Graduate Bulletin
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1996-1997
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Education
The College of Education offers graduate study leading to the Master of Arts degree in education with concentrations in the following: counseling, educational technology, elementary curriculum and instruction, postsecondary educational leadership and instruction, reading education, secondary curriculum and instruction, educational leadership, special education, educational research, and policy studies in language and cross-cultural education. Some of these concentrations are designed to permit concurrent completion of the requirements for the correspondingly named advanced credentials.
Graduate study is also offered leading to the Master of Science degree in counseling and the Master of Science degree in rehabilitation counseling.
The Ph.D. degree in education with a multicultural component is offered cooperatively with The Claremont Graduate School. Inquiries concerning this program should be addressed to the Director of Doctoral Programs, College of Education.
Section I
Doctoral Program
To be considered for admission to the joint SDSU/CGS program, students must meet the general requirements for admission to both institutions with classified (full) graduate standing as outlined in the current respective bulletins. These include a master's degree from an accredited institution, good academic standing in the last institution attended, and an acceptable score on the Graduate Record Examination. Normally, applicants are expected to hold a master's degree in education from an acceptable accredited institution. Experience in the field is desirable. Students are admitted only in the fall of each academic year. Applicants must submit copies of all transcripts of previous college work, three letters of recommendation, a 1000-word personal statement and results of the Graduate Record Examination. Personal interviews are conducted for the most promising applicants.
The cooperating faculties at San Diego State University and The Claremont Graduate School represent diverse research and teaching interests. Under their stewardship students may prepare themselves for qualifying examinations and for dissertation research in many areas including organization and administration, cross-cultural education, curriculum and instruction, special education, educational technology, and reading, language and literacy. In addition to the traditional concerns of advanced study in education, the program seeks to explore the effects of culture on learning and teaching and to investigate ways to meet the needs of all students in a pluralistic society.
A minimum of 48 semester units of residency, 24 at each institution, is required before a student is eligible to take qualifying examinations. In addition to these residency units, additional coursework may be needed before the student is competent to conduct dissertation research. After successful completion of qualifying examinations, the student is advanced to candidacy and enters the dissertation phase of the program.
Students seeking admission to the joint doctoral program in education should write directly to the director of the program, Dr. Marlowe J. Berg, requesting application materials. Upon admission to the program, the student is guided by the requirements for the doctoral program given in Part Two of this bulletin and those listed under Education in The Claremont Graduate School Bulletin.
The following members of the cooperating institutions participate in the joint doctoral program in education and are available for direction of research and as members of joint doctoral committees:
San Diego State University
- Director: Marlowe J. Berg
- Faculty: Allen, Atkins, Berg, Bezuk, Espinosa, Flood,
Frase, Harrison, Jacobs, Kuhlman, Lapp, Lewis,
Lynch, Mason, Ochoa, Rossett, Saba, Santa Cruz
The Claremont Graduate School
- Coordinator: David Drew
- Faculty: Briner, Douglass, Dreyer, Hale, Kerchner, -Poplin,
Regan, Schuster, Smith, Weeres
Section II
Master's Degree Programs
Master of Arts Degree
in Education
The student must satisfy the general requirements for admission to the University with classified graduate standing, as described in Part Two of this bulletin. In addition, the student must have completed a minimum of 12 units in professional education courses, and must either be admitted to the program of teacher education or hold a valid California credential, other than an emergency or provisional credential, before he or she will be recommended by the school for classified graduate standing. (This is not applicable to students in the Departments of Administration, Rehabilitation and Postsecondary Education, Counseling and School Psychology, Educational Technology, and Special Education.)
A student desiring a Master of Arts degree in education with a concentration in postsecondary educational leadership and instruction, counseling, educational research, educational -technology, elementary curriculum and instruction, reading education or secondary curriculum and instruction may be advanced to candidacy upon completion of the basic requirements as described in Part Two of this bulletin. A student desiring a concentration in administration and supervision must, in addition to the above, meet specific requirements for admission to the appropriate advanced credential program. A student desiring a master's degree concentration in counseling, policy studies, or in special education must also meet specific admission requirements. (For further information, refer to the College of Education, Office of Graduate Programs, Room Education 100K, or to the coordinators of the respective programs. Students in counseling and school psychology should go directly to the department for further information.)
