Counseling Option

Curriculum and Instruction Option

Educational Administration Option

Individualized Program Option

Multicultural Option

Physical Education Administration Option (for major requirements, refer to the Kinesiology section in this catalog)

Technology Based Education Option

Administrative Services

        Preliminary

        Professional

Pupil Personnel Services

        School Counseling

        School Counseling with Child Welfare and                                    Attendance

        School Psychology

        School Psychology with Child Welfare and                                   Attendance

Cross Cultural Language and Academic                                  Development (CLAD)

Pupil Personnel Services

        Urban Settings Counselor

Technology Based Education

Farah Fisher, Department Chair

David Andrews,  Kelli Beard-Jordan, Carrie Ann Blackaller, Charmayne Bohman,  Ann Chlebicki,  Maximiliano Contreras, James L. Cooper, Peter Desberg, Kristin Droege, Kate Esposito,  Leena Furtado, Jitsuo Furusawa, Robbe Lynn Henderson, Rita Lee, James E. Lyons, Sr., Adriean Mancillas, Suzanne Medina, Caron Mellblom, Sean R. Morgan, Alan Mori, Louis Murdock, Doris Okada, Margaret D. Parker, Arnold Plank, Alice Terry Richardson, Dale Scherba

Beverly Francis, Department Secretary

Jarrell Mosley, Administrative Support Assistant

Department Office:  COE 1010, (310) 243-3524

Edith Buchanan, Muriel P. Carrison, Hymen C. Goldman, Deanna S. Hanson, Marjorie Holden, James C. Parker (in memoriam), Karlton Skinrud, Judson H. Taylor, Judith Jackson, George Walker, Donald Woodington

The Graduate Education Program is designed to provide knowledge and understanding of the basic foundations and theories of education as well as advanced training in specific fields. The curriculum objectives seek to promote a blending of theory and practice to assist students who seek advancement within their chosen field in education, public service or private industry.

The comprehensive program at CSU Dominguez Hills includes two Master of Arts  degrees, Credential Programs and Certificate programs.  In many instances, M.A. programs and credential programs may be combined.

The Graduate Education curriculum is designed to meet the needs of the full-time working professional by offering a full program of courses in the late afternoon and evening. Courses are offered so that degree requirements may be completed on a part-time basis over a period of two years or four semesters.  Each student works closely with an advisor to plan a program that meets the individual needs of the student. The urban location of the University provides a unique opportunity for working with a diverse cultural and ethnic population both in classes and in field experiences. 

Students are assigned an advisor as soon as they submit  an application to the Graduate Education Department for a specific program (master’s degree, credential, or certificate).  Students who are uncertain about which program best meets their professional goals may meet with the department chairperson to discuss the range of options.

Once an advisor has been assigned, the student must confer with the advisor each semester prior to registration to insure that the student is taking the appropriate course work in the proper sequence.

Admission as a classified graduate student in Education requires:

1.   admission to the University.

2.   a baccalaureate degree from a regionally accredited    college or university.  Exception:  The Physical Education Administration option requires a baccalaureate degree in Physical Education/Kinesiology.

3.   a minimum of 2.75 grade point average in the last 60 units of upper division course work attempted or a Miller's Analogies Test (MAT) score of 40 or above in lieu of the 2.75 GPA.  Exception:  The Counseling Option requires a minimum of 3.00 grade point average in the last 60 units of upper division undergraduate coursework and a 3.00 grade point average in all undergraduate coursework (including the last 60 units).

4.   three letters of recommendations from individuals who can evaluate the applicant’s potential for graduate study.

5.   a personal interview with a faculty advisor or interview           committee, or attendance at a Pupil Personnel Services Programs orientation.

6.   Completion of Graduation Writing Assessment Requirement (GWAR).

7.   The Counseling Option and Pupil Personnel Services               Credentials require a typed 1-2 page “Statement of Purpose” as part of the application packet.

8.   The Counseling Option and Pupil Personnel Services Credentials require completion of the Graduate Record Examination (GRE) General Aptitude Test.

Students are strongly urged to apply by June 1 for the fall semester and November 1 for the spring semester; however, applications are accepted beyond those dates if room for new students exists. Exception:  Deadlines for applications for admission to the Counseling Option are April 1 for fall semester and October 1 for spring semester.

All prospective graduate students, including CSU Dominguez Hills graduates, must file the following with the CSU Dominguez Hills Admissions Office:

1.   An application for admission and a supplemental application for graduate admissions.

2.   Two sets of official transcripts from all colleges and universities attended other than CSU Dominguez Hills.

3.   A separate application with a copy of each transcript for the specific program to the Graduate Education Office. 

A decision regarding admission will be made upon completion of university and program admission requirements.

Students who satisfy all the requirements of program admission will be admitted with Classified Standing.  Students accepted with Conditional Standing will have a semester to meet the conditions
for Classified Standing.  Upon completion of specified conditions, students must request that a Postbaccalaureate/Graduate Change
of Objective form be filed by their advisor on their behalf.

The Master of Arts Degrees in Education require completion of 30 units of course work with a minimum 3.0 grade point average.  A minimum of 21 semester units must be completed in residence.  Courses taken previously may be used to meet the course content requirements of a graduate program if they have been completed within the seven years immediately preceding the completion of the requirements for the degree.  However, no courses may apply toward the required number of units of approved graduate work that have been used to meet the requirements of another degree. Please note the counseling option requirements.

Students may take up to seven years to complete the course work, including the thesis or exams.  Course work that does not meet the seven-year deadline will have to be repeated and/or replaced by other courses with the approval of the program advisor.

A Graduation Writing Assessment Requirement must be met by all students prior to classified standing.  This requirement can be met on the CSU Dominguez Hills campus by attaining a passing score of “8” on the GWE or with a passing grade of at least a “B” in one of the certified courses on this campus.  Education students typically take English 350 to meet this requirement.

In addition to the major requirements, students must meet all university requirements for the master’s degree.  Students should consult the section of the catalog entitled “Requirements for the Master’s Degree.”

Prior to the completion of 21 semester units (including core courses) the graduate student must select one of the following alternatives unless otherwise specified:

Alternative I:  Course work and Thesis (30 units)

1.  Complete approved program with a minimum of 24 units of course work with at least a B (3.0) average (including core courses).

2.  Complete approved thesis or creative project (6 units).  See advisor for thesis preparation guidelines.  Students must have the approval of a faculty thesis advisor prior to enrolling for thesis credit.

Alternative II:  Course work and Examinations (30 units)

1.   Complete an approved program of 30 units of course work with at least a “B” (3.0) average (including core courses).

2.   Pass a comprehensive written examination. After completion of all course work or during the last semester of course work, the M.A. degree candidate may apply to take the comprehensive examination.  There is only one retake opportunity.

      NOTE:  Special Education majors are required to pass an essay examination and an objective examination.

