UC Santa Barbara General CatalogUniversity of California, Santa Barbara

Courses

Some courses displayed may not be offered every year. For actual course offerings by quarter, please consult the Quarterly Class Search or GOLD (for current students). To see the historical record of when a particular course has been taught in the past, please visit the Course Enrollment Histories.

Education
 (
Show All
 | 
Hide All
)
Collapse Courses Lower Division 
ED 3A. California Teach 1: Mathematics
(2-3) LAGER, MILLETT
Introduction to learning and teaching mathematics in grades K-8. The two-credit option includes the weekly on-campus course and 15 hours of field placement in a local school. The three-credit option requires 30 hours of field placement.
ED 4A. California Teacher 1: Science
(2-3) BIANCHINI, SEARS
Introduction to learning and teaching science in grades K-8. The two-credit option includes the weekly on-campus course and 15 hours of field placement in a local school. The three-credit option requires 30 hours of field placement.
ED 10. Introduction to the College Experience
(2) STAFF

Prerequisite: Must be a new freshman at UCSB.
Enrollment Comments: Quarters usually offered: Fall. Offered fall quarter only.
An introductory course for fall quarter freshmen. Course provides new students with direction and guidance on how to be successful in higher education, and specifically, at the research university. Topics include critical thinking and reading, analytical writing, major selection, university structure, mental health and wellness, citizenship, campus resources, institutional and system-wide objectives.
ED 20. Introduction to the University Experience
(3) STAFF

Prerequisite: Lower division standing.
Enrollment Comments: Not open to students who have completed INT 20.
Designed to introduce first year students to the research university. Topics include: the university as a community of scholars, student subculture, student rights, university and community, university as policy, and personal growth in college.
Collapse Courses Upper Division 
ED 103. Technology Tools for Teachers
(3) COPELAND

Prerequisite: Consent of instructor; upper-division standing.
Intended for upper-division undergraduates who contemplate entering a teacher credential program. It will teach for and certify their competency in selected Technology Proficiencies required for the California Level I Teaching Credential.
ED 109M. Health Education
(1) STAFF

Prerequisite: Admission to the Teacher Education Program; upper-division standing.
Introduces physiological, psychological, and sociological factors that promote health and prevent disease including alcohol, narcotic, drug, and tobacco abuse: nutrition, chronic and infectious diseases; reproductive health and stress management. General educational applications lectures.
ED 109S. Health Education
(4) STAFF

Prerequisite: Consent of instructor.
Enrollment Comments: Applicants to the UCSB Credential Program have priority.
Students learn about health education, theories of behavior change, and wellness resources related to nutrition, alcohol, drugs, tobacco, and sexuality. Students demonstrate their understanding of course concepts by critical analysis, papers, reports, and objective tests.
ED 109SS. Health Education
(4) STAFF

Prerequisite: Consent of instructor; upper-division standing.
Enrollment Comments: Applicants to the UCSB credential program have priority.
Students learn about health education, theories of behavior change, and wellness resources related to nutrition, alcohol, drugs, tobacco, and sexuality. Students demonstrate their understanding of course concepts by critical analysis, papers, reports, and objective tests.
ED 111. Introduction to Child and Adolescent Development
(4) HUDLEY, KYRATZIS, OKAMOTO,

Prerequisite: Consent of instructor; upper-division standing.
An introductory course on the development of children from infancy to adolescence. Examines developmental changes and basic developmental theories (e.g., Piaget, Vygotsky) in four general areas: cognitive, social, language, and physical development. Fulfills TEP developmental course prerequisite or Education minor.
ED 112. The Education of Black Children
(4) MICHEL

Prerequisite: Upper-division standing.
Explores the effects of social, political, and economic forces on the history of Black education. Examines ways of challenging the impacts of race, class, gender, and language in the educational achievement of Black children. Focuses on anti-bias/multicultural curricula in urban settings. Fieldwork required.
ED 117M. Motivation and Learning for Academic Success
(2) HUDLEY

Prerequisite: Course is open only to newly-admitted transfer students entering in the summer quarter. Consent of instructor.
Enrollment Comments: Quarters usually offered: Summer. This is a summer only course.
Presents topics on motivation and learning that contribute to academic achievement. Students transitioning to the university will apply theory to develop effective learning, study, and self-management strategies. Designed for new transfer students taking at least 1 course in summer session.
ED 118. The Research University and The Transfer Student Experience
(4) STAFF

Prerequisite: Consent of instructor; must be a new transfer student.
Introduces new transfer students to the mission of the research university, the role of higher education in society and their role, as students, within the community of scholars. Topics cover academic, social and personal issues relevant to college students, specifically transfer students.
ED 120. Practicum in Teaching in Higher Education
(4) STAFF

Prerequisite: Upper-division standing; consent of instructor.
Enrollment Comments: Concurrently offered with INT20. Quarters usually offered: Winter, Spring, Fall. Must be elected to serve as a student co-leader for INT 20. Taught by affiliated faculty employed by the Division of Student Affairs.
Designed for outstanding students who intern as course assistants for INT 20. Students learn a variety of issues affiliated with higher edudation inlcuding student development theories, different pedagogical techniques, and assessing learning outcomes. Students gain experience creating lesson plans, facilitating discussion, grading assignments and fostering positive learning environments.
ED 121. Techniques of Field Observation in School Settings
(3) STAFF
Enrollment Comments: No prior experience or instructor approval required. After registration, students will be contacted by the instructor for K-12 classroom placement instructions. May be repeated for credit to a maximum of 6 units.
Provides students the opportunity to explore the teaching profession and consider themselves in the role of the teacher. Students gain firsthand experience in a local K-12 classroom, examine the California Standards for the Teaching Profession, and practicing lesson planning and other fundamental aspects of the teaching profession.
ED 122. Practicum in Field Observation in School Settings
(2) STAFF
Enrollment Comments: No prior experience or instructor approval required. After registration, students will be contacted by the instructor for K-12 classroom placement instructions. Classroom time counts towards the pre-professional requirement for UCSB's and other teacher education programs.Course may be repeated for a maximum of four credits.
Students are placed in a local K-12 classroom to participate in and observe firsthand the fundamental aspects of teaching and learning. Through independent coursework, students reflect upon their classroom experiences within the framework of the California Standards for the Teaching Profession.
ED 123. Culture, Development, and Education
(4) HUDLEY, BRENNER

Prerequisite: Consent of instructor; upper-division standing.
Enrollment Comments: Priority enrollment will be given to seniors.
An examination of culturally constructed beliefs, attitudes, and values. Course examines how culture shapes human development, behavior, and interpersonal relations in culturally pluralistic environments, with an emphasis on educational settings.
ED 124. Research on Teaching and Learning in Sociocultural Contexts
(4) BRENNER, DURAN

Prerequisite: Consent of instructor; upper-division standing.
Enrollment Comments: May be repeated for credit to a maximum of 12 units.
Introduction to theory and research on teaching and learning from a sociocultural perspective. Students will examine data and findings emanating from research projects grounded in the local community and schools.
ED 125. Equity, Democracy, and Schooling in the U.S.
(4) RALEY

Prerequisite: Consent of instructor; upper-division standing.
Enrollment Comments: Priority enrollment will be given to seniors.
A study of the relationship between school and society. Social and political influences on education historically and currently are examined as well as schools as complex organizations and their unique roles in society.
ED 127. Studying and Teaching the Holocaust
(4) WEISSGLASS, GLASMAN

Prerequisite: Consent of instructor.
Provide opportunities to: learn about the history of the Holocaust and the factors that led to it; reflect on and discuss the ethical and moral issues connected to the Holocaust; and think about how and when to incorporate these issues into courses for secondary school students.
ED 130. California Teach 2: Mathematics
(2-3) LAGER, ROSS

Prerequisite: Consent of instructor.
Introduction to learning and teaching mathematics in grades 7-12. The two-credit option includes the weekly on-campus course and 15 hours of field placement in a local school. The three-credit option requires 30 hours of field placement.
ED 131. California Teach 2: Science
(2-3) BIANCHINI, SUE JOHNSON

Prerequisite: Consent of instructor.
Introduction to learning and teaching science in grades 7-12. The two-credit option includes the weekly on-campus course and 15 hours of field placement in a local school. The three-credit option requires 30 hours of field placement.
ED 133. Physics and Everyday Thinking
(4) HARLOW, BIANCHINI

Prerequisite: Consent of instructor.
Develops ideas about physics content, the nature of scientific inquiry and about learning science through inquiry-based activities.
ED 134. Pedagogical Content Knowledge for Secondary Mathematics Teaching
(4) LAGER, JACOB

Prerequisite: Mathematics 5A and an upper-division mathematics course, or consent of the instructor.
Designed for prospective middle and high school teachers. Focuses on the representations, strategies, and language learners use to conceptualize and develop fundamental ideas of mathematics. Includes advanced problem solving and its implications for teaching and learning at the secondary level.
ED 135. Advanced Problem Solving: Mathematical, Historical, and Pedagogical Contexts
(4) STAFF

Prerequisite: Consent of instructor.
Continuation of ED 134.
ED 136. Green Works- Exploring Technology and the Search for Sustainability
(4) DARBY FELDWINN, JULIE DILLEMUT

Prerequisite: Consent of instructor.
A multi-disciplinary class examining the interplay of technology, society, science, and history. Investigate green technologies in an interactive class format designed to encourage discussion and debate. Innovative science and social science labs provide hands-on learning.
ED 140. Seminar and Practicum in Early Care and Education
(4-5) KYRATZIS

Prerequisite: Consent of instructor.
Introduction to early childhood education programs and a variety of design influences ranging from government mandates to child development theory. Topics include conflict resolution, language, literacy,and play in infant, toddler and preschool settings. Students reflect on application through observation, field-note taking and practicum experience.
ED 141. Early Childhood Care and Education: Introduction to Curriculum and Pedagogy
(4-5) KYRATZIS

Prerequisite: Consent of instructor; upper division standing.
Introduction of conceptual framework for developing, implementing and assessing curriculum and pedagogy in programs for children ages birth through 5 years. Topic areas will include regulatory requirements, mandates and social policy issues, anti-bias curriculum, inclusion, family alliances and intentional teaching practice.
ED 142. Development of Play, Language and Literacy in Early Childhood and Care Settings.
(4) KYRATZIS, COOK-GUMPERZ

Prerequisite: Consent of instructor; upper-division standing.
Examines the nature of language (grammar, semantics, pragmatics, discourse). Topics include theoretical accounts of grammar and language acquisition, and topics of language and literacy development in early care settings, including child peer discourse, and grammar and literacy development in play.
ED 143. The Young Child in the Family and Community
(4) WANG, SINGER

Prerequisite: Consent of instructor; upper-division standing.
An introduction to the dynamics of child development and socialization in a culturally pluralistic society. Examines childhood socialization with an emphasis on the influences of family living and cultural patterns on the child, school-family relationships, and community resources and services that support and strengthen families.
ED 144. Using Literature with Young Children
(4) DIXON

Prerequisite: Consent of instructor; upper-division standing.
Introducing students interested in working with young children to the world of literature intended for young children and the ways in which it may be used in daycare and preschool settings. Topics include history, evaluating literature for young children, and introduction to different genres of children's literature.
ED 173. Introduction to Leadership Development
(4) STAFF

Prerequisite: Upper-division standing.
This course is an overview of theoretical constructs and practical applications of leadership. Through lectures, readings, discussions, and projects, the course will assist students in developing individual approaches to effective leadership.
ED 176B. Practicum in Individual Differences
(4) GERBER

Prerequisite: Upper-division standing; consent of instructor.
Enrollment Comments: Class attendance is mandatory. Students must have access to an email account and web browser.
Students study and discuss important educational policy issues while tutoring with elementary school students with learning problems in mathematics, reading, and language development.
ED 190. Introduction to Autism
(4) KOEGEL

