| |
Nursing |
| |
-
NURS 710A - Microteaching Practicum 1
Provides an opportunity to practice the process of teaching, learning and evaluating in a variety of settings. Course work involves the development of a teaching project for nursing students for a particular group of clients. 45 hours.
Take NURS-710;
|
| |
-
NURS 715 - Advanced Health Assessment 3
Prepares graduate nursing students to obtain a complete and accurate health database, including history, physical examination and laboratory components as a foundation for advanced nursing practice. Building upon previously acquired assessment skills, the focus is on the critical skills of obtaining a meaningful history and integrating it with physical findings to begin to develop a problem list. Specialized assessments used for the adolescent and older adult are included. Organization of the database and complete and concise recording are studied. The importance of interpreting historical and physical data in the context of a client's life, culture and developmental stage is stressed.
|
| |
-
NURS 720 - Advanced Patho-Physiology 3
The course is organized around the physiological response and adaptation to disease state by using the conceptual approach such as physiological concepts of oxygenation, metabolism, mobility, sensation, immunity and reproduction. This knowledge transfers the patho-physiological basis of nursing care to a client with impaired pulmonary diffusion, to a child with cystic fibrosis or to an elderly client with pulmonary edema. Physiological concepts are applied to a variety of age groups and clinical settings. Implications for advanced nursing practice are emphasized through examination of selected pathophysiological phenomena that occur frequently.
|
| |
-
NURS 725 - Advanced Pharmacology 3
Provides the foundation for the advanced practice nurse to make appropriate decisions regarding the pharmacological management of patients in clinical practice. Pharmacological principles, including pharmacokinetics, pharmacodynamics, mechanisms of adverse drug reactions and contraindications are discussed. Developmental considerations, socioeconomic status, legal concerns and complementary therapies are emphasized throughout the course. Pharmacotherapy of selected common disorders is addressed. Students synthesize and integrate diverse viewpoints, principles and selected research findings related to the complex needs of patients through case study analyses. This course, along with clinical courses, prepares the nurse practitioner for prescriptive authority. Legal requirements for writing prescriptions and the format for prescriptions as well as common sources of medication errors and methods to prevent them are described.
|
| |
-
NURS 730 - Advanced Nursing Research 3
Prepares students to understand scholarly inquiry, knowledge generation and its use in nursing practice. Methods of scholarly inquiry include formulation of research questions, identification of existing literature through the study of the research process, examination of research methodologies, data management and research utilization to improve quality and safe patient care. Social, cultural, political, ethical issues and the purpose of Institutional Research Board related to research are addressed. Students are given opportunities to carry out the research process for their own thesis/project preparation.
|
| |
-
NURS 735 - Primary Prevention: Individual, Family and Community Health 3
Focuses on health promotion and illness prevention, using evidence-based clinical prevention interventions and population-based care to promote health, reduce the risk of chronic illness, and prevent disease. The FNP option focuses on individuals, families and communities. Theoretical base for primary prevention is: health maintenance, health promotion, health screening, health teaching and anticipatory guidance. Case management techniques are developed utilizing protocols.
Take NURS-735A;
|
| |
-
NURS 735A - Primary Prevention Practicum 3
This clinical course prepares graduate students to provide health promotion, health maintenance services and life-style changes for better health to individuals, families and communities. The FNP program works with individuals, families and communities. Appropriate educational technologies are incorporated to provide guidance. 135 hours.
Take NURS-735;
|
| |
-
NURS 740A - Thesis/Project Development 2
The master's thesis/project is a scholarly experience that demonstrates an advanced level of knowledge and professional competence. This requirement is met by completing either a master's project or a thesis. Proposal and approval of a thesis/project topic, review of related literature and approval of a research design is addressed. By the end of this course, students will have developed the first three chapters of their thesis/project proposal and received approval from a faculty advisor to submit the proposal and IRB materials to the university for review and approval. Once the proposal is approved, the thesis/project process can be completed prior to graduation.
