| |
Pupil Personnel Services |
| |
-
PPP 752 - Legal and Ethical Practices in School Psychology Credits 3
This course focuses on the knowledge and skills necessary to implement best practices and strategies in the legal and ethical role of a school psychologist. Ethical, legal, and professional standards related to the effective practice of school psychology are covered.
|
| |
-
PPP 753 - Assessments in the Schools Credits 3
This course teaches the school psychology student how to administer and score tests and assessments according to standard procedures, including developmental history, intelligence, cognitive processing, achievement, adaptive behavior, social-emotional, behavioral, and other relevant measures. This includes how to select appropriate assessments to address areas of suspected disability, considering the cultural, language and socioeconomic context. Fifty hours of school site time is required as part of course.
|
| |
-
PPP 754 - School Wide Practices to Promote Learning Credits 3
This course focuses on the role of school psychologist as change agent. In this role, the school psychologist must have knowledge of and the skills to implement direct and indirect services that focus on schools and system structures; preventative and responsive services; school-wide multi-tiered systems of support to promote learning technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. Skills is collaborating with others, developing and implementing practices and strategies, to create and maintain effective and supportive learning environments for children.
|
| |
-
PPP 755 - Behavioral and Mental Health Credits 3
This course is an overview of emotional and behavioral pathology most likely to be encountered by school psychologists in educational settings. The course will employ a developmental system theory approach to familiarize candidates with the characteristic, educational classifications, and diagnoses of the disorders studied. Evidence-based interventions to prevent and ameliorate academic and behavioral challenges associates with a variety of pathological conditions will be explored. The knowledge of principles and research related to resilience and risk factors, mental health services in schools and communities, school response and recovery, and discipline policies to support multi-tiered prevention will also be covered.
|
| |
-
PPP 756 - Interpretation Credits 3
This course teaches the school psychology student how to accurately interpret the results of assessments, including appropriate psychometric limits on interpretation, in the context of students' cultural, language, and socioeconomic backgrounds.
|
| |
-
PPP 757 - Identify and Monitor Effective Interventions Credits 3
This course teaches the school psychology student to use assessment data to identify and develop effective interventions, services and programs for all students, including dual language learners. The course also covers how to monitor and evaluate the effectiveness of interventions at all tiers of support, and modify interventions based on data.
|
| |
-
PPP 758 - Intervention Based Instructional Support: Development of Academic Skills Credits 3
This course teaches the school psychology student how to interpret academic and cognitive data within the contexts of biological, cultural and social influences, including complex trauma and stress, and language acquisition and language retention. The course will also focus on the importance of leaning and developmental theories for understanding assessment. The role of multidisciplinary teams to design, implement and evaluate interventions is also covered. Students will learn the importance of multi-disciplinary teams to develop and implement academic interventions, promoting student engagement and positive school climate.
|
| |
-
PPP 759 - Assessment of Children: Human Diversity Credits 3
This course presents theory, best practices, and procedures applicable to the assessment and education of children with learning problems and how to intervene on behalf of culturally and linguistically diverse (CLD) students who are at risk academically. Students will learn to identify evidence-based strategies to enhance services and address potential influences related to diversity. Students will learn skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts with respect to diversity in child development and advocate for social justice and equity in all aspects of service delivery.
|
| |
-
PPP 760 - Practices to Promote Behavioral and Mental Health in Today's Schools Credits 3
This course will emphasis the role of the school psychologist in the school to promote mental and behavior health. This course will focus on crisis preparation, at risk children resilience and risk factors. The course is based on evidence based strategies for effective mental health services to enhance student learning.
|
| |
-
PPP 761 - Mental Health Services to Develop Social and Life Skills Credits 3
This course teaches the school psychology student how to direct interventions that focus on social emotional and behavioral skills. Students will learn about the biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health. Data-collection methods (e.g., California School Dashboard) to implement and evaluate services will be included.
|
| |
-
PPP 768 - School Psychology Internship I Credits 2
This course provides candidates the opportunity to demonstrate the full range of skills acquired during their formal training in school psychology. During the internship the candidate, under the supervision of a credentialed school psychologist, provides direct and indirect services to pupils, parents, and school staff in all areas of training. A minimum of six hundred clock hours of experience in the school setting is required during an academic K-12 school semester in addition to the successful demonstration of the School Psychology Performance Expectations (SPPE). This course is intended to allow the student to demonstrate skills required by the California Commission on Teacher Credentialing and to satisfy NASP certification criteria. Internship is offered in schools serving children from preschool to high school. The experience occurs on a full-time basis over a period of K-12 semester. Proof of liability insurance is required.