Prerequisite: Psychology 1; upper-division standing.
Enrollment Comments: Students must have at least a 3.0 GPA.
Overview of diagnostic, clinical, and educational approaches used for autism. Intervention procedures in clinical, school, and family settings are discussed in relation to language development, social development, and self-stimulatory behavior, self-injury, and pivotal behaviors related to a favorable prognosis.
ED 191A. Sex and Relationships
(4) WHITE
Enrollment Comments: Since this course is a pre-requisite for ED 191D, Peer Health Education Internship, students enrolling in this class should be interested in being trained as a health intern. As such, professional standards of behavior will be expected. Enrollment into ED 191D (Peer Health Education Internship) will be based on performance in ED 191A, ED 191B, ED
Internship training in sexual health, life skills (i.e., self-awareness and assertive communication); health skills; and peer education skills (i.e., group facilitation and motivational interviewing). Enrollment into ED 191D (Peer Health Education Internship) will be based on performance in ED 191A, ED 191B, ED 191C, and ED 191W. S
ED 191B. Alcohol and Drugs
(4) WHITE
Enrollment Comments: Since this course is a pre-requisite for ED 191D, Peer Health Education Internship, students enrolling in this class should be interested in being trained as a health intern. As such, professional standards of behavior will be expected. Enrollment into ED 191D (Peer Health Education Internship) will be based on performance in ED 191A, ED 191B, ED
Internship training in alcohol and drugs, life skills (i.e., self-awareness and assertive communication); health skills; and peer education skills (i.e., group facilitation and motivational interviewing). Enrollment into ED 191D (Peer Health Education Internship) will be based on performance in ED 191A, ED 191B, ED 191C, and ED 191W. S
ED 191C. Healthy Eating and Living
(4) WHITE
Enrollment Comments: Since this course is a pre-requisite for ED 191D, Peer Health Education Internship, students enrolling in this class should be interested in being trained as a health intern. As such, professional standards of behavior will be expected. Enrollment into ED 191D (Peer Health Education Internship) will be based on performance in ED 191A, ED 191B, ED
Internship training in healthy eating and living (HEAL), life skills (i.e., self- awareness and assertive communication); health skills; and peer education skills (i.e., group facilitation and motivational interviewing). Enrollment into ED 191D (Peer Health Education Internship) will be based on performance in ED 191A, ED 191B, ED 191C, and ED 191W.
ED 191D. Peer Health Education Internship
(3) WHITE

Prerequisite: ED 191A, ED 191B, ED 191C or ED 191W; enrollment into ED 191D (Peer Health Education Internship) will be based on performance in ED 191A, ED 191B, ED 191C, and ED 191W. S
Enrollment Comments: Half of students in this course will be students new to ED 191D and half will be students repeating ED 191D. Professional standards of behavior will be expected. Enrollment into ED 191D (Peer Health Education Internship) will be based on performance in ED 191A, ED 191B, ED 191C, and ED 191W.
Under supervision, interns provide health and wellness services to UCSB students through informational, educational, environmental, and motivational activities. Enrollment into ED 191D (Peer Health Education Internship) will be based on performance in ED 191A, ED 191B, ED 191C, and ED 191W.
ED 191W. Wellness
(4) WHITE
Enrollment Comments: Since this course is a pre-requisite for ED 191D, Peer Health Education Internship, students enrolling in this class should be interested in being trained as a health intern. As such, professional standards of behavior will be expected. Enrollment into ED 191D (Peer Health Education Internship) will be based on performance in ED 191A, ED 191B, ED
Internship training in wellness, life skills (i.e. self-awareness, assertion, and communication); wellness skills (i.e. pleasure, engagement and meaning); and peer health education skills (i.e. group facilitation and motivational interviewing). Enrollment into ED 191D (Peer Health Education Internship) will be based on performance in ED 191A, ED 191B, ED 191C, and ED 191W.
ED 197. Special Topics in Education and Applied Psychology
(2-4) STAFF

Prerequisite: Consent of instructor.
Repeat Comments: May be repeated for credit to a maximum of 8 units.
Topics vary by instructor.
ED 199. Independent Studies
(1-5) STAFF

Prerequisite: Upper-division standing; completion of 2 upper-division courses in Educatioconsent of department.
Enrollment Comments: Students must have a minimum 3.0 GPA for the preceding 3 quarters and are limited to fiveunits per quarter and 30 units total in all 98/99/198/199/199DC/199RA courses combined.
Study of special problems in various fields of education.
ED 199RA. Independent Research Assistance
(1-5) STAFF

Prerequisite: Completion of 2 upper-division courses in Education.
Enrollment Comments: Students must have a minimum 3.0 GPA for the preceding 3 quarters and are limited to five units per quarter and 30 units total in all 98/99/198/199/199DC/199RA courses combined.
Coursework shall consist of faculty supervised research assistance.
Collapse Courses Graduate 
ED 200. Research Methods in Education
(4) COPELAND, RUMBERGER
Basic principles of scientific methods exemplified by qualitative and quantitative research methods.
ED 201A. Qualitative Research Design
(4) BRENNER, KELLY

Prerequisite: Prior qualitative research methods courses.
Writing a literature review, sampling, issues of quality, ethics, writing areserch proposal and other topics relevant to designing qualitative research projects.
ED 201B. Survey Research Design
(4) OKAMOTO, RUMBERGER

Prerequisite: Consent of instructor.
The design of original surveys and the use of existing surveys in educational reseach. Topics include sampling, questionaire construction, scales and coding, data management, and supplimental data from school records.
ED 201D. Single Case Experimental Design
(4) FURLONG, KOEGEL

Prerequisite: Consent of instructor.
Enrollment Comments: Not open for credit to students who have completed Education 213A.
Students design and critique original single case experimental projects. The course covers the internal logic of each design, internal validity, external validity, development of reliable dependent measures and observational systems, as well as issues regarding social validity.
ED 201F. Issues in Research Methodology
(2) HO, HONG, ZWICK

Prerequisite: Consent of instructor.
This course involves students in detailed an specific consideration of the methodological issues related to their own second year research projects, M.A. Theses, or PH.D. dissertations.
ED 202A. Bilingual Language Development
(4) KYRATZIS

Prerequisite: Consent of instructor.
This course describes theoretical and empirical accounts of the knowledge representations and psychological processes underlying language comprehension and production. Representative topics include discourse processing; conversational interaction; memory for words, sentences, and text; metalinguistic skills, language development.
ED 202C. The Development of Writing Abilities
(4) BAZERMAN, BLAU

Prerequisite: Consent of instructor.
Examination of the research literature on the development of writing competence in and outside of school from early childhood through advanced adult competence.
ED 202D. Writing Across the Curriculum and in the Disciplines
(4) BAZERMAN, BLAU

Prerequisite: Consent of instructor.
Examination of research literature in writing in disciplines and professions to consider the different dynamics, functions, and forms of writing in the separate areas and different paths of skill development and socialization. Considerationof findings at university and professional levels and their application to K-12 settings.
ED 202E. History of Literacy and Social Organization
(4) BAZERMAN, BLAU

Prerequisite: Consent of instructor.
Investigation of historical emergence of literate practices in relation to social organization realized in scribal, print, and electronic media. Consideration of the rise and role of school, academic, disciplinary, professional, and information culture with implications for current literacy education.
ED 202F. Literacy in the Information Age
(4) LUNSFORD, BAZERMAN

Prerequisite: Consent of instructor to finalize registration.
Definitions of "literacy" are evolving and expanding as they and new information technologies (especially computers) are co-constructed. This course examines the political, pedagogical, and research consequences implied when traditional definitions of literacy are revised and when new literacies are introduced.
ED 202G. Collaborative Learning, Collaborative Writing
(4) LUNSFORD, BAZERMAN

Prerequisite: Consent of instructor to finalize enrollemnt.
Schools at all levels have been charged with teaching the "new basic" skills of collaborative learning and collaborative writing. This course examines what these concepts mean, how they are related, and how they manifest themselves in workplace and educational settings.
ED 202H. Writing Program Administration
(4) LUNSFORD, BAZERMAN

Prerequisite: Consent of instructor.
Examination of theory and practice of writing program administration focusing on important issues in the field. Students learn about and discuss those issues and focus their research on a local instantiation of administration. An optional administrative internship may be added to the class work.
ED 202I. Assessment of Writing
(4) LUNSFORD, BAZERMAN

Prerequisite: Consent of instructor.
Issues of writing assessment from micro (student papers) to macro (large-scale assessment: NAEP, UC Subject A Examinations), and writing program assessment. Exploration of different research paradigms in writing assessment: empirical and hermeneutic are also discussed.
ED 203A. Foundations of Education
(4) STAFF

Prerequisite: Admission to Single Subject Program or the Muliple Subject Program.
Students develop a rigorous way of thinking about, talking about, and practicing education for a diverse society. Explores the complex relationship among culture, society, and the organization of school. Considers the complex relations among teachers and learners within the context of U.S. schools.
ED 204. History and Ideology of Education: Comparative Perspectives
(4) STAFF

Prerequisite: Consent of instructor.
History and ideology of US education and other educational systems. Topics include: history of compulsory schooling; sociological explanations of relationships of schools to society; diversity and ideal education; professionalization of education/teaching; history of educational research.
ED 205. Anthropological/Sociological Perspectives on Education
(4) BRENNER, COOK-GUMPERZ

Prerequisite: Consent of instructor.
Examination of anthropological and sociological approaches that have education as a central theoretical issue. Use of a comparative perspective to explore a series of issues of relevance to U.S. education and to education in a variety of other countries.
ED 206. Epistemology and Education
(4) STAFF

Prerequisite: Consent of instructor.
Theories of knowledge are brought to bear on educational issues such as pedagogy, research traditions, and curricular legitimization. The course treats epistemological topics such as perception, objectivity, argumentation, rationality, theories, paradigms, and the aims of social science research.
ED 207. Sociolinguistics in Education
(4) COOK-GUMPERZ, GREEN

Prerequisite: Consent of instructor.
Course addresses the origins, basic concepts, and recent research in sociolinguistics. Both earlier foundational work and recent development in new topics are explored. These include, but are not limited to interactional sociolinguistics, feminist sociolinguistics, sociolinguistics in the classroom.
ED 208. Applied Rhetoric, Poetics, and Linguistics
(4) BLAU

Prerequisite: Consent of instructor.
Examines current and seminal theory and research in the areas of literary criticism, rhetoric, composition, linguistics, and language acquisition as they apply to the teaching of english in grades 7-14.
ED 209A. Seminar in Language Development
(4) KYRATZIS, OKAMOTO

Prerequisite: Consent of instructor.
The course describes theoretical and empirical accounts of the development of the knowledge representations and psychological and social processes underlying language comprehension and use. Topics: grammatical and word meaning development, role of social-interactive routines, situational variation, child discourse, emergent literacy, relationships of oral/written discourse, atypical language development and issues of cultureand language.
ED 209B. Seminar in Social Development
(4) HUDLEY, JIMERSON

Prerequisite: Consent of instuctor.
Examination of theory and research on human social development from infancyto adolescence. Topics include family socialization, agression and prosocial behavior, gender differences, peer and media influences, and social cognition.
ED 209C. Seminar in Cognitive Development
(4) KYRATZIS, OKAMOTO

Prerequisite: Consent of instructor.
Examination of current research and theories in cognitive development. Focus on young children's thinking. Special attention to biological and cultural influences on thinking as well as to implications of cognitive development research for education.
ED 209D. Research Seminar in Human Development
(1-6) STAFF

Prerequisite: Consent of instructor.
Enrollment Comments: May be repeated for credit.
Seminar for students engaged in the conceptualization, conduct, or analysis of research on child and adolescent development.
ED 209E. Seminar in Human Development
(4) STAFF

