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EDU 6123 - State Standards, Frameworks and Planning for Diverse Classrooms: Mathematics (1 unit)
This course examines the California Mathematics standards and framework as the basis for curriculum design and long-term instructional planning in diverse classrooms.
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EDU 6124 - State Standards, Frameworks and Planning for Diverse Classrooms: Science (1 unit)
This course examines the California Science standards and framework as the basis for curriculum design and long-term instructional planning in diverse classrooms.
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EDU 6125 - State Standards, Frameworks and Planning for Diverse Classrooms: Social Sciences (1 unit)
This course examines the California Social Sciences standards and framework as the basis for curriculum design and long-term instructional planning in diverse classrooms.
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EDU 6126 - State Standards, Frameworks and Planning for Diverse Classrooms: Foreign Languages (1 unit)
This course examines the California Foreign Languages standards and framework as the basis for curriculum design and long-term instructional planning in diverse classrooms.
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EDU 6132 - Lesson Development and Instructional Strategies: English (1 unit)
This course focuses on the selection, creation and delivery of classroom instruction that meet the needs of diverse learners in the English-Language Arts classroom.
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EDU 6133 - Lesson Development and Instructional Strategies: Mathematics (1 unit)
This course focuses on the selection, creation and delivery of classroom instruction that meet the needs of diverse learners in the Mathematics classroom.
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EDU 6134 - Lesson Development and Instructional Strategies: Science (1 unit)
This course focuses on the selection, creation and delivery of classroom instruction that meet the needs of diverse learners in the Science classroom.
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EDU 6135 - Lesson Development and Instructional Strategies: Social Sciences (1 unit)
This course focuses on the selection, creation and delivery of classroom instruction that meet the needs of diverse learners in the Social Science classroom.
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EDU 6136 - Lesson Development and Instructional Strategies: Foreign Languages (1 unit)
This course focuses on the selection, creation and delivery of classroom instruction that meet the needs of diverse learners in the Foreign Languages classroom.
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EDU 6142 - Resource and Technology Integration in the Diverse Secondary Classroom: English (1 unit)
This course explores the role and uses of instructional resources and technology to meet the needs of diverse learners as applied in the English-Language Arts classroom.
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EDU 6143 - Resource and Technology Integration in the Diverse Secondary Classroom: Mathematics (1 unit)
This course explores the role and uses of instructional resources and technology to meet the needs of diverse learners as applied in the Mathematics classroom.
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EDU 6144 - Resource and Technology Integration in the Diverse Secondary Classroom: Science (1 unit)
This course explores the role and uses of instructional resources and technology to meet the needs of diverse learners as applied in the Science classroom.
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EDU 6145 - Resource and Technology Integration in the Diverse Secondary Classroom: Social Sciences (1 unit)
This course explores the role and uses of instructional resources and technology to meet the needs of diverse learners as applied in the Social Sciences classroom.
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EDU 6146 - Resource and Technology Integration in the Diverse Secondary Classroom: Foreign Languages (1 Unit)
This course explores the role and uses of instructional resources and technology to meet the needs of diverse learners as applied in the Foreign Languages classroom.
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EDU 6152 - Assessment of Student Progress of Diverse Learners: English (1 unit)
A study of ways to diagnose, monitor and evaluate performance and growth of students in linguistically and culturally diverse English- Language Arts classrooms.
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EDU 6153 - Assessment of Student Progress of Diverse Learners: Mathematics (1 unit)
A study of ways to diagnose, monitor and evaluate performance and growth of students in linguistically and culturally diverse Mathematics classrooms.
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EDU 6154 - Assessment of Student Progress of Diverse Learners: Science (1 unit)
A study of ways to diagnose, monitor and evaluate performance and growth of students in linguistically and culturally diverse Science classrooms.
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EDU 6155 - Assessment of Student Progress of Diverse Learners: Social Sciences (1 unit)
A study of ways to diagnose, monitor and evaluate performance and growth of students in linguistically and culturally diverse Social Sciences classrooms.
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EDU 6156 - Assessment of Student Progress of Diverse Learners: Foreign Languages (1 unit)
A study of ways to diagnose, monitor and evaluate performance and growth of students in linguistically and culturally diverse Foreign Languages classrooms.
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EDU 6180 - School Site Practicum: Secondary (2 units)
This course provides candidates with multiple opportunities for observing, tutoring, guiding individual and small group work and carrying out instruction at diverse secondary school sites. Plan for field experiences developed cooperatively with a school site administrator and faculty supervisor. Students required to develop a portfolio documenting the experiences.