In addition to meeting the requirements for admission to the University with classified graduate standing and the credential requirements as applicable, the student must satisfy the basic requirements for the master's degree described in Part Two of this bulletin. In addition, the student must meet the requirements specified for one of the concentrations in education (described below). Courses common to all concentrations are Education 690 or Teacher Education 634, and Plan A, which requires Education 799A, or Plan B in which two options are available, Education 791A-791B-791C or Education 795A-795B. All applicants for the Master of Arts degree in education must pass a comprehensive examination.
This examination, designed to evaluate the achievement in the specific area of the student's concentration, is required of all candidates for the master's degree in education. A student is eligible to take the comprehensive examination only after advancement to candidacy.
The examination is offered near the midpoint of each semester. A reservation must be made at least one week in advance of the examination. For information on exact dates, and for a reservation, check with the Office of Graduate Programs, College of Education, Room Education 100K, or with the coordinators of the respective programs.
In general, applicants will be programmed for Plan B, the seminar plan. After the student is approximately half way through the program, has secured an adviser and established a thesis plan, permission to transfer to Plan A may be requested. Plan A is designed for students who have a particular research problem they wish to investigate in some detail. Requests for transfer to Plan A must be prepared as an official change in program for the master's degree, countersigned by the faculty adviser, and submitted to the Office of Graduate Programs in the College of Education.
Both Plan B options provide students the opportunity (1) to have two experiences which emphasize research or evaluation and writing, (2) to participate actively in the projects of the other members of the seminar, and (3) to subject their own work to critical evaluation by the other seminar members. Both plans require the ability to formulate and define research or evaluation problems, to assemble data pertinent to the problem, to draw conclusions, and to present the study in acceptable written form. It is expected that the two seminars will be at least as demanding as the thesis with respect to the difficulty and quantity of work required. Selection of one of the Plan B options must be made with the approval of the departmental faculty adviser.
Note: Students are requested to consult with the appropriate master's degree adviser prior to taking any coursework leading to the master's degree. Students are urged to take Education 690 (3 units) as early as possible in their first graduate year.
The Master of Arts degree in education with a concentration in educational leadership provides increased knowledge and skill for the prospective administrator or supervisor. The concentration is intended for those who wish to pursue administrative or supervisory positions in education, including postsecondary institutions.
To apply for this concentration, a student must complete an application for admission to both the University and the educational leadership program. All applications should include at least two letters of recommendation from the school district, postsecondary institution or agency employer. All applicants should note that academic degree and experience required varies with the career goal of the student. Upon admission to the University and the program, all students will discuss the degree curriculum with the graduate adviser during the first semester in the program.
Students in this concentration may earn a degree without a K-12 administrative credential or in combination with the California Preliminary Administrative Services Credential. The degree without the credential is designed for postsecondary administrators, foreign school administrators, school business managers, administrators of educational programs in private industry, civil services, or the nonprofit sector, administrators of technical and vocation programs, or those who have other administrative objectives in educational fields. Candidates who intend to pursue administrative careers in California public schools, grades K-12, will need to obtain the Preliminary Administrative Services Credential and then the Professional Administrative Services Credential. Credential candidates are advised to satisfy the requirements for the master's degree in conjunction with the credential.
Specific Requirements for the Master of Arts degree in Education with a Concentration in Educational Leadership:
A minimum of 30 units to include:
- 1. Core program: Six to nine units selected from the following:
ARP 600 Principles of Educational Administration (3)
ARP 605 Postsecondary Education (3)
ARP 610 Educational Leadership (3)
- 2. Six to nine units selected, with the approval of the graduate adviser, from the following:
ARP 611 Curriculum Theory and Development in Postsecondary Education (3)
ARP 630 Curriculum Design and Management (3)
ARP 652 Seminar in Instructional Improvement and Evaluation (3)
ARP 655 Administering Educational Organizations (3)
ARP 680 Seminar in Administration, Rehabilitation and Postsecondary Education (2-6)
ARP 730 Seminar in Adult Learning (3)
ARP 740 Advanced Seminar in Administration, Rehabilitation and Postsecondary Education (3)
- 3. Electives selected with the approval of the graduate adviser (6-9 units).
- 4. ED 690 Procedures of Investigation and Report (3)
- 5. Research: Three to six units selected from the following:
ED 791A Evaluation Techniques (3)
ED 791B-791C Practicum: Evaluation (1-3) or
ED 795A-795B Seminar (3-3) or
ED 799A Thesis (3)
Specific Requirements for the Preliminary Administrative Services Credential (Credential Code: 00501) (Academic coursework and experience required vary with the career goal of the student - see adviser):
- 1. Prerequisites:
- a. An application for admission to the educational
administration program.