Prerequisite: Consent of instructor.
Enrollment Comments: May be repeated.
In-depth consideration of emerging topics in human development. Course content may vary.
ED 209G. Ethnic Identity
(4) HUDLEY, ROMO

Prerequisite: Consent of instructor.
Seminar examines the development of ethnic and racial identity among children and adolescents. Topics include self-concept, family socialization, language, peers, and inter-and-intra group relations. Specific attention given to theories pertinent to this area of development.
ED 209H. Physical Development and Health
(4) ROMO, OKAMOTO

Prerequisite: Consent of instructor.
Examines the physical changes moving the individual from childhood into adolescence, and the prevention of behaviors that can lead to health problems. Interventions designed to reduce adolescent risk-taking behavior and enhance the adoption of health-promoting behavior will be discussed.
ED 209I. Cognitive Perspectives on Achievement Motivation
(4) HUDLEY

Prerequisite: Consent of instructor.
Course examines the role of individual cognitions, interpersonal interaction, and environmental characteristics in the development of achievement motivation. We will discuss key cognitive constructs that are implicated in the development of achievement motivation, including perceived competence, self-efficacy, self-worth, stereotype threat, and intrinsic motivation.
ED 210A. Advances in the Learning Sciences and Education
(4) DURAN, GREEN

Prerequisite: Consent of instructor.
Survey of contemporary theoretical approaches and empirical findings in the areas of learning, instruction, cognitive processes, situated cognition, cultural models of education, and innovative applications of information technology.
ED 210B. Introduction to Children's Thinking
(4) OKAMOTO

Prerequisite: Consent of instructor.
Presents a broad perspective of cognitive development and focuses on topics such as perception; problem solving; meta cognition; etc. The educational application of cognitive research is also covered.
ED 210D. Seminar in Cultural Perspectives of Education
(1-6) STAFF

Prerequisite: Consent of instructor.
Enrollment Comments: May be repeated for credit.
In-depth consideration of emerging topics in cultural perspectives of education.
ED 210E. Foundations of Sociocultural Learning Theory
(4) BAZERMAN, DURAN

Prerequisite: Consent of instructor.
Examination of founding theoretical texts of sociocultural theory of learning in both Russia and the West and their application to current issues in education.
ED 210F. Cultural Psychology: Contemporary Socio-Cultural Learning Theory
(4) BAZERMAN, DURAN

Prerequisite: Consent of instructor.
An examination of contemporary developments in cultural psychology and applications to education and learning in diverse sociocultural settings.
ED 210G. Crosscultural Psychology
(4) BROWN, HO

Prerequisite: Consent of instuctor.
Investigation of current issues in social and cognitive psychology with a crosscultural perspective.
ED 211A. Proseminar: Introduction to Human Development
(4) STAFF

Prerequisite: Consent of instructor.
Introduction to on-going human development pursued by education faculty. Emphasis on current theory and methods guiding research in human development.
ED 211B. Development: Infancy and Early Childhood
(4) HUDLEY, KYRATZIS, OKAMOTO, ROM

Prerequisite: Consent of instructor.
Theoretical bases and empirical findings on the development of children from conception through pre-school age across various areas of competency; such as social, language, moral, cognitive, and motor.
ED 211C. Development: Middle Childhood to Adolescence
(4) STAFF

Prerequisite: Education 211B.
Theoretical bases and empirical findings on the development of children from age six to adolescence across various areas of competency, such as social, language, moral, cognitive, and motor.
ED 211D. Development: Adolescence to Adulthood
(4) HUDLEY, JIMERSON

Prerequisite: Consent of instructor.
Theory and research about development during adolescence. Discussion of transitions and adaptations during adolescence considering social development, cognitive development, personality development, biological development, and important contexts of adolescent development (e.g. families, schools, peer groups, work and communities).
ED 211G. Theories of Human Development
(4) HUDLEY

Prerequisite: Consent of instructor
Course presents a comprehensive overview of the major theoretical perspectives that guide research and thinking on human growth and change across cultures and contexts. Students will discuss and analyze selected theories guiding the scientific study of cognitive development, social development, and lifespan development.
ED 212. Quantitative Methods in the Social Sciences Colloquium
(2) ZWICK
Enrollment Comments: Same course as Sociology 212Q, PSTAT 250, and Geography 201Q. May be repeated.
Required course for students in the Interdisciplinary Quantitative Methods in the Social Science emphasis.
ED 214A. Introductory Statistics
(4) STAFF
Introduction to the application of descriptive and and basic inferential statistics in educational research. Topics include experimental and survey design principles, measures of central tendency and variability, elementary probability concepts, basic hypothesis testing, and procedures for testing the difference between two means.
ED 214B. Inferential Statistics
(4) HO, NYLUND-GIBSON, ZWICK

Prerequisite: Education 214A.
Hypothesis testing and interval estimation techniques for application of educational research. Includes bivariate correlation and regression, one-way analysis of variance, and elementary techniques for categorical data analysis.
ED 214C. Linear Models for Data Analysis
(4) NYLUND-GIBSON, ZWICK

Prerequisite: Consent of instructor.
Intermediate data analysis methods, all of which can be considered to be instances of a general linear model. Selected topics in multiple regression and analysis of variance (ANOVA), including regression with qualitative independent variables, logistic regression models, one- and two-way ANOVA models and analysis of covariance.
ED 215B. Psychometrics
(4) ZWICK

Prerequisite: Consent of instructor.
Introduction to classical test theory and item response theory which provide tools for understanding and analyzing data from educational and psychological tests. Topics include test scoring, validity, reliability, test bias and the development of tests and questionnaires.
ED 215C. Psychometrics: Item Response Theory
(4) ZWICK

Prerequisite: Education 215B.
Introduction to item response theory (IRT), a class of mathematical models for test scores. Description of its application to practical problems such as test construction, test scoring, the design of computerized adaptive tests, and the assessment of differential item functioning (item bias). Students learn to use a computer program that performs IRT analyses.
ED 215D. Special Topics in Psychometrics
(4) HONG, ZWICK

Prerequisite: Consent of instructor.
Exploration of an advanced or specialized topic in psychometrics.
ED 216A. Advanced Multivariate Statistics
(4) ZWICK

Prerequisite: Education 214A, 214B, 214C.
The theory and application of multivariate statistics, including multivariate analysis of variance, discriminant analysis, and canonical correlation. Instruction in the necessary matrix algebra will be provided.
ED 216B. Factor Analysis
(4) STAFF

Prerequisite: Education 214A, 214B, and 214C.
The theory and application of exploratory and confirmatory factor analysis models.
ED 216C. Hierarchical Linear Models
(4) RUMBERGER

Prerequisite: Consent of instructor.
Many educational phenomena operate at multiple levels, such as the effects of school characteristics on student achievement. This course introduces students to statistical techniques for estimating linear models involving multilevel data, including time periods, individuals, and institutions.
ED 216F. Structural Equation Models
(4) HONG

Prerequisite: Education 214A, 214B, and 214C.
The theory and application of structural equation modeling (also called analysis of covariance structures).
ED 219B. Research on Classroom Teaching
(4) GREEN, COPELAND

Prerequisite: Consent of instructor.
Introduction to various genre of research that have attempted to understand and improve classroom teaching over the past thirty years. Exploration of contemporary research programs and their results.
ED 219C. Motivating Students
(4) BLOCK
An exploration of contemporary school motivation theory emphasis is placed on modern cognitive and effective theories of intrinsic motivation: attribution, ability, achievement, self-worth, flow, and self- determination.
ED 221A. Introduction to Qualitative Research Methods
(4) COOK-GUMPERZ, KELLY, RALEY

Prerequisite: Consent of instructor.
An overview of qualitative research methods; focus on study of techniques for data collection and analysis within various disciplinary perspectives; student participation in field research methods. Introduction to qualitative data analysis programs.
ED 221B. Qualitative Interviewing
(4) BRENNER, COOK-GUMPERZ

Prerequisite: Education 221A.
Qualitative interviewing methods including ethnographic interviews, life histories, cognitive maps and think-a-loud interviews. How to conduct interviews with different kinds of informants.
ED 221C. Observation in Small Group Analysis
(4) STAFF

Prerequisite: Consent of instructor.
Observational methods and small group analysis constitute the backbone of qualitative research and have a long research history. This course providessome insight into the range of methods and techniques available, and explores the thinking that has shaped the individual methods. Issues that different methods were designed to deal with, research agendas that developed as a result, and implications these have for social research in educational settings are also discussed.
ED 221D. Classroom Ethnography
(4) DIXON, GREEN

Prerequisite: Consent of instructor.
Examination of the pre-fieldwork and fieldwork phases of ethnography in school and classroom settings including issues of entry and access, theoretical frameworks, indexing data, and processes of data collection andanalysis.
ED 221E. Analyzing Ethnographic and Sociolinguistic Data
(4) DIXON, GREEN

Prerequisite: Consent of instructor.
Examination of ways of analyzing classroom ethnography data, sociolinguistic and ethnographic approaches to data analysis, and issues in data analysis. Involves participants in data analysis of a common data set.
ED 221F. Community Ethnography
(4) BRENNER, GREEN

Prerequisite: Education 221A.
How to carry out ethnographic research in order to explore the relationship between schools, families, and communities.
ED 221G. Textual Analysis
(4) BAZERMAN, BLAU

Prerequisite: Consent of instructor.
Methods of examining texts, their form, their contents, an their functions in relation to the operations of educational organizations and to teaching and learning in classrooms. Special attention to student research projects.
ED 222A. Introduction to Exceptional Children
(4) GERBER, SINGER, WANG
Overview of the historical, social, and legislative foundations of the education of the exceptional pupil. Survey of the range and nature of disabilities requiring special education.
ED 222B. Academic and Cognitive Characteristics of Students with Mild Disabilities
(4) STAFF

Prerequisite: Consent of instructor.
Study of the academic and cognitive characteristics of children who are at risk or have mild disabilities. Interventions for these students will also be covered.
ED 222C. Social and Affective Characteristics of Students with Mild Disabilities.
(4) STAFF

Prerequisite: Consent of instructor.
Study of the affecive and social characteristics of children who are at risk or have mild disabilities. Interventions for these students will also be covered.
ED 222D. Law, Ethics, and History of Special Education
(4) GERBER, SINGER

Prerequisite: Consent of instructor.
Intensive look at the laws governing special education and civil rights for people with disabilities in the U.S. The ethics of special education and key historical developments are also covered. Topics include current controversies and historical trends.
ED 222E. Developmental Behavioral Genetics
(4) HO, GERBER
Provides an overview of the field of developmental behavioral genetics. Topics covered include basic principles of genetics, mechanisms of genetics transmission, chromosomal abnormalities, behavior genetics methodologies, and the genetics of specific behavioral disorders in children and adults.
ED 223H. Education Policy for Special Populations
(4) GERBER, SINGER

Prerequisite: Consent of instructor.
Focus on federal and state education policy that addresses education problems of special populations – those characterized in terms of ability, socioeconomic status, or ethno-linguistic differences or veterans status. Particular attention is given to the Elementary and Secondary Education Act, originally intended to compensate for the negative effects of economic disadvantage, and the Individuals with Disabilities Education Act, originally intended to provide equal access and opportunity for preschoolers, children, and youth with disabilities. Discussions will involve different perspectives on policy-making, policy analysis, policy research, and policy analysis research. M.A. or M.Ed.
ED 224A. Discourse Analysis in Educational Settings
(4) DIXON, GREEN

Prerequisite: Consent of instructor.
Examination of the nature of discourse, linguistic constructs and how they apply to the student of discourse in educational settings and issues in transcribing and analyzing classroom talk.
ED 224B. Narrative Analysis
(4) COOK-GUMPERZ, KYRATZIS