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EDU 6180A - Practicum/Student Teaching Seminar (3 units)
The “Semester 2 Seminar & Workshop Series” course provides Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates participate in ten three hour seminars and two Saturday Workshop Days. They receive practical instruction on research-based best practices, application to the K-12 classroom, and further exploration of both theory and practice through course readings. Saturday Workshop Days provide hands-on opportunities to focus on a topic. Saturday Workshop Day 1 provides training on how to create a supportive, healthy environment for student learning, while Saturday Workshop Day 2 is about instructional best practices. Both bridge how to apply the theories learned throughout the semester to results-achieving teaching.
Note that while Candidates also receive regular mentoring from university Field Supervisors throughout Semester 2 as part of their co-requisite enrollment in the Field Supervision course, the mentoring receives a separate grade which focuses on the Candidate’s practice, capacity, and growth in the field at a school setting.
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EDU 6180B - Field Supervision: Practicum (Single Subject) (1 unit)
The primary objective of this two-semester field placement course is to provide the Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the K-12 classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their school site placement. Professional guidance and support in each Candidate’s placement will be provided by a University Field Supervisor and a District Support Provider.
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EDU 6191 - Student Teaching and Seminar Single Subjects (12 units)
Opportunity for candidates to integrate, apply and refine the many competencies acquired throughout the program. Candidates assume the responsibilities of classroom teacher and are under direct responsibility of experienced and effective Master Teachers and University supervisors. University supervisors provide continuing support through regular visitations and seminars. Each candidate completes assignments at two levels in culturally diverse school settings. The goal of student teaching is to prepare candidates for successful full-time teaching.
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EDU 6191A - Student Teaching and Seminar (Single Subject) (3 units)
The “Semester 2 Seminar & Workshop Series” course provides Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates participate in seven three hour seminars and two Saturday Workshop Days. They receive practical instruction on research-based best practices, application to the K-12 classroom, and further exploration of both theory and practice through course readings. Saturday Workshop Days provide hands-on opportunities to focus on a topic. Semester 2 Workshop Days bridge how to apply the theories learned throughout the semester to results-achieving teaching by focusing on instructional best practices.
Note that while Candidates also receive regular mentoring from university Field Supervisors throughout Semester 2 as part of their co-requisite enrollment in the Field Supervision course, the mentoring receives a separate grade which focuses on the Candidate’s practice, capacity, and growth in the field at a school setting.
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EDU 6191B - Field Supervision: Student Teaching (Single Subject) (6 units)
The primary objective of this two-semester field placement course is to provide the Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the K-12 classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their school site placement. Professional guidance and support in each Candidate’s placement will be provided by a University Field Supervisor and a District Support Provider.
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EDU 6194 - Interim Intern Mentoring (Single Subject) (5 units)
The California Commission on Teacher Credentialing (CCTC) requires that all credentialed teachers employed through an intern credential receive identified support from both a University Field Supervisor and a District Support Provider each semester of employment as an intern teacher. The recommending university for intern credentials must assure the CCTC of such support, at a minimum. If an Alliant-recommended intern teacher Candidate is not enrolled in / has not completed requisite seminar and mentoring coursework, the Program SERC (Student Evaluation and Review Committee) will review the Candidate’s lack of progression toward credentialing and, in order to assure continuation of the recommendation of and support of the intern credential, may recommend and require enrollment in Interim Intern Mentoring (EDU 6094 / 6194) in order to remain enrolled in the Teacher Credentialing Program for Interns and in order to maintain their Intern credential. This course assures university field supervision and support for the intern credentialed teacher whose credentialing program is out of standard sequence.
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EDU 6195 - Intern Teaching and Seminar: Single Subject (6 units)
The primary object of this two-semester course is to provide Teacher Intern Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the classroom. The aim of all field service in the Teacher Credentialing program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their Intern Teaching site school. Professional guidance and support in each Candidate’s employment by a local distract as an Intern Teacher will be provided during the two enrolled semesters by:
- A university field supervisor,
and
- A university seminar instructor.
The Teacher Intern Candidate is, of course, the most important member of this support and advancement Team. University supervisors provide continuing support through regular visitation and seminars. Each candidate must complete two semesters (EDU 6195 and EDU 6196) at their school district employed placement in a collaborative supervisory program between the university and local school district. The goal is to advise, support, and prepare Candidates for successful teaching throughout their career.