Core Courses  (9 units)

GED 500.  Research Methods in Education (3)

GED 501.  Seminar in Learning and Development (3)

GED 503.  Socio-Cultural Issues in Education (3)

Admission Requirements

All applicants will be applying for the Master's degree (unless they already hold a Master's degree), as well as both the credential in school counseling and school psychology.  However, completion of the requirements for either or both credentials will be the candidate's purgative.

Admission to the program does not automatically guarantee completion of the degree program, fieldwork, or a credential, if there are any interpersonal, intrapersonal, or psychological disorders that might inhibit the effectiveness of the Candidate's role as a School Counselor or a School Psychologist.

A.  Admission to the University:

      (See requirements for admission to the university in the Office of Admissions and Records or the University Catalog).

B.  Admission with Conditionally Classified Status:  (Verification of Items #1-7 are required to be filed in the Graduate Education office before the applicant will be reviewed for admission in the program.  The GWAR requirement must be met within the first semester of classes.)

1.  Admission to the university.

2.  A baccalaureate degree from an accredited college or   university.

3.  A minimum of  3.0 or better grade point average in the last 60 units of upper division undergraduate coursework and all undergraduate coursework.

4.  Completion of the Graduate Record Examination (GRE) General Aptitude Test.

5.  Three recommendations from individuals who can evaluate the applicant's potential for graduate study.

6.  A one to two-page "Statement of Purpose."

7.  Completion of Graduate Writing Assessment Requirement (GWAR).

C.  Admission with Classified Status:

Candidates who have satisfied all of the requirements of program admission with conditionally classified status, who have successfully complete the non-repeatable course PPS 525, Group Dynamics for Personal Growth, and the remaining two preliminary courses, qualify for Classified Standing in the program.  Candidates who do not successfully complete the preliminary courses will be disqualified from the program.  The PPS Faculty will require the fulfillment of a Remediation Plan before the Candidate can reapply.  After one year, from the time of receiving a failing grade in any of the preliminary courses, the Candidate may reapply to the program if they have satisfactorily completed the Remediation Plan.

Requirements for the Master's Degree and Credential Programs

A.  Continuous Enrollment

Students are required to enroll in either a regular course or GED 600 continuous enrollment course every semester.

B.  A minimum grade "B" in all coursework.

Candidates must maintain a "B" in  all coursework.

C. Maintaining Ethical and Professional Standards

Candidates must adhere to all ethical and professional standards required of the university, professional organizations, and/or accrediting affiliations associated with the degree.  Candidates must, at all times, demonstrate high quality interpersonal skills with faculty, staff, fellow students, and others in their field experiences.  If candidates fail to meet this requirement, they are subject to disqualification from the program.

D.  Graduation Writing Requirement (GWAR)

Candidates must complete the Graduation Writing Requirement and score at least eight or take one of the undergraduate certifying courses at CSU Dominguez Hills and make at least a grade of "B."  Candidates are required to either pass the exam or the course by the end of their first semester in the program or be subject to disqualification.

E.   Time Limit on Coursework.

Candidates must complete all of the requirements for the degree or credential within seven years.

F.  Capstone Requirement for the Master's Degree

Candidates must complete a comprehensive examination or a thesis project to fulfill the capstone requirement, and they are required to make this decision when they apply for classified standing.  They may retake the comprehensive examination one time provided the retake is within the seven-year limit.  A candidate who does not pass the comprehensive exam the second time has the option of remediation as deemed appropriate by the PPS Faculty Committee.  Upon completing the remediation plan, the candidate may retake the comprehensive examination.  The thesis is not an option for someone who selected the exam option but was unable to pass.

G.  Transfer Credit

Several restrictions apply to transfer credit. (1) The coursework must be from an accredited college or university; (2) the maximum number of units which may be transferred, for either a degree or credential, from another accredited institution, is nine (9); (3) the coursework can be no older than seven (7) years from the expected date of completion; and (4) credit is never given for PPS 525, 530, 540, 555, 556, 562, 564, 571, 572, 575,  or 585.

Degree Requirements

A.  Core Courses  (9 units)

GED 500.  Research Methods in Education (3)

GED 501.  Seminar in Learning and Development (3)

PPS 525.   Group Dynamics for Personal Growth (3)

(The core courses above must be completed with grade "B" or better to be fully admitted into the program and before any additional courses may be taken)

B.  Foundations (18  units)

GED 503.  Socio-Cultural Issues in Education (3)

PPS 510.   Leadership and Development of Education Systems (3)

PPS 512.   Consultation and Collaboration in Multicultural Settings (3)

PPS 515.   Counseling Theories

PPS 520.   Principles of Education and Psychological Assessment (3)

PPS 554.   Counseling Practium (3)

C.  Advanced Counseling  (12 units)

PPS 505.   Human Diversity (3)

PPS 508.   Multicultural and Legal Issues in Counseling and School Psychology (3)

PPS 535.   Seminar in Career and Vocational Guidance (3)

PPS 550.   Violence Prevention and Crisis Intervention (3)

(It is recommended that the Foundations and Advanced Counseling courses be completed prior to taking further coursework)

D.  Clinical Instruction (9 units)

PPS 530.   Seminar in Techniques of Individual Counseling (3)

PPS 540.   Seminar in Techniques of Group Counseling Practicum (3)

PPS 545.   Counseling Children, Youth and Families (3)

E.  Comprehensive Examination or Thesis (0-3 units)

GED 599.  Thesis (3)  or

                  Comprehensive Examination (0)

A.  Prerequisite Courses

(Does not count towards 30 unit requirement)

TBE 520.  Introduction to Computers in Education (3) or

TED 420.  Computer Literacy for Teachers (1) or

                  An equivalent course or competency

B.  Core Courses (9 units)

C.  Required Courses (6 units)

CUR 510.  Process of Curriculum Development (3)

CUR 519.  Advanced Study in Curriculum Research and Instructional  Practices (3)

D.  Select one course from the following  (3 units):

CUR 515.  Seminar in  Curriculum Development in Reading and the Language Arts (3)

CUR 516.  Seminar in  Curriculum Development in Science and Math (3)

CUR 517.  Seminar in  Curriculum Development in the Humanities and Social Sciences (3)

E.   Electives (12 units):  Select 12 units from Education or the teaching subject areas with the approval of an advisor.