- b. Basic skills examination (CBEST).
- c. Two letters of recommendation from school district or
agency where employed.
- d. A counseling interview with a program area faculty.
- e. Valid California credential for teaching, pupil personnel
services, school nursing, speech pathology, or
librarianship.
- f. Three years of successful, full-time K-12 school
experience.
- g. Students must have completed at least 1 unit (or the
equivalent) of coursework dealing with computers in
education.
- 2. Possession of a master's degree in Educational Administration or another field related to educational practice.
3.ARP 600 Principles of Educational Administration..........3
ARP 610 Educational Leadership............................3
ARP 630 Curriculum Design and Management..................3
ARP 652 Seminar in Instructional Improvement
and Evaluation..............................3
ARP 655 Administering Educational Organizations...........3
ARP 660 Field Experience in Educational
Administration.............................10
Electives selected with approval of adviser...............3
----
28
- 4. All students must meet the state mandated requirement for competencies needed to serve individuals with disabilities. Consult with a program adviser in the Department of Special Education for coursework and waiver requirement.
Specific Requirements for the Professional Administrative Services Credential: (Credential Code: 00502)
Candidates pursuing the Professional Administrative Services Credential must be in a credentialed administrative position. The candidate must complete the credential program within five years of initial appointment to an administrative position.
The following are required for admission to the Professional Administrative Services Credential program:
- 1. An application for admission to the program.
- 2. Admission to postbaccalaureate status at San Diego State University.
- 3. Possession of a valid Preliminary Administrative Services Credential or a Clear Administrative Services Credential.
- 4. Possession of a master's degree in Educational Leadership or another field related to educational practice.
- 5. Two letters of recommendation from knowledgeable field references
- 6. Two recent performance evaluations.
- 7. A letter of formal commitment of participating school district to support internship requirement.
- 8. Minimum grade point average of 3.25 in graduate study.
- 9. A selection interview with program area faculty members.
Program
The program requirements for the Professional Administrative Services Credential are:
Units
ARP707 Educational Law and Finance.................. 3
ARP720 Educational Human Resource Development....... 3
ARP727 Emerging Issues in Educational Leadership.... 3
ARP747 Leaderhip in a Diverse Society............... 9-12
ARP760 Internship in Educational Leadership......... 0-6
----
Total 21-30
Issuance of the Professional Administrative Services Credential requires completion of two years of successful, fulltime, K-12 administrative experience earned while holding the Preliminary Administrative Services Credential.
The Master of Arts degree in education with a concentration in counseling provides a sequential and integrated program of study in the theories, research, and practice of counseling. The program, usually with Plan A, is designed to provide the student with the education and experiences necessary to prepare for doctoral studies in counseling. The program, usually with Plan B, is intended for individuals who seek to increase their understanding of human behavior and improve their interpersonal skills in their current profession or occupation. This program does not lead to credentials or licensure in counseling. Individuals seeking California credentials in school counseling or school psychology or licensure in marriage, family, and child counseling are referred to the description of the Master of Science in counseling program provided in the Counseling and School Psychology section of this bulletin. For further information, see the graduate adviser in the Department of Counseling and School Psychology.
- 1. Prerequisite: Admission to the Department of Counseling and School Psychology (see Counseling and School Psychology section of this bulletin).
- 2. Education 690 Procedures of Investigation and Report (3)
- 3. Core program (minimum of 15 units):
- a. Common Core (3 units):
CSP 600 Counseling Communication Skills (2)
CSP 600L Counseling Prepracticum (1) Cr/NC
- b. Foundations (minimum of 6 units):
CSP 610A Determinants of Human Behavior: Personality (3)
CSP 610B Determinants of Human Behavior:
Social and Cultural (3)
CSP 610C Determinants of Human Behavior: Development (3)
CSP 610D Determinants of Human Behavior:
School Learning (3)
CSP 615 Seminar in Multicultural Dimensions in Counseling (3)
- c. Theory, Research, and Techniques (minimum of
6 units):CSP 640 Theory and Process of Appraisal (3)
CSP 660 Theory and Process of Counseling (3)
CSP 662 Counseling Interventions with Children and Adolescents (3)
CSP 670 Theory and Process of Group Counseling (3)
CSP 680 Theory and Process of Consultation (3)
CSP 685 Theories of Marriage and Family Therapy (3)
- 4. Electives (6-9 units).
