EDCG 504 Law and Ethics in School Counseling (3 credits)

Implications and trends of court decisions, federal, state, and local, as they affect the role of the counselor, teacher, and administrator; their impact on district policy and finance, and on district and local programs and activities.

EDGN 509 Situating Yourself as a Scholar Practitioner and Teacher Leader (3 credits)

This course designed to provide teachers and counsellors with a background and understanding of educational research such that they will become critical consumers and effective implementers of research in the classroom. Through first examining one’s own positionality, and the impact this has on our own pedagogical practice, students will explore concepts from several research paradigms (e.g., positivism, interpretivism, pragmatism, critical theory), as well as more teacher and classroom-specific approaches (e.g., action research) particular to the field of education. Considerable time will be devoted to reviewing published peer-reviewed research articles in order to investigate the extent to which educational research is used to inform educational decision-making at both the policy and individual classroom level, and for those in the counseling program, decisions prospective counsellors must make when considering their roles and responsibilities when working with schools, teachers, students and their families. This course will facilitate the development of knowledge and skills needed to read, design and interpret research, especially as that research relates to current issues impacting the educational contexts within which educators work.

EDCG 512 Life Span Human Development (3 credits)

A comprehensive review and advanced study of the maturation of both typical and exceptional persons, from birth to senescence in physical, social/emotional, cognitive, and language areas. The learning process and its application in a variety of settings with students of diverse cultural, ethnic, racial, linguistic, and socio-economic backgrounds will be examined.

EDCG 521 Counseling Theory and Practice (3 credits)

Fundamentals of counseling: theoretical approaches, the counseling process, and cross-cultural perspectives. This course should be taken during the first semester offered.

EDCG 523 Group Process and Leadership (3 credits)

Group counseling: foundation process, techniques and application; lecture and laboratory. Prerequisite: EDCG 521.

EDCG 525 Resiliency Development and Student Retention (3 credits)

Models and methods for effective prevention and intervention programs for at-risk students.

EDCG 526 Microskills in Counseling (3 credits)

An emphasis on counseling knowledge and skills. Includes in-class monitored practice. Prerequisite: EDCG 521. (Graded P/NC only).

EDCG 527 Career and College Development and Planning (3 credits)

Theoretical approaches, resources and techniques utilized in assisting individuals to make their educational and career choices.

EDCG 528 Practicum (3 credits)

Supervised field placement in a school, postsecondary setting or community agency, with 100 (PPS) field hours required. Candidates must be supervised by an experienced professional with an appropriate credential. Each student will be involved in on-site experiences which include the application of theory to practice. Approved fieldwork application required. Prerequisites: PPS Students - Proof of passing the CBEST and Certificate of Clearance. EDCG 504, 521, 523, 526, 527, 529 and 539 and completion of 24 credits.

EDCG 529 Organization and Administration of Pupil Personnel Services (3 credits)

Organization and administration of guidance and counseling services in the schools. Includes program planning, coordination, supervision, budgeting and evaluation.

EDCG 533 Field Studies in School Counseling I (3 credits)*

Supervised field experience in a K-12 public school setting under the supervision of an experienced Pupil Personnel Services credential holder at either an elementary, middle school or high school, with 300-500 field hours required. Approved Fieldwork application required. (Graded P/NC only).

EDCG 534 Field Studies in School Counseling II (3 credits)*

Supervised field experience in a K-12 public school setting under the supervision of an experienced Pupil Personnel Services credential holder at either an elementary, middle school or high school, with 300-500 field hours required. The school level must differ from that in 533. The combined number of field hours required for the two courses (533 and 534) is 800. The two courses may not be taken concurrently. Approved fieldwork application required. Prerequisite: EDCG 533. (Graded P/NC only).

EDCG 538 Educational Counseling and Academic Resilience (3 credits)

An emphasis on academic counseling knowledge and skills. An introduction to topics of academic development such as K-16 educational pipeline, High School graduation requirements, A-G requirements, the college admission process, working with historically marginalized populations and academic prevention and intervention. The course will emphasize resilience development, Grit and Growth Mindset as theoretical models.

EDCG 539 Systemic Approaches to Collaboration, Consultation and Supervision (3 credits)

This course provides candidates with knowledge regarding systemic approaches to effective consultation, collaboration, and supervision in K-12 educational settings. In particular, this course is designed to equip candidates with theoretical foundations of systemic leadership approaches, advocacy tools to support family-school-community relationships, and data-driven decision making processes for systemic and equitable change.

EDCG 554 Educational Measurement (3 credits)

Assessment of typical and atypical pupils, including the preparation, selection, administration, scoring, and interpretation of culturally appropriate normed and criterion-referenced individual and group tests.

EDCG 581 Diverse Perspectives in Education and Culturally Proficient Leadership (3 credits)

This foundational course explores the history of diversity and multicultural education, and introduces the conceptual framework of Cultural Proficiency as a lens for counselors in promoting equitable practices for all students in educational settings. An exploration of candidates’ self- identity, beliefs and values, and the impact on their roles as counselors, advocates, and leaders in diverse and inclusive educational settings will be conducted.

* These courses, which require field hours, are to be taken at or near the end of the program.