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Gevirtz Graduate School of Education

Gevirtz Graduate School of Education, Phelps Hall

GGSE Student Affairs Office, (805) 893-2137
Credential Advisor, (805) 893-2036

 

Website: www.education.ucsb.edu (will open in a new browser window)

 

Dean: Jane Close Conoley
Associate Dean: Carol N. Dixon
Associate Dean: Shane R. Jimerson
Chair, Department of Education: Charles Bazerman
Chair, Counseling, Clinical, School Psychology: Michael Furlong
Teacher Education Program: Tine Sloan

Contents: 


The activities of scholars and professionals in the Gevirtz Graduate School of Education are woven together by a common thread: a commitment to reshaping schooling so that all children in our diverse society have knowledge and abilities to become competent and responsible citizens. The Gevirtz Graduate School of Education (GGSE) goals are to produce and disseminate new theories and knowledge, and provide guidance and experience needed to allow our graduate students to reach their full potential as researchers and practitioners. Graduate students in the Gevirtz Graduate School of Education benefit from the wide range of multi-disciplinary faculty interests and research and from opportunities to work closely with faculty to research and study in depth a chosen area of work.

The faculty, students, and staff of the Gevirtz Graduate School of Education are actively engaged in numerous P-20 and community-based research efforts, currently supported by nearly $3 million of extramural support. These research efforts are assisted by the GGSE Office of Research and provide financial support as well as training for our students.

The Gevirtz Graduate School of Education offers advanced degrees and credentials as indicated in the table. We also offer an undergraduate minor in Education and Applied Psychology. A complete list of degrees and programs offered in the School appears in the Academic Units section. Program offerings are subject to available funding.

Graduate Student Association

The Gevirtz Graduate School of Education has an active Graduate Student Association in Education (GSAE) officially representing the “student voice” to the GGSE and the UCSB community. It is a body where students work and meet together to address pertinent issues. In addition to addressing issues of an administrative, academic, or political nature, students involved in the GSAE promote a positive “student life environment,” encouraging participation and mutual support among students. The goals are to make participation rewarding, challenging, and supportive; to be a representative, democratic, and participatory organization where decisions are made by consensus, where all members have a voice in decision making, and where the body represents all student voices; to have a cooperative and open relationship with the faculty and staff, based on mutual respect; and to aid the GGSE in its responsibility to recruit and support diverse and underrepresented populations.

GGSE Diversity and Equity

The Gevirtz Graduate School of Education (GGSE), in the pursuit of academic excellence, is committed to recruiting, supporting, and retaining a community of students, faculty, and staff that reflects the diversity of our state and nation. The faculty, staff, and students of the GGSE recognize and respect the dignity and worth of all people. We value individual differences including, but not limited to, racial and ethnic backgrounds, nationality, gender, sexual orientation, disability, religion, socioeconomic status, age, and divergent perspectives. Our goal is to create a diverse community where all members feel safe and included. We welcome discussion of complex issues related to diversity and equity inside and outside the classroom. We are committed to providing all members of the GGSE community multiple opportunities for their voices to be heard. We believe a dedication to these principles of inclusion is essential to our scholarship, leadership, citizenship, and democracy.

Advising

The GGSE Student Affairs Office provides assistance to all master’s and doctoral candidates. Information may be obtained by calling (805) 893-2137. For information on the M.Ed. in Teaching, call (805) 893-2084.

The GGSE credential advisor provides information to prospective applicants and students in credential programs. Those interested in pursuing a teaching credential at UCSB should contact the credential advisor as soon as they begin to consider the teaching profession. Information about pre-credential advising meetings for prospective elementary or secondary teachers may be obtained from the Teacher Education Office at (805) 893-2084.

Candidates who are pursuing both a credential and an advanced degree, other than the M.Ed. with an emphasis in Teaching, should consult with both the GGSE Student Affairs Office and credential advisor. Advanced credential applicants may be considered for any degree program in the Department of Education. Those interested in emphases other than a Multiple or Single subject credential should contact the GGSE Student Affairs Office or the degree emphasis in which they are most interested.

Prerequisites

Applicants must hold a bachelor’s degree or its equivalent from an accredited institution and satisfy the admissions requirements of the UCSB Graduate Division. Some programs require possession of a California teaching credential or its equivalent, and may require teaching or other appropriate experience.

Admission

All GGSE programs require FALL quarter admission, except for the Credential programs and Joint Doctoral Program, which require SUMMER admission. Applicants are advised to apply well in advance of the application deadline and should contact the Students Affairs Office for general admission requirements. Specific questions regarding program/emphasis requirements and course offerings should be directed to the program or department office.

Applications and specific program/emphasis requirements may be obtained from our website at www.education.ucsb.edu or by contacting: Counseling, Clinical, and School Psychology, (805) 893-3375; Program in Education, (805) 893-4515 or (805) 893-3936; Teacher Education Program, (805) 893-2084; Joint Doctoral Program, (805) 893-3301.

Applicants must submit the online Application for Graduate Study through the Graduate Division. Required application materials include a detailed statement of purpose, official transcripts, letters of recommendation, official Graduate Record Examination (GRE) scores (in some cases, results from the Miller’s Analogies Test may be accepted), and program/emphasis-specific requirements (e.g., writing sample, credential application). Admission to the Teacher Education Program and all credential programs requires a bachelor’s degree in an academic subject from a regionally accredited institution. See the Gevirtz School website for specific program and department admission requirements:
www.education.ucsb.edu.

Application Deadlines

Applications must be received by the date established by Graduate Division:

  • Department of Counseling, Clinical, and School Psychology–December 10th

  • Department of Education–December 15th for fellowship consideration (final application deadline for Education Program is May 1st )

  • Teacher Education Program–February 1st

  • Education Specialist Program–March 1st

  • Joint Doctoral Program–February 1st

Research and Training Facilities

Graduate research and training opportunities are available through campus facilities as well as through federal and state funded faculty research grants administered by the Gevirtz Graduate School of Education Office of Research. Clinical training is offered through the Koegel Autism Clinic, the Hosford Counseling and Psychological Services Clinic, and the Psychological Assessment Center. Qualitative, quantitative, and media laboratories are available for research and instruction.