Prerequisite: Consent of instructor.
Linguistic/stylistic and thematic/content analyses, and structural approches of the classic narrative theory. Exploration of how narratives are used to shape personal shared reality and social relaionships; the power of narrative; how narratives are embedded in conversations; and differences in narrative across gender and culture.
ED 224C. Research Methods for Writing and Writing Processes
(4) BAZERMAN, BLAU

Prerequisite: Education 214A and 221A; consent of instructor.
Principles and practice in methods of investigating writing. Applicability and adaptations of standard qualitative and quantitative educational research methods. Problems of assessing writing text, skills, and processes in relation to research. Use of research techniques for reflective practice of teachers and writers.
ED 226. The Nature of Subject Matter
(4) BAZERMAN, COPELAND

Prerequisite: Consent of instructor.
The formation of school subjects; Views of knowledge and common contents in those subjects; Typical and atypical pedagogic goals and methods; Examination of devices used to regulate subject curriculum; Histories of issues/controversies that arise in shaping subject area learning.
ED 227. Schooling in the United States
(4) RALEY, WEISSGLASS

Prerequisite: Consent of instructor.
Examines major concepts and principles regarding the historical and contemporary purposes, roles and functions of education in United States society, especially as they relate to the twin challenges of equity and diversity.
ED 228A. Learners with Severe Disabilities: Skills Instruction
(4) MORRISON, SINGER

Prerequisite: Consent of instructor.
Learning and motivational characteristics, assessments for screening, diagnosis, instructional planning, and functional analysis of behavioral problems. Procedures for teaching functional skills and recent research arecovered.
ED 228B. Learners with Severe Disabilities: Communication
(4) MORRISON, SINGER

Prerequisite: Consent of instructor.
Teaching and research on instruction of communication and language competence and social competance. Research theory, and instructional practice are covered. The course is designed for masters and doctoral students.
ED 228C. Learners with Severe Disabilities: Functional Academics and Inclusion
(4) MORRISON, SINGER

Prerequisite: Consent of instructor.
Functional academics and social academics as well as managerial aspects of inclusion. Along with practical skills, students learn key theories and review recent research on social and academic inclusion.
ED 228D. Direct Instruction and Strategy Instruction
(4) SINGER

Prerequisite: Consent of instructor.
Theory, practice, effectiveness and controversy. Two of the major research-based approaches to teaching academic skills to students with learning disabilities are covered.
ED 228E. Families and Disabilities
(4) COSDEN, SINGER

Prerequisite: Consent of instructor.
An overview of theories about the family, contemporary research regarding family issues, and home-school interactions. Designed for doctoral studentswho are interested in research and masters students who want to learn practical school-related methods.
ED 228H. Working with Stakeholders in Special Education
(4) GERBER, SINGER

Prerequisite: Consent of instructor.
Provides special educators with informaton and skills for working with the many stakeholders in special education. Content includes how to communicate with parents, administrators, paraprofessionals, and teachers.
ED 229C. Practicum in Special Education Programs for Severely Handicapped Pupils
(2-12) STAFF

Prerequisite: Consent of instructor.
Supervised field-based practicum in instruction and management of special education programs for severely handicapped pupils.
ED 229D. Applied Systematic Instruction and Assessment
(2) SINGER, GERBER

Prerequisite: Concurrent enrollment in Education 229C or Education E392; consent of instructor.
Students read research and best practice studies, discuss current work in practicum placements, and develop documentation of performance and knowledge competencies.
ED 229E. Field Supervision in Teacher Education for Doctoral Students
(4) SINGER, GERBER

Prerequisite: Consent of instructor.
Provides doctoral students with the opportunity to learn how to systematically observe, assess, give feedback, encourage self-reflection, and coach student teachers in public schools and community settings.
ED 230. Developmental Behavioral Genetics
(4) HO, GERBER

Prerequisite: Consent of instructor.
Overview of the field of developmental behavioral genetics. Topics include basic principles of genetics, mechanisms of genetic transmission, chromosomal abnormalities, behavioral genetic methodologies, and the genetics of specific behavioral disorders in children and adults.
ED 234. Linguistics for Teachers
(2-4) STAFF
Linguistic theory and its applications to the teaching of language and reading skills. The course will survey topics in phonetics, syntax, semantics, and pragmatics.
ED 236C. Research Methods and Practice: Case Studies
(4) CHRISPEELS, CONLEY

Prerequisite: Ph.D. or Ed.D students who have completed at least two quarters of qualitative research methods and have identified a research problem; consent of instructor.
Enrollment Comments: Not open for credit to students who have completed Education 249B.
Focuses on case study methodology as one form of qualitative research design. Students learn the different types of case studies and the value of using a multiple case design. The course also provides students with the tools for preparing their dissertation proposal. Meets research requirements for ELO and ASC Tier II.
ED 237. Preschool Administration: Organization and Leadership
(4) NAFTALY GLASMAN, SHARON CONLEY

Prerequisite: Consent of instructor.
Organizational concepts to help guide the understanding of how organizations operate as well as organizational issues that might exist in pre-K institutions.
ED 238. Preschool Administration: Finance and Evaluation
(4) GLASMAN, CONLEY

Prerequisite: Consent of instructor.
Income sources and expenditure patterns in pre-K education, budgeting and accounting, techniques and relations between planning and financial decisions; program, personnel and student progress evaluation pertinent to pre-K education and how to select/use various pertinent methods.
ED 240A. Education Policy
(4) RUMBERGER

Prerequisite: Consent of instructor.
An introduction to education policy that will examine both the process of education policy and a series of substantive issues that are commonly the focus of education policy at the state and federal levels.
ED 242A. Organizational Theories
(4) CONLEY

Prerequisite: Consent of instructor.
Survey of prominent theories about how organization function, how and why some organizations flourish while others might flounder, how organizations encourage as well as discourage innovation and creativity, and how different theories project different realities about organizations.
ED 242C. Theories of Organizational Change and Development
(4) CHRISPEELS, WEISSGLASS

Prerequisite: Consent of instructor.
Enrollment Comments: Not open for credit to students who have completed Education 261B.
An overview of organizational change and development theories, with special focus on the concepts of organizational complexity and learning andthe problems of change. Students analyze and apply theories through class papers and projects.
ED 245A. Educational Finance
(4) GLASMAN

Prerequisite: Consent of instructor.
An introduction to the financing of education at the school, district, county, state, and federal levels. Emphasis will be given to the economic foundations of school financing.
ED 246A. Evaluation in Educational Administration
(4) GLASMAN

Prerequisite: Consent of instructor.
Educational evaluation is examined as an executive function. Emphasis is on practices, models, and studies of program and personnel evaluation and the integration of educational evaluation within the context of educational decision-making.
ED 246C. Testing Students
(4) BLOCK

Prerequisite: Consent of instructor.
Introduction to student testing with special emphasis on three major schools - measurement, evaluation, assessment.
ED 247A. Educational Leadership
(4) GLASMAN

Prerequisite: Consent of instructor.
Systematic analysis of the antecedents and consequences of administrator behavior in a variety of educational settings.
ED 250A. Doctoral Seminar in Educational Leadership and Organizations
(4) STAFF

Prerequisite: Consent of instructor.
A seminar for post-comprehensive exam students with the intent of helping to define areas, problems, specific questions, and methodologies for doctoral research. Topics and instructors may vary from quarter to quarter.
ED 250B. Doctoral Seminar in Educational Leadership and Organizations
(4) STAFF

Prerequisite: Consent of instructor.
A seminar for post-comprehensive exam students with the intent of helping to define areas, problems, specific questions, and methodologies for doctoral research. Topics and instructors may vary from quarter to quarter.
ED 250C. Doctoral Seminar in Educational Leadership and Organizations
(4) STAFF

Prerequisite: Consent of instructor.
A seminar for post-comprehensive exam students with the intent of helping to define areas, problems, specific questions, and methodologies for doctoral research. Topics and instructors may vary from quarter to quarter.
ED 252. Problem-Based Learning
(4) GERBER, GREEN

Prerequisite: Consent of instructor.
Problem-based learning (PBL) locates its pedagogy in discourse and interactions of small groups of learners with respect to real-world problems. Students will study foundational literature and participate in design, implementation, and evaluation of PBL for use in technology-enabled education environments.
ED 253D. Seminar in Teaching and Learning
(1-6) STAFF

Prerequisite: Consent of instructor.
Enrollment Comments: May be repeated.
In-depth consideration of emerging topics in teaching and learning. Course content may vary.
ED 255A. Being a Student
(4) BLOCK
This course focuses on the nature of the student role. Specifically, it examines school and classroom life from the student perspective drawing on literature from educational sociology, social psychology, and anthropology.
ED 256. Technology and Learning Contexts
(4) HARLOW, GREEN

Prerequisite: Consent of instructor.
Critical consideration of research on how technology changes the learning context. Specifically, issues about how technology may be used to facilitate student learning and challenges to integrating technology.
ED 257A. Learning and Teaching with Digital Media for Adult Learners
(4) CHUN, MICHAELS

Prerequisite: Graduate Standing. This course is a prerequisite to Ed 257B.
Examination of educational rationales for the design of hypermedia applications. Students evaluate existing programs and apply principles of learning with media to the development of their own projects using tools to acquire and manipulate text, images, sound and video.
ED 257B. Learning and Teaching with Digital Media for Adult Learners
(4) CHUN, MICHAELS

Prerequisite: Graduate Standing and Ed 257A.
Continuation of Ed 257A. Further investigation of teaching and learning with media, design of hypermedia applications, and evaluation of their usability and effectiveness.
ED 258A. Seminar in Curriculum: Literacy
(4) DIXON

Prerequisite: Consent of instructor.
Recent developments, review, and evaluation of current reasearch in curriculum is explored.
ED 258B. Seminar in Curriculum: Mathematics
(4) BIANCHINI, BRENNER

Prerequisite: Consent of instructor.
Examination of mathematics curricula from several points of view: historical, theoretical, and in practice. Special attention will be given to comparing curricula advocated by the reform movement to curricula currently used in schools.
ED 258D. Seminar in Curriculum: Science
(4) BIANCHINI, KELLY

Prerequisite: Consent of instructor.
The course covers the review and evaluation of recent developments in curriculum development and research in science.
ED 259. Technology and Second Language Acquisition: Adolescents and Adults
(4) CHUN
Examines research on the theory and practice of using digital media and the Internet for teaching and learning second languages and cultures; discusses principles for the design and development of multimedia courseware.
ED 261. Language and Culture in Teaching and Learning
(4) STAFF

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
Explores the effect of language, culture, background, and values on learning processes and the implications for the development of appropriate instructional strategies.
ED 263. Adolescent Development and Learning
(4) STAFF

Prerequisite: Admission to Single Subject Teaching Credential Program; and consent of instructor.
An introduction to psychological principles of learning and development of the adolescent. Explores dimensions of development indicative of adolescence, and the ways in which development and learning are interwoven with social and cultural contexts in the educative process.
ED 264. Child Development and Learning
(4) SLOAN, STAFF

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
An introduction to psychological principles of learning and development of the elementary age child. Explores dimensions of development indicative of middle childhood, and ways in which development and learning are interwoven with social and cultural contexts in the educative process.
ED 265A. Foundation of Teacher Inquiry
(1) RALEY

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
An introduction to teacher inquiry for professional growth. Topics include: the relationship between teacher inquiry and classroom practice, systematic data analysis, visual representation of findings and writing for research purposes.
ED 265B. Teacher Inquiry and Classroom Practice I
(1) RALEY

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
Teacher candidates work on an independent inquiry into classroom practice. Students will refine a research topic, plan and perform multiple layers of data collection and analysis, work in critical research groups, and prepare a final written report.
ED 265C. Teacher Inquiry and Classroom Practice II
(1) RALEY

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
Teacher candidates work on an independent inquiry into classroom practice. Students will refine a research topic, plan and perform multiple layers of data collection and analysis, work in critical research groups, and prepare a final written report.
ED 265D. Teacher Inquiry and Classroom Practice III
(6) RALEY