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EDU 6195A - Intern Teaching Seminar (3 units)
The “Semester 2 Seminar & Workshop Series” course provides Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates participate in ten three hour seminars and two Saturday Workshop Days. They receive practical instruction on research-based best practices, application to the K-12 classroom, and further exploration of both theory and practice through course readings. Saturday Workshop Days provide hands-on opportunities to focus on a topic. Saturday Workshop Day 1 provides training on how to create a supportive, healthy environment for student learning, while Saturday Workshop Day 2 is about instructional best practices. Both bridge how to apply the theories learned throughout the semester to results-achieving teaching.
Note that while Candidates also receive regular mentoring from university Field Supervisors throughout Semester 2 as part of their co-requisite enrollment in the Field Supervision course, the mentoring receives a separate grade which focuses on the Candidate’s practice, capacity, and growth in the field at a school setting.
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EDU 6195B - Field Supervision: Standard Intern (Single Subject) (5 units)
The primary objective of this two-semester field placement course is to provide the Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the K-12 classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their school site placement. Professional guidance and support in each Candidate’s placement will be provided by a University Field Supervisor and a District Support Provider.
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EDU 6196 - Intern Teaching and Seminar: Single Subject (6 units)
The primary object of this two-semester course is to provide Teacher Intern Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the classroom. The aim of all field service in the Teacher Credentialing program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their Intern Teaching site school. Professional guidance and support in each Candidate’s employment by a local distract as an Intern Teacher will be provided during the two enrolled semesters by:
- A university field supervisor,
and
- A university seminar instructor.
The Teacher Intern Candidate is, of course, the most important member of this support and advancement Team. University supervisors provide continuing support through regular visitation and seminars. Each candidate must complete two semesters (EDU 6195 and EDU 6196) at their school district employed placement in a collaborative supervisory program between the university and local school district. The goal is to advise, support, and prepare Candidates for successful teaching throughout their career.
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EDU 6196A - Intern Teaching and Seminar (Single Subject) (3 units)
The “Semester 2 Seminar & Workshop Series” course provides Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates participate in seven three hour seminars and two Saturday Workshop Days. They receive practical instruction on research-based best practices, application to the K-12 classroom, and further exploration of both theory and practice through course readings. Saturday Workshop Days provide hands-on opportunities to focus on a topic. Semester 2 Workshop Days bridge how to apply the theories learned throughout the semester to results-achieving teaching by focusing on instructional best practices.
Note that while Candidates also receive regular mentoring from university Field Supervisors throughout Semester 2 as part of their co-requisite enrollment in the Field Supervision course, the mentoring receives a separate grade which focuses on the Candidate’s practice, capacity, and growth in the field at a school setting.
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EDU 6196B - Field Supervision: Standard Intern (Single Subject) (5 units)
The primary objective of this two-semester field placement course is to provide the Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the K-12 classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their school site placement. Professional guidance and support in each Candidate’s placement will be provided by a University Field Supervisor and a District Support Provider.
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EDU 6197 - Intern Teaching and Seminar (Early Completion Option): Single Subject (6 units)
This clinical field course series is designed for the Intern Teacher who has been admitted to the Program’s Early Completion Option. The primary objective of the two- semester course series is to provide Teacher Intern Candidates with an enriched and comprehensive opportunity to observe, develop, refine and demonstrate the capacities, competencies and expectations necessary for effective instruction in the classroom. The aim of all clinical field service in the Teacher Credentialing Program is to help Candidates become reflective, effective professionals by applying theories and methods in real classroom settings. Professional mentorship, guidance and coaching will be provided to each Candidate by a university field supervisor. Candidate knowledge and capacity will be enriched by required seminars and colloquiums. The comprehensive goal is to advise, support and prepare Candidates for successful teaching throughout their career.
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EDU 6197A - Intern Teaching and Seminar (Single Subject) (3 units)
The “Semester 2 Seminar & Workshop Series” course provides Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates participate in ten three hour seminars and two Saturday Workshop Days. They receive practical instruction on research-based best practices, application to the K-12 classroom, and further exploration of both theory and practice through course readings. Saturday Workshop Days provide hands-on opportunities to focus on a topic. Saturday Workshop Day 1 provides training on how to create a supportive, healthy environment for student learning, while Saturday Workshop Day 2 is about instructional best practices. Both bridge how to apply the theories learned throughout the semester to results-achieving teaching.