Education

Chair: Michael Gerber

Faculty

Charles Bazerman, Ph.D., Brandeis University, Professor (teaching and learning, cultural perspectives and comparative education, research methodology, LISO, applied linguistics)

Julie Bianchini, Ph.D., Stanford University, Associate Professor (teaching and learning, teacher education)

Sheridan Blau, Ph.D., Brandeis University, Senior Lecturer with Security of Employment (teaching and learning, teacher education, English, Joint Doctoral Program in Educational Leadership)

James H. Block, Ph.D., University of Chicago, Professor (Joint Doctoral Program in Educational Leadership)

Mary E. (Betsy) Brenner, Ph.D., UC Irvine, Associate Professor (teaching and learning, cultural perspectives and comparative education, research methodology, cognitive science, IHD)

Michael T. Brown, Ph.D., Southern Illinois University, Carbondale, Professor (counseling psychology, Joint Doctoral Program in Educational Leadership)

J. Manuel Casas, Ph.D., Stanford University, Professor (counseling psychology, Asian-American studies, Chicano studies)

Sharon Conley, Ph.D., University of Michigan, Ann Arbor, Professor (educational leadership and organizations, research methodology, Joint Doctoral Program in Educational Leadership)

Collie W. Conoley, Ph.D., University of Texas, Austin, Professor (counseling psychology)

Jane Close Conoley, Ph.D., University of Texas, Austin, Dean and Professor (school psychology)

Jenny Cook-Gumperz, Ph.D., University of London, Professor (teaching and learning, cultural perspectives and comparative education, research methodology, LISO, applied linguistics, Joint Doctoral Program in Educational Leadership)

Willis D. Copeland, Ph.D., University of Notre Dame, Professor (teaching and learning, teacher education)

Merith A. Cosden, Ph.D., University of New Mexico, Professor, (clinical psychology, IHD)

Carol N. Dixon, Ph.D., University of Delaware, Senior Lecturer with Security of Employment (teaching and learning, cultural perspectives and comparative education, research methodology, LISO)

Richard P. Durán, Ph.D., UC Berkeley, Professor (teaching and learning, research methodology, cultural perspectives and comparative education, teacher education, psychology, cognitive science, LISO, Chicano studies)

Michael J. Furlong, Ph.D., UC Santa Barbara, Professor (school psychology)

James L. Gentilucci, Ph.D., UC Santa Barbara, Adjunct Assistant Professor (Joint Doctoral Program in Educational Leadership)

Michael M. Gerber, Ph.D., University of Virginia, Charlottesville, Professor (educational leadership and organizations, special education, disabilities and risk studies, cognitive science, IHD, Joint Doctoral Program in Educational Leadership)

Naftaly S. Glasman, Ph.D., UC Berkeley, Professor (educational leadership and organizations, Joint Doctoral Program in Educational Leadership, political science)

Judith L. Green, Ph.D., UC Berkeley, Professor (teaching and learning, research methodology, cultural perspectives and comparative education, LISO)

Danielle Harlow, Ph.D., University of Colorado, Boulder, Assistant Professor (teaching and learning, teacher education)

Kathleen C. Harris, Ph.D., Temple University, Adjunct Associate Professor (Joint Doctoral Program in Educational Leadership)

Hsiu-Zu Ho, Ph.D., University of Colorado, Boulder, Professor (child and adolescent development, research methodology, cultural perspectives and comparative education, psychology, IHD)

Cynthia Hudley, Ph.D., UC Los Angeles, Professor (child and adolescent development, special education, disabilities and risk studies, teacher education, IHD)

Tania Israel, Ph.D., Arizona State University, Associate Professor (counseling psychology)

Shane R. Jimerson, Ph.D., University of Minnesota, Professor (school psychology)

Robert Koegel, Ph.D., UC Los Angeles, Professor (clinical psychology, special education, disabilities and risk studies, speech, IHD)

Onno Ron Kok, M.A., California State University Fullerton, Lecturer, Supervisor of Teacher Education (teacher education)

Bonnie Konopak, Ph.D., UC Santa Barbara, Adjunct Professor (Joint Doctoral Program in Educational Leadership)

Amelia (Amy) Kyratzis, Ph.D., City University of New York, Associate Professor (child and adolescent development, cultural perspectives and comparative education, teaching and learning, cognitive science, IHD, applied linguistics)

Carl A. Lager, Ph.D., UC Los Angeles, Assistant Professor (teaching and learning, teacher education)

Jin Sook Lee, Ph.D., Stanford University, Assistant Professor (cultural perspectives and comparative education, teaching and learning, applied linguistics)

Ann C. Lippincott, Ph.D., UC Santa Barbara, Lecturer, Academic Coordinator (teacher education, teaching and learning)

Gale M. Morrison, Ph.D., UC Riverside, Professor (school psychology, IHD)

Karen Nylund, Ph.D., UC Los Angeles, Assistant Professor (research methodology)

Yukari Okamoto, Ph.D., Stanford University, Associate Professor (child and adolescent development, teaching and learning, cultural perspectives and comparative education, cognitive science, IHD)

George J. Petersen, Ph.D., UC Santa Barbara, Adjunct Professor (Joint Doctoral Program in Educational Leadership)

Jason D. Raley, Ph.D., Stanford University, Assistant Professor (cultural perspectives and comparative education, teaching and learning, research methodology, teacher education)

Laura F. Romo, Ph.D., UC Los Angeles, Associate Professor (child and adolescent development, cultural perspectives and comparative education)

Louis B. Rosenberg, Ph.D., Stanford University, Adjunct Assistant Professor (Joint Doctoral Program in Educational Leadership)

Michael Ruef, Ph.D., University of Kansas, Adjunct Associate Professor (Joint Doctoral Program in Educational Leadership)

Russell W. Rumberger, Ph.D., Stanford University, Professor (educational leadership and organizations, Joint Doctoral Program in Educational Leadership, research methodology)

George H.S. Singer, Ph.D., University of Oregon, Eugene, Professor (special education, disabilities and risk studies, teacher education)

Tine Sloan, Ph.D., UC Los Angeles, Academic Coordinator (teacher education)

Steven R. Smith, Ph.D., University of Arkansas, Assistant Professor (clinical psychology)

Elizabeth Truesdell, Ph.D., UC, Santa Barbara, Adjunct Assistant Professor (Joint Doctoral Program in Educational Leadership)

Julian Weissglass, Ph.D., University of Wisconsin, Professor (educational leadership and organizations, teaching and learning, teacher education)

John T. Yun, Ed.D., Harvard University, Assistant Professor (educational leadership and organizations, research methodology, Joint Doctoral Program in Educational Leadership)

Rebecca Zwick, Ph.D., UC Berkeley, Professor (research methodology, QMSS, psychology)

Emeriti Faculty

Donald R. Atkinson, Ph.D., University of Wisconsin, Madison, Professor Emeritus (counseling psychology)

Larry E. Beutler, Ph. D., University of Nebraska, Professor Emeritus (clinical psychology, psychology)

Norman J. Boyan, Ed.D., Harvard University, Professor Emeritus (education administration)

George I. Brown, Ed.D., Harvard University, Professor Emeritus (confluent education)

John W. Cotton, Ph.D., Indiana University, Professor Emeritus (educational psychology)

Priscilla A. Drum, Ph.D., Stanford University, Professor Emeritus (educational psychology)

Laurence Iannaccone, Ed.D., Teachers College, Columbia University, Professor Emeritus (confluent education, educational administration)

Melvyn I. Semmel, Ed.D., Peabody College, Vanderbilt University, Professor Emeritus (special education)