Take NURS-730;
|
| |
-
NURS 740B - Thesis/Project Development 1
A continuation of NURS 740A. The master's thesis/project is a scholarly experience that demonstrates an advanced level of knowledge and professional competence. This requirement is met by completing either a master's project or a thesis. Proposal and approval of a thesis/project topic, review of related literature, and approval of a research design is addressed. By the end of this course, students will have developed the first three chapters of their thesis/project proposal and received approval from a faculty advisor to submit the proposal and IRB materials to the university for review and approval. Once the proposal is approved, the thesis/project process can be completed prior to graduation.
Take NURS-740A;
|
| |
-
NURS 745 - Secondary Clinical Prevention: Individual, Family and Community Health 3
Focuses on the diagnosis and treatment of minor illnesses and concerns of adults, children, families and older adults to maintain health and well-being. The theoretical base of secondary prevention in primary care settings is explored. Assessment and management of acute self-limiting conditions is also reviewed. Algorithms/protocols for secondary prevention will be used and developed.
|
| |
-
NURS 745A - Secondary Prevention Practicum: Individual, Family and Community Health 3
This clinical course is a supervised clinical practice in a primary/acute care setting with emphasis on secondary prevention for clients of all ages. Students work directly with a preceptor and a faculty member. Students complete assessments and case management. (One hour clinical conference per week required). 135 hours.
|
| |
-
NURS 750 - Tertiary Prevention: Older Adults 3
Focuses on the diagnosis and treatment of chronic disease management, care coordination and long-term care to manage and maintain clients through the life span. Explores the theoretical base for tertiary prevention for families in primary/acute care settings. Assessment and management of chronic conditions requiring reconstitution are reviewed. The development of protocols/algorithms for tertiary prevention is learned. The integration of knowledge related to primary, secondary and tertiary prevention is emphasized as a basis for promoting and maintaining healthcare.
Take NURS-745;
|
| |
-
NURS 750A - Tertiary Prevention Practicum 3
This course is a supervised practicum in a primary/acute care setting with emphasis on care of clients of all ages requiring tertiary prevention. The integration of knowledge related to primary, secondary and tertiary prevention is applied and evaluated as a basis for promoting and maintaining healthcare. Students work directly with a nurse practitioner and/or physician preceptor in a primary/acute care setting. (One hour clinical conference per week.) 135 hours.
Take NURS-745A;
|
| |
-
NURS 755 - Systems Leadership, Business and Budget Planning 3
Addresses theoretical principles and skills to develop the professional leadership role within a variety of health-care systems. Transition into advanced nursing practice roles is facilitated. The advanced nursing practice roles with leadership responsibilities are discussed, applied and evaluated. Emphasis is placed on the importance of working effectively with inter-professional teams to deliver health care. The professional expectation that the master's prepared nurse exert leadership not only within the profession but also in the health-care delivery system is critical to professional practice.
|
| |
-
NURS 760 - Role Synthesis and Evaluation for Advanced Practice 2
Provides students the opportunity to synthesize, evaluate and create a synergistic environment for their expanded role as an Advanced Practice Registered Nurse (APRN). Using the application of different mindsets, students explore their own self-mastery and inter-professional collaborative skills to increase their capacity to support and move others beyond their circumstances.
|
| |
-
NURS 790 - Clinical Immersion Experience 3
Nursing integration is the capstone immersion experience designed to synthesize and practice the knowledge and skills acquired during previous coursework. The course focuses on the application of knowledge in building clinical reasoning in practice settings with a variety of clients. Working closely with primary care providers, confidence and skills needed to move to the beginning level of independent practice are gained. 225 hours.
Take NURS-760;
|
Peacemaking and Conflict Studies |
| |
-
PACS 700 - Basic Institute in Conflict Management And Mediation 2-3
An introduction to conflict management and mediation. Includes basic theory and methodologies, as well as the opportunity to develop skills in such areas as listening and mediation, through role playing. Typically, offered as a one-week instensive institute.