A.  Core Courses (9 units)

B.  Required Courses (22 units)

EAD 550. Pre-Assessment: Induction (2)

EAD 551. Visionary Leadership (3)

EAD 552. Leadership of Teaching and Learning (3)

EAD 553. Organizational Leadership and Resource Management (3)

EAD 554. Collaborative and responsive Leadership for All Students (3)

EAD 555. Ethical Leadership (3)

EAD 556. Political, Social, Economic, Legal and Cultural Leadership (3)

EAD 557. Post-Assessment, Preliminary Leadership (2)

A.  Core Courses (9 units)

B.  Required Courses (6 units)

MUL 520. The Teaching of English to Speakers of Other Languages (3)

MUL 525. Bilingual-Multicultural Teaching Methods (3)

C.  Select 2 courses from the following (6 units)

MUL 505. Assessment of Second Language Learners (3)

MUL 508. Language Acquisition in an Urban Setting (3)

MUL 511. Cultural Diversity in America (3)

MUL 521. Seminar in Mexican American and Hispanic Education (3)

MUL 533. Action Research for Urban Educators (3)

MUL 544. Urban Materials Design and Development (3)

D.  Electives (9 units):  Select nine units from Education, and other CSUDH graduate level course work with the approval of an advisor.

E.   Culminating  Experience (0-6 units)

GED 599.  Thesis (6) or

MUL 591. Advanced Multicultural Studies (0, 3) and

                  Comprehensive Exam (0)

A.  Core Courses (9 units)

B.  Prerequisite Course (Does not count toward the 30 unit requirement)

TBE 520.  Introduction to Computers in Education (3)

B.  Required Courses (21 units)

TBE 518.  Current Topics in Educational Technology (3)

TBE 530.  Graphics, Word Processing, and Desktop Publishing for Educators (3)

TBE 540.  Programming Applications for Educators (3)

TBE 550.  Computer-Managed Instruction (3)

TBE 560.  Preparing Computer Assisted Instruction (3)

TBE 570.  CAI Final Project (3)

GED 599.  Thesis (3)

A.  Core Courses (9 units)

B.  Select 21 units (twelve must be 500 level) with approval of an advisor, appropriate for an individualized concentration in Education.

The Master of Science in School Psychology requires completion of 57-63 units.  Candidates are expected to fulfill all program requirements to remain enrolled in the program.

The Master of Science Degree in School Psychology program provides candidates with the knowledge and the skills to promote the academic, social-emotional, and behavioral development of multicultural and linguistically diverse pupils in both public and private schools.  The program is designed to provide candidates with a broad conceptual knowledge base in theory and to help candidates to develop skills in consultation, intervention, evaluation, counseling, and advocacy for children and youth.  M.S. candidates often concurrently pursue a pupil personnel services credential in school psychology which is required to function as a school psychologist in public schools.  An additional 15 units are required to complete the additional California Commission on Teacher Credentialing requirements for the credential.

Requirements for the Master's Degree Program

A.  Continuous Enrollment

Students are required to enroll in either a regular course or GED 600 continuous enrollment course every semester.

B.  A minimum grade "B" in all coursework.

Candidates must maintain a "B" in  all coursework.

C. Maintaining Ethical and Professional Standards

Candidates must adhere to all ethical and professional standards required of the university, professional organizations, and/or accrediting affiliations associated with the degree.  If candidates fail to meet this requirement, they are subject to disqualification from the program.

D.  Graduation Writing Requirement (GWAR)

Candidates must complete the Graduation Writing Requirement and score at least eight or take one of the undergraduate certifying courses at CSU Dominguez Hills and make at least a grade of "B."  Candidates are required to either pass the exam or the course by the end of their first semester in the program or be subject to disqualification.

E.   Time Limit on Coursework.

Candidates must complete all of the requirements for the degree or credential within seven years.

F.  Capstone Requirement for the Master's Degree

Candidates must complete a comprehensive examination or a thesis project to fulfill the capstone requirement.  Candidates may retake the comprehensive examination one time provided the retake is within the seven-year limit.  Candidates who do not pass the examination may not complete a thesis or project.

Admission Requirements

A.  Admission to M.S. in School Psychology Program with Classified Status

1.  Admission to CSUDH.

2.  A baccalaureate degree from an accredited college or   university.

3.  A minimum of  3.0 or better grade point average in the last 60 units of college work. Completion of the Graduate Record Examination (GRE) General Aptitude Test.

4.   A written statement of career objectives completed by the candidate on a computer word processing program.

5.   A letter attesting to the candidate's basic computer/word processing proficiency.

6.  Three confidential letters of recommendation.

7.   Verification of attendance at an orientation session.

8.  The completion of a graduate level course in Counseling Theories with a grade of "B" or better.

9.   The completion of PPS 525, Group Dynamics for Personal Growth, with credit.

10. Completion of the Graduate Writing Assessment Requirement (GWAR).

      B.      Admission with Conditionally Classified Status:  If verification of items #1-7 is filed with the Graduate Education Office, candidates may be admitted with conditionally classified status.  The GWAR requirement must be met within the first semester of classes.  PPS 225, Group Dynamics for Personal Growth, with a passing grade, must be completed within one year or the candidate is subject to disqualification.

Degree Requirements

A.  Foundation Courses  (36 units)

SPE 460.   Introduction to Special Education (3)

GED 500.  Research Methods in Education (3)

GED 501.  Seminar in Learning and Development (3)

PPS 508.   Multicultural and Legal Issues in Counseling and School Psychology (3)

PPS 510.   Leadership and Development of Education Systems (3)

PPS 512.   Consultation and Collaboration in Multicultural Settings (3)

PPS 520.   Principles of Education and Psychological Assessment (3)

PPS 530.   Seminar in Techniques of Individual Counseling (3)

PPS 540.   Seminar in Techniques of Group Counseling Practicum (3)

PPS 550.   Violence Prevention and Crisis Intervention (3)

PPS 562.   Practicum in School Psychology I (3)

SPE 560.   Language /Speech Development, Disabilities and Alternate Communication (3)

SPE 568.   Curriculum and Instruction for the Mild/Moderate Disabilities (3)

B.  Intermediate Courses  (12 units)

PPS 545.   Counseling Children, Youth, and Families (3)

PPS 564.   Seminar in Multicultural Educational Assessment and Evaluation (3)

PPS 576.   Advanced Research Methods for School Psychologists (3)

SPE 524.   Advanced Leadership, Management and Curriculum Modification for Diverse Learners (3)

C.  Advanced Courses (9 units)

PPS 556.   Seminar in Functional Analysis and Behavior Change (3)

PPS 571.   Multicultural Case Study Methods for School Psychology (3)

PPS 572.   Assessment and Intervention for Autism, Emotional, and Behavioral Disorders (3)

E.  Comprehensive Examination or Thesis (0-6 units)

GED 599.  Thesis (6)  or

                  Comprehensive Examination (0)

The central mission of the Pupil Personnel Services Programs in School Counseling and in School Psychology is to equip educators with the knowledge and the skills to promote the personal, social, and academic development of multi-cultural and linguistically diverse pupils in the public schools.

Admission Requirements

All applicants will be applying for the Master's degree (unless they already hold a Master's degree), as well as both the credential in school counseling and school psychology.  However, completion of the requirements for either or both credentials will be the candidate's perogative.