|
| |
-
PPP 769 - School Psychology Internship II Credits 2
This is the final course in the school psychology program and provides candidates the opportunity to demonstrate the full range of skills acquired during their formal training. During the internship the candidate, under the supervision of a credentialed school psychologist, provides direct and indirect services to pupils, parents, and school staff in all areas of training. A minimum of six hundred clock hours of experience in the school setting is required during an academic K-12 school semester in addition to the successful demonstration of the School Psychology Performance Expectations (SPPE). This course is intended to allow the student to demonstrate skills required by the California Commission on Teacher Credentialing and to satisfy NASP certification criteria. Internship is offered in schools serving children from preschool to high school. The experience occurs on a full-time basis over a period of K-12 semester. Passing the School Psychology Internship Exit Examination is required prior to completion of this course. Proof of liability insurance.
|
| |
-
PPP 770 - Introduction Concepts and Principles ABA Credits 1
An introduction to the concepts and principals of behavior analysis in an applied setting are taught. The course is designed to familiarize professionals with the basics of the discipline of ABA. This course is organized around the Philosophical Underpinnings; Concepts and Principles section of the BACB 5th edition task list.
|
| |
-
PPP 771 - Experimental Design and Behavioral Research Credits 3
This course covers the design and analysis of qualitative and quantitative methods, with particular emphasis placed upon single-subject design. Course content includes behavioral measurement, data display interpretation, and analyzing results from behavioral research. A focus is placed on the proper and effective use of these procedures in professional practice. This course is organized around the Measurement, Data Display, and Interpretations; Experimental Design section of the BACB 5th edition task list.
|
| |
-
PPP 772 - Advanced Concepts and Principles of ABA Credits 3
This course addresses the concepts and principles of the practice of applied behavior analysis. Students will learn how define and provide examples of reinforcement, punishment, stimulus control, motivating operations, contingency shaped behavior, verbal operants and derived stimulus relations.Students learn how basic principles of applied behavior analysis can be applied in clinical and educational settings. This course is organized around the Philosophical Underpinnings; Concepts and Principles section of the BACB 5th edition task list.
|
| |
-
PPP 773 - Ethics and Professionalism in ABA Credits 3
This course addresses the ethical and professional practice of applied behavior analysis. Organized around the BACB Professional and Ethical Code for Behavior Analysts, students will learn how ethical decision making pertains to the overall practice of applied behavior analysis in clinical and educational settings. This course is organized around the Ethics Compliance Code and Disciplinary Systems: Professionalism section of the BACB 5th edition task list.
|
| |
-
PPP 774 - Personnel and Supervision and Management Credits 2
This course teaches students the importance of supervision and management in the field of ABA. Students will gain specific knowledge and skill as they relate to clear performance expectations, potential risks of ineffective supervision, and proper training procedures. This course is organized around the application of Personnel Supervision and Management section of the BACB 5th edition task list.
|
| |
-
PPP 775 - Philosophical Underpinnings of ABA Credits 2
This course addresses the basic philosophical underpinnings of applied behavior analysis. Students will examine the underlying assumptions and goals of the science of behavior analysis. This course is organized around the Philosophical Underpinnings; Concepts and Principles section of the BACB 5th edition task list.
|
| |
-
PPP 776 - Behavior Assessment Credits 3
This course teaches students comprehensive behavior principles as they relate to the assessment and management of behavior. Students will gain specific knowledge and skills in practical approaches and strategies in carrying out experimental and applied behavior analysis as applied to diverse populations, especially within educational settings. This course is organized around the Behavior Assessment section of the BACB 5th edition task list.
|
| |
-
PPP 777 - Behavior Change Procedures Credits 2
This course teaches students the behavior change procedures used to develop behavior/treatment plans. Students will gain specific knowledge and skill as they relate to the development of treatment plans with an emphasis on making socially significant changes in daily lives.Procedures such as reinforcement, modeling, shaping, extinction, and maintenance will be some of the skills covered. This course is organized around the application of the Behavior Change Procedures; Selecting and Implementing Interventions sections of the BACB 5th edition task list.
|
| |
-
PPP 778 - Behavior Change: Selecting Interventions I Credits 1
This course teaches students the behavior change procedures commonly used for early intervention and Autism Spectrum Disorder. Students will gain specific knowledge and skill as they relate to the process of the developing treatment plans and identifying interventions for this population.This course is organized around the application of the Behavior Change Procedures; Selecting and Implementing Interventions sections of the BACB 5th edition task list.