- 5. Research (3-6 units).
Ed 799A Thesis (3) or Ed 795A-795B Seminar (3-3)
or Ed 791A Evaluation Techniques (3),
Ed 791B-791C Practicum: Evaluation (1-3)
The Master of Arts degree in education with a concentration in educational research is designed to prepare students having a basic background in education to conduct measurement, research, and evaluation activities at a professional level. Emphasis is upon preparation for research activities at the school district level.
- 1. Prerequisite: A basic background in education (a minimum of 12 units of professional education) including at least one course in tests and measurement
- 2. ED 690 Procedures of Investigation and Report (3 units)
- 3. Core program (9 units): Policy Studies in Language and Cross-Cultural Education 612, Ethnographic Approach to Classroom Interaction (3 units); Teacher Education 646, Seminar in Educational Measurement (3 units); and 3 units of educational research design selected with the approval of the adviser
- 4. Electives (15 units) selected with adviser's approval
- 5. ED 799A, Thesis (3 units)
The Master of Arts degree in education with a concentration in educational technology enables students to prepare for careers as instructional technologists, educational specialists, instructional designers, trainers, and experts in educational computing. State-of-the-art coursework and internships in companies, agencies and schools prepare candidates to analyze performance problems and design, develop and evaluate instructional strategies and products. Students graduate with a portfolio including educational computer software, instructional print materials, video, and interactive video programs. For further information, see the coordinator of educational technology. Course requirements follow:
- 1. Prerequisite: Varies with the career goal of the student. Students use educational technology skills in settings as diverse as the San Diego Zoo, UCSD Medical Center, and IBM. For most students, Educational Technology 540 and 541 are prerequisites. See adviser.
- 2. ED 690 Procedures of Investigation and Report (3 units).
- 3. Core program (15 units): The core is composed of courses in education and related fields, selected with the approval of the adviser on the basis of the student's interests and goals. A minimum of nine units must be taken in courses at the 600 and 700 level.
- 4. Electives (6-9 units) selected with the approval of the adviser.
- 5. Research (3-6 units)
ED 791A Evaluation Techniques (3)
ED 791B-791C Practicum: Evaluation (1-3) or
ED 795A-795B Seminar (3-3 units) or
ED 799A Thesis (3 units)
Specialization in Educational Computing within Educational Technology Concentration: Students specializing in educational computing must include among their 15 core units Educational Technology 544 and 572. Recommended electives to be approved by the program adviser include Educational Technology 553, 596, 644, 670, 671, 684, 775, and Special Education 650. Specialization prerequisites are Educational Technology 540 and 541.
Specialization in Workforce Education and Lifelong Learning: This specialization will allow students to prepare themselves as professionals who will focus on the development of education and training programs for youth and adults who are traditionally undereducated, non-college educated and who work in non-management jobs.
Students specializing in Workforce Education and Lifelong Learning pursue the following program: Prerequisites are Educational Technology 540 and 541. Required courses included in the 15 unit core are Educational Technology 530, 544, and Administration, Rehabilitation and Postsecondary Education 565. Recommended electives to be approved by the program adviser may include: Educational Technology 572, 640, 644, 650, 670, 684, 685; Administration, Rehabilitation and Postsecondary Education 605, 631, 730, 747; Policy Studies in Language and Cross-Cultural Education 602, 612, 653; Special Education 663; Teacher Education 631, 639.
The Master of Arts degree in education with a concentration in elementary curriculum and instruction is designed to increase professional competence in the form of more breadth, depth, and technical skill in curriculum and instruction, either generally or in selected areas of specialization.
- 1. Prerequisite: A basic background in education (minimum of 12 units) to include curriculum and methods, growth and development, educational psychology, and history and philosophy of education.
- 2. Education 690, Procedures of Investigation and Report (3 units).
- 3. Core program (15 units): The core is composed of courses in education and related fields, selected with the approval of the adviser on the basis of the student's interests, professional needs and goals. The core program will include:
- a. Teacher Education 600, Curriculum Development in Education (3 units).
