: SPEC-605/705, SPEC-703. Addresses current issues, research, trends and practices, such as systems of care and general education inclusion and reintegration for the education of students with emotional or behavioral disorders. Candidates use assessment data to design relevant and meaningful curriculum for students with emotional or behavioral disorders in the areas of academic skills, affective development, social skills, self-management, study skills, vocational skills and behavior and impulse control. Candidates also implement a variety of instructional strategies, including project-based learning.
Faculty consent required. May not be audited.
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SPEC 791APE - Final Directed Practicum: Adapted Physical Education Credits: 4
Candidates participate in supervised and supported experiences within a range of the service delivery system, the providers of such services and parents and families, including experiences in general physical education. The experiences reflect a diversity of age and grades, federal disability categories and the continuum of special education services within the adapted physical education setting. These experiences are the culminating placement in which the candidate works toward assuming full responsibility for the provision of services in the adapted physical education credential authorization. Candidates demonstrate competency in all standards within the adapted physical education added authorization program.
Prerequisite: SPEC-765 and SPEC-767
Faculty consent required. Graded Credit/No Credit. May not be audited.
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SPEC 792APE - Final Independent Practicum: Adapted Physical Education Credits: 4
Candidates participate in supervised and supported experiences within a range of the service delivery system, the providers of such services and parents and families, including experiences in general physical education. The experiences reflect a diversity of age and grades, federal disability categories and the continuum of special education services within the adapted physical education setting. These experiences are the culminating placement in which the candidate works toward assuming full responsibility for the provision of services in the adapted physical education credential authorization. Candidates demonstrate competency in all standards within the adapted physical education added authorization program.
Prerequisite: SPEC-765 and SPEC-767
Faculty consent required. May not be audited.
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SPEC 796 - Leadership & Communication Credits: 1
Students will acquire knowledge and skills to be effective change agents by learning to first identify dysfunctional team attributes, secondly the value in a vision, and thirdly the steps needed to lead a team which can foster change. Students will also explore leadership styles which are effective in leading diverse populations and ability groups.
May not be audited.
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Sports Administration |
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SPA 700 - Sport Career Development Credits: 3
Students will learn the fundamental principles and techniques of career development, undergo a career analysis to determine their current market value, learn how to network, build a personal brand, and develop a strategic sport career plan to differentiate themselves from others in the sport industry.
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SPA 705 - Sport Marketing Credits: 3
Application of marketing constructs in the analysis and solution of sport marketing problems. Addresses principles and guiding precepts of how sport-based organizations market their product and services.
May not be audited.
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SPA 710 - Sport Revenue and Finance Credits: 3
Examination of sport revenue streams, with emphasis on how to increase revenue via sport fundraising, sales, sponsorship, promotion, and licensing.
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SPA 715 - Sport Leadership and Administration Credits: 3
Examination of the concepts relating to efficient management and leadership of the sport industry. Emphasis is placed on principles and techniques of management relating to programs, facilities, special events and personnel.
May not be audited.
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SPA 720 - Sport Sales and Sponsorship Credits: 3
Examination of the principles related to sales, sponsorship, promotion and licensing as they apply to the sport industry.
May not be audited.
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SPA 792A - Sport Administration Professional Development I Credits: 3
Individually structured work experience guided by faculty member. Students will integrate their academic experience with that of the work place to demonstrate competency in sport administration.
Graded Credit/No Credit. May not be audited.
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SPA 792B - Sport Administration Professional Development II Credits: 3
Individually structured work experience guided by faculty member. Students will integrate their academic experience with that of the work place to demonstrate competency in sport administration.
Graded Credit/No Credit. May not be audited.
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SPA 796 - Comprehensive Examination Credits: 0
This course brings the Master of Arts in Sport Administration experience to a conclusion. Building on previous coursework, a comprehensive examination will be administered to all students to test their knowledge, comprehension, application, and synthesis of the concepts and theories taught. The comprehensive examination may only be retaken one time.
Graded Credit/No Credit. May not be audited.
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Teacher Education |
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EDUC 604 - Foundations of Education Credits: 4
This course will study influential philosophies, theories and perspectives regarding the nature of learning, the impact of various societal forces on that learning and the aims of education in a diverse society. Together, as members of a community of inquiry, participants will consider their visions of what education should be and how these visions can influence their practices as teachers.
May not be audited.
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EDUC 605 - Teaching the Exceptional Learner Credits: 3
Provides candidates with tools needed to serve children who learn differently. Candidates learn about the laws that impact children with special needs and those in GATE programs. Candidates develop differentiated instruction and universal design lesson plans. Social and behavioral development along with cultural, ethnic, gender, linguistic and family perceptions are discussed.
May not be audited.
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EDUC 609 - Final Student Teaching: Multiple Subject Special Education Credits: 1
Designed for special education students who have been admitted to the dual program or who are adding a second credential in the multiple subjects or single subject credential program. The course provides special educators with a four week, full-time, mentored student teaching experience, working in a general education classroom in a public school. The required field experience is supported by a seminar in which issues pertaining to teaching in a general education classroom are explored, such as lesson planning, unit planning, classroom management and differentiated strategies for working with English learners and children who present particular challenges.
Prerequisite: EDUC-608, EDUC-645
Faculty consent required. Graded Credit/No Credit. May not be audited.
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EDUC 610 - Directed Initial Student Teaching: Multiple Subject Credits: 2
This is a field experience course where students are placed in a classroom four mornings a week, for 12-14 weeks, supported by a university mentor and a weekly seminar course. In the seminar, students process their experience by writing reflective journals, completing school context assignments and creating the first draft of their teaching portfolio. Initial student teaching provides an arena for student teachers to apply what they are learning in foundations, curriculum and methods courses in the classroom and to process the challenges they encounter in the field is a supportive context. Seminar topics include classroom discipline, differentiating instruction for English learners and students with special needs, and lesson planning. This experience prepares students for Directed Final Student Teaching.
Graded Credit/No Credit. May not be audited.
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EDUC 619 - Directed Initial Student Teaching: Single Subject Credits: 2
This is a field-experience course where students are placed in a classroom five mornings a week, for 12-14 weeks, supported by a university mentor and a weekly seminar course. In the seminar, students process their experience by writing reflective journals, completing school context assignments and creating the first draft of their teaching portfolio. Initial student teaching provides an arena for student teachers to apply what they are learning in foundations, curriculum and methods courses in the classroom and to process the challenges they encounter in the field in a supportive context. This experience prepares students for Directed Final Student Teaching.
Graded Credit/No Credit. May not be audited.
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EDUC 620 - Critical Observations in School: Multiple Subject Credits: 2
This course provides early field experience for candidates who are considering a career in teaching. This course is designed to give students the opportunity to do critical observations: see the realities of a classroom, observe a master teacher at work, classroom management strategies, curriculum development and student assessment. This course is taken upon the advice of the program director.
Graded Credit/No Credit. May not be audited.
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EDUC 629 - Critical Observations in School: Single Subject Credits: 2
This course provides early field experience for candidates who are considering a career in teaching. This course is designed to give students the opportunity to do critical observations: see the realities of a classroom, observe a master teacher at work, classroom management strategies, curriculum development and student assessment. This course is taken upon the advice of the program director.
Graded Credit/No Credit. May not be audited.
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