Admission to the program does not automatically guarantee completion of the degree program, fieldwork, or a credential, if there are any interpersonal, intrapersonal, or psychological disorders that might inhibit the effectiveness of the Candidate's role as a School Counselor or a School Psychologist.

A.  Admission to the University:

      (See requirements for admission to the university in the Office of Admissions and Records or the University Catalog).

B.  Admission with Conditionally Classified Status:  (Verification of Items #1-7 are required to be filed in the Graduate Education office before the applicant will be reviewed for admission in the program.  The GWAR requirement must be met within the first semester of classes.)

1.  Admission to the university.

2.  A baccalaureate degree from an accredited college or   university.

3.  A minimum of  3.0 or better grade point average in the last 60 units of undergraduate coursework and all undergraduate coursework.

4.  Completion of the Graduate Record Examination (GRE) General Aptitude Test.

5.  Three recommendations from individuals who can evaluate the applicant's potential for graduate study.

6.  Attendance at a PPS Program Orientation.

7.  A one to two-page "Statement of Purpose."

8.  Completion of Graduate Writing Assessment Requirement (GWAR).

C.  Admission with Classified Status:

Candidates who have satisfied all of the requirements of program admission with conditionally classified status, who have successfully complete the non-repeatable course PPS 525, Group Dynamics for Personal Growth, and the remaining two preliminary courses, qualify for Classified Standing in the program.  Candidates who do not successfully complete the preliminary courses will be disqualified from the program.  The PPS Faculty will require the fulfillment of a Remediation Plan before the Candidate can reapply.  After one year, from the time of receiving a failing grade in any of the preliminary courses, the Candidate may reapply to the program if they have satisfactorily completed the Remediation Plan.

Requirements for the Master's Degree and Credential Programs

A.  Continuous Enrollment

Students are required to enroll in either a regular course or GED 600 continuous enrollment course every semester.

B.  A minimum grade "B" in all coursework.

Candidates must maintain a "B" in  all coursework.

C. Maintaining Ethical and Professional Standards

Candidates must adhere to all ethical and professional standards required of the university, professional organizations, and/or accrediting affiliations associated with the degree.  Candidates must, at all times, demonstrate high quality interpersonal skills with faculty, staff, fellow students, and others in their field experiences.  If candidates fail to meet this requirement, they are subject to disqualification from the program.

D.  Graduation Writing Requirement (GWAR)

Candidates must complete the Graduation Writing Requirement and score at least eight or take one of the undergraduate certifying courses at CSU Dominguez Hills and make at least a grade of "B."  Candidates are required to either pass the exam or the course by the end of their first semester in the program or be subject to disqualification.

E.   Time Limit on Coursework.

Candidates must complete all of the requirements for the degree or credential within seven years.

F.   Transfer Credit

Several restrictions apply to transfer credit. (1) The coursework must be from an accredited college or university; (2) the maximum number of units which may be transferred, for either a degree or credential, from another accredited institution, is nine (9); (3) the coursework can be no older than seven (7) years from the expected date of completion; and (4) credit is never given for PPS 525, 530, 540, 555, 556, 562, 564, 571, 572, 575,  or 585.

The Pupil Personnel Services (PPS) Credential in School Counseling is designed to prepare candidates to function as key members of an educational team seeking to optimize pupil's academic, social-emotional, and career development.  The training required for the PPS Credential prepares professionals to work in public schools in California.  The courses in this program are accredited by the California Commission on Teacher Credentialing (CCTC).  The master's degree is required to enter this program.

Prerequisite Course  (3 units)

SPE 460.   Introduction to Special Education (3)

A.  Core Courses  (9 units)

GED 500.  Research Methods in Education (3)

GED 501.  Seminar in Learning and Development (3)

PPS 525.   Group Dynamics for Personal Growth (3)

(The core courses above must be completed with grade "B" or better to be fully admitted into the program and before any additional courses may be taken)

B.  Foundations (15 units)

PPS 510.   Leadership and Development of Education Systems (3)

PPS 512.   Consultation and Collaboration in Multicultural Settings (3)

PPS 515.   Counseling Theories

PPS 520.   Principles of Education and Psychological Assessment (3)

PPS 554.   Counseling Practium (3)

C.  Advanced Counseling  (12 units)

PPS 505.   Human Diversity (3)

PPS 508.   Multicultural and Legal Issues in Counseling and School Psychology (3)

PPS 535.   Seminar in Career and Vocational Guidance (3)

PPS 550.   Violence Prevention and Crisis Intervention (3)

(It is recommended that the Foundations and Advanced Counseling courses be completed prior to taking further coursework)

D.  Clinical Instruction (9 units)

PPS 530.   Seminar in Techniques of Individual Counseling (3)

PPS 540.   Seminar in Techniques of Group Counseling Practicum (3)

PPS 545.   Counseling Children, Youth and Families (3)

(All coursework must be completed with grade "B" or better to enroll in field experiences)

E.   Field Experience (6-9 units)

PPS 557.   Child Welfare and Attendance (3)*

PPS 575.   Fieldwork in School Counseling (3,3) or

PPS 577. Internship in School Counseling I (3) and

PPS 578. Internship in School Counseling II (3)

*All coursework for the PPS Credential in School Counseling and PPS 557 are required for the Child Welfare and Attendance Specialization.

The School Psychology Credential Program prepares candidates to provide a wide range of psychological services to a multicultural population in both public and private schools.  Candidates learn how to serve the needs of both regular education and special education pupils.  Candidates function as consultants, interventionsists, evaluation specialists, counselors, and as advocates for children and youth.  The training required for the Pupil Personnel Services Credential in School Psychology that prepares professionals to work in public schools in California, may be completed in this program, accredited by the California Commission on Teacher Credentialing (CCTC).

Admission Requirements

A.  Admission to the University:

      CSUDH general admission criteria for classification as a graduate student in Education requires:

1.   Admission to the University.

2.   A baccalaureate degree from a regionally accredited college or university.

3.   A minimum of 2.75 grade point average in the last 60 units attempted.

4.   Three recommendations from individuals who can evaluate the applicant's potential for graduate study.

5.   Completion of Graduation Writing Assessment Requirement.

B.  Admission criteria for the CSUDH PPS Credential Program in School Psychology: 

1.   A master's degree from an accredited college or university.

2.   Admission to CSUDH.

3.   A written statement of career objectives completed by the candidate utilizing a computer word processing program.

4.   A letter attesting to the candidates basic computer/word processing proficiency.

5.   Three confidential letters of recommendation.

6.   A minimum of 3.00 grade point average in the last 60 units of college work.

7.   A passing score on the California Basic Education Skills Test (CBEST).

8.   Evidence of a Teaching Credential or a Certificate of Clearance.

9.   Verification of attendance at an Orientation Session.

10. The completion of a graduate level course in Counseling Theories with a grade of "B" or better.

11. The completion of PPS 525, Group Dynamics for Personal Growth or other comparable graduate level course with a grade of "B" or better.