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
Teacher candidates work on an independent inquiry into classroom practice. Students will refine a research topic, plan and perform multiple layers of data collection and analysis, work in critical research groups, and prepare a final written report.
ED 266. Special Topics in the Teaching Profession
(4) STAFF

Prerequisite: Admission to Single Subject Teaching Credential Program; and consent of instructor.
This course allows fro more in-depth and advanced investigations into educative processes that build on prior learning in the Teacher Education program's foundations courses, methods courses, and student teaching.
ED 268. Foundations of Teaching
(4) RALEY

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
Students develop a rigorous way of thinking about, talking about and practicing education for a diverse society. Explores the complex relationship among culture, society and school organization. Considers complex relations among teachers and learners within U.S. schools.
ED 270A. Classrooms as Cultures
(4) GREEN

Prerequisite: Consent of instructor.
This course examines classrooms as cultures and over views anthropological studies of classroom processes to identify factors that support and/or constrain learning in classrooms. Topics to be explored include: classroom discourse, school culture, peer culture, and situated learning.
ED 270B. Second Language Teaching Methodologies: Adolescents and Adults
(4) CHUN, LEE
Provides an overview of the basic theoretical principles of second language acquisition (SLA) as they apply to a second language teaching and learning. We discuss different methodologies of foreign/second language teaching and the history of the U.S.
ED 270C. Race and Ethnicity in American Education
(4) WEISSGLASS

Prerequisite: Consent of instructor.
Offers a historical overview of minority education in our public schools with emphasis on urban multi-ethnic student populations and their struggle for educational equity. A research paper is required.
ED 270E. Perspectives on Educational Language Policy
(4) LEE, KYRATZIS

Prerequisite: Consent of instructor.
Examination of the implicit and explicit language policies surrounding bilingual and ESL education and their implications for language minorities in schools and the workplace. Issues concerning language attitudes, language loyalty, language maintenance, identity, and power are also discussed.
ED 270F. Second Langage Learning in Educational Contexts
(4) DIXON, LEE

Prerequisite: Consent of instructor.
Overview of linguistic, psychological, cognitive, and sociocultural approaches to second language acquisition. Students will critically review past and current SLA theories and research and develop an understanding of how language proficiency is conceptualized and assessed.
ED 270H. Language, Culture & Learning
(4) LEE

Prerequisite: Consent of instructor.
Explores the effect of language, culture, background, and values on learning processes and the implications for development of appropriate instructional strategies.
ED 271. Cultural Studies in Education
(4) COOK-GUMPERZ, BRENNER

Prerequisite: Consent of instructor.
Critically explore media and popular arts' cultural influences on everyday life, including books/popular literature, music, visual arts, and architecture. Consider the importance of these cultural forms for education and community life.
ED 272. Global Education, Local Issues: Traditional and Western Education: conflict or complement?
(4) COOK-GUMPERZ

Prerequisite: Consent of instructor.
Course will provide a discussion of different models of education and their impact on changing societies and educational needs. This is a research seminar and will serve as an introduction for new students to the emphasis on Cultural perspective of Education and Comparative Education.
ED 274. Proseminar in Language, Interaction and Social Organization
(2-4) STAFF

Prerequisite: Consent of instructor.
Enrollment Comments: May be repeated for credit. Same course as Sociology 274and Linguistics 274.
Discussion of current research, literature, and theoretical and methodological issues in language and social interaction.
ED 275. Research on the Education of Asian/American Students
(4) HO, OKAMOTO

Prerequisite: Consent of instructor.
Examines the research on the education and development of Asian and Asian American students. Topics include: student motivation and achievement, engagement, aspirations, career choices, acculturation, culture and identity, collectivism/individualism, parent involvement, home-school connection, and comparative educational systems.
ED 276. Immigrant Education and Literacy Development
(4) DURAN, ROMO
This course covers recent theories, empirical research, and strategic interventions in the area of immigrant education with special attention to sociocultural, critical pedagogy, and new literacies approaches to learning and development of immigrant adults and youths.
ED 277. Latino Children and Their Families
(4) DURAN, ROMO
This course will provide an overview of the normative development and challenges experienced by Latino children and adolescents in the United States underscoring the importance of contexts- families, schools, communities.
ED 279. Perspectives on Teacher Education and Professional Development
(4) STAFF

Prerequisite: Consent of instructor.
Course for Ph.D. candidates in Education with a focus on pre-service and in-service teacher development. Students read professional literature, research and hear from those doing the work of teacher educators.
ED 280. Education in Diverse Societies
(4) RALEY

Prerequisite: Consent of instructor.
Explores various critical approaches to the theory and practice of crosscultural education in diverse societies.
ED 282. Research on Teacher Learning
(4) BIANCHINI

Prerequisite: Consent of instructor.
Examines research on teacher education and professional development. Course explores theories of teacher learning, standards for teacher education, teacher education and professional development models, research on teacher professional communities, and enduring challenges faced by teacher educators.
ED 283B. Internship in Teacher Education and Professional Development
(2) STAFF

Prerequisite: Consent of instuctor.
Enrollment Comments: May be repeated for credit.
Provides students with opportunities to gain practical experience in teacher education and professional development broadly defined.
ED 284. Teacher Learning and Knowing
(4) RALEY, COPELAND

Prerequisite: Consent of instructor.
Provides students the opportunity to develop a coherent conceptual framework for their study of teaching. Course considers several ways of understanding the relationship between knowledge and practice, with special attention to learning as the transformation of this relationship. Approaches used to examine current efforts to improve the quality of teaching.
ED 286A. Contemporary and Historical Perspectives on Science Education
(4) STAFF

Prerequisite: Consent of instructor.
Focus on contemporary research issues in science education in relation to historical perspectives of the field. Course readings and agenda are partially set by the interests of the students.
ED 286B. Science Education in Sociocultural Context
(4) STAFF

Prerequisite: Consent of instructor.
Exploration of science and school science from a sociocultural perspective drawing on scholarship from the sociology, philosophy, and discourse of science.
ED 286C. Learning Theories and Instructional Practices in Science Education
(4) BIANCHINI

Prerequisite: Consent of instructor.
Exploration of contemporary theories of learning and instruction in science education. Students examine and critique research on constructivism, groupwork, inquiry, project-based science, multicultural science education and science-technology-society approaches.
ED 286D. Issues of Gender and Ethnicity in Science and Science Education
(4) BIANCHINI

Prerequisite: Consent of instructor.
Examination of recent scholarship related to issues of gender and ethnicity in science and science education. Readings are drawn not only from the field of science education, but from the history, philosophy and sociology of science.
ED 286E. Research on Science Teaching and Science Teacher Education
(4) BIANCHINI

Prerequisite: Consent of instructor.
Designed primarily for master's and doctoral students interested in teacher education and/or science education. Examination of current research on the professional development of science teachers. Focusing on both preservice and inservice programs.
ED 286ST. The History, Philosophy and Sociology of Science in Science Education
(4) BIANCHINI

Prerequisite: Consent of instructor.
Exploration of the nature of science--what science is, how scienctific knowledge is constructed, and how science and society interact--as well as ways to teach the nature of science to students. Primarily for pre-service science teachers.
ED 289. Professional Development Seminar for M.Ed. Facilitators
(2) BIANCHINI

Prerequisite: Consent of instructor; students must be serving as an M.Ed. Facilitator for the Teacher Education Program while enrolled in this seminar.
Seminar supports facilitators in their work with M.Ed. candidates. Course examines ways to guide candidates in writing theoretical frameworks, collecting and analyzing their data, and providing feedback to one another. Readings include research literature and samples of candidates' work.
ED 290. Cogntive Development in Autism and Other Severe Disabilities
(4) KOEGEL, SINGER

Prerequisite: Consent of instructor.
An overview of diagnostic and treatment methods in the area of autism and other severe disabilities. Discussion topics include research on language, social behavior, self-injury, self-stimulation, research on physiological, educational, and behavioral interventions used in clinical, school and family settings.
ED 291. Professional Issues in Severe Developmental Disabilities
(4) KOEGEL, SINGER

Prerequisite: Consent of instructor.
Study of professional issues and development of projects in the areas of clinical work with children and families, experimental analyses of severe behavior problems, preparation of articles for publication, organization ofnational conventions and grant writing.
ED 292A. Mathematics Development in Early Years
(4) OKAMOTO

Prerequisite: Consent of instructor.
Explores how pre-school and early elementary school children acquire early logical and mathematical understanding. The acquisition of: counting, cardinal, and ordinal understanding, mathematical operations, and the representations of mathematical ideas by children will be addressed.
ED 292B. Mathematics Development in Middle Years
(4) BRENNER

Prerequisite: Consent of instructor.
This course looks at how elementary school children learn mathematics in specific topical areas such as word problems and rational numbers. Implications for instruction will be discussed.
ED 292C. Mathematics Development in Adolescents
(4) BRENNER

Prerequisite: Consent of instructor.
This course examines mathematical problem solving at the secondary and college level. Different approaches to problem solving will be discussed interms of the relevant theories, mathematics curricula and instructional delivery.
ED 293. Mathematics: Cultural Comparisons
(4) BRENNER

Prerequisite: Consent of instructor.
Investigation of mathematics instructions and achievements from a cross-national perspective. Both formal and informal mathematics applications will be reviewed. Sources of information will include the International Education Assessment (IEA) studies of mathematics as well as sources from anthropology, sociology, and educational journals.
ED 294. Seminar in Special Education, Disabilities, and Risk Studies
(1-6) STAFF

Prerequisite: Consent of instructor.
In-depth consideration of emerging topics in special education, disabilities, and risk studies. Course content may vary.
ED 299. Topics in Applied Linguistics
(4) STAFF
Enrollment Comments: Same course as EACS 299, French 299, German 299, Linguistics 299, and Spanish 299.
Repeat Comments: May be repeated for credit.
Specialized topics in the study of applied linguistics.
ED 302. Educational Renovations: Foundations of Education Revisited
(2) RALEY

Prerequisite: Admission to Multiple Subject, Single Subject, ESC Programs only.
Enrollment Comments: Quarters usually offered: Spring.
Revisits the themes and issues first considered in Education 203A, the Foundations course that opened students' teacher preparation program. In conversations with colleagues, students use their recent teaching experiences to revisit-and renovate-their early statements of educational philosophy.
ED 312. Context for Child Development and Learning
(2) STAFF

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
Prepares teacher candidates to create a supportive and healthy learning environment for student learning. Helps candidates learn how personal, family, school, community, and other contexts are related to student's academic, physical, emotional, and social well-being.
ED 313. Context for Adolescent Development and Learning
(2) STAFF

Prerequisite: Admission to Single Subject Teaching Credential Program; and consent of instructor.
Prepares teacher candidates to create a supportive and healthy learning environment for student learning. Helps candidates learn how personal, family, school, community, and other contexts are related to student's academic, physical, emotional, and social well-being.
ED 314. Linguistics for Elementary and ESC Teachers
(2) STAFF

Prerequisite: Consent of instructor.
Foundational course introduces beginning credential candidates to the structure of the English language (Phonology, Morphology, Syntax and Semantics). The course also provides the opportunity to understand the classroom implications for Pragmatics and Discourse, as well as linguistic variation.
ED 317. Historical Thinking
(4) KOK O N

Prerequisite: Admission to the Single Subject Program or the Multiple Subject Program.
Enrollment Comments: Quarters usually offered: Spring.
Provides future history teachers with an opportunity to explore the nature of history, to investigate the interdisciplinary aspects of the subject, and to develop their own concepts of historical thinking and historical empathy.
ED 318. Foundations of Academic Language: Elementary
(2) LIPPINCOTT