Students may take up to 2 semesters to complete the course; Graded C/NC; $40 materials fee
|
| |
-
PACS 702 - Theological Ethics of Conflict and Peacemaking 3
A study of the biblical teaching on conflict, peace and justice, including questions raised on historical and theological levels. Crucial aspects of the study will include the Old Testament teachings on covenant and peace, justice and war; Jesus as exemplar of peacemaking; and the church's responsibility in conflict and peacemaking arenas.
|
| |
-
PACS 708 - Conflict Analysis 3
A foundational course focusing on the basic concepts and dynamics present in conflict. Topics include strategies, cycles and the history, theory and practice of approaches to conflict.
|
| |
-
PACS 710 - Introduction to Alternative Dispute Resolution 1
A review of the continuum of dispute resolution practices from negotiation to litigation. Evaluative and coercive practices will be compared to facilitating and cooperative methods. Provides an overview of the complete range of dispute resolution options.
|
| |
-
PACS 716 - Group Dynamics and Processes 3
An examination of such themes as group cohesiveness, goals, norms, pressures, structures, power, leadership and problem-solving processes. Includes analysis and reflections on actual cases.
|
| |
-
PACS 730 - Historical Peacemakers 3
A study of key thinkers and practitioners in nonviolence and peacemaking during the 19th and 20th centuries. Representative figures studied include Gandhi, Martin Luther King Jr., Tolstoy, Dietrich Bonhoeffer, Elie Wiesel, et al.
Graded C/NC; Students may take up to 2 semesters to complete the course
|
| |
-
PACS 736 - Institute in School Peer Mediation Program Development 2-3
Provides basic conflict management and mediation instruction, skill development strategies and practice, student training program plan and materials, and implementation and/or ongoing program strategies. Designed for teachers and administrators.
Signature required; Students may take up to 2 semesters to complete the course; Graded C/NC; $55 materials fee
|
| |
-
PACS 737 - Institute in Victim Offender Reconciliation Program (VORP) Development 2
Provides introduction to vision, mission, VORP peacemaking model and process, case management, volunteer training and management, restitution follow-up management, organizational development and funding strategies. Instruction based on the Church Based VORP Organizing/Program Manual. Includes a step-by-step plan for moving from idea to first case.
Signature required; Students may take up to 2 semesters to complete the course; Graded C/NC; $60 materials fee
|
| |
-
PACS 738 - Institute in Discipline That Restores Program Development 2
Introduction to principles of "Discipline That Restores" and strategies and materials to implement a school-wide discipline that restores program. Includes teacher-training strategies and materials, school handbook information, notes for parents, etc.
Signature required; Students may take up to 2 semesters to complete the course; Graded C/NC
|
| |
-
PACS 739 - Institute in Establishing a Mediation Practice 1
Participants work individually with the instructor to develop a complete business plan for their practice or organization.
Take PACS-700;
Signature required; Graded C/NC; May not be audited; Students may take up to 2 semesters to complete the course
|
| |
-
PACS 740 - Victims, Trauma and Recovery 3
This course introduces the student to an overview of victimization and trauma, cycles of violence, and recovery processes. Covers victomological, restorative, coping and healing concepts used to deal with the challenges victims face in a range of settings: the criminal justice system, natural disasters, war and other kinds of violence, and situations involving the abuse of power.
Signature required; May not be audited
|
| |
-
PACS 746 - Restorative Justice 3
Participants examine assumptions about crime and justice. Retributive and restorative paradigms of justice are compared and contrasted. Historical and theological perspectives are studied. The roles of offender, victim, church, state and community are examined. Programs and crime prevention/intervention strategies are evaluated to discern retributive/restorative positioning and outcome effectiveness.
|
| |
-
PACS 748 - Discipline That Restores 3
Participants examine punitive and restorative paradigms for discipline in classrooms, schools and families. Participants identify and analyze the thought and behavior changes required as a discipline system changes its paradigm. Special attention is given to working with difficult situations. Changes in roles and expectations of students, parents, teachers and administrators are clarified. A range of implementation strategies are studied.