R. Murray Thomas, Ph.D., Stanford University, Professor Emeritus (international education)

Jules M. Zimmer, Ed.D., Arizona State University, Professor and Dean Emeritus (child and adolescent development)

Affiliated Faculty

Dorothy M. Chun, Ph.D. (Germanic, Slavic, and Semitic Studies)

Karen Lunsford, Ph.D., (Writing Program)

Richard Mayer, Ph.D. (Psychology)

Claudine Michel, Ph.D. (Black Studies)

Tara Yosso, Ph.D. (Chicano Studies)

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Minor in Education

The Gevirtz Graduate School of Education offers an Education and Applied Psychology Minor. The minor is designed for students who want to work with research faculty and learn more about issues confronting education, for students preparing for a teaching career in elementary or secondary education or exploring a career in education, and for students exploring a career in counseling, clinical or school psychology. The minor requires a minimum of 18 units including three core courses (one of which must be a practicum) and electives. There are three tracks in the minor: Educational Studies; Teacher Preparation; and Applied Psychology (Counseling, Clinical, and School Psychology). For additional information, see our website at www.education.ucsb.edu.

Degree and Credential Programs

The Gevirtz Graduate School of Education offers two doctoral degrees: the doctor of philosophy in education; and the doctor of philosophy in Counseling, Clinical, and School Psychology, as well as a combined M.A./Ph.D. degree and a joint doctoral program (Ed.D.) in Educational Leadership with Cal Poly, San Luis Obispo. Students admitted to an M.A./Ph.D. program may elect to exit the program with completion of the master’s, except for the Ph.D. in Counseling, Clinical, and School Psychology. The Ph.D. and Ed.D. programs prepare highly capable individuals to perform as scholars and skilled professionals in their chosen fields.

The Department of Education also offers the master of arts and the master of education degrees in selected emphasis areas. Master’s degree programs are designed to enhance academic and research competencies of elementary or secondary school teachers and other educational leaders. Previous teaching experience is required for some emphases. Advanced credentials may be pursued in addition to the master’s degree in some emphases.

In addition to departmental requirements, candidates for graduate degrees and credentials must meet the University degree requirements found in the “Graduate Education at UCSB" section.

Degree Requirements

Students must achieve a grade-point average of 3.0 to be awarded a graduate degree. There is no language requirement. However, when advisors deem it suitable for a candidate’s field of study, an appropriate level of foreign language competency may be required.

After completion of coursework, M.A. and M.Ed. candidates are expected to take a final comprehensive examination or complete a thesis or project. M.A. and M.Ed. candidates must complete 30 or more units of upper-division and graduate level course work (with a minimum of 20 graduate units) under the thesis option, or 36-48 units of upper-division and graduate level course work (with a minimum of 24 graduate units) under the non-thesis option. Independent study units numbered 597-599 are ineligible to be counted in these totals. Students admitted to the M.A./Ph.D. are periodically evaluated for their readiness to progress to the Ph.D. level of study. Continuation is based on success in the master’s program, suitability of goals, and anticipated success in the Ph.D. program.

No specific total number of course units is prescribed for a doctoral degree. Particular requirements will be made by faculty advisors in cases where students need specialized skills in foreign language or other areas. Doctoral students must pass qualifying examinations to be advanced to candidacy. Doctoral candidates must conduct original research and write an acceptable dissertation to be awarded the Ph.D. or Ed.D.

Residence Requirements

Three quarters of registration are required for the master’s degree. The minimum residence requirement for the Ph.D. or Ed.D. is two years spent in full-time study and research. A minimum of three consecutive quarters of residency must be completed in regular sessions before advancement to candidacy.

Department of Counseling, Clinical, and School Psychology (CNCSP)

Chair: Michael Furlong

The Counseling, Clinical, and School Psychology Department offers courses of study leading to the Ph.D. with an emphasis in either counseling psychology, clinical psychology, or school psychology, or a master’s of education (M.Ed.) in education with an emphasis in school psychology. An M.A. open only to continuing CNCSP students completing the Ph.D., is also available. The emphases in clinical psychology, counseling psychology, or school psychology share knowledge bases and core skills. The UCSB Department of Counseling, Clinical, and School Psychology has been accredited by the American Psychological Association (APA) since 1991. The Ph.D. program is designated and approved as a Combined Professional Psychology program and follows a scientist-practitioner model of training. During the first year, students take a set of courses that are designed to provide basic preparation in these common domains. Beginning in the second year and increasingly thereafter, each student selects courses that comprise a specialization in either counseling, clinical, or school psychology.

Interviews are scheduled for qualified applicants who meet admission criteria and have interests well suited to faculty interests. Alternatives to the interview may be arranged for those unable to attend due to excessive distance.

School Psychology Emphasis (M.Ed.)

Students pursuing a master’s degree in education with an emphasis in school psychology focus upon the implications of research findings in psychology and education for psychological services primarily in school settings. The school psychologist is viewed as pivotal in the provision of comprehensive support services to teachers, students, and parents. Comprehensive support service includes prevention, assessment, and intervention programs for all children. A primary objective is to train school psychologists to enhance the learning and development of students and to assist those who are at-risk or in need of special education services. Students are admitted to an M.Ed. degree in Education and the Pupil Personnel Services credential with specialization in school psychology, approved by the California Commission on Teacher Credentialing and the National Association of School Psychologists. Students enrolled in other education programs may also petition to add this credential option, with admission contingent upon space availability.

The Department of Education

Chair: Michael Gerber

The Department of Education is built around an active community of scholars - students, faculty, and staff - who are committed to the common goal of reshaping schooling so that all children in our diverse society will have the knowledge and abilities to become competent and productive citizens. Graduate students in the Department benefit from a wide range of faculty interests and research endeavors, and from opportunities to work closely with faculty to explore rigorously, through research and study, a chosen area of work.

The Education Department offers six different but complementary M.A. and Ph.D. emphases in the areas of research, development, and practice. The Ed.D. with Cal Poly San Luis Obispo is a joint UC-CSU program.

Child and Adolescent Development Emphasis

This emphasis educates students in the study of developmental change in the context of culture, family, school, community, and society. Cultural contexts of development, adult development, cross-cultural and cross-national comparative studies, and gender studies are primary foci of faculty research. Students receive training in basic and applied research that explores educational and mental health issues, including cultural processes, family studies, intervention research, and developmental research methods. The emphasis is committed to an ecological model that examines change within multiple settings (cultural groups, historical periods, neighborhoods, and activities) to find human universals as well as context specific differences in human development. Students will be grounded in theory and research on the major domains of study: cognitive, language, and social development.

The intellectual core of the emphasis represents a diverse array of theoretical perspectives on human development. However, students are also expected to look both beyond core requirements and outside of the Department of Education for additional training in research and theories that address their particular research interests.