|
| |
-
PPP 779 - Behavior Change: Selecting Interventions II Credits 1
This course teaches students the behavior change procedures commonly implemented with individuals who are severely disabled or neurologically impaired. Students will gain specific knowledge and skill as they relate to the process of the developing treatment plans and identifying interventions for this population. With an emphasis on making socially significant changes in their daily lives. This course is organized around the application of the Behavior Change Procedures;Selecting and Implementing Interventions sections of the BACB 5th edition task list.
|
| |
-
PPP 780 - Research: Single Subject Design I Credits 3
This course builds on the basic research principles learned in Experimental Design and Behavioral Research. The course engages candidates in the process of conducting a research project related to education, behavior and/or psychology. In this course, candidates will develop a research plan, conduct a review of the literature, design the methodology and complete the application for the Institutional Review Board (IRB). This course is organized around the Measurement, Data Display, and Interpretations; Experimental Design section of the BACB 5th edition task list.
|
| |
-
PPP 781 - Research: Single Subject Design II Credits 1
This course builds upon the research plan developed in PPP 780 I This course will focus on IRB application approval. Students will also secure their research site (usually the same site as their internship/ field experience), instrumentation, participants, and finalize the study design. The methods portion of the research study will be completed during this course.
|
| |
-
PPP 782 - Research: Single Subject Design III Credits 2
This course is the final section of the capstone research project for the school psychology program. The course requires the final collection and analysis of data; writing up the findings, conclusions, and recommendations. The final research project will meet the APA 7th edition criteria for a research article.
|
| |
-
PPP 783 - Research: Quantitative Design I Credits 3
This course builds on the basic research principles learned in Experimental Design and Behavioral Research. The course engages candidates in the process of conducting a research project related to education, behavior and/or psychology. In this course, candidates will develop a research plan, conduct a review of the literature, design the methodology and complete the application for the Institutional Review Board (IRB).
|
| |
-
PPP 784 - Research: Quantitative Design II Credits 1
This course builds upon the research plan developed in PPP 783 I This course will focus on IRB application approval. Students will also secure their research site (usually the same site as their internship /field experience), instrumentation, participants, and finalize the study design. The methods portion of the research study will be completed during this course.
|
| |
-
PPP 785 - Research: Quantitative Design III Credits 2
This course is the final section of the capstone research project for the school psychology program. The course requires the final collection and analysis of data; writing up the findings, conclusions, and recommendations. The final research project will meet the APA 7th edition criteria for a research article.
|
| |
-
PPP 786 - Topics in Pupil Personnel Credits: 1
May not be audited. Repeatable for credit.
|
| |
-
PPP 787 - Praxis Exam Tutorial Credits 1
A tutorial for students who have not attained a passing score on the NASP Praxis Exam after multiple attempts. Focus varies according to the topic areas requiring remediation.
Repeatable for credit. May not be audited. Graded Credit/No Credit.
|
| |
-
PPP 791 - Practicum in School Psychology Credits 1
This course consists of an overview of the role of a school psychologist plus gathering 100 hours of supervised experiences that occur in schools and/or field-based settings. Practicum experiences provide an opportunity to become familiar with the various roles of the school psychologist. Students will keep a log of time spent in activities such as: school-based programs serving parents and family members; community service programs serving children and families; school related experiences such as shadowing a school psychologist, observing classroom instruction, attending district and school-based meetings and mapping school-based community resources.
Take PPP-722 (Required, Concurrent).
Take PPP 722
May not be audited. Graded Credit/No Credit.
|
| |
-
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 the 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 the full sequence of practicum, the candidate will be prepared to assume the responsibilities of an intern school psychologist. Proof of Liability insurance is required.
PPP-791 (Required, Previous). | PPP-724, PPP-718 (Required, Previous or concurrent).
PPP 724
Repeatable for credit. May not be audited. Graded Credit/No Credit. Faculty consent required.
|
| |
-
PPP 793B - BCBA Supervised Experiences Credits 1 - 15
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. Supervision is based on current BCBA experience standards. A practicum requires a total of 1000 hours. Each 1 unit of PPP 793B allows for 80-100 hours of experience therefore a student must complete 10 units. (Students have 5 years to complete these requirements once they start)
Repeatable for credit. May not be audited.
|
| |
-
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 (Required, Previous).
Repeatable for credit. May not be audited. Graded Credit/No Credit. Faculty consent required.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
Repeatable for credit. May not be audited.
|
| |
-
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.
|
| |
-
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 enhance teaching and learning.