Take PACS-700 or CRI-704;
Signature required; Students may take up to 2 semesters to complete the course; May not be audited
|
| |
-
PACS 750 - International Conflict and Peacemaking 3
An exploration of regional and international conflicts, including conflicts between cultural, religious and ethnic groups. Attention is given to the analysis of these conflicts, as well as alternative approaches to the management and resolution of these conflicts.
|
| |
-
PACS 751 - Conflict and Peacemaking Across Cultures 3
A study of the complex dynamics of culture in relation to conflict. Examines a variety of theoretical and practical approaches for building analytical and intervention skills for understanding and transforming conflicts across cultures. Themes include communication, symbolism and ritual, gender, identity and third-party roles and strategies.
|
| |
-
PACS 752 - Church Conflict Management and Leadership 3
This course will focus on the special complexity of conflict in churches and the options for responding constructively. Special attention will be given to the role of structures and leadership in managing and resolving conflict. Reading will include a wide survey of approaches and models that have been developed for churches. Primary attention will be directed to comparing and contrasting options with biblical material.
|
| |
-
PACS 754 - Curriculum in Conflict Peacemaking 3
This course includes an examination/evaluation of conflict management and peacemaking approaches used throughout the curriculum in areas such as history, social studies, literature and Christian and religious education. It also includes an examination/evaluation of current curriculums relating to conflict management, peacemaking and justice issues.
Signature required
|
| |
-
PACS 756 - Introductory Practicum in Mediation 1
This practicum includes intensive training and a supervised practical experience in mediating actual conflicts. The practical component may be arranged through the Victim Offender Reconciliation Program (VORP), other approved mediation program or the student may arrange to mediate a conflict situation approved by the instructor.
Students may take up to 2 semesters to complete the course; Graded C/NC; May not be audited
|
| |
-
PACS 757 - Restorative Justice Clinic 1
Recommended prior coursework: PACS-700. Students facilitate community justice conference cases referred by the juvenile court. The class gathers to discuss cases for the purposes of building skills and integrating theory and practice.
Take PACS-756;
Signature required; Graded C/NC; May not be audited
|
| |
-
PACS 758 - Advanced Mediation 3
This course includes a careful analysis of the role of a mediator, the options regarding a mediation process and each phase of mediation process in actual cases with a range of complexity and intensity. Theoretical perspectives and models are compared and contrasted with actual case histories to understand the opportunities, options, ethics and limitations of mediation in a variety of settings: serious victim/offender cases, public policy, racial an other discrimination, business and construction cases, various group settings, etc.
Take PACS-700 PACS-708 PACS-756;
|
| |
-
PACS 760 - Mediation and the Law 3
Mediation has been used to settle differences for as long as people have been disputing. The modern legal system affects the practice of mediation in many ways and is in turn affected by mediation. This course studies these effects and prepares a mediator to function both inside and outside the legal system. Statutory and case law will be reviewed. Students individually select and focus on a substantive law area.
Take PACS-700;
|
| |
-
PACS 762 - Family Mediation 3
Marriage is a complex relationship with legal, spiritual, sociological and psychological dynamics. People can work through intense conflicts and emerge more committed to each other, or go their separate ways. This course covers all aspects of mediation within family relationships, it includes divorce mediation and the legal ramifications of property division and child custody, as well as processes designed to preserve family relationships.
|
| |
-
PACS 764 - Internship in Peacemaking 2-6
Field instruction and practice is an integral part of the overall educational program. The internship will include a combination of observation and leadership experiences in real conflict situations. Observations will preferably cover a range of types of conflicts, whereas the leadership experiences will most likely be in the area of specialty. Journals and seminars will provide occasions for questions, reflections and integration.
Take PACS-700 PACS-710;
Graded C/NC; May not be audited
|
| |
-
PACS 765 - Restorative Justice Conference 1 unit
The annual restorative justice conference organized by the Center for Peacemaking and Conflict Studies brings together academics and practicioners to discuss current topics in restorative justice. The student will attend the pre-conference training and the conference and reflect on it with the instructor. The student will also read selected material on the theme of the conference.