Cultural Perspectives and Comparative Education Emphasis

The major purpose of this emphasis is to foster students’ understanding of how cultural processes influence learning, development, and education in both school and non-school settings. The emphasis offers a multidisciplinary perspective that brings anthropological, linguistic, psychological, and sociological theories to studies of cultural contexts of education. Areas of specific focus include studies of learning, development, and education in multilingual and multicultural populations, and in students from underrepresented groups, within national and/or international settings. Through research, teaching, and community service, the members of this emphasis seek to improve educational opportunities at a local and national level.

Educational Leadership and Organizations Emphasis

This emphasis prepares students who will fill teaching, administrative, research, academic, governmental, consultative, non-profit, or private-sector positions in local, regional, national, or international educational organizations. The emphasis stresses a balanced focus on disciplined-based theory in educational policy, organizations, leadership, and change and on practice in the design, conduct, and use of educational research. The curriculum emphasizes the theoretical, methodological, and practical knowledge that effective educational leaders need to become better scholars and/or appliers of new ideas and practices in their own organizational settings. At the same time, this curriculum thoroughly grounds that knowledge in understanding of the “real world” circumstances that shape modern educational policies, research, and practices. Graduates often fill teaching, administrative, or consultative positions in schooling (e.g., school district) or schooling-oriented (staff-development and training) settings.

Research Methodology Emphasis

This emphasis is intended to prepare students to be research methodologists who will be able to work successfully in universities, private research organizations, and government agencies. A goal of the Research Methodology emphasis is to provide students with a variety of perspectives on research methods.

The emphasis includes two basic courses of study: (1) Educational Statistics and Measurement and (2) Qualitative and Interpretive Research. Students in Educational Statistics and Measurement will learn to apply statistical analyses to educational data, including large-scale student achievement surveys, and will learn to apply psychometric theory to the development of educational and psychological measurement instruments and to the analysis of test data. Students in Qualitative and Interpretive Research will learn about such research approaches as interviewing techniques, ethnographic methods, discourse analysis, narrative analysis, and participant observation. Students who specialize in Qualitative and Interpretive Research must also be accepted into another emphasis offered in the program.

Special Education, Disabilities and Risk Studies Emphasis

This emphasis is concerned with educating researchers and practitioners who will be knowledgeable, and further expand our knowledge, regarding the educational needs of students with disabilities or who are at educational risk. The philosophy is that researchers and practitioners need a contextualized view of students, within their school, home, and community, to understand their individual needs as well as the needs of the systems which are serving them. In this emphasis, students will obtain a multi-disciplinary perspective on children with special needs and their schools, families, and communities, through the combined efforts and knowledge of professionals from a variety of disciplinary backgrounds. Graduate students will be grounded in theories of typical and atypical development.

Teaching and Learning Emphasis

This emphasis seeks to provide students with the knowledge and competencies needed to contribute to education in multiple ways. These roles include teaching, conducting research, and using teaching and learning theories and empirical findings to improve educational practices. Students in this emphasis learn to design and evaluate curricula, develop and research models of teacher education, research teaching methods, evaluate theories of human activity in teaching and learning settings, and attempt to understand educational reform issues from multiple perspectives. Students can further specialize in one of four areas: Language, Literacy, and Composition Studies; Mathematics Education; Science Education; and Teacher Education and Professional Development. Alternatively, students can plan their own areas of specialization in conjunction with their advisors. Through research, teaching, and community service, members of the Teaching and Learning Emphasis strive to improve educational opportunities at the local, state, and national levels.

UCSB/Cal Poly Joint Doctoral Program in Educational Leadership (Ed.D.)

The JDP’s purpose is to develop regional capacity in the leadership of instruction among Central California educational professionals in P-20 school organizations and other educational agencies. The Program uses the unique strengths of UCSB and Cal Poly (i.e., research and field-based practice) to provide a learning experience that focuses on ex-urban schools; accelerates the anticipated time to degree to 3 years; operates all year round with annual summer sessions and institutes; uses a cohort learning model for working professionals; conducts research in situ at regional Professional Development Districts; and provides constant interaction with internationally, nationally, and regionally renowned faculty and practitioners.

The JDP’s curriculum equips students with a broad understanding of extant research, theory, and professional knowledge of educational leadership issues and advances. Students are then trained to design, develop, implement, evaluate, and manage instructional leadership policies and programs affecting the Central California schools. Ed.D. graduates hold or seek positions as: Superintendents, Assistant Superintendents, High-, Middle-, or Elementary-School Principals, other School-Site Administrators, Community-College and University Deans and Administrators, County and State Educational Agents, Non-Profit Educational Leaders, and Public and Private Educational Consultants. Applications are accepted for summer quarter. Applicants must already possess a Master’s degree. Adjunct faculty associated with the JDP: Dr. Claudine Michel, Professor in Black Studies, Dr. Julian Crocker, San Luis Obispo County Superintendent of Schools.

Teacher Education Program

The Graduate School of Education offers programs leading to the recommendation for the multiple subject (elementary) teaching credential (MST) and the single subject (secondary) teaching credential (SST). The single subject teaching credential is offered in English, Mathematics, Science, Social Science, Art, Spanish, Latin, German, and French. Both credentials are offered in conjunction with an optional master of education with an emphasis in teaching.

Admission to the Teacher Education Program requires a bachelor’s degree in an academic subject from a regionally accredited institution. UCSB offers a large number of undergraduate majors that are appropriate preparation for teaching at the elementary and secondary school levels.

Students who wish to apply to the Teacher Education Program should contact (805) 893-2084 at least one year prior to when they wish to apply.

The professional preparation occurs during a post-baccalaureate year with teaching credential programs beginning only in summer. The program consists of a five-quarter (summer, fall through spring quarters, summer) progressive sequence of courses integrated with field experience in local schools. In addition to meeting the usual University standards of scholarship, candidates must clearly demonstrate their teaching aptitude and leadership abilities. In the 2004-2005 Title II Accountability Report, the passing rate for the University of California, Santa Barbara, Teacher Preparation Program was 100%. Detailed information regarding this report is available at:
www.ctc.ca.gov/reports/TitleII_2004-2005_AnnualRpt.pdf

M.Ed. with Emphasis in Teaching

This emphasis focuses on the preparation of educational leaders for the teaching profession. Students who enroll in the M.Ed. with an emphasis in teaching must concurrently pursue a multiple subject (elementary) or single subject (secondary) teaching credential or education specialist credential. (See “Admissions” above.)

Multiple Subject Teaching Credential

Prerequisites

The following prerequisites must be completed before beginning the teaching credential program.

  1. Subject-matter competency in the subjects taught at the elementary level is required by passing scores on the CSET Exam.

  2. Mathematics 100A-B (Mathematics for Elementary Teaching): These courses must be completed with a grade of C, Pass, or better.

  3. U.S. Constitution: A three quarter-unit course or approved examination covering the provisions and principles of the United States Constitution is required. At UCSB, Political Science 12 meets this requirement. This course must be completed with a grade of C, Pass, or better.