C.  Admission to the CSUDH PPS Credential Program in School Psychology with Classified Status:

Verification of items #1-11 are required to be filed with the Graduate Education Office before the applicant will be reviewed for admission in the program with classified status.

D.  Admission with Conditionally Classified Status:

If verification of items #1-10 is filed with the Graduate Education Office, candidates may be admitted with conditionally classified status.  The completion of PPS 525, Group Dynamics for Personal Growth, with a passing grade must be completed within one year or other comparable graduate level course with a "B" or better or the candidate is subject to disqualification.

Program Requirements

The School Psychology Credential requires the completion of 66 units of course work, including 6 hours of Field Experience.  Candidates must complete 450 hours of practicum experience, 150 hours of which may be completed on campus and 300 hours of which must be completed in Pre K-12 settings.  Candidates must additionally complete 1200 hours of fieldwork or internship on site in Pre K-12 settings.  Candidates must complete a set of fieldwork competencies that represent the California Commission on Teacher Credentialing Competency Standards for School Psychologists.  Candidates are expected to maintain the following standards to be retained in the program:

A.  Continuous Enrollment

Students are required to enroll in either a regular course or GED 600 continuous enrollment course every semester.

B.  A minimum grade "B" in all coursework.

Candidates must maintain a "B" in  all coursework.

C. Maintaining Ethical and Professional Standards

Candidates must adhere to all ethical and professional standards required of the university, professional organizations, and/or accrediting affiliations associated with the degree.  Candidates must, at all times, demonstrate high quality interpersonal skills with faculty, staff, fellow students, and others in their field experiences.  If candidates fail to meet this requirement, they are subject to disqualification from the program.

D.  Graduation Writing Requirement (GWAR)

Candidates must complete the Graduation Writing Requirement and score at least eight or take one of the undergraduate certifying courses at CSU Dominguez Hills and make at least a grade of "B."  Candidates are required to either pass the exam or the course by the end of their first semester in the program or be subject to disqualification.

E.   Time Limit on Coursework.

Candidates must complete all of the requirements for the degree or credential within seven years.

F.   Transfer Credit

Several restrictions apply to transfer credit. (1) The coursework must be from an accredited college or university; (2) the maximum number of units which may be transferred, for either a degree or credential, from another accredited institution, is nine (9); (3) the coursework can be no older than seven (7) years from the expected date of completion; and (4) credit is never given for PPS 525, 530, 540, 555, 556, 562, 564, 571, 572, 575,  or 585.

A.  Foundation Courses (39 units)

GED 500.  Research Methods in Education (3)

GED 501.  Seminar in Learning and Development (3)

PPS 508.   Multicultural & Legal Issues in Counseling and School Psychology (3)

PPS 510.   Leadership and Development of Educational Systems (3)

PPS 512.   Consultation and Collaboration in Multicultural Settings (3)

PPS 520.   Principles of Educational and Psychological Assessment (3)

PPS 530.   Seminar in Techniques of Individual Counseling (3)

PPS 540.   Seminar in Techniques of Group Counseling (3)

PPS 550.   Violence Prevention and Crisis Intervention (3)

PPS 562.   Practicum In School Psychology I (3)

SPE 460.   Introduction to Special Education (3)

SPE 560.   Language/Speech Development, Disabilities and Alternate Communication Systems (3)

SPE 568.   Curriculum and Instruction for the Mild/Moderate (3)

B.  Intermediate Courses (12 units)

PPS 545.   Counseling Children, Youth and Families (3)

PPS 564.   Seminar in Multicultural Educational Assessment and Evaluation (3)

PPS 566.   Practicum in School Psychology II (3)

SPE 524.   Advanced Leadership, Management and Curriculum Modification for Diverse Learners (3)

C.  Advanced Courses (9 units)

PPS 556.   Seminar in Functional Analysis and Behavior Change (3)

PPS 571.   Multiculutral Case Study Methods for School Psychology (3)

PPS 572.   Assessment and Intervention for Autism, Emotional, and Behavioral Disorders (3)

D.  Fieldwork/Internship School Psychology (6-9 units)

PPS 557.   Child Welfare and Attendance (3)*

PPS 585.   Fieldwork for School Psychologists (3,3)

*All coursework for the PPS Credential in School Psychology and PPS 557 are required for the Child Welfare and Attendance Specialization.

The Administrative Services Credential Program at CSU Dominguez Hills is an interdisciplinary program designed to prepare educators for leadership positions in elementary and secondary schools and certain district level positions.  The program is comprised of two tiers.  The first tier, the Preliminary Administrative Services Credential, authorizes service in  positions serving grades kindergarten through 12.  The second tier, the Professional Administrative Services Credential, which also authorizes service in grades kindergarten through 12, is valid for a period of five years and is renewable.  A valid Preliminary  Administrative Services Credential is required for admission to the second tier (Professional Administrative Services Credential program).  Before the Professional Administrative Services Credential can be granted, the candidate must be employed in a position requiring a valid Administrative Services Credential for a minimum of two years.  Every effort is made to integrate credential and master’s degree program for the benefit of the students.

This program is a competency based program for the schools, particularly elementary, middle and senior high school principals and vice-principals, and certain district level positions. Students should consult with their advisors concerning the second level of training which is additional  training beyond the first level described below.

Admission Requirements

1.   Three years full-time teaching experience in a public or private school or three years experience in pupil personnel services.

2.   A 2.75 grade point average in last 60 units of college work.

3.   Possession of a valid California Teaching Credential or Pupil Personnel Services Credential.

4    A personal interview and three confidential recommendations.

A.  Required Courses (26 units)

EAD 550. Pre-Assessment: Induction (2)

EAD 551. Visionary Leadership (3)

EAD 552. Leadership of Teaching and Learning (3)

EAD 553. Organizational Leadership and Resource Management (3)

EAD 554. Collaborative and responsive Leadership for All Students (3)

EAD 555. Ethical Leadership (3)

EAD 556. Political, Social, Economic, Legal and Cultural Leadership (3)

EAD 557. Post-Assessment, Preliminary Leadership (2)

EAD 560. Fieldwork A, Preliminary Leadership (2)

EAD 561. Fieldwork B, Preliminary Leadership (2)

Additional requirements for Preliminary Administrative Services Credential

q Pass California Basic Educational Skills Test (CBEST)

Admission Requirements

1.   Possession of a valid California Preliminary Administrative Services Credential.

2.   Pass California Basic Education Skills Test (CBEST).

3.   A position that is 100% out of the classroom, and an original signed letter from a district administrator.

4.   The recommendation of CSU Dominguez Hills, verifying completion of advanced study including 2 years of administrative experience.  All work must be completed while the applicant is employed in a position requiring the Administrative Services Credential.