Signature required; May not be audited
|
| |
-
PACS 766 - Mediator Certification Course 1
This course completes the supervised mediation experience (observation or mock), evaluated solo mediation leadership and other requirements for state certification in California. As of this writing, legislation has not been passed. The course will not be offered until California legislation passes.
Signature required; May not be audited
|
| |
-
PACS 767 - Peacebuilding and Development 3
Development projects can do more harm than good. When peacebuilding is one of the development goals it is important to take measures to leave people better off than before, not worse. This course shows the student how to analyze and create development projects that build peace into people's lives.
Take PACS-700;
Signature required; Students may take up to 2 semesters to complete the course; May not be audited
|
| |
-
PACS 771 - Methods in Peace Research Design 2
A study in the nature of inquiry, this course surveys the research methods employed in peacemaking and conflict studies. Students go through the process of developing a proposal, learning the significance of doing literature reviews, developing research questions, selecting an appropriate research approach, collecting data and conducting data analysis, and evaluating different methodologies. Application is made in relation to real conflict situations and relevant disciplinary topics.
Signature required; May not be audited
|
| |
-
PACS 790 - Integrative Seminar 3
This course serves as an alternate culminating experience to the thesis. Models, ideas, theories and practices are synthesized and applied to practitioner challenges. Offered in a seminar format, this advanced capstone course moves students to the next level in applying expert knowledge--a shift from apprentice to master.
Take PACS-708 PACS-771;
|
| |
-
PACS 797 - Continuous Registration 0
Students who do not complete the project or thesis within the semesters they have registered are required to register for continuous registration each semester until the project/thesis has been satisfactorily completed. Registration for 797 is equivalent to 1 unit of tuition.
|
| |
-
PACS 798 - Project/Thesis Proposal 1
Involves completion of a proposal for the project or thesis. Instruction is tutorial and reviews procedures, along with development of a conceptual overview of the process of formulating and completing a thesis or project.
Signature required; Graded C/NC; May not be audited
|
| |
-
PACS 799 - Project/Thesis-Peacemaking and Conflict Studies 3
Supervised project or thesis in the field of peacemaking and conflict studies. Instruction is tutorial and will result in a completed project or thesis.
Take PACS-798;
Students may take up to 2 semesters to complete the course; Graded C/NC; May not be audited
|
Pupil Personnel Services |
| |
-
PPC 700 - Comprehensive School Counseling and Guidance 3
This course is an introductory study of the role of the professional school counselor and the principles and components of the school counseling program as an integral part of the entire school program. The course also provides an awareness and practice of such counseling interventions as facilitation skills and the development and delivery of guidance curriculum.
|
| |
-
PPC 702 - Academic and Career Planning 3
This course introduces students to principles and practices that contribute to pupils' academic success and to theories and applications of career development. Equal emphasis is given to both areas with hands-on activities to integrate theory and practice.
May not be audited
|
| |
-
PPC 702A - Academic Planning 2
Introduces students to principles, strategies, programs and practices that contribute to pupils' academic transition and success. Strategies and activities for maximizing learning and preparing pupils for a full range of options and opportunities after high school, including the completion of a college and university education, is at the core of this course. Hands-on activities integrate theory and practice.
|
| |
-
PPC 702B - Career Planning 2
Provides students with the knowledge of the components of career development programs, addressing the relationship between education and the world of work, using assessment instruments and techniques relevant to career planning and decision making, and providing guidance to pupils to establish goals and direction for learning and achievement. Students are prepared to develop, implement and evaluate career- and vocational-development programs for pupils.
|
| |
-
PPC 703 - Prevention and Intervention for Achievement 3
A study of counseling and guidance accountability practices that contribute to student achievement. Data-based decision making and its application to prevention education, intervention identification and evaluation is a major focus. Students are exposed to and given opportunity to apply strategies school counselors use to anticipate and address student and school problems through evidence-based practice.
