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Educational Psychology

College of Education

Macintosh Humanities Building

Educational Psychology, Administration and Counseling - EDP Courses

Educational Psychology Courses (EDP)


LOWER DIVISION


180. Family, School, Community Partnerships (3)
Introduces current family, school, and community partnership models and approaches that foster two-way partnerships with families and communities of diverse backgrounds. Historical, legal, and political perspectives regarding educational equity for diverse student populations.
Letter grade only (A-F).

 

UPPER DIVISION


301. Child Development and Learning: A Cross-Cultural Perspective (3)
Explores the physical, cognitive, communicative/linguistic, and socio-emotional development of the child from the prenatal through adolescent period across diverse cultures with an emphasis on the learning process and developmentally appropriate teaching practices.

 

302. Early and Late Adolescent Development and Learning: A Cross-Cultural Perspective (3)
Explores social, emotional, cognitive, and physical development in early and late adolescence across cultures with an emphasis on the learning process and developmentally appropriate teaching practices.

 

305. Educational Psychology (3)
Overview of Educational Psychology. Analysis of theories of learning as they relate to intellectual, social, and personal development of diverse learners. Emphasis on learning, motivation, and development with attention to educational practices that foster critical thinking, problem solving, and performance skills.

 

373I. Nonverbal Communication: Interaction of Mind and Body (3)
Prerequisites: Completion of GE Foundation requirements, completion of one or more Exploration course(s), and upper division status.
History and theories of the development of mind/body integration. Enhancement of personal and interpersonal relations through lectures, discussion, films, and movement experiences. Analysis and synthesis of the interdependence of the psychological and physical processes in nonverbal communication.
Same course as DANC 373I.

 

390. Current Topics in Education (1-3)
Orientation to and exploration of topics relevant to the college student as a learner-scholar and decision-maker within the changing campus, community and societal milieu. Lectures, discussion, field study.
May be repeated to a maximum of 6 units with different topics. Topics will be announced in the Schedule of Classes.

 

*400. Introduction to Educational Measurement and Statistics (3)
Introductory course in educational measurement and statistical concepts. Basic concepts of measurement including descriptive statistics, norms, reliability, and validity; correlation and simple regression; derived and transformed scores; development of educational measures; interpretation of test scores.
May not be used as a substitute for EDP 419 or 420.

 

*405. Positive Strategies for Classroom Management (3)
Models and strategies of classroom management to promote student prosocial behaviors and academic growth. Includes information regarding developing, implementing, and evaluating behavioral interventions to increase student success in General and Special Education programs.

 

*419. Educational Statistics (3)
Prerequisite: Satisfactory completion of an undergraduate mathematics course suitable for general education math credit and, if required by the major, a lower division statistics course.
Introduction to descriptive and inferential statistical methods with application to educational research problems. Emphasis on understanding statistical concepts, computation skills, and the use of computer programs in data analysis.
(Lecture 2 hours, laboratory 2 hours).

 

*420. Tests, Measurements and Evaluations (3)
Prerequisite: EDP 419.
Determination, meaning and use of fundamental statistical concepts applied to problems of measurement and evaluation. Construction, interpretation and use of standardized and teacher-made tests.

 

*432. Social and Cultural Diversity in Educational Settings (3)
Examination of personal attitudes toward distinct groups of people. Study of historical and structural factors that either promote or diminish equal human worth and either empower or oppress people based on class, race/ethnicity, gender, sexual orientation, ability, language, or religion.

 

*439. SDAIE: Specially Designed Academic Instruction in English (3)
Theories of second language acquisition and practical applications, including methods of teaching content to English language learners; oral, reading and writing strategies; and curriculum development with application to K-12 teaching.
Letter grade only (A-F).
Same course as EDEL 439 and EDSE 439. Not open for credit to students with credit in EDEL 439 and EDSE 439

 

*485. Theoretical Foundations of Language Minority Education (3)
Introduction to theoretical foundations of language minority instruction. Background on the historical and political context of the development of educational language policies. Models of bilingual and English language development education.
Letter grade only (A-F). Same course as LING 485. Not open for credit to students with credit in LING 485.