Note that while Candidates also receive regular mentoring from university Field Supervisors throughout Semester 2 as part of their co-requisite enrollment in the Field Supervision course, the mentoring receives a separate grade which focuses on the Candidate’s practice, capacity, and growth in the field at a school setting.
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EDU 6197B - Field Supervision: ECO Intern (Single Subject) (6 units)
The primary objective of this two-semester field placement course is to provide the Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the K-12 classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their school site placement. Professional guidance and support in each Candidate’s placement will be provided by a University Field Supervisor and a District Support Provider.
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EDU 6198 - Intern Teaching and Seminar (Early Completion Option): Single Subject (6 units)
This clinical field course series is designed for the Intern Teacher who has been admitted to the Program’s Early Completion Option. The primary objective of the two- semester course series is to provide Teacher Intern Candidates with an enriched and comprehensive opportunity to observe, develop, refine and demonstrate the capacities, competencies and expectations necessary for effective instruction in the classroom. The aim of all clinical field service in the Teacher Credentialing Program is to help Candidates become reflective, effective professionals by applying theories and methods in real classroom settings. Professional mentorship, guidance and coaching will be provided to each Candidate by a university field supervisor. Candidate knowledge and capacity will be enriched by required seminars and colloquiums. The comprehensive goal is to advise, support and prepare Candidates for successful teaching throughout their career.
Prerequisites: EDU 6197
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EDU 6198A - Intern Teaching Seminar (Single Subject) (3 units)
The “Semester 2 Seminar & Workshop Series” course provides Candidates with opportunities to develop their capacity to increase K-12 student learning and achievement. Candidates participate in seven three hour seminars and two Saturday Workshop Days. They receive practical instruction on research-based best practices, application to the K-12 classroom, and further exploration of both theory and practice through course readings. Saturday Workshop Days provide hands-on opportunities to focus on a topic. Semester 2 Workshop Days bridge how to apply the theories learned throughout the semester to results-achieving teaching by focusing on instructional best practices.
Note that while Candidates also receive regular mentoring from university Field Supervisors throughout Semester 2 as part of their co-requisite enrollment in the Field Supervision course, the mentoring receives a separate grade which focuses on the Candidate’s practice, capacity, and growth in the field at a school setting.
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EDU 6198B - Field Supervision: ECO Intern (Single Subject) (6 units)
The primary objective of this two-semester field placement course is to provide the Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the K-12 classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation courses in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their school site placement. Professional guidance and support in each Candidate’s placement will be provided by a University Field Supervisor and a District Support Provider.
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EDU 6809 - Educational Specialists – Mild/Moderate Disabilities: Intern Teaching and Seminar (4 units)
The seminar course is the second in a three-part seminar series. The primary objective of this seminar course coupled with field supervisor coaching is to provide Educational Specialist Intern Teachers with an informed, enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the classroom, assuring their students learn and advance at significant levels, supported by effective strategies and appropriately differentiated instruction. Each intern is required to bridge special education theories to actual practice in the classrooms to better serve students with mild to moderate disabilities by becoming effective and reflective practitioners The interns will have the opportunity to teach in their classroom, attend school meetings, facilitate parent teacher conferences, lead IEP meetings, consult with general educators, and attend district wide in-service to fulfill their professional duty. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by effectively applying the theories and methods learned in university preparation courses in real classroom settings. During the Educational Specialist Program, Intern Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their Intern Teaching site school.
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EDU 6810 - Educational Specialists – Mild/Moderate Disabilities: Intern Teaching and Seminar (4 units)
The primary objective of this seminar course, the third in a three-course series, coupled with field supervisor coaching is to provide Educational Specialist Intern Teachers with an informed, enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the classroom, assuring their students learn and advance at significant levels, supported by effective strategies and appropriately differentiated instruction. Each intern is required to bridge special education theories to actual practice in the classrooms to better serve students with mild to moderate disabilities by becoming effective and reflective practitioners The interns will have the opportunity to teach in their classroom, attend school meetings, facilitate parent teacher conferences, lead IEP meetings, consult with general educators, and attend district wide in-service to fulfill their professional duty. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by effectively applying the theories and methods learned in university preparation courses in real classroom settings. During the Educational Specialist Program, Intern Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their Intern Teaching site school.