|
| |
-
PPC 707 - Organizational Systems and Program Development 3
This course examines the development of comprehensive counseling and guidance programs. Students will experience the process of planning, organizing, implementing and evaluating school guidance programs. The course provides a practical and hands-on approach to creating programs for various educational settings. Effective leadership styles and approaches related to implementing guidance programs with educational teams will be explored. Students will also investigate the use of technology as a tool in the research aspect of guidance program development.
|
| |
-
PPC 775 - Seminar in Learning Theory 3
This course addresses the question, "What is learning?" through a survey of contemporary writing that ranges from Piaget to discovery learning and from information processing to the roots of whole language. In each case, students are encouraged to focus on practical classroom applications.
|
| |
-
PPC 791 - Practicum in School Counseling 1
This course consists of 100 hours of supervised experiences that occur in classroom and/or field-based settings. Practicum experiences provide for the application of knowledge and the development of skills and training applicable to the domains, themes and functions of the school counselor. Students will also be introduced to a professional portfolio model that may be used in the development of a personal professional portfolio that will be presentedd upon exiting the school counseling credential program.
Graded C/NC; May not be audited
|
| |
-
PPC 792 - Field Experience 1-4
This course consists of fieldwork experience in California public schools under the supervision of a credentialed school counselor or school psychologist, a licensed marriage family child counselor, a licensed clinical social worker or licensed educational psychologist. Fieldwork experiences will integrate theoretical training with practical experience by providing an opportunity for candidates to perform, under supervision, the function of school counselors in school counseling domains. Field experience shall consist of 600 hours of field experience.
Take PPC-791;
Repeatable for credit; Graded C/NC; May not be audited
|
| |
-
PPP 716 - Psychological Assessment and Prescription for Linguistically Diverse Students 3
This course presents theory, best practices and procedures applicable to the assessment and education of children with learning problems. The course prepares future school psychologists to strategically and explicitly intervene on behalf of culturally and linguistically diverse students who are at risk academically.
|
| |
-
PPP 718 - Behavioral Assessment/Intervention 3
Students will be exposed to a comprehensive examination of behavioral 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 and especially within educational settings.
Take PPP-771;
|
| |
-
PPP 720 - Seminar in School Psychology 3
The seminar in school psychology is designed to provide an introduction to the basic tenants and elements of school psychology. Emphases will include the ethical, legal and philosophical foundations of school psychology, as well as the pragmatic issues surrounding provision of effective psychological services to both students and staff.
|
| |
-
PPP 722 - Assessment I 3
This course is designed to acquaint students with the knowledge of human assessment and train students in assessment methods and theories particularly related to intellectual and cognitive characteristics of typical and atypical pupils, including limited English proficient pupils, as these factors affect learning performance.
|
| |
-
PPP 724 - Assessment II 3
The student will be trained to administer, score and interpret a variety of assessment instruments frequently used with children. Assessment measures to be covered include nonverbal cognition, perceptual/motor skills and adaptive behavior. Each student will acquire acceptable administration, scoring and interpretive skills within each of the aforementioned domains.
|
| |
-
PPP 734 - Early Intervention and Behavioral Assessment 3
This course will cover normal and exceptional development from birth through preschool years. There will be discussion and investigation of various developmental delays, including environmental reasons (nutrition teratogens), disease, infections, toxins, genetic difficulties and more. Students will become familiar with how children are referred for assistance, definitions of intensive and non-intensive services and types of assessments needed.
|
| |
-
PPP 737 - Ethics in Applied Behavior Analysis 3
Addresses the ethical and professional practice of applied behavior analysis. Organizaed around the BACB Guidelines for Responsible Conduct for Behavior Analysts, students learn how ethical decision making pertains to the overall practice of applied behavior analysis in clinical and educational settings.
|
| |
-
PPP 739 - Advanced Behavior Assessment: Application to Autism Spectrum Disorder 3
Recommended prior coursework: PPP-771, PPP-718, PPP-734. This course addresses behavioral principles as applied to children diagnosed within the spectrum of disorders that make up autism. This course will provide students with an overview of the research related to the identification of children with autism, touching on information about the causes of the disorder as well as historical and philosophical views. A major emphasis will be to tie together the biological and psychological research with systematic behavioral efforts to help these individuals live more productive and independent lives. Recent controversies will be discussed and an integrative approach to treatment methods will be emphasized.