 

*490. Special Topics in Educational Psychology (1-6)
Prerequisite: Consent of instructor.
Topics of current interest in educational psychology selected for intensive study.
May be repeated to a maximum of 6 units with different topics. Topics will be announced in the Schedule of Classes.

 

492. Internships in the Human Services (3)
Prerequisite: Consent of instructor.
Students are placed in agencies and organizations to engage in volunteer or paid work in human services/mental health. The required fifteen hour seminar will focus on personal values, interpersonal communications skills, critical thinking, and problem solving. Development of knowledge and skills transferable to future careers will be stressed.
A minimum of 120 hours field experience is required for the semester.

 

*497. Independent Study (1-3)
Prerequisites: Consent of instructor and department chair.
Independent study undertaken under the supervision of a faculty member.
May be repeated to a maximum of 6 units, with no more than 3 units applicable to credential or major requirement.

 

517. Seminar in School Counseling (3)
Prerequisite: COUN 515.
Theory, research and techniques of counseling; use and analysis of case studies. Clinical work required.
Not open for credit to students with credit in EDP 631. Letter grade only (A-F).

 

519. Quantitative Educational Data Analysis I (3)
Prerequisites: ED P 419 or equivalent. An advanced educational univariate data analysis course. Hypothesis testing using analysis of variance, analysis of covariance, multiple regression, and path analysis.
An advanced educational univariate data analysis course. Hypothesis testing using analysis of variance, analysis of covariance, multiple regression, and path analysis.
Letter grade only (A-F).

 

520. Research Methods in Education (3)
Prerequisites: For majors in Educational Psychology: ED P 419 or equivalent. For other majors, with approval of program advisor: ED P 400 or equivalent. Examination and application of educational research methodology including various types of qualitative and quantitative methods, research designs, sampling methods, inferential statistics and hypothesis testing, and the structure and content of a research proposal.
Examination and application of educational research methodology including various types of qualitative and quantitative methods, research designs, sampling methods, inferential statistics and hypothesis testing, and the structure and content of a research proposal.
Letter grade only (A-F).

 

524A. Psychoeducational Assessment (3)
Prerequisite/Corequisite: EDP 528; Corequisites: EDP 524B and admittance to the School Psychology Program.
Theories of cognition and their implications for understanding learning, development, and diagnosis of disability. The history of intelligence testing and psychometric and socio-cultural strengths and limitations of cognitive tests.
Not open for credit to students with credit in EDP 524. Letter grade only (A-F).

 

524B. Psychoeducational Assessment: Clinical Applications (2)
Prerequisite/Corequisite: EDP 528; Corequisites: EDP 524A and admittance to the School Psychology Program.
Practice in administration and interpretation of individually administered cognitive tests, and tests of psychological processing and achievement. Students will practice administering tests to adults and children, be observed for proficiency, and learn to apply these results to making instructional placement and eligibility decisions.
Letter grade only (A-F).

 

525A. Psychoeducational Assessment of Culturally and Linguistically Diverse Students (3)
Prerequisites: EDP 524A, 524B. Corequisite: EDP 525B.
Assessment theory and practice of culturally and linguistically diverse (CLD) individuals. Interpreting assessments to make eligibility, instructional and accountability decisions consistent with ethical, legal and measurement standards. Discussion of sociocultural issues and exemplary programs for CLD students.
Not open for credit to students with credit in EDP 525. Letter grade only (A-F).

 

525B. Psychoeducational Assessment of Culturally and Linguistically Diverse Students: Clinical Applications (2)
Prerequisites: EDP 524A and EDP 524B. Corequisite: EDP 525A.
Application of psychoeducational assessment practices within a clinical setting for culturally and linguistically diverse (CLD) students. Advanced training in selection, administration and interpretation of individually administered cognitive tests, and tests of psychological processing and achievement for CLD students.
Letter grade only (A-F).

 

527. Advanced Assessment for Intervention (3)
Prerequisite: EDP 525A; Corequisite: EDP 642A.
Focuses on furthering students’ knowledge and practice: using an ecological, problem-solving approach in schools; making informed decisions regarding the usefulness and appropriateness of assessment tools and interventions with specific populations; and writing problem-solving psychoeducational reports and data-based IEPs.
Letter grade only (A-F).