- b. Teacher Education 626, Advanced Educational Psychology; or Teacher Education 655, Social Foundations of
American Education; or Teacher Education 656, Comparative Education; or Teacher Education 657, Philosophy of
Education (3 units).
- c. Teacher Education 610A, Seminar in Mathematics Education - Elementary School; or Teacher Education 610C,
Seminar in Science in Elementary Education; or Teacher
Education 630, Seminar in Reading Education; or Teacher
Education 631, Seminar in Language Arts; or related
courses with approval of the adviser (3 units).
- d. 500/600/700-numbered courses in teacher education with
the approval of the adviser (3-6 units).
- e. 500/600/700-numbered courses in education or related
fields selected with the approval of the adviser (up to 6
units).
- 4. Electives (6-9 units) selected with the approval of the adviser.
- 5. Special Study and Research (3-6 units): Education 791A-791B-791C, Evaluation (3-1-3 units); or Education 795A-795B, Seminar (3-3 units); or Education 799A, Thesis (3 units).
The program of study must include at least 15 units of 600- and 700-level courses.
The Master of Arts degree in education with a concentration in policy studies in language and cross-cultural education is designed to provide special knowledge and training for two diverse audiences with different career goals. Plan 1, curriculum development, is geared for the classroom teacher or resource specialist who will be working directly with language minority students. Plan 2 has been developed to allow students to specialize in areas outside of the Policy Studies in Language and Cross-Cultural Education Department. The nine unit specializations may be in other College of Education departments or in departments across campus, with permission of the department adviser and the cooperating department. This allows for career options in a variety of settings with an emphasis in a noneducational discipline, to provide classroom teachers, researchers, and other -specialists with a different orientation in examining policy research.
Students in each specialization will take a core of nine units in the Policy Studies in Language and Cross-Cultural Education Department. All students will also take a comprehensive examination* covering coursework for the M.A. degree.
- 1. Curriculum
PLC 552 Teaching Writing in Multilingual Settings (3)
PLC 553 Oral Language Assessment Techniques (3)
PLC 596 Special Topics in Bilingual and Multicultural Education (3)
PLC 651 Multicultural Methods and Curriculum in -Content Areas (3)
PLC 652 Language Arts in the Multicultural Education Curriculum (3)
PLC 686 Seminar in Multicultural Education (1-6)
PLC 798 Special Study (1-6)
- 2. Outside Specialization
With consent of department adviser and a cooperating department or program.
The Master of Arts degree in education with a concentration in reading education is designed to provide increased knowledge and skill for those who are or wish to become reading/language arts specialists in public or private schools and clinics. The program prepares candidates to teach, tutor, develop curriculum, offer in-service instruction and administer reading centers for students ranging from kindergarten through community college, university, and adult levels. This degree is often earned concurrently with a California Reading/Language Arts Specialist Credential, which has a number of common requirements.
- 1. Prerequisites: Completion of a minimum of 12 units of professional coursework in education, including a basic course in methods and materials for teaching reading and a course in children's/adolescent literature prior to or concurrent with enrollment in TE 637 Instructional Strategies for Reading/Language Arts.
- 2. TE 634 Seminar in Research Investigations in Reading
and Language Arts (4)
- 3. Core program (18 units)
TE 536 Assessment of Reading/Language Arts (3)
TE 631 Seminar in Language Arts (3)
TE 636 Leadership in Literacy Evaluation (3)
TE 637 Instructional Strategies for Reading/Language Arts (3)
TE 638 Topics in Reading Education (minimum of 3)
TE 639 Literacy and Language (3)
- 4. ED 791A Evaluation Techniques (3)
ED 791B-791C Practicum: Evaluation (1-3) or
ED 795A-795B Seminar (3-3) or
ED 799A Thesis (3)
- 5. Electives (2)
The Master of Arts degree in education with a concentration in secondary curriculum and instruction, is designed as the base for applicants to increase professional competence in any of the fields typically taught in secondary schools, and for obtaining those competencies and technical skills in curriculum and instruction either generally, or in selected areas of specialization.
- 1. Prerequisite: A basic background in education (12 units).
- 2. ED 690 Procedures of Investigation and Report (3 units)
- 3. Core program (6 units): to include TE 600, Curriculum Development in Education (3 units); three units from TE 604, Advanced Problems in Instruction; or TE 607, Seminar in Research in Curricular Problems; or related course with approval of adviser.