Term of the Professional Credential is determined by the expiration date of the basic prerequisite credential.  The Professional Administrative Services Credential is renewable every 5 years.

Authorization

To serve as a superintendent, deputy superintendent, assistant superintendent, principal, assistant principal, supervisor, consultant, coordinator director, dean, instructional specialist, or in an equivalent or intermediate level administrative position.

Required Courses

EAD 580. Professional School Leadership: Pre-Assessment, Induction (2)

EAD 581. Principles of Professional Administrative Practice: Six Themes (3)

EAD 582. Professional School Leadership: Post-Assessment (2)

The Technology Based Education Certificate program consists of five courses for a total of 15 semester units.  The Certificate should be of interest to educators from a variety of backgrounds; including elementary teachers, special educators, administrators, and college instructors.  Many already hold the M.A. or Ph.D. degree and simply want to gain a computer based education capability without enrolling in another degree program.

Required Courses

TBE 530.  Graphics, Word Processing and Desktop Publishing for Educators (3)

TBE 540.  Programming Applications for Educators (3)

TBE 550.  Computer-Managed Instruction (3)

TBE 560.  Preparing Computer Assisted Instruction (3)

TBE 570.  CAI Final Project (3)

The Urban Settings Counselor Certificate consists of four courses for a total of 12 semester units (180 hours).  The Certificate will be of interest to Pupil Personnel Services credentialed counselors who seek specialized experiential and multicultural training for counseling in diverse, urban environments.

Admission Requirements

r Possession of a valid Pupil Personnel Services Credential

r     Must be affiliated with the Partnership Training Program
    for Counselors

Degree Option

If the student meets the requirements for the master's program,
s/he may apply nine units from the certificate courses toward the Master of Arts in Education:  Counseling Option.

Required Courses

PPS 555.   Seminar in Behavior Change (3)

PPS 535.   Seminar in Career and Vocational Guidance (3)

PPS 540.   Seminar in Techniques of Group Counseling (3)

PPS 545.   Seminar in Counseling Children and Adolescents (3)

Required Courses (12 units)

MUL 505. Assessment of Second Language Learners (3)†

MUL 508. Language Acquisition in an Urban Setting (3)†

MUL 520. The Teaching of English to Speakers of Other Languages (3)

MUL 525. Bilingual-Multicultural Teaching Methods (3)

The credit value for each course in semester units is indicated for each term by a number in parentheses following the title.  For course availability, please see the list of tentative course offerings in the current Class Schedule.

Graduate standing or consent of                         the graduate program coordinator is prerequisite to enrollment in graduate (500 level) courses.

GED  500  Research Methods in Education (3). 

Examination of assumptions and techniques of educational research.  Review of pertinent research studies emphasizing their applicability to educational problems.  Statistical concepts, research methodology and computer applications are included. 

GED  501  Seminar in Learning and Development (3). 

Theory, research and practice related to learning and development. Emphasis on biological and psychological factors in individual differences.  Includes study of affective and cognitive development.  Three hours of seminar per week.

GED  503  Socio-Cultural Issues in Education (3). 

Examines the total process of socialization and the effects of cultural determinants on human development and learning.  Considers the school as an agent of socialization.  Change agent role of school personnel is explored. 

GED  505  Evaluation and Program
Monitoring in Education (3).

Prerequisite:  GED 500. 

Designed to prepare students to apply theories and models of evaluation in educational and clinical settings.  Provides experience in designing and developing formative and summative evaluation procedures for all educational programs. 

GED  508  Seminar in Issues ­in Education (3). 

Examines significant multicultural, sociopolitical and global issues in urban education.  Includes analysis of current relevant research and assignment of reading list.  Discussion topics vary from year to year.  May be repeated up to six units.  Three hours of seminar per week.

GED  512  Values and Teaching (3). 

Exploration of philosophical literature as it relates to values in education.  Development of values from early childhood to adolescence.  Exploration of personal values.  Methods and procedures for teaching values in the classroom. 

GED 594   Independent Study (1-3). 

Independent study undertaken under the supervision of a faculty member.  Repeatable course. 

GED 595   Special Topics in  Education                (1-3). 

Topics vary by section and semester.  See class schedule for title and prerequisites.  Repeatable course.  Three hours of seminar per week.

GED 599  Thesis (1-6). 

Prerequisite: Consent of Advisor. 

The student will execute an individually planned research effort or a creative project.  Students work under individual supervision with assigned faculty.  May be repeated up to six units.

GED 600   Graduate Continuation
Course (0). 

Graduate students who have completed their course work but not their thesis, project, or comprehensive examination, or who have other requirements remaining for the completion their degree, may maintain continuous attendance by enrolling in this course.  Signature of graduate program coordinator required.

Graduate standing or consent of the graduate program coordinator is prerequisite to enrollment in graduate (500 level) courses.

TBE 518   Current Topics in Educational Technology (3). 

Prerequisite:  TBE 520.

Provides information about topics of current interest in educational technology.  Course content and requirements vary by semester. 

TBE 520   Introduction to Computers in Education  (3).

Presents the uses of computers in educational settings, including: computer assisted instruction, criteria for software and hardware selection, computer-assisted testing, and an introduction to programming.  Laboratory in educational computing provides experience in the following areas:  Word processing, LOGO and BASIC programming, computerized grade books, computer-assisted testing and computer graphics.  

TBE 530   Graphics, Word Processing and Desktop Publishing for Educators (3). 

Prerequisite: TBE 520 or consent of instructor. 

Prepares students to use both paint and object-oriented graphics, word processing and desktop publishing software in preparing educational materials. Prepares the teachers who are students of this course to teach these skills to their pupils in the public schools. 

TBE 540   Programming Applications for Educators (3). 

Prerequisite: TBE 520.

Fundamentals of computer programming logic using LOGO and web page development.  Emphasis is on instructional design and the creation of classroom-related materials. 

TBE 550   Computer-Managed                              Instruction (3). 

Prerequisite: TBE 520.

This class presents skills for managing computer-based instruction, including IBM, Macintosh and Apple II series hardware and software troubleshooting, computer lab supervision, telecommunications, networking, and in-service training design and presentation. 

TBE 560   Preparing Computer Assisted Instruction  (3). 

Prerequisite:  TBE 540 or consent of instructor.

Prepares students to plan and write drill and practice lessons, tutorials, simulations, tests,  and supporting materials for computer assisted instruction. 

TBE 570   Computer Assisted Instruction Final Project (3). 

Prerequisite:  TBE 560 or consent of instructor.

This capstone activity requires the student to develop, field-test and evaluate the effectiveness of a computer assisted instructional product.

Graduate standing or consent of                         the graduate program coordinator is prerequisite to enrollment in graduate (500 level) courses.

MUL 505  Assessment of Second Language Learners (3).