  4. Education 103: Tools for Technology: During the credential program, students complete the Level I Technology requirement. To prepare candidates to meet this requirement, students take Education 103: Tools for Technology offered at UCSB in the winter, spring, or summer quarters. Students who cannot take ED 103 before the program begins will take this course in the summer quarter of the program concurrently with the other required teaching credential courses.

  5. Education 109SS (Health Education): This course must be completed with a grade of C, Pass, or better.

  6. Field experience: Applicants are required to complete a minimum of 60 hours of field experience in an elementary school. For more information contact the field placement coordinator in the Gevirtz Graduate School of Education; (805) 893-3976.

  7. CBEST: Candidates are required to take the California Basic Education Skills Test (CBEST) before beginning the credential program. Candidates must pass the exam to begin student teaching.

  8. Certificate of Clearance and TB Clearance: Students must have a Certificate of Clearance and a TB Clearance before the program begins.

Single Subject Teaching Credential

Prerequisites

The following prerequisites must be completed before a student begins the teaching credential program.

  1. Subject-matter competency in the teaching field is required. This is achieved by either completing an undergraduate single subject matter preparation program in the subject area at the candidate’s undergraduate institution or by passing the CSET state exams in the subject to be taught. Note: UCSB only offers the Program in Mathematics.

  2. U.S. Constitution: A three quarter-unit course or approved examination covering the provisions and principles of the United States Constitution is required. At UCSB, Political Science 12 meets this requirement. This course must be completed with a grade of C, Pass, or better.

  3. Education 103: Tools for Technology: During the credential program, students complete the Level I Technology requirement. To prepare candidates to meet this requirement, students take Education 103. Students who cannot take ED 103 before the program begins will take this course in the fall quarter of the program concurrently with the other required teaching credential courses.

  4. Education 109SS (Health Education): This course must be completed with a grade of C, Pass, or better.

  5. Field experience: Applicants are required to complete a minimum of 60 hours of field experience in a junior or senior high school. For more information contact the field placement coordinator in the Gevirtz Graduate School of Education; (805) 893-3976.

  6. CBEST: Candidates are required to take the California Basic Education Skills Test (CBEST) before beginning the credential program. Candidates must pass the exam to begin student teaching.

  7. Certificate of Clearance and TB Clearance: Students must have a Certificate of Clearance and a TB Clearance before the program begins.

Standards of Scholarship

During the teaching credential program, students must complete a minimum of 45 post-baccalaureate units. Students must earn the grade of B or better in all required courses for the credential. Students must maintain a cumulative grade-point average of at least 3.0 to remain in good standing and to be awarded graduate degrees at UCSB. Students with cumulative grade-point averages below 3.0 are subject to dismissal. In addition to state and program requirements, students in the Teacher Education Program must meet university requirements as described in the section "Graduate Education at UCSB.”

Education Specialist Credential

The Gevirtz Graduate School of Education offers the Education Specialist: Moderate/Severe Level I and II Credential Programs. Special Education Credentials permit teachers to work with students with moderate and severe disabilities. Admission to the programs require a bachelor’s degree in an academic subject from a regionally accredited institution. Students who wish to apply to the Programs should contact (805) 893-2036 at least one year prior to when they plan to apply.

The Professional Preparation occurs during a post-baccalaureate year with the programs beginning in the summer. The programs consist of a five quarter (summer, fall through spring quarters, summer) progressive sequence of courses integrated with field experience in local schools.

Prerequisites: The following prerequisites must be completed:

  1. Subject matter competency in the subject by attaining passing CSET Exam scores. Please call the Teacher Education Program at (805) 893-2036 for more information.

  2. U.S. constitution: A three quarter unit course or approved examination covering the provision and principles of the United States Constitution is required. At UCSB, Political Science 12 meets this requirement. This course must be completed with a C, Pass or better.

  3. Field Experience. Applicants are required to complete a minimum of 60 hours of field experience. Contact the Pre-Professional Coordinator at (805) 893-3976.

  4. CBEST: Candidates are required to take the CBEST. Candidates must pass CBEST to receive a credential from the state.

  5. Certificate of Clearance and TB Clearance. Students must have a Certificate of Clearance and a TB Clearance before the program begins.

For more information and an application contact the Teacher Education Program at
(805) 893-2036. The application deadline is March 1.

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Service Credentials

For additional information regarding the state certification and program requirements for the following service credential, contact the Gevirtz Graduate School of Education credential advisor at (805) 893-2036. Prerequisites: Applicants must (a) have a degree in an academic subject from an accredited institution; (b) pass the CBEST (California Basic Education Skills Test); (c) take the GRE; (d) satisfy UCSB’s admission requirements. Service Credentials can be combined with M.A. or Ph.D. programs.

Pupil Personnel Services Credential—School Psychology

The Pupil Personnel Services credential with specialization in school psychology is committed to a scientist-practitioner model of training emphasizing the role of school psychologists as highly qualified practitioners and also as leader/innovators in comprehensive support services to schools. This program of study is approved by the National Association of School Psychologists and the California Commission on Teacher Credentialing.

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Interdisciplinary Ph.D. Emphases

Optional Interdisciplinary Ph.D. Emphasis in Applied Linguistics

The field of Applied Linguistics is a growing and vibrant one in universities nationally and internationally. Applied Linguistics is an interdisciplinary field of research and instruction that provides theoretical and descriptive foundations for the empirical investigation and solution of language-related issues, especially those of language education (first-language, second-language, foreign-language, and heritage-language teaching and learning), but also issues of bilingualism and biliteracy, language planning and policy, language assessment, translation and interpretation, lexicography, rhetoric and composition.

Students pursuing a Ph.D. in the Departments of East Asian Languages and Cultural Studies, Education, French & Italian, Germanic, Slavic & Semitic Studies, Linguistics, and Spanish & Portuguese may petition to add an emphasis in applied linguistics. The interdisciplinary program in applied linguistics involves over 35 faculty members in 12 departments on campus.

Students who petition to add the emphasis must fulfill the following requirements in addition to the requirements for the Ph.D. in their home department: (1) a minimum of two courses taken from the core group of applied linguistics courses, which provide them with the basics of linguistics, second language acquisition theories, second/foreign language teaching methodologies, and practical applications of theory to teaching (Second Language Acquisition Theory and Research; Second Language Teaching Methodology; Foreign/Second Language Teaching Practicum; Topics in Applied Linguistics); (2) a minimum of two courses in one of five sub-areas (Linguistics, Discourse, Second Language Acquisition; Language and Society, Socio-cultural Perspectives, Multilingualism and Multiliteracy; Language, Literacy and Composition Studies; Language and Cognition, Psycholinguistics; Language Acquisition Using Technology); (3) Required independent study (4 units): Taken with an appropriate faculty member, leading to a research paper describing theoretical, empirical, or applied work in applied linguistics.