|
| |
-
PPP 740 - Advanced Procedures for Behavior Change And Support 3
This course addresses behavioral principles that focus more intensively on proven behavior change techniques, the environmental support needed to maintain and establish new behavior and the various methods of gaining support from caregivers, educators and others to implement behavior change methods.
|
| |
-
PPP 771 - Behavioral Research Methods in Education 3
This course addresses behavioral principles as applied in educational settings. It covers the design and analysis of both qualitative and quantitative methods with particular emphasis placed upon single subject design. Behavior manifested by school age children is examined as part of the natural world and behavior change is explained by principles derived from scientific research. Course content includes principles and procedures of reinforcement, extinction, differential reinforcement punishment, discrimination and generalization training, shaping, fading and programming. Classical conditioning, conditioned reinforcement, schedules of reinforcement, behavioral definitions, reliability and validity and direct observation are also addressed.
|
| |
-
PPP 787 - Praxis Exam Tutorial 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.
Graded C/NC; May not be audited; Repeatable for credit
|
| |
-
PPP 793 - Supervised Experience 1-3
This course consists of fieldwork experience in California public schools under the supervision of a credentialed PPS school psychologist or an educational psychologist. Field practice shall be 450 hours. 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. Proof of liability insurance required.
Repeatable for credit; Graded C/NC; May not be audited
|
| |
-
PPP 793B - BCBA Supervised Experiences 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.
Repeatable for credit; Graded C/NC; May not be audited
|
| |
-
PPP 794 - Internship 2-4
Intended to allow the student to demonstrate proficiencies acquired during formal training on campus and to acquire additional knowledge and skills most appropriately gained through field placement. Intended to partially satisfy NASP certification criteria. Internship is generally offered in schools and agencies serving children from infancy to late adolescence. Principal supervision is provided by the off-campus agency, although the university provides indirect supervision. The experience occurs on a full-time basis over a period of one academic year or on a half-time basis over a period of no more than 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.
Repeatable for credit; Graded C/NC; May not be audited
|
| |
-
PPS 704 - Counseling Applications in School Settings 3
This course is designed to improve upon basic facilitation skills learned in prior coursework. Through this course students will develop an awareness of various theoretical components of counseling and understand and develop counseling techniques as they relate to counseling applications in schools. Contemporary psychological theories are presented. The course will provide opportunities to practice individual and group counseling skills and to explore the application of research-based counseling theory for identified populations.
|
| |
-
PPS 705 - Family-School Collaboration and Consultation 3
This course provides candidates with opportunities and experiences to display knowledge and apply consultation skills to enhance family-school-community agency collaboration to promote student success.
|
| |
-
PPS 708 - Counseling for Diversity 3
This course will involve the study of ethnicity from a global perspective using a psychocultural approach. The following dimensions will be addressed in counseling multicultural children and parents: 1) social structure levels, 2) patterns of social interaction, 3) subjective experiences of identity and 4) patterns of behavior and expressive styles.
|
| |
-
PPS 710 - Assessment and Measurement 3
This course is designed to allow students to gain knowledge and skills regarding the use of tests by both school counselors and school psychologists, including the who, what, when, where, why and how of assessment; the test selection process; administration procedures and communication of test results in both orally and in writing to a variety of audiences.
|
| |
-
PPS 712 - Laws and Ethics 3
Current and proposed legislation in parent-child relationships. The course encompasses attendance and discipline procedures, pupil records, special programs, employment of minors, liability, the juvenile court system, due process and miscellaneous laws and ethics.
|
| |
-
PPS 713 - Safe School Environments 3
This course provides candidates with opportunities and experiences to understand ways school environments can both detract from and enhance the safety and well-being of pupils, staff and the entire school community. The course provides candidates with a review of the etiological roots of violence that occur within and outside the school community. Candidates will have opportunities and experiences to research and develop school safety strategies that include comprehensive school climate and crisis response plans addressing elements of prevention, intervention and treatment, culminating in the development of a comprehensive program to reduce the incidence of school site violence. The program 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.