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EDU 6829 - Secondary Integrated Methods (4 units)
This course meets the California Commission on Teacher Credentialing (CCTC) requirement of a “course in methodology directly related to teaching in a departmental setting” for Candidates who are pursuing a California Single Subject Teaching Credential or teachers who hold a California Multiple Subject Teaching Credential and wish to obtain the Single Subject Credential without completing the full professional preparation program. Candidates will study the objectives, selection, organization, and presentation of the subject matter of the various secondary school subjects. This course will support and advance the Candidate’s development of a repertoire of teaching strategies appropriate to the developmental characteristics and learning styles of adolescent.
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ELM 7845 - Leading Adult Learning (3 units)
The course provides opportunities for the student to learn how to advocate, nurture, and sustain a culture that is conducive to staff learning and professional growth. Coursework focuses on K-12 and higher education approaches to professional development in support of organizational improvement.
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Educational Leadership and Management |
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ELM 6999 - Family, School, and Community Leadership (3 units)
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ELM 7810 - Educational Leadership (3 units)
Theoretical paradigms and pragmatic approaches to the leadership of educational systems. Focus on leadership of the individual school. Students challenged to examine themselves as leaders as well as the environmental context for effective school leadership.
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ELM 7820 - School Law and Ethics (3 units)
Introductory study to statutory law and court decisions affecting school management. Overview of school finance issues with emphasis on fiscal accountability and school site budgeting.
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ELM 7840 - Instructional Leadership for Student Learning (3 units)
The candidate learns how to advocate, nurture, and sustain a school culture and instructional program that is conducive to student learning and staff professional growth. Coursework focuses on the implementation of state adopted academic content standards, frameworks and instructional materials and professional development in support of improved student learning.
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ELM 7850 - School, Family and Community Relations (3 units)
The course is focused on preparing students to be educational leaders who will encourage a more inclusive and responsive school system that serves all students efficiently and equitably, and who demonstrate an understanding of the importance of building relationships with families and communities.
Focus on new ways of linking school and home in a culturally diverse community. Identification and cultivation of community resources that strengthen multicultural relationships. Examination of homeschool partnerships and other models for linking homes, schools and communities.
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ELM 7860 - Assessment and Accountability (3 units)
The course provides an opportunity for the candidate to learn how to select, monitor, analyze and evaluate data to improve student learning. The coursework focuses on the implementation of state adopted academic content standards, frameworks and instructional materials as well as assessment and accountability systems. In the course, candidates develop an assessment and accountability plan for their school.
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ELM 7870 - School Finance and Plant Operations (3 units)
The course provides the candidate with an introduction to the fiscal operation of school management, including budget preparation, managing and seeking revenue sources, marketing strategies, using resources efficiently, understanding state regulations and procedures. The course also covers principles and issues related to school facilities and use of space.
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ELM 7880 - Technology for Educational Leaders (3 units)
This course provides an introduction to the use of technology in schools as it relates to curriculum, instruction and communication. Candidates will gain hand-on experiences with hardware and software including the use of the Internet, search engines, podcasts, wikis, word processing, publishing tools, databases, spreadsheets, movies, handheld devices, digital cameras, video cameras, data projectors, SmartBoards and document cameras.
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ELM 7885 - Research Seminar (3 units)
A survey of research methodology applicable to schools in data-driven environments. Technological applications in research. Articulates guidelines for development of the project portfolio as the capstone for the MA in Educational Administration.
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ELM 7990 - Field Experience (4 units)
A guided field experience at two school sites and grade levels. Plan for field experiences developed cooperatively with a school site administrator and faculty supervisor. Candidates are required to develop a portfolio documenting the experiences.
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ELM 7990A - Field Experience (2 units)
A guided field experience at two school sites and grade levels. Plan for field experiences developed cooperatively with a school site administrator and faculty supervisor. Candidates are required to develop a portfolio documenting the experiences.
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ELM 7990B - Field Experience (2 units)
A guided field experience at two school sites and grade levels. Plan for field experiences developed cooperatively with a school site administrator and faculty supervisor. Candidates are required to develop a portfolio documenting the experiences.
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ELM 8810 - Psychology of Schooling: the Adult Learner (3 units)
Presents candidates with the theories and principles of adult learning and cognition as well as the social and psychological factors impacting the adult learner. There is an emphasis on experiential processing in order to empower the higher education administrator with skills, strategies and foundations to improve thinking and learning in their professional setting.