In addition to the course and unit requirements described above (including the research paper), the student’s Ph.D. Qualifying Examination (or a separate exam) shall include examination of knowledge within the Applied Linguistics emphasis. At least one faculty member of the Applied Linguistics program shall participate in the qualifying (or separate) examination.

Additional information may be found at: www.appliedlinguistics.ucsb.edu. Questions may be directed either to a participating faculty member or to Applied Linguistics, c/o Department of Germanic, Slavic & Semitic Studies, UCSB, Santa Barbara, CA 93106-4130.

Optional Interdisciplinary Ph.D. Emphasis in Cognitive Science

Students pursuing a Ph.D. in the Gevirtz Graduate School of Education may petition to add an emphasis in cognitive science. The interdisciplinary program in cognitive science involves faculty from the Ph.D. programs in Anthropology, Computer Science, Education, English, Electrical and Computer Engineering, Geography, Linguistics, Psychology, and Sociology. Its goal is to give students an appreciation of the interdisciplinary study of thinking, perception, and intelligent behavior, as determined jointly by the nature of the environment and by the internal architecture of the intelligent agent, whether human, animal, or machine. The program features a structured set of courses, which are taught individually and collaboratively by faculty from a variety of disciplines.

Students who petition to add the emphasis in cognitive science must fulfill the following requirements in addition to the requirements of the Ph. D. in their home department: (1) participation for at least three quarters in Proseminar Interdisciplinary 200; (2) completion of at least three cognitive science elective courses with one each in three different departments; (3) completion of either (a) a research project, completed before the dissertation, resulting in a publishable paper, or (b) an extramural grant proposal for a study in cognitive science suitable for submission to an identified granting agency; (4) presentation of a research paper in a suitable academic forum, such as an emphasis or departmental colloquium, or a professional meeting; and (5) a Ph.D. dissertation centrally focused on a question emerging from cognitive science with at least two committee members representing faculty participating in the cognitive science interdisciplinary emphasis.

Optional Interdisciplinary Ph.D. Emphasis in Human Development

Students pursuing a Ph.D. in this department may petition to add an interdisciplinary emphasis in human development. The Interdisciplinary Program in Human Development involves faculty from the Ph.D. programs in Anthropology, Communication, Counseling, Clinical, and School Psychology, Education, Linguistics, Psychology, and Sociology. The program focuses on developmental theory and research across the lifespan.

Students who petition to add the emphasis in human development must fulfill the following requirements in addition to the requirements for the Ph.D. in their home department: (1) six quarters of proseminar Interdisciplinary 592; (2) four courses in addition to the proseminar, two of which must be outside the student’s home department; (3) a minimum of one member of the student’s doctoral committee must be a ladder faculty member officially affiliated with the Interdisciplinary Program in Human Development. Consult the department for additional information.

Optional Interdisciplinary Ph.D. Emphasis in Language, Interaction and Social Organization

Students pursuing a Ph.D. in the Departments of Education, Linguistics, or Sociology may petition to add an interdisciplinary emphasis in language, interaction, and social organization. This emphasis draws upon three approaches: interactional linguistics, ethnomethodology and conversational analysis, and interactional sociolinguistics.

In addition to the emphasis requirements, students must satisfy the requirements for the Ph.D. in their home department. Work in satisfaction of departmental Ph.D. requirements may also be used to satisfy emphasis requirements.

The emphasis requires three quarters of Education/Linguistics/Sociology 274, Proseminar in Language, Interaction, and Social Organization, for credit; a minimum of three elective courses from the list below, one from each of the student’s non-home departments, and the third a designated methods course in any of the three departments (for designated methods courses, please see a faculty member in the emphasis): Linguistics 201, 209, 212, 214, 227, 228, 230, 237, 263, 266, or 273A-B, Education 221B-C, 270G, or 270H, Sociology 236, 236I, 236V, 242, 263, 273A-B (note that Sociology 236 is a prerequisite to the subsequent courses in the Sociology series); one presentation in Education/Linguistics/Sociology 274, which may be either a research paper or a guided data session; Students must complete a research project; the project must be supervised by at least one participating faculty member. This requirement can be satisfied in either of two ways: (a) Completion of a paper reporting a post-M.A. research project which presents an analysis of interactional data and displays command of the relevant literature. It must be written up in publishable form, though actual publication is not a requirement. (b) Successfully defend a dissertation centrally addressed to questions concerning language, interaction, and social organization; at least one member of the student’s qualifying examination and dissertation committee must be a faculty member affiliated with the emphasis.

Questions or requests for additional information may be directed either to a participating faculty member or to LISO, c/o the Department of Sociology, UCSB, Santa Barbara, CA 93106-9430.

Optional Interdisciplinary Ph.D. Emphasis in Quantitative Methods for Social Sciences

Students pursuing a Ph.D. in Education may petition to add an interdisciplinary emphasis in Quantitative Methods in the Social Sciences. This interdisciplinary emphasis involves faculty from the Ph.D. programs in Anthropology, Communication, Economics, Education, Geography, Political Science, Psychology, Sociology, and Statistics and Applied Probability. The areas of specialization of the participating faculty include advanced regression modeling techniques, multivariate statistics, bootstrap estimation methods, demography, econometrics, psychometrics, social network theory, mathematical psychology, spatial statistics, survey research, and educational and psychological assessment. This emphasis helps students to attain the competencies needed to conduct quantitative social science research through core design and analysis classes, courses in advanced and specialized methodologies, and participation in interdisciplinary colloquia and research projects.

Each admitted student will develop, with his or her advisor, an individual contract listing the requirements to be completed. The contract must include the following:

  • Two quarters of calculus, one quarter of linear algebra, and a one-year statistics sequence. Note: these requirements can be waived if equivalent courses have already been completed.
  • Attendance for at least three quarters at the emphasis’ on-going seminar series, including the presentation of at least one paper.
  • Completion of at least three quantitative methods courses (excluding those listed above), at least two of which are outside the student’s home department.
  • A Ph.D. dissertation that is centrally focused on an issue that is appropriate to the emphasis. The dissertation may make a contribution to methodological theory or may involve an advanced or innovative application.
  • A dissertation committee that includes at least one faculty member from outside the student’s home department.

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Department of Education Courses

Lower Division

3A. California Teach 1: Mathematics

(2) Lager, Millett

Introduction to big ideas in mathematics learning and development in grades K-8. Through observation, student interviews, and analysis of student work, undergraduates study how children learn, think about, and do mathematics in classrooms. Includes field experience in schools.

3B. California Teach 2: Mathematics

(2) Lager, Millett

Prerequisite: Education 3A.

Introduction to mathematics learning and teaching in grades 7-12. Undergraduates study how adolescents learn, think about, and do mathematics in classrooms. Through observation and interviews, undergraduates study interactions between teaching and learning. Course includes a field experience in schools.

4A. California Teacher 1: Science

(2) Bianchini, Sears

Introduction to big ideas in science learning and development in grades K-8. Through observation, student interviews, and analysis of student work, undergraduates study how children learn, think about, and do science in classrooms. Includes a field experience in schools.