Prerequisite: Preliminary teaching credential or consent of instructor.

Study of basic concepts, principles and practices associated with the assessment of second language learners’ linguistic proficiency and subject-matter knowledge.  Topics include: standardized test score interpretation, evaluation of state-mandated tests, student placement, test construction and authentic assessment.

MUL 508  Language Acquisition in an Urban Setting (3).

Study of current theory and research in language acquisition including an introduction to linguistic subsystems, developmental stages, and factors impacting first and second language acquisition.  Emphasis will be placed on the relevance of theory and research in an urban setting.

MUL 511  Cultural Diversity in America (3).

Examines contemporary diverse populations in America and their influence on American educational institutions.  The analysis of historical contributions and cultural influences on the macroculture provide insight into our multicultural society.

MUL 520  The Teaching of English to Speakers of Other Languages (3). 

Issues and problems, techniques, procedures, and materials for teaching the dominant language (standard English) to the bilingual and to the bi-dialectal. 

MUL 521  Seminar in Mexican American and Hispanic Education (3). 

Explores the socio-cultural basis for the past, present and future status of Mexican Americans and Hispanics with emphasis on legal and political issues.  Content and methodological innovation as well as judicial and legislative actions will be analyzed in depth.  Issues relating specifically to education will be analyzed in this course.  Three hours of seminar per week.

MUL 522  Teaching Reading and Literacy in Spanish (3). 

Designed to prepare bilingual teachers to use effective methodology to teach literacy and reading to Spanish-speaking bilingual (Spanish-English) children.  It includes examination of youngsters’ readiness skills in Spanish, and the analysis of different methods to teach reading in Spanish. 

MUL 525  Bilingual-Multicultural
Teaching Methods (3). 

The study of selected bilingual approaches to, and methods of, teaching social studies, science, mathematics, and language arts. Techniques for developing bilingual and multicultural teaching materials. 

MUL 533  Action Research for Urban Educators (3).

Prerequisite:  GED 500 is recommended.

Development of research skills needed to conduct both quantitative and qualitative “action research” in an urban multicultural setting.  Topics include research question formation, research design identification, data gathering techniques, display and analysis of data, creating an action plan, dissemination of information.

MUL 544  Urban Materials Design and Development (3).

Development of skills necessary to design effective instructional materials for urban learners.  Using principles of the “systems approach” and building upon research, theory, and best practices, students will create materials to meet the needs of ethnically and linguistically diverse learners.

MUL 591  Advanced Multiculutral Studies (3).

Designed for students completing the MA in Education, Multicultural Option. Students will synthesize and interrelate diverse areas of study which comprise the masters degree by conducting bibliographic research, writing critical essays and development training sessions for school, staff and community individuals.

Graduate standing or consent of                         the graduate program coordinator is prerequisite to enrollment in graduate (500 level) courses.

PPS 505    Human Diversity (3).

Prerequisite: GED 500, GED 501 and PPS 525

Examines issues regarding psychosocial reactions to variations in individuals of different life styles toward an understanding and respect for diversity.  A critical look at stereotyping and social issues; the nature of prejudice; necessity for advocacy; implications for counselors.

PPS 508    Multicultural and Legal Issues in Counseling and School Psychology (3).

Prerequisite: GED 500, GED 501 and PPS 525 are required; PPS 510, PPS 512, PPS 515, PPS 520 and PPS 554 are recommended.

This course will provide an examination of ethical, legal and professional issues in counseling and school psychology, as well as implications for minority group and cross-cultural counseling.

PPS 510    Leadership and Development of Educational Systems (3).

Prerequisite:  GED 500, GED 501 and PPS 525. 

Overview of effective leadership in student development and pupil personnel services programs.  Examination of leadership role in planning, organizing, implementing managing and evaluating the systemic and comprehensive counseling and guidance programs that are part of an overall school plan.

PPS 512    Consultation and Collaboration in Multicultural Settings (3).

Prerequisite: GED 500, GED 501 and PPS 525

Prepares counseling students to apply knowledge of theories, models, and processes of consultation, and understand the difference between consultation and collaboration.  Skill development in communication, interpersonal, and problem-solving abilities while working with teachers, administrators, families, and other community professionals.

PPS 515    Counseling Theories (3). 

Major counseling theories examined and the competencies of each developed for use in helping relations.  Emphasis on application in educational and public settings. 

PPS 520    Principles of Educational and Psychological Assessment (3). 

Examines individual and group standardized tests.  Course includes an examination of test theory, test bias, techniques and theories for understanding affective, cognitive, and behavioral characteristics of students.  Three hours of seminar per week.

PPS 525    Group Dynamics for Personal Growth (3). 

Provides a personal growth experience for students based on readings and group participation.  The experiential aspects of the course will provide the basis for an analysis of group dynamics and application of techniques for understanding self and others, as well as developing good interpersonal skills. CR/NC grading.  Non-Repeatable.

PPS 530    Seminar in Techniques of Individual Counseling                  (3). 

Prerequisite:  PPS 515. 

An advanced course in counseling techniques appropriate for use in educational and community settings.  Students will practice various counseling techniques used to establish a positive relationship with clients and assist them in making desired life changes.  Three hours of seminar per week.

PPS 535    Seminar in Career  and Vocational Guidance (3). 

Prerequisite:  PPS 510. 

Theory and practice of vocational and career guidance.  Includes review of current research, sources of vocational information, and practices appropriate for career counseling, including career information.  Three hours of seminar per week.

PPS 540    Seminar in Techniques of Group Counseling (3).  

Prerequisites:  PPS 515 and PPS 530. 

An advanced course in group counseling techniques appropriate for use in educational and community settings.  Developmental issues as they relate to counseling.  Approaches for remedial and preventive counseling. Three hours of seminar per week.

PPS 545    Counseling Children, Youth and Families (3). 

Prerequisites: GED 500, GED 501 and PPS 525

Advanced techniques appropriate  for counseling children youth and families.  Exploration of developmental and socio-cultural issues.  Prepares counselors for an eclectic approach to assisting children, youth and families in problem-solving.

PPS 550    Violence Prevention and Crisis Intervention (3). 

Prerequisites: GED 500, GED 501 and PPS 525

Intensive training in prevention/intervention strategies for educational and community settings with an emphasis on reducing risks associated with violence and crisis.

PPS 554    School Counseling Practicum (3).

Prerequisites: GED 500, GED 501 and PPS 525

Supervised practice using individual and group counseling interventions for academic, social, emotional, and behavioral problems of children and youth.  Candidates participate as leaders of simulated student study teams.  CR/NC grading.  Three hours of seminar per week.

PPS 556    Functional Analysis and Behavior Change (3).