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ELM 8812 - Educational Philosophy in a Global Society (3 units)
Provides an emphasis on diverse cultures, peoples, educational systems and global interdependence. Philosophical and sociological underpinnings of world educational systems, multiculturalism, futuristic educational trends and developments are included. The need for a global perspective in educational reform and strategies for preparing learners for the 21st century are discussed.
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ELM 8822 - Statistics Laboratory
This course offers an introduction to computer data entry and statistical analysis of output using SPSS. Students learn the correct use and interpretation of specific statistics in SPSS, including at least one of the following: t-tests, zero order correlation, multiple correlation, chi-square, and ANOVA, depending on the number of credits awarded and student needs. This course may be repeated.
Prerequisites: GSE 8033
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ELM 8830 - Leadership and Learning Organizations
This course provides candidates with the opportunity to analyze how effective leadership can frame a diverse learning environment. Through class presentations, discussions and course assignments, candidates will examine how leadership shapes the vision, mission, goals and culture of the organization. The course will also analyze national and international leadership models, concepts and theories related to bureaucracy, social systems, power and organizational change.
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ELM 8832 - Law, Ethics and Equity in Higher Education (3 units)
Examines the legal and ethical frameworks for and assumptions about matters of equity within the higher education setting. The Candidate will develop necessary thematic and pragmatic considerations for the delivery of organizational functions and services in various programs and departments within the higher education setting. There is particular focus on change mechanisms and structures leading to educational equity at the higher education setting.
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ELM 8834 - Policy Making and Politics in Higher Education (3 units)
Addresses higher educational policy development and analysis in various contexts, the politics of higher education, issues of governance at higher educational institutions, political strategies and community relations. There is a focus on determinants of policy issues associated with higher education leadership in diverse learning environments. The Candidate will examine the role of the higher educational leader as it relates to governmental and non-governmental relations in the context of educational transformation and change.
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ELM 8836 - Complex Organizations in Higher Education (3 units)
Focuses on designing, establishing and maintaining an effective higher education learning environment. An ecological and systems approach to program development is presented. This course may be offered collaboratively with Organization Theory in the California School of Professional Psychology that reviews classical and contemporary theories of organization and management, inter-organizational theory and environmental influences on organizations. This collaboration allows Candidates to review business and higher educational organizational structures and functions, organizational designs, technology, culture, organizational powder and politics and the environment-organization interface.
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ELM 8838 - Contemporary Issues and Trends in Higher Education (3 units)
This course supports the Candidate’s discovery, research, discussion, and theorizing what defines an “issue” or a “trend” in higher education. Candidates are expected to implement their prior knowledge with their new acquired intellect to propose, challenge, and defend their proposals. Candidates will come to understand how external and internal organizations, governments, administrations and individuals contribute to the genesis and perpetuation of contemporary issues and trends in colleges and universities and how they, as administrators, can impact contemporary issues and trends.
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ELM 8840 - Research Writing Workshop (3 units)
This course is designed to provide doctoral candidates with the opportunity to analyze and practice effective research writing. Through class discussions and course assignments, candidates will examine selected writing for clarity and precision.
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ELM 8845 - Leading the Adult Learner (3 units)
The course provides opportunities for the student to learn how to advocate, nurture, and sustain a culture that is conducive to staff learning and professional growth. Coursework focuses on K-12 and higher education approaches to professional development in support of organizational improvement
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ELM 8852 - Introduction to Higher Education (3 units)
An overview of the various structures for institutions of higher education. Additionally, a systems approach is offered to understanding and defining the problems facing contemporary higher education administrators. Development of one’s personal leadership profile and expertise in one or more specific leadership strategies is addressed and supported.
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ELM 8854 - Legal Issues in Higher Education (3 units)
Assures Candidate knowledge of, ability to function within, and capacity to demonstrate leadership and affect progressive change in the arena of university law and legislation. Candidates review California, federal, and significant state law related to colleges as well as review relevant case and torte law, calling for their capacity to implement and assure compliance with significant, crucial legislation within their own college setting.
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ELM 8855 - Current Issues and Trends in Education (3 units)
This course is explores and generates an in-depth understanding of contemporary issues influencing education with an emphasis on reading and discussion of topics. Students will be expected to read widely and be knowledgeable about current issues affecting the filed of education, understand relevant background and historical information relating to the issues and be able to articulate the issues in oral and written presentations.