 

528. Orientation to Professional School Psychology (3)
Prerequisites: Admittance to the School Psychology Program; COUN 515.
Introduction to the field of school psychology. History of the field, orientation to public education, roles and functions, laws and ethics, research base, organization and supervision, social and cultural influences, service delivery models, and current literature.
Letter grade only (A-F).

 

536. Collaborative Consultation in the Schools (3)
Prerequisites/Corequisites: COUN 643A, 644A; EDP 642A, 642B, or Field Placement in Special Education.
Theory and practice of collaborative consultation in the schools. Models, roles and skills will be discussed, rehearsed during in-class simulations, and practiced in field settings. Field experience required.
Letter grade only (A-F).

 

541. Seminar in Educational Measurement and Assessment (3)
Prerequisites: ED P 419, 519, and 520, or equivalent. Advanced studies examining the reliability and validity of test scores, item response theory, and other statistical approaches for the improvement of educational testing. Practical application of administration and interpretation of assessment outcomes.
Advanced studies examining the reliability and validity of test scores, item response theory, and other statistical approaches for the improvement of educational testing. Practical application of administration and interpretation of assessment outcomes.
Letter grade only (A-F).

 

560. Behavioral Analysis and Positive Behavioral Interventions (3)
Prerequisite: Admission to field work (internship) in school psychology (EDP 642 A or B) or consent of instructor.
Multidimensional and functional assessments of student behavioral problems. Developing data-based positive behavioral interventions for students with severe behavioral difficulties, including students with traumatic brain injury (TBI), Autism, emotional disturbance (ED), etc.
Letter grade only (A-F).

 

571. Advanced Approaches to Teaching Special Populations in General Education Settings (3)
Prerequisite: Hold Preliminary Multiple or Single Subject Credential, or equivalent, or consent of instructor.
Issues in teaching special populations in elementary and secondary schools, including students who are gifted, at-risk, and have disabilities. Emphasis on establishing inclusive climates; federal, state, and local regulations; assessment; instructional strategies and modifications; collaborative school structure and classroom management.
Meets state Professional Clear credential requirement. Letter grade only (A-F) .

 

572. Advanced Study of Teaching English Learners (3)
Prerequisites: Hold Preliminary Multiple or Single Subject Credential, or equivalent, or consent of instructor.
Theories of first and second language acquisition. Assessment of students’ language proficiency levels. Practical application of language proficiency results and language theories. Methods of teaching content to English language learners. Reading and writing strategies. Curriculum development applications for K-12 teaching.
Meets state Professional Clear credential requirement. Letter grade only (A-F).

 

573. Intercultural Communication in Education (3)
Introduction to the facets, parameters, and techniques of intercultural communication and its relationship to functioning in a multicultural educational environment. Situates intercultural communication within the broader social, cultural and historical context and within the study of culture itself.
Letter grade only (A-F).

 

574. Sociological Foundations of Education (3)
Relationships between society and the schools. Local/national ideologies and political/economic influences. Education as a social function. Current trends and issues affecting education.
Not open for credit to students with credit in EDP 480. Letter grade only (A-F).

 

575. Intellectual Foundations of Educational Reforms, 19th Century to Present (3)
Historical survey of the intellectual and ideological foundations of U.S. educational reform movements, with emphasis on the 19th and 20th centuries. Focus on individual educational philosophers and on major curriculum orientations, with consideration of their impact on diverse groups.
Letter grade only (A-F).

 

576. Education and Diversity: Historical and Contemporary Perspectives (3)
Survey of major canons in U.S. educational history during the 19th and 20th centuries from the perspectives and experiences of various diverse groups. Analysis of the implications for the diverse populations. Educational approaches that better serve educationally diverse students.
Letter grade only (A-F).

 

579. Curriculum-Based Assessments and Academic Interventions (4)
Prerequisites/Corequisites: Admission to the school psychology credential program and EDP 524A and 524B.
Evidence-based interventions for diverse learners, including students with disabilities, preschool-aged children and English Language Learners. Theories and application of curriculum-based assessments and data-based intervention development, implementation and evaluation.
(Lecture 3 hours, lab 3 hours.) Not open for credit to students with credit in EDP 579A. Letter grade only (A-F).