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
This foundational course introduces beginning credential candidates to the structure of the English language (phonology, morphology, syntax and semantics). The course also provides the opportunity to understand the classroom implications for pragmatics and discourse. as well as linguistic variation.
ED 319. Foundations in Academic Language: Secondary
(2) STAFF

Prerequisite: Admission to Single Subject Teaching Credential Program; and consent of instructor.
This foundational course introduces beginning credential candidates to the structure of the English language (phonology, morphology, syntax and semantics). The course also provides the opportunity to understand that classroom implications form pragmatics and discourse, as well as linguistics variation.
ED 322. Instructional Design for Elementary Teachers
(4) STAFF

Prerequisite: Graduate Standing and enrollment in the Multiple Credential Program.
Introduces teacher candidate to concepts of effective curriculum development including lesson design and assessment as part of the teach-assess-reflect cycles. Also prepares and supports candidates for the Performance Assessment of California Teachers (PACT).
ED 323F. Instructional Design for Secondary Teachers
(1) STAFF

Prerequisite: Admission to Single Subject Teaching Credential Program; and consent of instructor.
Introduces teacher candidates to concepts of effective curriculum development including lesson design and assessment as part of the teach-asses-reflect cycles. Also prepares and supports candidates for the Performance Assessment of California Teachers (PACT).
ED 323W. Instructional Design for Secondary Teachers
(3) STAFF

Prerequisite: Admission to Single Subject Teaching Credential Program; and consent of instructor.
Introduces teacher candidates to concepts of effective curriculum development including lesson design and assessment as part of the teach-assess-reflect cycles. Also prepares and supports candidates for the Performance Assessment of California Teachers (PACT).
ED 324. Applications of Computers to Educational Purposes - Elementary
(4) COPELAND

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
Exploration of issues related to use of computer-based technologies in schools, including their access, use and control in a democratic society; their use for development of problem solving, critical thinking, and creativity; and their integration into the school curriculum.
ED 325. Applications of Computers to Educational Purpose: Secondary
(4) COPELAND, WILLIS

Prerequisite: Admission to Single Subject Teaching Credential Program; and consent of instructor.
Exploration of issues related to use of computer-based technologies in schools, including those of their access, use, and control in a democratic society; use for development of problem solving, critical thinking, and creativity; and integration into the school curriculum.
ED 326. Practicum in Classroom Management: Elementary
(2) STAFF

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
Designed to raise awareness of often-transparent classroom management strategies to help teacher candidates facilitate learning among students with diverse backgrounds and learning needs. Learn research-based strategies that assist in building positive classroom atmospheres and more productive classroom observations.
ED 327. Practicum in Classroom Management: Secondary
(2) STAFF

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
To raise awareness of often-transparent classroom management strategies to help teacher candidates facilitate learning among students with diverse backgrounds and learning needs, learn research-based strategies to build positive classroom atmospheres, and prepare them for more productive classroom observations.
ED 330. Writing Project Approaches to Teaching Composition, K-College
(4) STAFF

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
Experimental approach to learning in a community of writers. Features theory and practice for integrating informal and formal writing activities into the learning process and reading/writing development in all disciplines and grade levels. Let be South Coast Writing Project Fellows.
ED 340. Student Teaching: Elementary Schools
(3-11) STAFF

Prerequisite: Admission to the Multiple Subject Credential Program.
Supervised fieldwork and student teaching in elementary schools (grades K-6)
ED 343. Multicultural Reading Field Experiences
(1) TINE SLOAN

Prerequisite: Graduate standing and enrollment in The Teacher Education Program.
Supervised field experience of teaching content reading skills in multicultural settings for secondary teacher candidates.
ED 360F. ELD/SDAIE Methods and Procedures
(2) LIPPINCOTT

Prerequisite: Enrollment in Multiple Subject Teaching Credential Program.
Goal is to prepare educators who can articulately advocate for and enact effective educational practices to ensure English Language proficiency and academic progress for student who are designated as English Learners.
ED 360S. ELD/SDAIE Methods and Procedures
(1) LIPPINCOTT

Prerequisite: Enrollment in multiple subject teaching credential program.
Goal is to prepare educators who can articulately advocate for and enact effective educational practices to ensure English Language proficiency and academic progress for student who are designated as English Learners.
ED 360W. ELD/SDAIE Methods and Procedures
(1) LIPPINCOTT

Prerequisite: Enrollment in Multiple Subject Teaching Credential Program.
Goal is to prepare educators who can articulately advocate for and enact effective educational practices to ensure English Language proficiency and academic progress for student who are designated as English Learners.
ED 361F. ELD/SDAIE Methods and Procedures
(2) STAFF

Prerequisite: Admission to Single Subject Teaching Credential Program; and consent of instructor.
Goal is to prepare educators who can articulately advocate for and enact effective educational practices to ensure English language proficiently and academic progress for student who are designated as English learners.
ED 361S. ELD/SDAIE Methods and Procedures
(1) LIPPINCOTT

Prerequisite: Admission to Single Subject Teaching Credential Program; and consent of instructor.
Goal is to prepare educators who can articulately advocate for and enact effective educational practices to ensure English language proficiently and academic progress for students who are designated as English learners.
ED 361W. ELD/SDAIE Methods and Procedures
(1) STAFF

Prerequisite: Admission to Single Subject Teaching Credential Program; and consent of instructor.
Goal is to prepare educators who can articulately advocate for and enact effective educational practices to ensure English language proficiently and academic progress for student who are designated as English learners.
ED 362. Exceptional Children, Inclusive Classrooms
(4) GERBER, SINGER, WANG

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
A survey course in special education for students preparing to teach at the elementary school level. Topics include educational policy, instructional modifications and the role of the teaching in supporting children with special needs.
ED 363. Exceptional Adolescents, Inclusive Classrooms
(4) STAFF

Prerequisite: Graduate Standing and enrollment in the Multiple or Single Subject Credential Program.
A survey course in special education for students preparing to teach at the high school level. Topics include educational policy, instructional modification, and the role of the teacher in supporting adolescents with special needs.
ED 364. Assistive Technology for Students with Exceptional Learning Needs
(4) WANG, SINGER

Prerequisite: Graduate standing and enrollment in The Teacher Education Program OR The Department of Education; ED 222A.
This course will offer teacher candidates an exposure to adaptive and assistive technologies, as well as state-of-the-art software and hardware used by and for children with exceptional learning needs. Students will learn hands-on skills of designing technology-based instructional materials for children with disabilities.
ED 370. Professional Seminar in Teaching: Elementary
(1) STAFF

Prerequisite: Graduate Standing and enrollment in the Multiple Credential Program.
This seminar focuses on practice-based issues linked to student teaching and includes such topics as classroom environmental, assessment centered teaching, lesson design, integration of the arts, and uses around school policy. Topics differ each quarter, building on student teachers developing expertise.
ED 380. Teaching Strategies for Bilingual/Cross-Cultural Education: Elementary
(4) STAFF

Prerequisite: Graduate Standing and enrollment in the Multiple Credential Program.
Intensive examination of effective teaching methods for Spanish Spanish- English classroom with particular emphasis on language arts area. Students explore curriculum materials and also learn instructional strategies for teaching in bilingual settings.
ED 381. Teaching Strategies for Bilingual/Cross-Cultural Education: Secondary
(4) STAFF

Prerequisite: Admission to Single Subject Teaching Credential Program; and consent of instructor.
Intensive examination of effective teaching methods for bilingual Spanish- English classroom with particular emphasis on language arts. Students explore curriculum materials and applications and also learn instructional strategies for teaching in bilingual settings.
ED 400. Doctoral Seminar and Practicum in Information Technology
(4) STAFF

Prerequisite: Enrollment in the Joint Doctoral Program in Educational Leadership; consentof instructor.
Enrollment Comments: Students must have knowledge of IT fundamentals and ability to conduct online research and communication.
Examines theoretical foundations and practical skills required to effectively utilize and deploy technology and manage information in educational organizations.
ED 401. Doctoral Seminar and Practicum in Organizational Management
(4) STAFF

Prerequisite: Enrollment in the Joint Doctoral Program in Educational Leadership; consentof instructor.
Application of management science and professional practice within educational organizations. Students engage in research, inquiry and application. Teams develop a management plan, explain and defend it in context of organizational theory, "best professional practices," and expected outcomes.
ED 402. Doctoral Seminar and Practicum in Policy, Equity, and Political Issues
(4) STAFF

Prerequisite: Enrollment in the Joint Doctoral Program in Educational Leadership; consentof instructor.
Explores the development and effects of state, county, and local educational policies on school leadership, instruction, and educational organizations. Students apply such organizational policy tools as agendas, debates, public presentations, and school board communications.
ED 403. Doctoral Seminar and Practicum in Financial Leadership
(4) STAFF

Prerequisite: Enrollment in the Joint Doctoral Program in Educational Leadership; knowledge of spreadsheet and presentation software and ability to conduct online research and communication; consent of instructor.
Students learn to plan, appropriate, and manage financial resources to support organizational effectiveness and student learning. Topics include macro-micro-economic theories, K-12 and higher education funding structures, public and corporate financial models, and school finance reform.
ED 404. Doctoral Seminar and Practicum in Leadership in Learning Organizations
(4) STAFF

Prerequisite: Enrollment in the Joint Doctoral Program in Educational Leadership; consent of instructor.
Detailed exploration of leadership characteristics and impacts on learning organizations. Topics include "vision," collaboration, accountability, and leadership frames of reference. Students increase their knowledge of theory as well as evaluation strategies to identify effective leadership behaviors and characteristics.
ED 405. Research Methods in Education
(4) GERBER, PETERSEN

Prerequisite: Enrollment in Joint Doctoral Program in Educational Leadership; consent of instructor.
Surveys basic principles of scientific methods used in educational research, including selection and definition of problems, comparison of alternative strategies for reviewing literature, selection of measures and instrumentation, common problems of analysis and data interpretation, making research presentations, and writing final research reports.
ED 406. Research in Educational Leadership
(4-12) GENTILUCCI, BLOCK

Prerequisite: Enrollment in Joint Doctoral Program in Educational Leadership; consent of instructor.
Course will focus on writing a research proposal in the area of educational leadership.
ED 407. Problem Statements in Educational Leadership Research
(4-12) PETERSEN, GENTILUCCI, GERBER

Prerequisite: Enrollment in Joint Doctoral Program in Educational Leadership; consent of instructor.
Supervised research and writing of problem statements and literature reviewin educational leadership.
ED 408. Methodological Applications in Educational Leadership Research
(4-12) GERBER, YUN

Prerequisite: Enrollment in the Joint Doctoral Program in Educational Leadership; consent of instructor.
Supervised research and methodological applications in educational leadership.
ED 409. Reporting Research Findings in Educational Leadership
(4-12) PETERSEN, GENTILUCCI, YUN

Prerequisite: Enrollment in Joint Doctoral Program in Educational Leadership; consent of instructor.
Supervised research and reporting of research findings in educational leadership.
ED 440. Education Policy for Educational Leaders
(4) RUMBERGER, BLOCK

Prerequisite: Consent of instructor; acceptance into the Joint Doctoral Program in Educational Leadership.
Educational policy analysis techniques are applied to specific, regional, short- and long-term educational issues identified yearly by the Professional Development Districts served by the JDP. Students work on projects on a cohort basis both inside and outside of class utilizing distance education techniques.
ED 442. Organizational Theories for Educational Leaders
(4) CONLEY, BLOCK

Prerequisite: Consent of instructor; must be enrolled in the Joint Doctoral Program.
Educational organizations, change, and reform theories are applied to specific, regional, short- and long-term educational issues identified yearly by the Professional Development Districts served by the JDP. Students work on projects on a cohort basis both inside and outside of class utilizing distance education techniques.
ED 447. Leadership for Educational Leaders
(4) GLASMAN, BLOCK

Prerequisite: Consent of instructor; must be enrolled in the Joint Doctoral Program.
Educational leadership analysis is applied to specific, regional, short- and long-term educational issues identified yearly by the Professional Development Districts served by the JDP. Students work on projects on a cohort basis both inside and outside of class utilizing distance education techniques.
ED 596. Directed Reading and Research
(2-12) STAFF

Prerequisite: Consent of instructor.
Individual tutorial in doctoral and masters' degree subprogram special fields.
ED 597. Individual Study for Comprehensive Examinations
(2-12) STAFF

Prerequisite: Consent of instructor.
Preparation for master's or Ph.D. comprehensive examinations.
ED 598. Master's Thesis Research and Preparation
(2-12) STAFF

Prerequisite: Consent of instructor.
Supervised research and writing of the thesis in doctoral and masters' degree subprograms.
ED 599. Ph.D. Dissertation Preparation
(2-12) STAFF

Prerequisite: Consent of instructor.
Supervised research and writing of dissertation in doctoral degree subprograms.