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ELM 8870 - Contemporary Issues in College Education (3 units)
Provides an overview of the contemporary issues that impact the organization and governance of the college in the United States. Students should come to understand how issues such as technology, diversity, curricular development, faculty, homeland security and economic concerns impact governance and administration of colleges.
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ELM 8872 - Financial and Business Management of the College (3 units)
This course provides a study of the critical trends and funding issues facing colleges in the United States. Students will come to understand how colleges choose to employ and allocate scarce resources through their management practices.
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ELM 8874 - Enrollment and Human Resources Management at the College (3 units)
Reviews student enrollment strategies and research methodologies for enrollment growth and decline analysis and response. Marketing and recruitment trends and practices will be analyzed. Key principles and concepts for personnel selection and placement procedures and workforce planning strategies will be reviewed and applied to college settings in concert with employment regulations and the related legal system which provides a context within which any college must function. The presence of a union in a college setting and its role regarding systemwide organizational change and compliance are discussed.
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ELM 8876 - Program Assessment and Evaluation (3 units)
This course considers the application of research procedures to assess the conceptualization, design, implementation and impact of programs, initiatives, departments, and curriculum. Assures a strong understanding of current program evaluation research, theories and approaches using program evaluation techniques.
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ELM 8878 - Student and Personnel Services in Higher Education (3 units)
An overview of the organization and governance of institutions of higher education with an emphasis on Student and Personnel Affairs. The primary goal is to provide a comprehensive outlook at the field of student and personnel affairs and its role within the context of higher education. The nature of student affair work, its history, current and anticipated issues and the environment of student affairs professionals will be studied. Students should come to understand how colleges and universities are organized, governed, and administered and how student affairs professionals affect and impact the organization.
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ELM 8999 - Special Topic for Credential or Certificate Programs (3 units)
Courses are designed to enhance or supplement curricula.
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Educational Psychology: School Psychology Emphasis |
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EDP 8001 - Interventions with Children and Adolescents: 1 (2 units)
This two-course sequence will focus on the psycho-educational interventions from multi-theoretical perspectives that are used in working with children, adolescents and their families.
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EDP 8002 - Interventions with Children and Adolescents: 2 (2 units)
This two-course sequence will focus on the psychoeducational interventions from multitheoretical perspectives that are used in working with children, adolescents and their families.
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EDP 8010 - Organizational Psychology and Management in Systems: Consultation (2 units)
Advanced course on how to work effectively as an agent of change within the contexts of schools and the surrounding school districts. In addition, this course will enable students to assist parents to learn how to advocate for their children in relation to achieving their full academic potential. Advanced course on how to work with families in private practice to help parents learn how to advocate for their children in relation to their educational development.
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EDP 8016 - Current Trends/Legal Issues in School and Child Psychology (2 units)
This course is an overview of the professional, legal and ethical principles concerning the practice of school psychology and other fields related to psychology. This is an advanced course designed to familiarize students to the standards in assessment, and consultation.
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EDP 8018 - Inter-Disciplinary Group Facilitation (2 units)
Course is designed to train students to facilitate various types of groups, with particular focus on staff development, SST teams, IEP meetings and community groups.
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EDP 8023 - Behavior Interventions and Crisis Management in the Classroom (2 units)
This course is an advanced course to further enhance students’ assessment and intervention techniques to aid in consultation to parents and teachers pertaining to managing student behavior in the classroom.
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EDP 8025 - Psychopharmacology (2 units)
Advanced course on how pharmacological approaches/intervention modify brain biochemistry, specifically mood and behavior. Subjects covered include assessment, generic and trade names of medications, side effects, dosage range, course of treatment, etc.
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EDP 8027 - Developmental Psychopathology: Etiology, Phenomenological and Perspectives (2 units)
The objective of this course is to provide the student with an advance understanding of DSM-V: Diagnosis in the schools grounded within a developmental psychopathology framework.
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EDP 8028 - Advanced Alternative Psycho- Educational Assessment (2 units)
Advanced study of the State of California’s eligibility criteria for individuals with exceptional needs. Focus on alternative assessment of African-American and other ethnic minority/culturally diverse children. Coursework will involve assessment opportunities focusing on various areas of eligibility, observations of disabilities in the classroom, and how they affect school progress and the determination of appropriate recommendations that follow assessment results to enhance the learning of students.