4B. California Teach 2: Science

(2) Bianchini, Sears

Prerequisite: Education 4A.

Introduction to science learning and teaching in grades 7-12. Undergraduates study how adolescents learn, think about, and do science in classrooms. Through observation and interviews, undergraduates study interactions between teaching and learning. Course includes a field experience in schools.

Upper Division

103. Technology Tools for Teachers

(3) Copeland

Prerequisites: 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.

109M. Health Education

(1) Staff

Prerequisites: 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.

109S. Health Education

(4) Staff

Prerequisites: consent of instructor; upper-division standing.

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.

109SS. Health Education

(4) Staff

Prerequisites: consent of instructor; upper-division standing.

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.

111. Introduction to Child and Adolescent Development

(4) Hudley, Kyratzis, Okamoto, Romo

Prerequisites: 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.

118. The Research University and The Transfer Student Experience

(4) Staff

Prerequisites: 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.

120. Practicum in Teaching in Higher Education

(4) Staff

Prerequisites: consent of instructor; upper-division standing.

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 about a variety of issues affiliated with higher education including 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.

121. Techniques of Field Observation in School Settings

(3) Staff

Prerequisites: prior or concurrent experience working in an elementary or secondary school setting with a certified teacher; consent of instructor.

May be repeated for credit to a maximum of 6 units.

Designed to examine issues, practices, values common to most elementary and secondary classrooms. Students acquire a set of skills useful for working within elementary and secondary classrooms, as well as identify concepts and methodology that assist them in applying the California Teaching Standards.

122. Practicum in Field Observation in School Settings

(2) Duran

Prerequisites: consent of instructor; prior experience working in a school setting with a certified teacher.

Stuedents must attend the first meeting of Education 121 and get a pre-professional assignment. May be repeated for credit to a maximum of 4 units.

Provides individuals with an opportunity to experience the real world of teaching, to examine themselves in the role of potential teacher, to develop first-hand knowledge of the school environment, and to render service.

123. Culture, Development, and Education

(4) Hudley, Brenner

Prerequisites: consent of instructor; upper-division standing.

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.

124. Research on Teaching and Learning in Sociocultural Contexts

(4) Brenner, Duran

Prerequisites: consent of instructor; upper-division standing.

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.

125. Social Foundations of Education

(4) Raley

Prerequisites: consent of instructor; upper-division standing.

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.

126B. Content and Pedagogy: Secondary

(2) Staff

Prerequisite: consent of instructor.

Course includes both research into the content knowledge needed and used by secondary school teachers as well as an assessment of the content knowledge of the students through a portfolio development process.

164. Introduction to Educational and Vocational Guidance

(4) Staff

Prerequisites: consent of instructor; upper-division standing.

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.

165. Introduction to Applied Psychology

(4) Staff

Prerequisite: upper-division standing.

The lab for this course, Education 165L, is optional.

Designed for those considering or beginning applied psychology as a career. The scientific and clinical aspects of the field, along with the historical development and new directions are covered.

171A. Psychology of Gender

(4) Israel

Prerequisite: upper-division standing.

Preference given to Education and Applied Psychology minors students.

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.

173. Introduction to Leadership Development

(4) Buford, Andreatta

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.

176B. Practicum in Individual Differences

(4) gerber

Prerequisites: upper-division standing; consent of instructor.

May be repeated for a maximum of 12 units. Class attendance is mandatory. Students must have access to an e-mail 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.

190. Introduction to Autism

(4) Koegel

Prerequisites: Psychology 1; upper-division standing.

Students must have a minimum 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.

191A. Sex and Relationships

(4) Staff

Prerequisites: consent of instructor; not open to seniors. Final enrollment determined by student’s qualifications.

Provides internship training in sexual health, including life skills (i.e., self-awareness and assertive communication); health skills; and peer education skills (i.e., group facilitation and motivational interviewing). Students who complete training are eligible to apply for the Sex and Relationship internships.

191B. Alcohol and Drugs

(4) Staff

Prerequisites: consent of instructor; not open to seniors. Final enrollment determined by student’s qualifications.

Provides internship training in alcohol and drugs, including life skills (i.e., self-awareness and assertive communication); health skills; and peer education skills (i.e., group facilitation and motivational interviewing). Students who complete training are eligible to apply for the Alochol and Drug internships.

191C. Healthy Eating and Living

(4) Staff

Prerequisites: consent of instructor; not open to seniors. Final enrollment determined by student’s qualifications.

Provides internship training in healthy eating and living (HEAL), including life skills (i.e., self-awareness and assertive communication); health skills; and peer education skills (i.e., group facilitation and motivational interviewing). Students who complete training are eligible to apply for HEAL internships.

191D. Peer Health Education Internship

(3) Staff

Prerequisite: Education 191A or 191B or 191C; consent of instructor.

Students who have completed Education 191A, 191B, or 191C may apply for placement as a Peer Health Education intern. Under supervision, interns provide health education services to UCSB students through informational, educational, environmental, and motivational activities.

197. Special Topics in Education and Applied Psychology

(2-4) Staff

Prerequisite: consent of instructor.

May be repeated for credit to a maximum of 8 units.

Topics vary by instructor.

199. Independent Studies

(1-5) Staff

Prerequisites: upper-division standing; completion of two upper-division courses in education; departmental approval.

Students must have a minimum 3.0 grade-point average for the preceding three quarters and are limited to 5 units 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.

199RA. Independent Research Assistance

(1-5) Staff

Prerequisites: upper-division standing; completion of two upper-division courses in education; instructor and departmental approval.

Students must have a minimum 3.0 grade point average for the preceding three quarters and are limited to 5 units per quarter and 30 units total in all 98/99/198/199/199DC/199RA courses combined.

Coursework consists of faculty supervised research assistance.


Note: Graduate sections below include:
Counseling, Clinical, School Psychology, and Education

Graduate Courses - Department of Counseling, Clinical, School Psychology

200. Research Design and Methods in Professional Psychology

(4) Brown

Prerequisite: consent of instructor.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

225. Ethical Standards in Professional Psychology

(4) Staff

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.

227. Social and Cultural Bases of Diversity

(4) Staff

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.

250. Cognitive Assessment in Professional Psychology

(4) jimerson

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.

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.

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.

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.

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.

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.

257B. Psychoeducational Assessment and Intervention

(4) Staff

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.

260A. Theories of Counseling and Psychotherapy

(4) Casas, Israel

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.

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.

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 an initial interview, a formal intake, history, and present symptoms and client goals.

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.

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.

262A. Consultation in the Schools and Community

(4) Staff

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.

262B. School-Based Mental Health Services

(4) Morrison, Furlong

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.

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.

263A. Advanced Psychotherapy Techniques

(4) Cosden, Koegel, Smith

Prerequisite: consent of instructor.

Exploration of techniques of major psychotherapy theories, evidence-based practices, and application to diverse populations.