 

582. Comparative International Education (3)
Overview of education in selected countries. Study of institutional organization as well as issues that develop in particular social, economic, and political contexts. Examination of commonly shared educational problems and solutions.
Letter grade only (A-F).

 

583. Global Education (3)
Background on critical world issues and cultural influences. Methods and resources for application in the classroom. Format includes resource speakers and practitioners, map activities, and cultural simulation exercises.
Letter grade only (A-F).

 

595. Qualitative Research Methods (3)
Comprehensive introduction to theory, nature, and use of qualitative methods in educational settings. Emphasis on application level experiences such as identifying and developing research problems appropriate for qualitative investigation, study design, qualitative/ethnographic data collection techniques, data analysis, data interpretation, and presentation of findings.
Same as LING 595. Letter grade only (A-F).

 

596. Program Evaluation in Education (3)
Prerequisites: For majors in Educational Psychology: ED P 419 and 520, or equivalent. For other majors: ED P 400 and 520, or equivalent.
Identifying and comparing various approaches to program evaluation in educational settings including needs assessments; selecting evaluation questions and criteria; collecting, analyzing, and interpreting qualitative and quantitative evaluation data; and the mechanics and process of developing an evaluation plan.
Letter grade only (A-F).

 

604. Seminar in Human Development (3)
Prerequisites: EDP 301 or 302, and EDP 400 or 419.
Theories and issues in developmental psychology, cognitive, linguistic, perceptual, biological, psychomotor, social and emotional development; nature-nurture and individual differences.
Letter grade only (A-F).

 

605. Theories of Learning, Cognition, Motivation, and Social Development (3)
Prerequisite: EDP 301 or 302.
Analysis of current theory and research in the areas of student learning, cognition, motivation, and social development and their application in maximizing learning of all students.
Letter grade only (A-F).

 

619. Quantitative Educational Data Analysis II (3)
Prerequisite: EDP 519 or equivalent.
Advanced multivariate statistical analysis course: multivariate analysis of variance, discriminant function analysis, canonical correlation, exploratory factor analysis, and structural equation modeling.
Approximately 20 hours of applied work in approved educational settings is required. Letter grade only (A-F)

 

641A. School Psychology Practicum (2)
Prerequisites: Admission to school psychology program, EDP 524A, 524B, 525A, 525B, and 528. Prerequisite/Corequisite: EDP 579.
Seminar and completion of 150 contiguous hours of supervised field placement for a minimum of one and maximum of 5 full days per week, with a minimum of 4 weeks and maximum of 1 year at no more than two sites and with two supervisors.
Credit/No Credit grading only.

 

641B. School Psychology Practicum (2)
Prerequisites: Admission to the school psychology program, EDP 524A, 524B, 525A, 525B, 528, and 641A.
Seminar and completion of 150 contiguous hours of supervised field placement for a minimum of one and maximum of 5 full days per week, with a minimum of 4 weeks and maximum of 1 year at no more than two sites and with two supervisors.
Credit/No Credit grading only.

 

642A. Field Work I - School Psychology (3)
Prerequisites: EDP 525A, completion of acceptable masters degree, concurrent enrollment in EDP 527, and approval of program coordinator.
Application for field work should be made by October 1 for the spring semester, or by March 1 for summer (if offered) or fall semester.
Credit/No Credit grading only.

 

642B. Field Work II - School Psychology (3)
Prerequisites: EDP 527, 642A, and approval of program coordinator.
Continuation of school psychology field work experiences. Application for field work should be made by October 1 for the spring semester, or by March 1 for summer (if offered) or fall semester.
Credit/No Credit grading only.

 

672. Language and Educational Policies (3)
Analysis of contemporary and historical language policies, educational language policies, and legal decisions in the United States that provide the context for current educational language practice. Comparison of U.S. experiences with those of other nations. Relationship between language attitudes and educational policy formation.
Letter grade only (A-F).

 

696. Thesis Study: Plan Development and Organizing Aspects (3)
Prerequisites: EDP 400 or 419 and EDP 520 or 595.
Designed for students planning to write a thesis. Form a thesis committee by midterm in the course. Accomplish a completed draft of the thesis plan by the end of the term.