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EDP 8030 - Human Diversity: Sociocultural Influences on the Developing Child (2 units)
This course provides the student with an overview of the current state of our knowledge as it pertains to the impact of sociocultural influences on the development of ethnically and culturally diverse children, adolescents, and their families.
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EDP 8050 - Advanced School-based Research Design, Program Development and Evaluation (2 units)
This course provides the student with an overview of the principles of school-based research design, including program development and evaluation, and the development of the awareness of how to become consumers of research when developing their doctoral projects.
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EDP 8051 - Special Focus Area 1, Family: Multicultural Counseling (3 units)
An advanced course designed to assist school psychologists in their acquisition of the knowledge, skills, and awareness/ attitudes that are consonant with culturally-informed psychoeducational practice within the schools.
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EDP 8052 - Special Focus Area 2, Adolescent Development/Intervention (3 units)
The focus of this course is to orient the student to the existing literature focusing on the provision of comprehensive psycho-educational services within secondary schools with early, middle, and late adolescents, and their families.
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EDP 8053 - Special Focus Area 3, Pediatrics Psychology (3 units)
This course provides students with the opportunity to acquire knowledge about their role within the context of multidisciplinary teams to provide quality psychoeducational services to infants and preschoolers who are experiencing chronic medical illnesses.
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EDP 8054 - Special Focus Area 4, Infant/Preschool Assessment (3 units)
Course focus is designed to provide students with the basic skills to observe the behavior and development of children from birth to five years of age in the contexts of family and social settings. Additionally, The focus of this course will be on the knowledge associated with the informed practice of infant and preschool mental health.
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EDP 8055 - Special Focus Area 5, Child Neuropsychology (3 units)
The focus of this course is designed to provide an understanding of development and functional neuroanatomy and the major neuropsychological syndromes which impact children. Knowledge of neuropsychology and the accompanying disorders will offer students the ability to recognize the learning processes involved and to develop appropriate recommendations for the school and home environment.
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EDP 8056 - Special Focus Area 6, Provision of Services for Children and Adolescents in Alternative Placement (3 units)
The objective of this course is to provide an overview of the issues associated with the provision of psycho-educational services for children, adolescents, and their families within the context of alternative placements (e.g. residential treatment centers etc.).
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EDP 8510 - Foundations in School Neuropsychology (2 units)
The course focuses on the history of neuropsychological principles and explores major theoretical approaches to the understanding of brain-behavior relationships, including conceptual models for school neuropsychology. The professional standards and code of ethics will be addressed in order to enhance the student’s understanding of ethical guidelines in the profession of school neuropsychology. The federal and local legislation that affects the roles and functions of the profession of school neuropsychology will be reviewed.
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EDP 8520 - Advanced Clinical Applications of Neuropsychological Principles (3 units)
This course is an advanced level of examination of the field of School Neuropsychology including the following areas : learning disabilities, developmental disorders and medical conditions and their impact on development and academic success. Attention will be paid to the administration, scoring, and interpretation of assessment tools that are routinely utilized in school neuropsychological process. This knowledge will enhance the student’s ability to provide a meaningful neuropsychological assessment and relate that information to research-and evidence-based interventions.
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EDP 8530 - Practicum/Internship for Educational Psychology Certificate in Neuropsychology (4 units)
The candidate, under the expert supervision and consultation, with their professor, will conduct a series of assessments incorporating elements of the school neuropsychological assessment process and documenting these findings within a formal neuropsychological report (including elements stipulated by the instructor).
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EDP 8540 - Practicum/Internship for Educational Psychology Certificate in Neuropsychology (4 units)
The candidate, under the expert supervision and consultation, with their professor, will conduct a series of assessments incorporating elements of the school neuropsychological assessment process and documenting these findings within a formal neuropsychological report (including elements stipulated by the instructor).
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EDP 9001 - Internship—Doctoral Level (2.5 units)
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EDP 9002 - Internship—Doctoral Level (2.5 units)
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EDP 9003 - Internship—Doctoral Level (2.5 units)
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EDP 9004 - Internship—Doctoral Level (2.5 units)
The Initial Phase of the Doctoral Project Series occurs typically in the Summer of the PsyD student’s second year in the program. It is designed to assist the PsyD student in:
- Developing a topic and the structure associated with their doctoral project,
- Beginning the discussion of the selection of a doctoral project consultant, and
- Developing detailed outlines for their literature review.
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EDP 9901 - PsyD Project: Beginning Development (2 units)
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