264A. Supervision Theory

(4) Staff

Prerequisite: consent of instructor.

An overview of theory and research on the process and outcomes of supervision of professional psychologists.

264B. Promoting Optimal Psychological Functioning Across the Lifespan

(4) Israel

Prerequisites: 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.

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.

268B. Counseling LGBT Clients

(4) Israel

Prerequisites: consent of instructor; must be enrolled in the 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.

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.

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.

270. Advanced Fieldwork: General

(4) Cosden, Israel

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.

271A. Hosford Clinic Practicum

(1-4) Staff

Prerequisites: 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.

271B. Advanced Practicum: Psychology Assessment Center

(1-4) Smith

Prerequisites: 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.

272. Advanced Fieldwork: Counseling Psychology

(4) Staff

Prerequisites: 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.

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.

274A. Contemporary Issues in Student Services: School Psychology First Year Induction

(4) Furlong, Morrison

Prerequisite: consent of instructor.

Course is for first-year school psychology students.

University-based supervision, school placements. A seminar course discussing contemporary issues in student services; includes practica.

274B. Contemporary Issues in Special Education Process: School Psychology First Year Induction

(4) Furlong, Morrison

Prerequisite: consent of instructor.

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.

274C. School Discipline and Alternative Schooling: Psychology First Year Induction

(4) Furlong, Morrison

Prerequisite: consent of instructor.

Course is for first-year school psychology students.

University-based supervision, school placements. A seminar course discussing school discipline and alternative schooling; includes practica.

274D. Assessment and Data-Based Decision-Making in the Schools: School Psychology Practicum

(4) Staff

Prerequisites: 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.

274E. Ethics, Diversity, and Specialized Assessment and Intervention: School Psychology Practicum

(4) Staff

Prerequisites: enrollment in the 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.

274F. The School Psychologist as the Intervention Consultant: School Psychology Practicum

(4) Staff

Prerequisites: 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.

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.

276A. Advanced Fieldwork: Clinical Supervision

(4) Staff

Prerequisites: 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.

279A-B-C. Internship in Professional Psychology

(6-12, 6-12, 6-12) Cosden

Prerequisites: consent of instructor and advancement to candidacy.

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.

290. Seminar in Professional Psychology

(4) Israel, morrison

Prerequisite: consent of instructor.

Consideration of emerging topics in counseling, clinical, and/or school psychology. Course content may vary.

291A. Human Sexuality for Applied Psychologists

(1) Staff

Prerequisites: 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.

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.

291C. Family Violence

(4) Staff

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.

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.

596. Directed Reading and Research

(2-12) Staff

Prerequisite: consent of instructor.

Individual tutorial in doctoral and masters’ degree subprogram special fields.

597. Individual Study for Comprehensive Examinations

(2-12) Staff

Prerequisite: consent of instructor.

Preparation for master’s or Ph.D. comprehensive examinations.

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.

599. Ph.D. Dissertation Preparation

(2-12) Staff

Prerequisite: consent of instructor.

Supervised research and writing of the dissertation in doctoral degree programs.

Graduate Courses - Department of Education

201A. Qualitative Research Design

(4) Brenner

Prerequisite: prior qualitative research methods courses or consent of instructor.

Writing a literature review, sampling, issues of quality, ethics, writing a research proposal and other topics relevant to designing qualitative research projects.

201B. Survey Research Design

(4) Okamoto, Rumberger

Prerequisite: consent of instructor.

The design of original surveys and the use of existing surveys in educational research. Topics include sampling, questionnaire construction, scales and coding, data management, and supplemental data from school records.

201D. Single Case Experimental Design

(4) Furlong, Koegel

Prerequisite: consent of instructor.

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.

201F. Issues in Research Methodology

(2) ho, zwick

Prerequisite: consent of instructor.

This course involves students in detailed and specific consideration of the methodological issues related to their own second year research projects, MA theses, or Ph.D. dissertations.

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.

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.

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. Consideration of findings at university and professional levels and their application to K-12 settings.

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.

202F. Literacy in the Information Age

(4) Lunsford, Bazerman

Prerequisite: consent of instructor.

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.

202G. Collaborative Learning, Collaborative Writing

(4) Lunsford, Bazerman

Prerequisite: consent of instructor.

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.

202H. Writing Program Administration

(4) Bazerman

Prerequisite: consent of instructor.

Examination of theory and practice of writing program administration focusing on important issues in the field. Students read 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.

202I. Assessment of Writing

(4) Bazerman

Prerequisite: consent of instructor.

Issues of writing assessment from micro (student papers) to macro (large-scale assessment: NAEP, UC Subject A Examination), and writing program assessment. Exploration of different research paradigms in writing assessment: empirical and hermeneutic are also discussed.

203A. Foundations of Education

(4) Staff

Prerequisite: admission to Single Subject Program or the Multiple 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.

203DF-DW. Applications of Computers to Educational Purposes I

(2-1) Copeland

Prerequisites: admission to Single Subject Teaching Credential Program, and consent of instructor.

Required for students preparing for secondary school teaching.

Exploration of issues related to use of computer-based technologies in schools, including those of 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.

203EF-EW. Applications of Computers to Educational Purpose I

(2-1) Copeland

Prerequisites: admission to Multiple Subject Teaching Credential Program, and consent of instructor.

Required for students preparing for elementary school teaching.

Exploration of issues related to use of computer-based technologies in schools, including those of 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.

204. History and Ideology of Education: Comparative Perspectives

(4) Brenner, Cook-Gumperz

Prerequisite: consent of instructor.

History and ideology of U.S. 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.

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 comparative perspective to explore a series of issues of relevance to U.S. education and to education in a variety of other countries.

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.

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.

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.

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 culture and language.

209B. Seminar in Social Development

(4) Hudley, Jimerson

Prerequisite: consent of instructor.

Examination of theory and research on human social development from infancy to adolescence. Topics include family socialization, aggression and prosocial behavior, gender differences, peer and media influences, and social cognition.

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.

209D. Research Seminar in Human Development

(1-6) Staff

Prerequisite: consent of instructor.

May be repeated for credit.

Seminar for students engaged in the conceptualization, conduct, or analysis of research on child and adolescent development.

209E. Seminar In Human Development

(4) Staff

Prerequisite: consent of instructor.

May be repeated for credit.

In-depth consideration of emerging topics in human development. Course content may vary.

209F. Gender Development and Socialization

(4) Kyratzis, Cook-Gumperz

Prerequisite: consent of instructor.

Examines gender development and socialization, including the study of gender differences in cognition, emotion, language, and moral reasoning from infancy through adolescence.

209G. Ethnic Identity

(4) Hudley, Romo

Prerequisite: consent of instructor.

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 is given to theories pertinent to this area of development.

210A. Human Memory and Cognitive Processes

(4) duran

Prerequisite: consent of instructor.

Survey of theoretical approaches and empirical findings in the areas o