- 4. Electives (15 units) selected with the approval of the graduate adviser on the basis of the student's interests, goals and needs. A minimum of three units must be in 600- or 700-numbered courses. A maximum of six units may be selected from cognate fields outside the College of Education.
- 5. ED 791A Evaluation Techniques (3) and
ED 791B-791C Practicum: Evaluation (1-3) or
ED 795A-795B Seminar (3-3 units) or
ED 799A Thesis (3 units)
The Master of Arts degree in education with a concentration in special education provides the professional educator with advanced knowledge and skills in special education. This degree has many requirements in common with the California Specialist Credential in Special Education and may be earned concurrently with that credential. The M.A. degree can include specializations in the following areas: early childhood, gifted, learning disabilities, resource specialization, severely emotionally disturbed/behaviorally disordered, severe disabilities, teaching low achieving students in the mainstream, and school to adult transition. All programs must be approved by the graduate adviser. Alternatives to required courses may be included in the master's program upon permission of the graduate adviser. The M.A. degree program is open to individuals with undergraduate degrees in a wide range of disciplines and need not be linked to a teaching credential.
Prerequisites: Special Education 500, 501, and an infant/child development course (e.g., CFD 570) approved by adviser.
Core (15 units): Special Education 526, 528, 635, 643; *Education 690.
Advanced Specialization (9-12 units): Special Education 681 (in section approved by adviser); 6-9 units selected from Special Education 650 (1-3), 670, 771 (1-3), 798 (1-3), three units of approved electives at 600-level or above or Special Education 527.
Culminating Experience (3-6 units): *Education 795A-795B or Education 791A, 791B, 791C or Education 799A.
Gifted
No new students are being admitted to this
program during the 1996-97 academic year.
Contact department.
Prerequisite: Special Education 500.
Core (12 units): Special Education 508**, 644**, 649**; *Education 690.
Advanced Specialization (12-15 units): Special Education 681 (in section approved by adviser); 9-12 units selected from Special Education 650 (1-3), 670, 771 (1-3), 798 (1-3), three units of approved electives at 600-level or above.
Culminating Experience (3-6 units): *Education 795A-795B or Education 791A, 791B, 791C or Education 799A.
Prerequisites: Special Education 500 and 501.
Core (15 units): Special Education 524, 634, 647, 648; *Education 690.
Advanced Specialization (9-12 units): Special Education 681 (in section approved by adviser); 6-9 units selected from Special Education 650 (1-3), 670, 771 (1-3), 798 (1-3), three units of approved electives at 600-level or above or Special Education 527.
Culminating Experience (3-6 units): *Education 795A-795B or Education 791A, 791B, 791C or Education 799A.
Prerequisites: Special 500 and 501.
Core (15 units): Special Education 529, 634, 647, 677; *Education 690.
Advanced Specialization (9-12 units): Special Education 681 (in section approved by adviser); 6-9 units selected from Special Education 650 (1-3), 670, 771 (1-3), 798 (1-3), three units of approved electives at 600-level or above.
Culminating Experience (3-6 units): *Education 795A-795B or Education 791A, 791B, 791C or Education 799A.
Prerequisites: Special Education 500 and 501.
Core (15 units): Special Education 525, 635, 645, 664; *Education 690.
Advanced Specialization (9-12 units): Special Education 681 (in section approved by adviser); 6-9 units selected from Special Education 650 (1-3), 670, 771 (1-3), 798 (1-3), three units of approved electives at 600-level or above or Special Education 527.
Culminating Experience (3-6 units): *Education 795A-795B or Education 791A, 791B, 791C or Education 799A.
Prerequisites: Special Education 501; Special Education 971 (4-6 units).
Core (15 units): Special Education 553, 647, 648, 650 (3); *Education 690.
Advanced Specialization (9-12 units): Special Education 527, 670, 681 (in section approved by the adviser), 771 (1-3), 798, three units of approved electives at 600-level or above or Special Education 527.
Culminating Experience (3-6 units): *Education 795A-795B or Education 791A, 791B, 791C or Education 799A.
Prerequisite: Special Education 501 or Administration, Rehabilitation and Postsecondary Education 584.
Core (15-18 units): Special Education 663, 664; *Education 690; 6-9 units selected from (a) Special Education 524 or 525; (b) Special Education 645 or 648; (c) Special Education 771 or Administration, Rehabilitation and Postsecondary Education 744 or Counseling and School Psychology 730; *Education 690.