 
Counseling, Clinical, School Psychology
 (
Show All
 | 
Hide All
)
Collapse Courses Upper Division 
CNCSP 101. Introduction to Applied Psychology
(4) STAFF

Prerequisite: Consent of instructor.
This course is designed for those considering or beginning applied psychology as a career. This course covers the scientific and clinical aspects of the field, along with its historical development and new directions.
CNCSP 102. Practicum in Applied Psychology
(2) STAFF

Prerequisite: Consent of instructor.
Students gain experience in applied psychology by serving as a practice counseling/assessment client or completing a placement in a relevant volunteer service setting. Students meet to discuss their experiences.
CNCSP 110. Introduction to Educational and Vocational Guidance
(4) STAFF

Prerequisite: Consent of instructor.
An overview of the theories and concepts involved in career decision making. Develop working knowledge of career information and field survey techniques for understanding the job market in relation to economic trends.
CNCSP 111. Identity and Pluralism
(4) MORGAN
Enrollment Comments: Preference given to students in the Education and Applied Psychology Minor.
Course addresses topics such as racism, heterosexism, ageism, and gender inequality. Students will not only learn about the current ideas in these areas, but also engage in personal exploration pertaining to these and related topics.
CNCSP 112. Positive Psychology Across the Lifespan.
(4) FURLONG, CONOLEY

Prerequisite: Consent of instructor.
Positive Psychology examines how people live life well. It looks at those factors associated with living a happy, meaningful life. Course examines key concepts that include hope, gratitude, grit and optimism to promote well-being and authentic happiness.
CNCSP 113. The Achievement Gap: Societal and Educational Issues
(4) QUIRK
Course examines various educational and societal contributors to the achievement gap and explores ways these issues might be addressed. Issues related to assessment, literacy, motivation, and learning will be the primary focus.
CNCSP 114. Psychology of Gender
(4) ISRAEL, SMITH

Recommended Preparation: Consent of instructor.
Provides an overview of psychological theory and research related to gender issues. Topics include bias in psychology, gender socialization, communication styles, lifespan development, ethnicity, education, careers, relationships, violence and victimization, health and mental health.
CNCSP 199. Independent Studies
(1-5) STAFF

Prerequisite: Consent of instructor.
Study of special problems in various fields of Applied Psychology.
CNCSP 199RA. Independent Research Assistance
(1-5) STAFF

Prerequisite: Consent of instructor.
Faculty supervised research assistance.
Collapse Courses Graduate 
CNCSP 200. Research Design and Methods in Professional Psychology
(4) BROWN, QUIRK

Prerequisite: Consent of instructor.
Enrollment Comments: Not open for credit to students who have completed Education 277B.
Examination of both clinical and statistical approaches to professional psychology research. Special attention devoted to conceptualizing and developing research proposals in the area of professional psychology.
CNCSP 209A. Research Practicum I
(4) STAFF

Prerequisite: Consent of instructor.
Student works with research team to develop or conduct an on-going research study. Focus on learning the process of planning and carrying out a research program.
CNCSP 209B. Research Practicum II
(4) STAFF

Prerequisite: Consent of instructor.
Student works with research team to develop a research idea and carry it out. Focus on implementing research plans and writing research reports in a collaborative group.
CNCSP 209C. Research Practicum III
(4) STAFF

Prerequisite: Consent of instructor.
Student works with faculty member to develop and carry out a research project of particular interest. Focus on planning and conducting research projects of particular interest to student.
CNCSP 210. Neuroanatomy and Psychopharmacology
(4) SMITH, COSDEN

Prerequisite: Consent of instructor.
Introduces students to basic neuroanatomy and neurological functioning across lifespan. Relationship of neurological structure to psychiatric disorder is highlighted. Also serves to give students a background in clinical psychopharmacology. Biomedical treatments for child and adult disorders are explored.
CNCSP 212. Cognitive Development in Autism and Other Severe Disabilities
(4) KOEGEL, SINGER

Prerequisite: Consent of instructor.
An overview of diagnostic and treatment methods in the area of autism and other severe disabilities. Discussion topics include research on language, social behavior, self-injury, self-stimulation, research on physiological, educational, and behavioral interventions used in clinical, school and family settings.
CNCSP 214. Social Bases of Behavior for Applied Psychology
(4) SMITH

Prerequisite: Consent of instructor.
Course introduces the social bases of behavior. Students have the opportunity to read classics in the field of social psychology, social influence, and social cognition. Application to clinical work, group psychotherapy, and interpersonal behavior are highlighted.
CNCSP 216. Historical and Philosophical Foundations of Professional Psychology
(4) CASAS

Prerequisite: Consent of instructor.
Facilitates a selective and critical analysis of the historical/philosophical foundations of western psychology. To this end, attention is directed to those individuals, ideas and events that have shaped the history of psychology.
CNCSP 220. Human Development
(4) JIMERSON

Prerequisite: Consent of instructor.
Theory and research regarding processes/dimensions of human development (e.g., cognitive, social, emotional, individual processes, interpersonal processes, the self and gender roles). Special attention is given to social relationships and their developmental significance.
CNCSP 222A. Descriptive Diagnosis
(1) STAFF

Prerequisite: Consent of instructor.
Course is the first in the assessment sequence and provides an introduction to descriptive diagnosis via the DSM-IV. It is designed as an introduction to courses in psychopathology, cognitive assessment, and personality assessment.
CNCSP 223B. Developmental Psychopathology
(4) JIMERSON, MORRISON

Prerequisite: Consent of instructor.
An introduction to the domain of developmental psychopathology, the study of psychological problems in the context of human development. Emphasis on the developmental origins and developmental consequences of social, emotional, and behavioral disturbances during childhood and adolescence.
CNCSP 224A. Professional Organizations
(1) FURLONG, ISRAEL

Prerequisite: Consent of instructor.
Explores issues related to professional training and practice in scientific-professional psychology. Topics include internship, graduate training models, history of scientific-professional psychology, professional organizations, credentialing, licensure and employment settings.
CNCSP 225. Ethical Standards in Professional Psychology
(4) MORGAN

Prerequisite: Consent of instructor.
Course examines scientific and professional ethics in applied psychology. In addition to reviewing existing standards, the course focuses on a range of ethical and legal issues such as confidentiality, dual relationships, and client rights.
CNCSP 227. Social and Cultural Bases of Diversity
(4) CASAS

Prerequisite: Consent of instructor.
Acquaints students with the social and cultural bases of diversity and to enhance multicultural competence. Designed to enhance awareness, knowledge, and skills for providing culturally relevant, sensitive, and effective services to diverse populations.
CNCSP 250. Cognitive Assessment in Professional Psychology
(4) JIMERSON, DOWDY

Prerequisite: Consent of instructor.
Provides in-depth coverage of the Wechsler series, the Stanford Binet (4th ed) and other major tests of cognitive ability. A general approach to test administration and interpretation is stressed. General issues in test bias are used to guide class discussion.
CNCSP 251. Personality and Emotional Assessment
(4) SMITH, FURLONG

Prerequisite: Consent of instructor.
Introduces students to the major tools and techniques for conducting comprehensive psychological assessments, appropriate for adult, children, and adolescents. Self-report, projective techniques, and behavior ratings are discussed in-depth.
CNCSP 252. Advanced Personality Assessment
(4) SMITH, KOEGEL

Prerequisite: Consent of instructor.
Students learn to score and interpret the Rorschach Inkblot Test at a level required for independent practice. Also covered are advanced techniques for integrating assessment results and using assessment in psychological treatment planning.
CNCSP 254. Career and Life Development Appraisal
(4) BROWN

Prerequisite: Consent of instructor.
Examination of the structure, administration, and interpretation of career and life development assessment instruments. Also examination of instruments commonly used in counseling, clinical, or school psychology research.
CNCSP 255. Neuropsychological Assessment
(4) SMITH, FURLONG

Prerequisite: Consent of instructor.
Students are exposed to the methods and techniques of applied neuropsychology. Course material covers the administration, scoring, and interpretation of measures of memory, executive functioning, speech and language, and motor processing.
CNCSP 256. Behavioral Assessment and Intervention for Children and Adolescents
(4) KOEGEL

Prerequisite: Consent of instructor.
History and philosophy of behavior management approaches, behavioral assessment procedures, treatment delivery paradigms, parent-training, nonaversive/aversive issues, generalization and maintenance of treatment gains, causes, evaluation of behavior changes, medicine, self-management.
CNCSP 257B. Psychoeducational Assessment and Intervention
(4) QUIRK

Prerequisite: Consent of instructor.
Method of psychoeducational assessment and evaluation for identification, intervention, progress monitoring, and educational decision-making planning, and review of progress of children in the public schools. Consideration of screening and diagnostic instruments and procedures, plus instruments and materials to assure nondiscriminatory assessment.
CNCSP 260A. Theories of Counseling and Psychotherapy
(4) CASAS, ISRAEL, MORGAN

Prerequisite: Consent of instructor.
Develops an understanding and appreciation of the major philosophies and theories in the field of professional psychology. Special attention directed toward examination of applicability of theories and inherent techniques to racial/ethnic minority populations.
CNCSP 260B. Basic Practicum I
(4) STAFF

Prerequisite: Admission to M.Ed. or Ph.D. in Counseling/Clinical/School Psychology program or School Psychology Credential.
Initial practicum in counseling focuses on building a counseling relationship. Students learn theory and practice of basic counseling skills, the working alliance, and multicultural adaptations.
CNCSP 260C. Basic Practicum II
(4) STAFF

Prerequisite: Consent of instructor.
Focuses on case conceptualization of clients. Students learn to plan treatment on the basis of initial interview, a formal intake, history and present symptoms and client goals.
CNCSP 261. Counseling Psychology Seminar
(4) ISRAEL, CONOLEY

Prerequisite: Consent of instructor.
Course covers key aspects of counseling psychology, such as social justice, positive psychology, and prevention. The course covers professional and research literature and skill development to prepare students to implement these approaches in research and practice.
CNCSP 261A. Theories of Career Development
(4) STAFF

Prerequisite: Consent of instructor.
Focuses on theories of career development, current trends in research and the input of technological and social changes in the society on the role of work in life span development.
CNCSP 261B. Theory and Research of Group Counseling
(4) STAFF

Prerequisite: Consent of instructor.
Reviews current theory, research, and practices related to group counseling. Special attention is given to comparisons of theoretical approaches and accompanying research strategies used in assessing the effectiveness of group counseling modalities.
CNCSP 262A. Consultation in the Schools and Community
(4) JIMERSON

Prerequisite: Consent of instructor.
Review of consultation theory and problem-solving models, role of consultant as a systems-change agent. Students utilize data-based decision-making to identify system targets, develop solutions, and facilitate solution implementation to bring about systems change.
CNCSP 262B. School-Based Mental Health Services
(4) MORRISON, FURLONG, JIMERSON,