|
| |
-
PPS 714 - Practicum in Group Process 3
This course exposes students to frameworks of group process and content, providing students with group experience from the perspective of both facilitator and group member. The course increases students' self awareness and knowledge of both clinical and facilitated support group activities that embrace pupil diversity, developmental level and unique resiliency capacity, along with understanding the impact of support groups in promoting positive school climate and the reduction of at-risk behavior.
|
| |
-
PPS 715 - Leadership and Change 3
This course will provide opportunities and experiences to display an understanding of the development, improvement and evaluation of programs that support effective pupil learning while serving as a systems change agent. Additionally, various models of supervision used to mentor pre-professionals in practicum and field experience placements will be discussed. The course will be presented from a practical and theoretical perspective.
|
| |
-
PPS 717 - Seminar in Behavior Pathology in Schools 3
Behavior Pathology in the Schools is an overview course addressing emotional and behavior pathology most likely to be encountered by school psychologists in school settings with children and adolescents. Such disorders can adversely impact a student's development and learning potential, and/or present management problems in the classroom setting. This course will examine the development and biological, psychosocial and cultural variables in the etiology of these disorders. Students will become familiar with characteristics, classification and diagnosis of such disorders.
|
| |
-
PPS 777A - Topical Review of Education Research 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. Course sessions examine research related to educational and social issues and their pedagogical implications through an intradisciplinary as well as interdisciplinary perspective. The culminating project is a thorough review and report of the professional literature on a topic of interest to the student, serving as the foundation for field-based research study.
|
| |
-
PPS 777B - Field Based Research 3
Recommended prior coursework: ED-771 and PPS-777A. 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 short 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.
Graded C/NC; May not be audited
|
| |
-
PPS 797 - Continuous Registration 0
Students who do not complete the project or thesis within the semesters they have been registered are required to register for continuous registration each semester until the project/thesis has been satisfactorily completed. Registration for 797 is equivalent to 1 unit of tuition.
Signature required; May not be audited
|
| |
-
PPS 798 - Project/Thesis Proposal 1
Involves completion of a proposal for the project or thesis. Instruction is tutorial and reviews procedures, along with development of a conceptual overview of the process of formulating and completing a thesis or project.
Signature required; Repeatable for Credit; May not be audited; Graded CR/NC
|
| |
-
PPS 799 - Project/Thesis-School Counseling and Psychology 3
Supervised project or thesis in the field of school psychology. Instruction is tutorial and will result in a completed project or thesis.
Prerequisites: PPS 798 ;
May not be audited; Graded CR/NC; Students may take up to 2 semesters to complete the course.
|
Science Education |
| |
-
SCIE 762 - Earth Science: Content and Pedagogy 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.
|
| |
-
SCIE 763 - Physical Science: Content and Pedagogy 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.
|
| |
-
SCIE 764 - Life Science Content and Pedagogy 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.
|
| |
-
SCIE 765 - Space Science: Content & Pedagogy 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.
|
| |
-
SED 714 - Augmentative Communications and Technology 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.
|
| |
-
SED 734 - Individuals With Intellectual and Developmental Disabilities 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 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 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 751 - Advanced Learning Theory and Brain Research: Fieldwork 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.
|
| |
-
SED 760 - Advanced Collaboration, Consultation & Inclusion 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 761 - Advanced Collaboration, Consultation and Inclusion: Fieldwork 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.
Take SED2-760 or SED-760;
|
| |
-
SED 766 - Advanced Assessment and Applied Statistics 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 770 - Level II Advanced Initial Induction Plan 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 C/NC; May not be audited
|
| |
-
SED 771 - Level II Advanced Final Induction Plan 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.
Take SED-770;
Graded C/NC; May not be audited
|
| |
-
SED 775 - Educating Learners with Autism With Autism 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 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.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
|
Print this Page