Prerequisites: PPS 512 and PPS 564

In this advanced course, candidates apply behavioral theory in the analysis of the antecedents, consequences, and functions of serious behavior problems from an ecological perspective.  Procedures for designing, implementing and evaluating the effectiveness of academic and/or behavioral accommodations or intervention programs are an emphasis in this course, as are the creation of positive interventions, and the teaching of replacement behaviors based on  legal mandates.

PPS 557    Child Welfare and Attendance (3).

Prerequisites:  PPS 505, PPS 550, and PPS 554.

Provides knowledge and skill in program leadership and management, collaboration and partnerships, assessment and evaluation of barriers to student learning and monitory Average Daily Attendance, utilizing legal and procedural strategies associated with building maximum levels of school attendance.  CR/NC grading.

PPS 559    Assessment Theory and
Techniques for Linguistically and Culturally Different (3). 

Prerequisites: SPE 560, SPE 460 and PPS 520. 

Theories and techniques for assessing pupils with diverse cultural and linguistic backgrounds.  Issues related to second language development, bilingual, cognitive language development and socio-linguistic factors affecting language usage.  Three hours of seminar per week.

PPS 562    Practicum in School
Psychology I (3).

Prerequisite: PPS 520

Administration, scoring and beginning interpretation of tests of psychological processing and ability/cognition as well as alternative instruments and measurements.  Candidates demonstrate appropriate assessment practices through supervised practice.  Experiences shadowing credentialed school psychologists and providing service learning within the public school setting is required for 150 hours or more.

PPS 564    Seminar in Multicultural Educational Assessment and Evaluation (3).

Prerequisite: PPS 520 and PPS 562

Interpretation of ecological evaluations for pupils from diverse backgrounds with an emphasis on cross validation of results.  Observations, review of records, interviews, and assessment results are considered when complete psycho-educational evaluations are written and orally presented with recommendations, goals and objectives.

PPS 566    Practicum in School Psychology II (3).

Prerequisite: PPS 520, PPS 530, PPS 562 and PPS 564

Preschool Assessment and experience with additional standardized and alternative methods appropriate for school aged children.  Presentation of cases for simulated IEP meetings.  Advanced experiences shadowing school psychologists and service learning within the public schools brings practica total to 450 hours.

PPS 571    Multicultural Case Study Methods in School Psychology (3).

Prerequisites: PPS 520, PPS 562 and PPS 564

Issues related to second language development and the assessment of English Language Learners are applied in case studies.  Appropriate selection of ecological evaluations, recommendations, and standards based goals continue for a variety of eligibility categories.  Simulated IEP meetings require oral presentation.

PPS 572    Assessment and Intervention for Autism, Emotional, and Behavior Disorders (3).

Prerequisites: PPS 512 and PPS 564

Differential diagnosis of Autism, emotional disturbance and behavioral disorders.  Administration and interpretation of assessments appropriate for these disabilities.  Specialized interventions such as discrete trial, social stories, TEACCH, and floor time are an emphasis.  Classroom observations for specialized classroom management approaches and motivational systems.

PPS 575    Fieldwork in Counseling      
(3).  

Prerequisite: Consent of instructor. 

Field experience directly related to functions and responsibilities of certificated school counselors.  Experience in two different settings, including a cross-cultural experience, is required.  CR/NC grading.  Repeatable course. 

PPS 576    Advanced Research Methods for School Psychologists (3).

Prerequisite: GED 500

Review and critique of educational research and the major approaches to educational research for the School Psychologist.  Proposals for action research projects and program evaluations are created which may be later implemented during thesis projects and or credential internship or fieldwork.

PPS 577    Internship in School Counseling I (3).

Prerequisite: Consent of Instructor

For students with arrangements with the public schools for emergency credential.  A beginning experience in the field as a certified school counselor in multicultural settings at the elementary or secondary level.

PPS 578    Internship in School Counseling II (3).

Prerequisite: PPS 577

An advanced experience in the field as a certified school counselor.  Arrangements completed with public schools for emergency credentials.

PPS 585    Fieldwork for School
Psychologists (3).

Prerequisite: Consent of instructor.  

Supervised training in elementary and secondary school settings.  Students must complete a minimum of 90 days of fieldwork and meet competency requirements in psycho-educational assessment, planning and evaluation, counseling, consultation, and behavior management. Course is repeatable for credit until all competencies are completed.  CR/NC grading.  Repeatable course. 

Graduate standing or consent of the graduate program coordinator is prerequisite to enrollment in graduate (500 level) courses.

CUR 510   Process of Curriculum                          Development (3). 

Designed to review contemporary developments in curriculum theory and practice.  Course will include experience in development of units of instruction, and the development of criteria for evaluating published curriculum materials. 

CUR 513   Literature for Children and Adolescents  (3). 

Principles of instructional and curricular theory as they apply to the teaching of literature in preschool and grades K-12.  Analysis of literary devices and sequential development of ability to analyze and appreciate good literature.  Emphasizes development of critical and analytic skills in diverse school environments.

CUR 515   Seminar in Curriculum
Development in Reading
and the Language Arts (3). 

Prerequisite:  TED 403 or TED 406

Review of current developments in curriculum theory and practice for Reading and the Language Arts.  Includes development of instructional units and use of evaluation criteria for published materials.  Three hours of seminar per week.

CUR 516   Seminar in Curriculum Development in Science and Math (3). 

Review of current developments in curriculum theory and practices for science and math.  Includes development of instructional units and use of evaluation criteria for published materials.  Three hours of seminar per week.

CUR 517   Seminar in Curriculum Development in the Humanities and Social Sciences (3). 

Review of current development in curriculum theory and practice for the humanities and social sciences.  Includes development of instructional units and use of evaluation criteria for published materials.  Three hours of seminar per week.

CUR 519   Advanced Study in Curriculum Research and Instructional Practices (3).

Prerequisite:  CUR 510.

Intensive study and evaluation of research in selected curriculum areas.  Emphasizing designing and implementing innovative curricular and related instructional improvements. Requires student to demonstrate effective instructional leadership and problem solving skills in multiethnic school environments. May be repeated up to six units. 

CUR 555   Seminar:  Introduction to National Board Preparation  (3).

This course specifically targets candidates applying for certification by the National Board for Professional Teaching Standards.  These standards will be utilized throughout the course in establishing what accomplished teachers should know and be able to do.  Students will develop clear and convincing evidence that Standards are being employed in their own practice.

CUR 556   Seminar:  Advanced Preparation for National Board Certification (3).

Prerequisite:  CUR 555 with grade of A or B.

This course specifically provides ongoing, advanced preparation for candidates applying for certification by the National Board for Professional Teaching Standards.  Students complete portfolio entries based on rigorous standards published by the Board, including videos, action research and documentation of effective and reflective practice.  Students should be preparing to take National Board exam during semester in which they take CUR 556. 

Graduate standing or consent of                         the graduate program coordinator is prerequisite to enrollment in graduate (500 level) courses.