May not be audited.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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 psychology 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.
|
| |
-
PPS 761 - Measurement, Experimental Design, and Behavioral Research Credits 3
This course covers the design and analysis of qualitative and quantitative methods, with particular emphasis placed upon single-subject design. Course content includes behavioral measurement, data display and interpretation, and analyzing results from behavioral research. A focus is placed on the proper and effective use of these procedures in professional practice.
|
| |
-
PPS 762 - Introduction to the Principles and Concepts of Applied Behavioral Analysis Credits 1
This course is an introduction to the concepts and principles of behavior analysis in an applied setting. Useful for counselors, psychologists and BCBA students to understand the basics of behavior. The course is designed to familiarize professionals with the basics of the discipline. The BACB 5th edition task list is the foundation for these concepts and principles.
|
| |
-
PPS 772 - Issues in pk-12 Schools and Society Credits 3
This course prepares PPS candidates to both understand and be a redemptive contributor to the wide variety of societal challenges that find their way into pk-12 schools. This course will build upon previous coursework that provides both the philosophical and ethical foundation for the field. This course offers additional resources from various thought leaders as well as the university's peacemaking tradition to engage issues related to mental health, trauma, resiliency, equity and access, culturally responsive practices, discrimination, implicit bias, and social justice. The goal of the course is to help equip the practitioner with the dispositional, intellectual, and practical tools to help create a positive school culture and climate where students feel safe, healthy, and nurturing and effective learning environments.
|
| |
-
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 educational 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 (Required, Previous).
Repeatable for credit. May not be audited. Faculty consent required.
|
| |
-
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 (Required, Previous).
Repeatable for credit. May not be audited.
|
| |
-
PPS 786 - Topics in Pupil Personnel Credits: 1
|
School Library Media |
| |
-
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.
|
| |
-
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.
LIB-705 (Required, Previous).
|
| |
-
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.
|
| |
-
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.
Take LIB-715 (Required, Previous or concurrent).
|
| |
-
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.
Take LIB-720 (Required, Previous or concurrent).
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
Take LIB-710, LIB-720, LIB-725 (Required, Previous).
|
| |
-
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 curricula, 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.
May not be audited. Graded Credit/No Credit.
|
| |
-
LIB 786 - Topics in School Library Media Credits: 1
Repeatable for credit.
|
| |
-
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.
Take LIB-740 (Required, Previous or concurrent).
May not be audited. Graded Credit/No Credit.
|
| |
-
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.
Repeatable for credit. May not be audited. Graded Credit/No Credit. Faculty consent required.
|
| |
-
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.
Repeatable for credit. May not be audited. Graded Credit/No Credit. Faculty consent required.
|
| |
-
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.
Repeatable for credit. May not be audited. Graded Credit/No Credit. Faculty consent required.
|
Science Education |
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
Special Education |
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
|
| |
-
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.
Take SPEC-601 SPEC-602 (Required, Previous).
May not be audited.
|
| |
-
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.
Complete SPEC-600, SPEC-601, SPEC-602, SPEC-603, SPEC-605, SPEC-606, SPEC-607 (Required, Previous).
May not be audited.
|
| |
-
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.
Take SPEC-600 SPEC-601 SPEC-602 SPEC-603 SPEC-605 SPEC-606 SPEC-607 (Required, Previous).
May not be audited.
|
| |
-
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.
|
| |
-
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, SPEC-605, SPEC-606, SPEC-607, SPEC-609, SPEC-611
May not be audited.
|
| |
-
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.
Take SPEC-600 SPEC-601 SPEC-602 SPEC-603 SPEC-605 SPEC-606 SPEC-607 SPEC-609 SPEC-611 (Required, Previous).
May not be audited.
|
| |
-
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.
|
| |
-
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.
Take SPEC-609 (Required, Previous or concurrent). | Take SPEC-611 (Recommended, Previous or concurrent).
May not be audited. Graded Credit/No Credit.
|
| |
-
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.
May not be audited. Graded Credit/No Credit.
|
| |
-
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.
Repeatable for credit. May not be audited. Graded Credit/No Credit.
|
| |
-
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.
Repeatable for credit. May not be audited. Graded Credit/No Credit.
|
| |
-
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.
May not be audited. Graded Credit/No Credit.
|
| |
-
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.
Repeatable for credit. May not be audited. Graded Credit/No Credit.
|
| |
-
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.
Repeatable for credit. May not be audited. Graded Credit/No Credit.
|
| |
-
SPEC 703 - Theology of Disability Credits 1
This course 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 sufferings.
May not be audited.
|
| |
-
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.
|
| |
-
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.
EDRH-794 (Required, Concurrent).
May not be audited.
|
| |
-
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.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
|
Print this Page