Prerequisite: Consent of instructor.
Group, individual and system strategies for evidence-based prevention and intervention with children and adolescents in the schools and communities. Problems and processes involved in the implementation of these strategies and programs are also explored.
CNCSP 262C. Counseling Children and Families
(4) COSDEN, MORRISON

Prerequisite: Consent of instructor.
Covers counseling and psychotherapy for children, adolescents, and families. CBT, play therapy, and family systems therapies are examined.
CNCSP 262D. School Safety, Violence, and Crisis Response
(4) JIMERSON, FURLONG, MORRISON

Prerequisite: Consent of instructor.
Seminar offers foundation knowledge regarding school safety, school violence, and school crisis response to contribute to scholarship and practice emphasizing understanding and implementation of prevention and intervention programs that promote the mental health and physical well-being of students.
CNCSP 263A. Advanced Psychotherapy Techniques
(4) COSDEN, KOEGEL, SMITH, KIA-KE

Prerequisite: Consent of instructor.
Exploration of techniques of major psychotherapy theories, evidence based practices, and application to diverse populations.
CNCSP 264A. Supervision and Consultation in Applied Psychology
(4) STAFF

Prerequisite: Consent of instructor.
An overview of theory and research on (a) the process and outcomes of supervision of professional psychologists and (b) consultation models in applied psychology.
CNCSP 264B. Promoting Optimal Psychological Functioning Across the Lifespan
(4) ISRAEL

Prerequisite: Consent of instructor; must be enrolled in the Counseling/Clinical/School Psychology Program.
Introduces students to concepts and interventions related to lifespan development, prevention of mental health problems, social justice, and optimal psychological functioning.
CNCSP 268A. Gender Issues in Counseling
(4) ISRAEL

Prerequisite: Consent of instructor.
Familiarizes students with theoretical approaches to working with gender in counseling, course reviews scholarship related to pscyho-social concerns that disproportionately affect women and men, and demonstrates clinical approaches to working with gender issues in therapy.
CNCSP 268B. Counseling LGBT Clients
(4) ISRAEL

Prerequisite: Consent of instructor; must be enrolled in Counseling/Clinical/School Psychology Program.
Course equips students with the knowledge, attitude awareness, and skills necessary to work effectively with lesbian, gay, bisexual, and transgender clients on a variety of issues.
CNCSP 268C. Racial/Ethnic Minority Counseling Interventions
(4) CASAS

Prerequisite: Consent of instructor.
Critical examination of prevailing counseling intervention strategies with racial/ethnic minorities. Focus on identification of ways to improve the quality and utility of the interventions.
CNCSP 268D. Advanced Fieldwork: Clinical Psychology
(4) KOEGEL

Prerequisite: Consent of instructor.
Advanced supervised fieldwork in an approved clinical setting under the supervision of a licensed psychologist. A minimum of two full days in an approved setting is required.
CNCSP 270. Advanced Fieldwork: General
(4) COSDEN, ISRAEL, CONOLEY

Prerequisite: Consent of instructor.
Course involves supervised work with adults, children, adolescents, and families in the Hosford Clinic. Supervised work includes intakes, assessment, counseling & psychotherapy. Related readings, case notes, written case conceptualizations, and other written assignments and clinic responsibilities are required.
CNCSP 271AF. Hosford Clinic Practicum
(4) STAFF

Prerequisite: Limited to CCSP students only; consent of instructor.
CCSP students see 3-5 community clients on a weekly basis for psychotherapy in the Gevirtz Graduate School of Education Hosford Counseling Clinic. Students are supervised by clinic supervisors and professionals from the field.
CNCSP 271AS. Hosford Clinic Practicum
(4) STAFF

Prerequisite: Limited to CCSP students only; consent of instructor. Must have completed CNCSP 271AF and CNCSP 271AW.
CCSP students see 3-5 community clients on a weekly basis for psychotherapy in the Gevirtz Graduate School of Education Hosford Counseling Clinic. Students are supervised by clinic supervisors and professionals from the field.
CNCSP 271AW. Hosford Clinic Practicum
(4) STAFF

Prerequisite: Limited to CCSP students only; consent of instructor. Must have completed CNCSP 271AF.
CCSP students see 3-5 community clients on a weekly basis for psychotherapy in the Gevirtz Graduate School of Education Hosford Counseling Clinic. Students are supervised by clinic supervisors and professionals from the field.
CNCSP 271B. Advanced Practicum: Psychology Assessment Center
(1-4) SMITH

Prerequisite: Consent of instructor; limited to CCSP students only.
CCSP students see 1-4 community clients on a weekly basis for psychotherapy in the Gevirtz Graduate School of Education Hosford Counseling Clinic. Students are supervised by clinic supervisors and professionals from the field.
CNCSP 272. Advanced Fieldwork: Counseling Psychology
(4) ISRAEL

Prerequisite: Three quarters of CNCSP 270; consent of instructor.
Advanced supervised fieldwork in an approved counseling setting under the supervision of a licensed psychologist. A minimum of two full days each week in an approved setting is required.
CNCSP 273. Advanced Fieldwork: Clinical Psychology
(4) KOEGEL

Prerequisite: Consent of instructor.
Advanced supervised fieldwork in an approved clinical setting under the supervision of a licensed psychologist. A minimum of two full days each week in an approved setting is required.
CNCSP 274A. Contemporary Issues in Student Services: School Psychology First Year Induction
(4) FURLONG, MORRISON

Prerequisite: Consent of instructor.
Enrollment Comments: Course is for first year school psychology students.
University-based supervision, school placements. A seminar course discussing contemporary issues in student services; includes practica.
CNCSP 274B. Contemporary Issues in Special Education Process: School Psychology First Year Induction
(4) FURLONG, MORRISON

Prerequisite: Consent of instructor.
Enrollment Comments: Course is for first year school psychology students.
University-based supervision and school placements. A seminar course discussing contemporary issues in special education process; including practica.
CNCSP 274C. School Discipline and Alternative Schooling: Psychology First Year Induction
(4) FURLONG, MORRISON

Prerequisite: Consent of instructor.
Enrollment Comments: Course is for first year school psychology students.
University-based supervision, school placements. A seminar course discussing school discipline and alternative schooling; includes practica.
CNCSP 274D. Assessment and Data-Based Decision-Making in the Schools: School Psychology Practicum
(4) STAFF

Prerequisite: Enrollment in the school psychology credential program; consent of instructor.
Introduction to the school's instructional setting. Core instructional features and pro-social prevention efforts are operationalized and examined in schools. Students learn to identify system-level intervention targets.
CNCSP 274E. Ethics, Diversity, and Specialized Assessment and Intervention: School Psychology Practicum
(4) STAFF

Prerequisite: Enrollment in school psychology credential program; consent of instructor.
Participation in didactic instruction and practical experiences in working with culturally and linguistically diverse children. Examination of issues in working with children of different ages, in different settings, risk factors and disabilities. Specialized assessment models using single-subject design assessing intervention effectiveness.
CNCSP 274F. The School Psychologist as the Intervention Consultant: School Psychology Practicum
(4) STAFF

Prerequisite: Enrollment in the school psychology credential program; consent of instructor.
Planning and implementing interventions in the school. Students monitor progress, provide feedback, engage in data-based decision-making in collaboration with teachers, parents and system administrators to facilitate improved child outcomes.
CNCSP 275. Internship in School Psychology
(4-12) FURLONG, JIMERSON, MORRISON

Prerequisite: Consent of instructor.
Advanced internship in school psychology in a setting approved by faculty. Twenty to forty hours weekly of fieldwork under the supervision of a credentialed school psychologist are required.
CNCSP 276A. Advanced Fieldwork: Clinical Supervision
(4) STAFF

Prerequisite: At least 6 quarters of practicum experience in a clinical, counseling, or school setting; consent of instructor.
Supervised fieldwork experience in the supervision of beginning therapists. A minimum of three hours/week of classroom experience and three hours/week of supervision in individual group sessions are required.
CNCSP 279A. Internship in Professional Psychology
(6-12) COSDEN

Prerequisite: Consent of instructor and advancement to candidacy.
Enrollment Comments: A three-quarter in progress sequence course with grades for all quarters issued upon completion of CNCSP 279C. May take for 12 units/quarter for one year, or 6 units/quarter for two years. Total of 36 units required.
Advanced fieldwork internship in an approved setting. Twenty to fourty hours weekly (minimum of 1500 hours) of fieldwork under supervision of a licensed psychologist. Setting must be approved by CCSP faculty.
CNCSP 279B. Internship in Professional Psychology
(6-12) COSDEN

Prerequisite: Consent of instructor and advancement to candidacy.
Enrollment Comments: A three-quarter in progress sequence course with grades for all quarters issued upon completion of CNCSP 279C. May take for 12 units/quarter for one year, or 6 units/quarter for two years. Total of 36 units required.
Advanced fieldwork internship in an approved setting. Twenty to fourty hours weekly (minimum of 1500 hours) of fieldwork under supervision of a licensed psychologist. Setting must be approved by CCSP faculty.
CNCSP 279C. Internship in Professional Psychology
(6-12) COSDEN

Prerequisite: Consent of instructor and advancement to candidacy.
Enrollment Comments: A three-quarter in progress sequence course with grades for all quarters issued upon completion of CNCSP 279C. May take for 12 units/quarter for one year, or 6 units/quarter for two years. Total of 36 units required.
Advanced fieldwork internship in an approved setting. Twenty to fourty hours weekly (minimum of 1500 hours) of fieldwork undersupervision of a licensed psychologist. Setting must be approved by CCSP faculty.
CNCSP 290. Seminar in Professional Psychology
(1-5) ISRAEL, MORRISON, CONOLEY

Prerequisite: Consent of instructor.
Consideration of emerging topics in counseling, clinical, and/or school psychology. Course content may vary.
CNCSP 291A. Human Sexuality for Applied Psychologists
(1) ISRAEL

Prerequisite: Consent of instructor; must be enrolled in the Counseling/Clinical/School Psychology Program.
Introduces graduate students in applied psychology to physiological and socio-cultural variables associated with sexual identity, sexual behavior, and sexual functioning.
CNCSP 291B. Alcohol and Other Drug Abuse
(2) STAFF

Prerequisite: Consent of instructor.
Course addresses causes, prevention, and treatment of drug and alcohol abuse. Designed to meet the requirements for licensure as a psychologist in the State of California.
CNCSP 291C. Family Violence
(4) COSDEN

Prerequisite: Consent of instructor.
Course covers theories relating to the reasons for child abuse and domestic violence as well as theories and research on family violence and its treatment.
CNCSP 292. Resiliency, Strengths, and Youth Development
(4) FURLONG, MORRISON

Prerequisite: Consent of instructor.
An in-depth review of research literature related to risk and resiliency concepts based on research from fields of developmental psychopathology, developmental delay, school drop-out, and substance abuse prevention.
CNCSP 293. Pedagogy in Applied Psychology
(4) ISRAEL

Prerequisite: CNCSP students only.
Preparation in teaching psychological concepts and skills in college-level courses. The content includes course development, lectures, cooperative learning, grading, teaching to diverse audiences, and ethics. Students will gain teaching experience as group leaders for sections of ED 165.
CNCSP 596. Directed Reading and Research
(2-12) STAFF

Prerequisite: Consent of instructor.
Individual tutorial in doctoral and masters' degree subprogram special fields.
CNCSP 597. Individual Study for Comprehensive Examinations
(2-12) STAFF

Prerequisite: Consent of instructor.
Preparation for master's or Ph.D. comprehensive examinations.
CNCSP 598. Master's Thesis Research and Preparation
(2-12) STAFF

Prerequisite: Consent of instructor.
Supervised research and writing of the thesis in doctoral and masters' degree subprograms.
CNCSP 599. Ph.D. Dissertation Preparation
(2-12) STAFF

Prerequisite: Consent of instructor.
Supervised research and writing of dissertation in doctoral degree.