 

697. Directed Research (1-3)
Prerequisites: Consent of instructor, department chair and associate dean.
Individual research or intensive study under the guidance of a faculty member.
A student may enroll for one-three units to a maximum of three units for certificate and degree purposes, subject to suitable change in course content. Application for enrollment must be made to the Office of Graduate Studies and Research by March 1 for the fall semester or by October 1 for the spring semester. Letter grade only (A-F).

 

698. Thesis (3)
Prerequisites: Advancement to candidacy, EDP 519 or 520 or 595 or 696, approval by director, department chair and associate dean.
Planning, preparation and completion of a thesis under supervision of a faculty committee.
Must be taken for six units. Application for enrollment must be made to the Graduate Studies Office by March 1 for the fall semester or October 1 for the spring semester. Letter grade only (A-F).

 

699. Project (3)
Prerequisites: Advancement to candidacy, approval of graduate advisor, and written application to the College of Education Graduate Office.
Information and discussion related to the development of master’s degree projects in Educational Psychology, School Administration, Counseling and related fields.
Project application to be made to the College of Education Graduate Office by March 1 for the Summer or Fall semester or October 1 for the Spring semester. Letter grade only (A-F). May be repeated to a maximum of 6 units.

 

JOINT DOCTORAL COURSES


701. Organization and Administration of Education: Functions and Issues (1-3)
Diversity of complex systems of higher education. Functioning of systems organizationally and culturally. Exploration of issues related to governance, decision-making, and leadership. Research related to the organization and administration of higher education.
Letter grade only (A-F).

 

703. Policy Issues in Community Colleges (1-3)
Prerequisite: EDP 702.
In-depth analysis of the community college system specific to 1) local, state, and federal governance policies; 2) local, state, and national economic policies; 3) social and political influences on policy. Future trends in educational policy.
Letter grade only (A-F).

 

704. Exploration of Campus Cultures: Impact and Influence (1-3)
Examination of faculty, administrative, and student cultures in terms of values, behavioral norms, impacts, and influences. Students will study research methods for campus cultures. Implications for higher education policies and practices.
Letter grading only (A-F).

 

705. Finance in Education (1-3)
Examination of higher education finance and governmental influences that shape this process. Through simulations students gain a working knowledge of finance, philosophies, vision, and processes for the design and implementation of resource planning in both two- and four-year institutions.
Letter grade only (A-F).

 

707. Student Learning and Development Theory in Higher Education (1-3)
Student development and learning theories based on cognitive, psychosocial, typology, and person-environment perspectives. Analysis and critique of theoretical tenets relevant to understanding the college experience.
Letter grade only (A-F).

 

708. Leadership in Education (1-3)
Current research and theories on leadership and organizational change. Multicultural organizational development theories, planning, change, effective strategies for becoming a catalyst for change. Case studies of organizational leadership for change. Examines issues, barriers, supports for, and processes and outcomes of change.
Letter grade only (A-F).

 

709. Collaborative Reforms: Designing and Implementing Responsive Curricula (1-3)
The role of faculty and others in the collaborative development and implementation of responsive curricula. Explore systems for curricular redesign and reform at 2- and 4-year institutions and processes for their implementation.
Letter grade only (A-F).

 

711. Field Research Study in Education I (1-3)
First in a series of faculty-led field research courses. Individual and small group formats. Students are exposed to and participate in approved research topics or a faculty member’s research.
Letter grade only (A-F).

 

790. Special Topics in Higher Education (1-3)
Examines such issues of the CEO’s roles and responsibilities, managing change, facilitating focus groups, data-based organizational change, applications of technology, responding to the needs of student populations, working with governing boards, staff development programs, and personnel assessment instruments.
Letter grade only (A-F). May be repeated to a maximum of 24 units.

 

797. Directed Individual Study (1-3)
Prerequisites: Consent of instructor, department chair and associate dean.
Individual research or intensive study under the guidance of a faculty member.
Letter grade only (A-F). May be repeated to a maximum of 24 units.

 

798. Doctoral Dissertation (3)
Prerequisites: Approval of instructor/doctoral candidacy required.
Specifically for students researching and writing dissertations.
Credit/No credit grading only. May be repeated to a maximum of 24 units.