Advanced Specialization (9-12 units): Special Education 681 (in section approved by adviser); 6-9 units selected from Special Education 645, 650, 662, 670, 798 (1-6), Administration, Rehabilitation and Postsecondary Education 645, 687, Counseling and School Psychology 650, 3-6 units of approved electives at the 600 or 700 level.
Culminating Experience (3-6 units): *Education 795A-795B or Education 791A, 791B, 791C or Education 799A.
Master of Science Degree in Rehabilitation Counseling
The rehabilitation counseling program has the primary objective of preparing rehabilitation students to enter the field of vocational rehabilitation and provide rehabilitation and case management services with consumers with physical, emotional, and/or cognitive disabilities. Expanded curriculum in assistive technologies, rehabilitation of deaf and hard of hearing consumers, career assessment, administration of rehabilitation programs, disability management, diversity program development and work within the public and private sectors are highlighted. The degree is accredited by the Commission on Rehabilitation Education (CORE). A limited number of graduate stipends from the Rehabilitation Services Administration are available to (1) students who are committed to entering vocational rehabilitation in publicly supported programs after graduation, and (2) students with a financial need. Graduates qualify for CRC, CIRS, and CWAVES certification.
All students must satisfy the general requirements for admission to the University with classified graduate standing as described in Part Two of this bulletin. The student must file an application for admission to San Diego State University with both the Office of Admissions and Records and the Rehabilitation Counseling Program.
Students seeking admission to the graduate program which leads to a Master of Science degree in rehabilitation counseling should address their inquiries to the coordinator of the program. Detailed instructions concerning application procedures will be sent to the applicant along with all necessary forms. As there are specific requirements for the program, it is not sufficient to file only the general university admission forms.
Students are typically admitted in the fall semester each year. Preference is given to applications that are completed and submitted by May 1.
Criteria for admission require that students submit evidence in written form and through interviews demonstrating personal, professional, and academic adequacy for the Master of Science degree in rehabilitation counseling. Only students who show reasonable promise of success in rehabilitation counseling as a career will be admitted to this program. In order to continue in the program, the student must demonstrate ongoing academic, professional and personal growth.
A student may transfer a maximum of 30 semester units from another CORE accredited graduate program in rehabilitation counseling. Evaluation of transfer credits will be made at the time of acceptance to the program. Approval of graduate transfer credit from other programs will be at the discretion of the coordinator and subject to final approval by the Graduate Division.
To be eligible for advancement to candidacy the student must, in addition to holding classified graduate standing, have completed at least 24 units of the coursework listed on the official program, maintain good standing in the rehabilitation counseling program, and otherwise comply with the regulations of the Graduate Division as described in Part Two of this bulletin.
In addition to meeting the requirements for classified graduate standing, and the basic requirements for the master's degree, as described in Part Two of this bulletin, the student must complete a minimum of 60 graduate units of 500-, 600- and 700-numbered courses, to include:
39 units of required courses:
ARP 584 Introduction to Rehabilitation Process (3)
ARP 645 Assessment and Career Development (6)
ARP 648 Group Dynamics in Rehabilitation (3)
ARP 680 Seminar in Administration, Rehabilitation and Postsecondary Education (3)
ARP 685A-685B Medical and Psychological Aspects of Disability (3-3)
ARP 687 Placement Practices with Individuals with Disabilities (3)
ARP 710A-710B Seminar in Rehabilitation (3-3)
CSP 615 Seminar in Multicultural Dimensions in Counseling (3)
CSP 660 Theory and Process of Counseling (3)
ED 690 Procedures of Investigation and Report (3)
12-15 units selected from the following:
ARP 743 Fieldwork in Rehabilitation (3-6) Cr/NC
ARP 744 Practicum in Rehabilitation (3-9) Cr/NC
ARP 745 Internship in Rehabilitation (3-9) Cr/NC
6-9 units of electives as determined by consent of the faculty adviser.
A written comprehensive examination is required. The student must demonstrate satisfactory performance on a written comprehensive examination, in lieu of thesis, prepared by the rehabilitation counseling program. Reservations for the examination must be made in advance in the Rehabilitation Counseling Program Office, Hardy Annex, Room 146.
The rehabilitation counseling program offers a two-year, full-time format that leads to the Master of Science in rehabilitation counseling. Students are accepted on a full-time and part-time basis.
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